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高中英语必修1教学设计4：Reading and Thinking

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Unit 5 Languages Around the WorldReading and Thinking教材分析The topic of this unit is the writing system of Chinese characters. The purpose of this unit is to let readers understand the development history of the writing system of Chinese characters, to think about the relationship between the development of the writing system of Chinese characters and the inheritance of Chinese culture, to realize the charm of Chinese characters, and to explore the future development of Chinese characters.When designing text teaching, we should guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning. At the same time, we should help students sort out the topic language about Chinese character writing system, understand the narrative characteristics of "time-event" in illustrative style, and explore the function and importance of Chinese character writing system. The intrinsic relationship among the title, theme and supporting paragraphs of this paper is very helpful to improve students ‘logical thinking. The exploration of the function and importance of Chinese character writing system can not only help students develop critical thinking ability, but also help students understand the author's writing intention. In addition, the text is also conducive to enhancing students ‘cultural self-confidence and awareness of inheriting Chinese culture.教学目标与核心素养1. Enable students to acquire the basic usage of the new words and expressions concerning thewriting system of Chinese characters and learn to use them flexibly.2. Enable students to have a good understanding of development history of the writing system of Chinese characters.3. Develop students’ sense of coope rative learning and individual thinking capability.4. Develop students’ different learning skills to solve different reading comprehensive problems.教学重难点1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about Chinese character writing system, understand the narrative characteristics of "time-event" in illustrative style.3. Lead students to explore the function and importance of Chinese character writing system.教学过程(Warming up)Step 1:Leading-inLook at the picture on page 62 and answer the following questions:Q1: Do you know this Chinese character?Q2: Can you recognize another “马” in the picture? Why?Q3: Where did people write down the symbols?Q4: How did people write down the symbols on animal shells?Step 2: Predicting the content of the passage.Look at the title and the picture, and then predict what the passage will be about.Q1: What will be talked about?Q2: What may be the author’s inten tion of writing the passage?Step 3:Read to deal with questions concerning the Chinese writing system.1.What’s the main idea of the passage?_____________________________________________________________2. What is the main idea of the following paragraphs?Para 1: The Chinese writing system is one ofthe__________why Chinese civilizationhas survived into modern times.Para 2: Written Chinese was a_________________language at the beginning.Para 3：The writing system became_____________________.Para 4: The writing system became_______________________________.Para 5：Written Chinese connects China's__________________with its __________.Para 6:The Chinese language is helpingto_______________China's culture and history.Step 4: Lead students to focus on the development of the Chinese writing system. First, ask students to scan the passage to find the words and phrases that describe a time and what happened to the characters at those important times with the help of the following clues.clue1: What kind of words can show the development of the Chinese writing system clearly?(Words indicating time: several thousand years ago, by the Shang Dynasty, over the years, in the Qin Dynasty, today)clue2: What happened to the Chinese characters at those important times? Finish the timeline.Step 5: Ask students to read again and discuss the following questions.1.Why is the Chinese writing system so important?2.How did written Chinese unify Chinese people divided by geography and dialects?3.How does written Chinese connect Chinese people today with those of the past?4.According to the writer, the Chinese writing system is one factor that has helped theChinese language and culture survive. What do you think are some of the other factors?Step 6: HomeworkThe Festival of Chinese Characters of our school is coming. Please introduce the development of the Chinese writing system according to “time & event”.Reference：Several thousand years ago, Chinese characters began as picture-based symbols carved on longgu. By the Shang Dynasty, the symbols had become a well-developed system. Over the years, the system developed into different forms. This, however, changed in the Qin Dynasty when the Chinese writing system began to develop in one direction because Emperor Qinshihuang united seven major states. Even today, not only can Chinese people communicate well by means of it but also many foreign friends come to China to appreciate China’s culture and history through this amazing language.。

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Unit+4+Reading+and+Thinking+教案 高中英语人教版(2019)必修第一册

Unit+4+Reading+and+Thinking+教案 高中英语人教版(2019)必修第一册

课题：Book1 Unit4 Reading and ThinkingThe Night The Earthquake Didn’t Sleep 授课教师学校人与自然——语篇类型报告文学主题语境描述自然灾害课型阅读指导教师一、教学文本分析该文本标题为《地球不眠之夜》，是介绍1976年河北唐山大地震的纪实性报告文学。

该文本一共五个自然段，每个段落都有主题句。

按照时间顺序描述了该自然灾害发生的主线（明线），即地震前的预兆——地震中的破坏——地震后的救援与重建。

同时贯穿了地震中人们的情绪和情感变化（暗线）：奇怪——震惊——绝望无助——抱有希望——乐观积极。

从文本叙述手法来看，本文运用多种修辞手法来组织语言增强了画面感，让读者身临其境般感受到灾难后唐山市满目苍夷、让人绝望的场面。

例如，标题The Night The Earth Didn’t Sleep 和“Slowly, the city began to breathe again.”运用了拟人的修饰手法；“It seemed as if the world were coming to an end!”运用了夸张的手法；“Bricks covered the ground like red autumn leaves”运用了比喻。

更值得一提的是，整个文本使用了很多数字，例如eleven kilometers, eight kilometers long and 30 meres wide, less than one minute, two thirds of the people, thousands of, more than 400,000等等不仅仅描述了地震带来的毁灭性的后果，又增加了该语篇的客观性、说服力和可信度，体现了报告文学真实性的特点。

为了体现主题意义，语篇末尾句“Tangshan city has proved to China and the rest of the world that in times of disaster, people must unify and show the wisdom to stay positive and rebuild for a bright future”启发学生思考唐山大地震中人民的团结和积极乐观面对灾难的向上精神是这座英雄的城市可以顺利重建的根本原因。

【教案】Unit+1Reading+and+Thinking(人教版2019必修第一册)

【教案】Unit+1Reading+and+Thinking(人教版2019必修第一册)

Unit 1 Teenage Life基本信息科目英语年级册次高一必修一Unit 1姓名学校教材分析What :本节课话题属于主题语境——人与自我，生活与学习。

子话题学校生活和认识自我、丰富自我，完善自我。

主人公是Adam, 一位刚上高中的学生。

介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。

文章共有4个段落。

每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。

第二段：介绍了Adam 选课过程中遇到的挑战。

第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。

第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。

Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。

文章向学生展示了一位国外高中生的学校生活。

这有助于开阔学生的视野，增长文化知识、提升人文素养。

学生通过学习、联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。

How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。

明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。

在文章的第二、三、四段，作者则分别用I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。

学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是文本分析能力、思维层次及语言能力还有待提高。

【教案】Unit 1 Reading and Thinking 教学设计 人教版必修第一册

【教案】Unit 1 Reading and Thinking 教学设计 人教版必修第一册

新人教必修1 Unit 1Reading and Thinking: The Freshman Challenge文本简析本单元阅读文本的话题是美国学生亚当刚入高中所面临的挑战，旨在让同龄读者了解国外学生的校园生活和学习状况，探究和比较中外学生的校园生活，以积极乐观、阳光豁达的心态去迎接新生活的挑战。

文本采用了叙事性文体，主人公亚当以第一人称口吻描述了自己刚进入高中所面临的挑战，内容贴近学生生活，很能产生共鸣。

标题“The Freshman Challenge”是整个文本的浓缩提炼。

正文内容按“总—分”建构，第一段为总起段，说明亚当进入高中第一周时所产生的困惑，其余三段分别描述了亚当在选课、课外活动和学习三方面碰到的挑战以及应对挑战的心态和策略。

在进行文本教学设计时，要帮助学生梳理关于高中生活的话题类语言，其中包括有关选课以及与课外活动相关的表达。

此外，功能类语言，如：obviously, instead, still, but等，也是值得梳理的。

本文的主题段、主题句与支撑性内容的关联，是很好的逻辑思维训练载体。

此外，本课需首要关注的文化要素是中外高中新生校园生活的对比。

学生可将亚当面临的挑战与自己可能遇到的挑战作对比，在比较中感受文化异同。

第1课时教学设计一、教学内容理解全文，明确三个挑战和在面对挑战时的心态和应对措施，明确文本的总分结构。

二、课时目标1. 围绕校园生活主题，自由讨论，并根据标题和图片，进行自主提问，预测文本内容，激活背景知识和相关话题语言。

2. 通过略读、梳理、归纳等策略，提取文本信息，找出段落主题句，概括段落大意，梳理文本的段落关系，理清语篇opinion-fact的宏观总分结构，发展逻辑思维能力。

3. 通过文本分析以及问题链的回答，完成“challenge”、“feeling”、“solution”的outline内容梳理并根据上下文理解相关词义，整理和丰富相关语言，最后通过课文复述巩固所学。

Unit4 教学设计 高中英语人教版必修第一册

Unit4 教学设计 高中英语人教版必修第一册

必修一Unit4 Reading and Thinking【Teaching Objectives:】1.Enable students to understand the causes and consequences of the Tangshan earthquake.2.Develop students' reading comprehension skills, such as skimming, scanning, and inferencing.3.Cultivate empathy and awareness about the impact of natural disasters on communities.4.Encourage critical thinking and discussions about resilience and rebuilding aftera disaster.【Teaching Key and Difficult Points】Key Point: Understanding the timeline and events of the Tangshan earthquake.Identifying the actions taken to rebuild Tangshan and support its inhabitants.Difficult Point: Discussing the emotional and social impact of natural disasters on communities.【Teaching Procedure:】Step1. Warm-upBegin the lesson by asking students if they have ever experienced or heard about any natural disasters in their region or other parts of the world. Encourage them to share their experiences or what they know about these events.Step2. Pre-ReadingAnticipation Guide Prepare an anticipation guide with statements related to earthquakes, disasters, and resilience. Have students respond to the statements before reading the article. Sample statements:"Earthquakes only affect the region where they occur.""Rebuilding after a disaster is an impossible task.""People's unity is essential in overcoming a disaster."After the article is read, revisit the statements to discuss whether their opinions have changed.Step3. While-ReadingActivity 1: Visualizing the SceneDisplay a picture of the Tangshan earthquake aftermath, and ask students to describe what they see. Prompt them to visualize the impact and destruction caused by the earthquake.Activity 2: Comprehension QuestionsDivide the class into groups and provide each group with a set of comprehension questions related to the article. Example questions:What time did the earthquake occur?How many people were estimated to be dead or injured?How did the government and volunteers help Tangshan recover? Encourage students to refer back to the article for answers and discuss their responses within their groups.Activity 3: Cause and EffectHave students identify the causes and effects of the Tangshan earthquake. Discuss as a class how natural disasters can have far-reaching consequences and how communities respond in the aftermath.Step4. Post-ReadingActivity 1: Survivor StoriesAsk students to imagine they were survivors of the Tangshan earthquake. In small groups, they can create short narratives from the perspective of different individuals who experienced the disaster. Encourage creativity and empathy in their storytelling.Activity 2: Disaster PreparednessPoster Divide the class into teams and assign each team a specific natural disaster (e.g., earthquake, flood, hurricane). Have the teams create informative posters that highlight safety tips and preparation measures for that particular disaster.HomeworkAsk students to research and write a short essay on a different natural disaster that occurred in a different part of the world, discussing its impact on the community and how people responded to rebuild and recover.。