高中英语人教版 (2019)必修 第一册Unit 5 Languages around the world教案

这是一份高中英语人教版 (2019)必修 第一册Unit 5 Languages around the world教案，共4页。
必修一 Unit 5 Reading and Thinking课 题UNIT 5LANGUAGES AROUND THE WORLDPeriod 2 Reading and Thinking学 科英语班 级 授课教师 教 学目 标By the end of this section, students will be able to:1. learn and grasp the new words in this section, such as symbol, means, and character;2. practice reading skills such as skimming and scanning to understand the text better;3. sort out the development of the Chinese writing system;4. analyze the role the Chinese writing system plays in Chinese culture.教 学主 题该板块以“探索汉字书写体系”（Explore the Chinese writing system）为教学主题。要求学生阅读文本，了解我国汉字书写历史的发展，探索汉字发展对中华文明数千年的传承起到的积极作用，并积极思考汉字未来的发展和作用，切实体会汉字的魅力，体验家国情怀，增强文化自信。教 学重 点引导学生通过图片和文章标题预测文章内容，培养学生的预测能力；引导学生在阅读中训练泛读以及略读能力，帮助学生更好地掌握文章的内容；引导学生巩固对词根词缀的认知。教 学难 点1. 引导学生探索和理解汉字和中华文明传承的关系；2. 引导学生深入理解文章并加强学生对中国文化的自豪感和认同感，增强学生们对母语学习和对中国文化的自信心。 教学内容与过程Lead-in教师向学生展示一些古汉字，向同学们提问：What do you know about the development of ancient Chinese characters?Step 1 Pre-reading（1）学生讨论文本中的图片内容，教师引出生词：symbol、carve、ancient、character，并帮助学生了解这些生词的意思，为接下来的阅读做好铺垫。教学提示：教师引导学生谈论图片内容时，不必过于烦琐，只要引出一些关于汉字发展的话题词汇即可。例如：The picture shows jiaguwen. Some symbols were carved on longgu by ancient Chinese people. Maybe they are the earliest Chinese characters.（2）学生阅读标题，并结合图片预测文本内容。教师提示：“There are two parts in this title. Actually the first part ‘the Chinese writing system’ is the topic, while the second part ‘connecting the past and the present’ is a focus of this text.”。在此基础上让学生推测文本可能涉及的内容。教师可为学生设计如下表格：   TopicThe Chinese writing systemFocusconnecting the past and the presentDetailThe Chinese writing system in the past...how the Chinese writing system makes this connection......Step 2 While-reading（1）学生快速阅读文本，检验之前的预测是否与文本内容相符，同时找出每段的关键词或主题句，然后概括段落大义，完成活动2。教学提示：教师可以提示学生，在阅读文本段落时要关注转折词，因为其后的信息往往是段落的重点所在，如第一段中的but。（2）学生以寻读的方式阅读文本，找出与时间相关的词语，完成下表的填写，然后尝试按照表格内容简要说明汉字发展的历史。TimeEventat the beginninga picture-based language        教学提示：本环节主要训练学生的寻读技能。学生在阅读过程中将与时间有关的表达圈出来，以便确定范围和进一步查找信息。寻读时，阅读者需要快速扫视文本，确定所查询信息的范围。学生查找到信息后，应该趁热打铁，用自己的语言把这些信息组织起来，进行语言表达方面的练习，然后再把这些信息整合到自己的知识结构中。（3）学生再次以寻读的方式阅读文本，找出文中说明汉字与中国文化关系的句子，感悟汉字对中华文明传承以及文化发展所起的作用。教师引导：“Scan the text again to find the sentences explaining how the Chinese writing system is related to Chinese culture.”。学生找出以下句子：      ... one of the main factors has been the Chinese writing system. (第一段)      That writing system was of great importance in uniting the Chinese people and culture. (第四段)      Written Chinese has also become an important means by which China’s present is connected with its past. (第五段)      The Chinese writing system is still an important part of Chinese culture. (第六段)然后教师通过以下问题，引导学生分析以上的句子。      What does the first sentence tell us? (It tells us the Chinese writing system contributes to the survival of Chinese culture.)      What’s the purpose of this sentence? (To introduce the topic of the text.)      What do the other sentences tell us? (They show how the Chinese writing system contributes to the survival of Chinese culture.)      Then what’s the purpose of these sentences? (They support the topic. The second sentence shows the importance of the Chinese writing system in the past. The third and the last sentences show the importance of the Chinese writing system at present. They also support the title of the text.)（4）学生阅读活动4中的问题，然后带着这些问题仔细阅读文本，尝试找出答案。Step 3 Post-reading（1）教师组织学生讨论活动4中的最后一个问题。教师可以先提问：What contributed most to the survival of the Chinese writing system in history? And why?（2）学生分组讨论，可以采取头脑风暴的形式，列举有助于中华传统文化传承的其他因素，然后尽量找出一些论据来说明。最后各组派代表汇报讨论结果，教师作适当评价。（3）教师提出以下问题，带领学生复习文本内容，巩固重点词汇。      What’s the main reason for the survival of the Chinese civilisation?      What kind of language is jiaguwen? Can you describe it?      How did the Chinese writing system connect the past and the present?      Why do many people learn Chinese calligraphy?教学提示：在问答过程中，教师要引导学生关注问题及其答案中的重点词汇，并将这些词汇作为提示书写在黑板上，如system、date back、symbol、carve、means、classic等。若学生学习能力较强，教师可让他们尝试把这些词汇作为线索来复述文本。（4）学生阅读活动5中的语篇，了解中国书法的由来、演变、发展及艺术特征，然后完成选词填空。教师可以展示一些书法作品，让学生体会汉字的艺术魅力，感受man behind the brush的意义。（5）学生阅读活动6中的句子，回忆以前学过的构词法知识，然后填写下边的词类转换表：文中单词及词性句中单词及词性symbol  n.symbolise  v.        Step 4 Homework(1) Search on the internet for more information about the development of the Chinese characters and share it with your classmates.(2) Review the words and expressions learned this class.备注