Unit 5: The Chinese Writing System: Connecting the Past and the Present第1课时教学设计

  一、教学内容

  理解全文,了解汉字书写体系的发展。

  第一课时以汉字的演变为核心,以“预测——提问——阅读——解惑——梳理——概括”为主要流程,整体感知文本内容,重点探究汉字文化体系的历史变迁(development)的主线。教学从学生展示自己搜集的异形同义的汉字和辨认不同时期的“马”字导入,激活背景知识和主题词汇,再结合标题和插图,对课文内容等进行预测。然后学生思考想要了解汉字书写体系的哪些方面,并通过阅读寻找答案,梳理、归纳、聚焦文本主要内容,形成并完善汉字书写体系的历史变迁的时间轴,推进信息的获取、梳理和归纳。最后以介绍汉字书写体系发展整合输出语言。

  二、 课时目标

  1. 通过展示自己搜集的异形同义的汉字和辨认不同时期的汉字“马”,激活相关主题知识和词汇,并根据标题和图片预测文本内容,就汉字书写体系提出相关问题,激发阅读兴趣。

  2. 运用寻读、梳理、归纳等策略,寻找“time & event”词块和信息,聚焦文本主要内容,关注汉字书写体系发展,积累相关主题语言,发展逻辑思维能力。

  三、教学过程

  Activity 1: Talking about Chinese characters

  本活动为实现课时目标1而设计。

  1. Show different Chinese characters of the same meaning in groups, and let others guess what those characters are and which periods they belong to.

  2. Identify characters of which period can be recognized easily and try to tell the reason.

  3. Look 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?

  设计意图】通过学生课前搜集的异形同义的汉字展示,谈论哪个时期的汉字能较为容易被认出来并说说理由,再结合课文插图中不同时期的汉字“马”的讨论,激活学生原有背景知识,引导学生关注汉字的发展与变化以及原因,引出相关话题词汇,如“picture-based”、“animal shell”、“symbol”、“carve”“Qin Dynasty”等,提高对历史文化变迁的敏感性,加深对中华文明的感知。

  Activity 2: Predicting the content of the passage

  本活动为实现课时目标2作铺垫。

  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 intention of writing the passage?

  设计意图】结合插图和标题,引导学生对文本内容进行预测并聚焦文本重点,关注标题中分号的解释作用,激起学生的阅读兴趣,形成阅读期待。

  Activity 3: Raising and dealing with questions concerning the Chinese writing system

  本活动是为实现课时目标2作进一步铺垫。

  1. Raise some questions about what they want to know about the Chinese writing system.

  Q1: What do you want to know about the Chinese writing system?

  2. Read the text and try to find the answers to what they want to know.

  Q2: Is what you want to know mentioned in the passage?Give the evidence.

  Q3: What else is talked about?

  Q4: What’s the main idea of the passage?

  (The development of the Chinese writing system and its function)

  设计意图】学生根据主题语境,自主提问、阅读、解惑并归纳大意,增强阅读体验感,培养在阅读中积极主动、不断探究的意识。

  Activity 4: Focusing on the development of the Chinese writing system

  本活动为实现课时目标2而设计。

  1. Scan the passage to find the words and phrases that describe a time and what happened to the characters at those important times.

  Q1: 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)

  Q2: What happened to the Chinese characters at those important times? Finish the timeline.

   

  

  Q3: Where can you find the word “system” in the passage?

  Q4: Do they all mean the same?

  Q5: Which period is the most important? Why?

  设计意图】学生通过自主寻读,围绕关键词“system”找出表示时间的词块,并找出不同时期汉字书写体系的特点,顺利聚焦文章的第一条主线——the development of the Chinese writing system。“在汉字书写体系发展中哪个时间段最重要?”的讨论旨在提高学生对于国家统一等政治因素对汉字发展重要性的认识,也为第二课时——功能的探索做好了铺垫。

   

  

  Assignment

  本活动为巩固课时目标2而设计。

  The Festival of Chinese Characters of our school is coming. Please introduce the development of the Chinese writing system according to “time & event”.

  设计意图】在学校汉字文化节的主题语境中,让学生根据所学介绍汉字书写体系的历史变迁,旨在使学生加深对文本信息的梳理、加工和巩固,并运用所学进行创造性地输出;同时培养学生国家文化认同感。

  The teacher’s version:

  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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