Unit 5 Languages around the world
Reading and thinking
The Chinese writing system: connecting the past and the present
Learning aims：
1. To know and master the words and expressions related to Chinese writing system.
2. To apply the reading skills, including predicting, skimming for main idea and scanning and get familiar with the writing style of an exposition.
3. To experience the charm of Chinese characters and be confident of Chinese culture.
Step 1. lead in through a video and predict before reading.
What can you get from the title and the picture? ____________
设计意图：通过中国汉字的由来的视频，让学生数出视频中出现的汉字，增强了课堂的趣味性，提高学生对课堂的专注力，同时激发学生学习本课的兴趣。标题和图片可以锻炼学生对阅读文本的预判能力，为下一步阅读作铺垫。
Step 2 fast reading- Match the main ideas with each paragraph
para1:  A At the beginning, written Chinese was a picture-based language.
para2:  B China is famous for its civilization, among which Chinese writing is an important part.
para3:  C Written Chinese is a way connecting the present and the past
Para4:  D Chinese writing system is playing a more and more important role in Chinese culture.
para5:  E the development and varieties of dialects and characters before Qin Dynasty.
para6:  F Emperor united the states into unified country, making Chinese writing system de
velop in one direction.
设计意图：快速限时阅读把文章作为整体来处理，掌握主旨大意利于学生形成本文的大概导图，提高了学生略读，寻读的能力，同时增强学生阅读自信心。
step 3 Scan for specific information.
1）What does the word “this” in the first paragraph most probably mean?
A. How the Chinese writing system was created.
B. What China has experienced in history.
C. Chinese ancient civilisation has gone through into modern times.
D. The Chinese writing system is known all over the world.
2) How is this article organized?     
A time order      B. space order  C. list examples 
3）Scan para2-4 to find the words and phrases that decribe a time.
connect to和connect with的区别
Time
event
at the beginning
several thousand years ago:
Shang Dynasty
over the years
Qin Dynasty:
today
4) Read para4-6 carefully and try to explore the functions of Chinese writing system.
Can you underline the sentences indicating “connect” from para4 to 6?
Can you generalize these “connections” by yourself?
Chinese writing system can
1.connect_________with_______ 2 connect ____________with____
3.connect ________with _________  4.connect ____________with ______
设计意图：通过对文本时间顺序的分析，让学生发现本文的明线，了解中国汉字系统的发展，同时通过this加强对细节的解读。另外结合connect引出文章的暗线，引导学生发现中国文化的影响力，加强对中国文化的认同，培养自豪感。
step 4 summary
Chinese ancient civilization is widely known for many reasons, and one of the main______(factor) is the Chinese writing system. In the ancient time, symbols __________(carve) on the animal bones and shells, _______ is known as jiaguwen. As time went on, these symbols became a well-developed writing system and developed____ different forms. It was not until Qin dynasty_____the Chinese writing system began to develop in one direction. Even today, wherever Chinese people live ___what dialect they speak, they can still communicate in writing. The writing systems of great__________(impo
rtant) in uniting the Chinese people and culture. It is also an important _______(mean) to connect the past and the present. What’s more, it ____(play) a greater role in global affairs, in this sense, it connects china ____the world.
设计意图：通过summary，学生整合本节课所学内容，增强学生英语语言理解能力。
step 5 what’s the author’s intention of writing this passage? ______________________
step 6 what other aspects of Chinese culture do you feel proud? Why?
设计意图：从中国汉字延伸到中国丰富的文化，开阔学生文化视野，同时通过小组讨论，可以提高学生语言表达能力和归纳汇总能力。
homework
Your foreign friend Henry plans to learn Chinese calligraphy. He wants to know more about its origin, development and function. Please write a short passage.
设计意图：通过设计场景-外国朋友学习汉字，连接实际应用，让学生能把课堂所学与课下练习结合在一起，达到巩固知识，提高英语综合能力的目的。
学情分析
经过初中三年的学习，高一学生掌握了一定的语言知识，获得了一定的学习能力，可是却普遍存在着不良的阅读习惯，较差的阅读能力和词汇量不大，对相关话题口语表达能力欠佳的现象。而另一方面，高一学生有着强烈的好奇心和求知欲。本课的话题Chinese characters看上去很熟识，其实，仔细想一下又觉得比较陌生，相对前几个单元，本单元第一次涉及了说明文，而且本课的专业名词较多，句型上相对复杂，对学生是一个挑战。针对学生的这个特点，教师课堂上设计了一系列的活动，帮助学生形成有效学习策略，克服不良的阅读习惯，提高自主阅读的能力；在阅读材料使用过程中，培养学生的文本解读能力和词汇理解运用能力。
学生阅读的过程伴随中国文字系统的发展变化。学生是以听说读写的方式从课本，网络等课程资源中获取关于中国文字的发展演变的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，从两条线来研读文章。第一条时
明线，按照时间顺序展开了中国文字发展的轨迹，向学生介绍了文字的发展经历，涉及到历史知识，文字和历史的结合会调动学生阅读的积极性。本文的暗线是围绕“connecting the past and the present”这一副标题展开，除了the past and the present, 本文还暗含culture 和 people，chinese character 和 art，china 和world 的联系。从而表达汉字和中国文化传承之间的关系，引导学生思考未来汉字在全球的发展使用。课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力，提高了自主学习的意识和能力。

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