人教版高中英语第二册Unit 4 HISTORY AND TRADITIONS教学设计.pdf

人教版高中英语第二册Unit 4 HISTORY ANDTRADITIONS教学设计文本简析本单元阅读文本的话题是英国历史，旨在帮助读者了解研究英国历史的两大好处，认识了解一个国家历史的重要性文本采用了说明性文体，首先通过简述英国历史，解释英国不同国名的由来（第一、二、三 段）；接着通过介绍英国在历史上所经历的四次外族入侵以及它们对英国社会文化所产生的积极影响，告诉读者了解英国历史，可以让我们更好地理解这个国家以及它的传统（第四 段）；最后指出了解英国历史可以让我们在英国的旅行更加愉快有趣，同时也表明了本文的目标阅读群体游 客（第五段）文本前四段介绍了 了解英国历史的第一个好处，即通过研究英国历史可以帮助我们很好地了解英国和它的传统；文本第五段主要介绍了了解英国历史的第二个好处，即了解英国历史可以让我们在英国的旅行更加愉快有趣在进行文本教学设计时，可以通过梳理了解英国历史的两大好处的主题任务，学习相关语言表达，引导学生学习按照时间顺序来阐述历史事件，通过主题句加支撑性内容的方式展开文本，训练学生的逻辑思维能力此 外，本文关于英国历史的话题，为学生提供了丰富的目的语文化知识学生在梳理信息、学习语言的同时也要关注目的语文化知识，开拓视野，在了解英国历史的同时也加深对本国文化的理解，提升民族自豪感。

第 1课时一、教学内容了解全文大意，重点研读文本第1-3段二、课时目标1.快速浏览文本，了解全文大意2.细 读 文 本，了解英国不同国名的由来以及各组成国的异同，理解相关主题词汇，熟悉段落的行文逻辑和写作手法3.学会运用目标语言按时间顺序描述英国历史及其不同国名的由来三、教学过程Activity 1:Activating background information about names本活动旨在为落实课时目标1作铺垫Talk about whats in a name.Q1:What s your understanding of the sentence fromShakespeares Romeo and Juliet:Whats in a name?That whichwe call a rose,by any other name,would smell as sweet?Doyou agree?Give your reasons.Q2:What do you think is in your name?Why did your parentsgive you this name?设计意图 从莎士比亚对名字的看法入手，引导学生思考自己的名 字，探讨名字所蕴含的意义，为后续阅读的进行做好准备。

Activity 2:Predicting the content of the passage and reading toget the first impression of the whole passage本活动旨在落实课时目标11.Predict the content of the passage according to the map.Q1.According to the map,can you guess whose name will betalked about in this passage?Q2.What do you expect to learn about this country in thispassage?2.Read the whole passage and find out what it is actuallymentioned in the passage.Q:What does the writer actually tell us in the passage?设计意图 在引入话题之后，让学生借助地图预测文本内容然后通过整体阅读，核对预测，并初步了解全文大意。

Activity 3:Understanding the origin of the different names ofthe UK and the way of explaining it本活动旨在落实课时目标21.Read Paragraph 1 and answer the following questions.Q1:How many names are used to refer to the UK and what arethey?Q2:Why does the UK have so many names?What does theauthor suggest to solve this puzzle?Q3:According to the last sentence of Paragraph 1 ,can youpredict what will be most probably talked about in the secondparagraph?If so,in what order will the second paragraph beorganized?(In the order of time/in the chronological order)设计意图 通过问题1 和 2,提出“困惑”为什么英国有那么多不同的名称，找出作者提出的解决方法。

通过问题3,根据首段末句，预测下个自然段的内容和写作顺序，过渡到第二自然段的阅读，并感知该句子的功能2.Read Paragraph 2 and finish the following tasks.(1)Finish a timeline to sort out the key information.(Firstindividual work and then pair work)Q1:Can you find out all the phrases indicating time?Q2:What happened in these time periods?(2)Improve the timeline with the joint efforts of the teacherand the Ss.The possible version of the timeline:be joined to be joined to be added to break away fromin the 16th c in the 18th c in the 19th c in the 20th cthe Kingdom of England the Kingdom of GB the UK of GB andIreland the United Kingdomof GB and Northern IrelandEngland+Wales England+Wales+Scotland GB+lrelandGB+Northern Ireland(3)Retell with the help of the timeline as the teacher does.T:In the 16th century,Wales was joined to England.At thattime,the country was called the Kingdom of England and wasmade up of England and Wales.Q3:Why is the country also called Britain?(be referredto.as)设计意图 通过完成时间轴，学生能够更加直观地理解英国历史及其多个名称的由来，同时也能学习主题词汇。

借助时间轴，按照时间顺序复述本段内容，为学生提供及时内化目标语言的机会Activity 4:Getting detailed information about the similaritiesand differences between the four countries本活动旨在落实课时目标2Read Paragraph 3 and answer the following questions.Q1:How do the four countries work?Q2:In what areas do they work together?In what areas theyare different?Q3:Why is the word even used in the last sentence?(Toexpress the feeling of surprise)Q4:How does the writer explain the fact to us?Why does thewriter show us the fact in this way?设计意图 通过问题1 ,概括得出本段段落大意。

通过问题2,比较英国的四个组成国之间的异同点，同时处理部分词汇，扫除阅读障碍通过问题3,推断作者的情感态度通过问题4,体会举例说明的好处Activity 5:Retelling what you have learnt about the UK in thefirst three paragraphs.此活动旨在落实课时目标3设计意图 通过复述，进一步熟悉文本内容、内化主题语言，并为后续写作做好铺垫AssignmentYour friend Li Hua is also puzzled about why the UK has somany different names and how the countries of the UK worktogether.Please write a letter to her and share what you havelearned.Dear Li Hua,Hows everything going?Im writing to share with yousomething Ive learned about the UK.I hope you will find my sharing helpful.Best wishes!Yours,设计意图 在新创设的语境中运用话题语言，加深对文本内容的理解。

第二课时一、教学内容重点研读文本第四、五 段，梳理全文框架，对比中英文化二、课时目标1.通 过 细 读，理解研究英国历史的其他好处，赏析语言，明确段落写作思路2.梳理文本框架结构，归纳学习英国历史的两大好处3.比较 中 英 文 化，在理解英国历史的同时加深对本国历史的理解三、教学过程Activity 1:Checking the assignment and introducing the nextparagraph此活动旨在为实现课时目标1作铺垫First share letters with each other and comment on it,reviewing what has been learnt at the same time.Q1:Who would like to share your letter with us?Q2:Could you make some comments on his/her letter?设计意图 通过同伴间互相阅读信件和同伴互评的方式，共同回顾上一课时所学内容，并导入本课时的学习内容Activity 2:Getting more information about the UK and itstraditions by exploring its history.此活动旨在实现课时目标1。

1.Read Paragraph 4 and answer the following questions.Q1:What else can we know about the。