人教版（2019）必修第二册 Unit 4 History and traditions 教学设计
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| 名称 | 人教版（2019）必修第二册 Unit 4 History and traditions 教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-07 16:41:12 | ||
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What’s in a name 教学设计
一、主题语境 人与社会——历史、社会与文化
二、语篇类型 说明性文本
三、教学内容分析、整体设计思路说明
本单元围绕历史和传统的主题，涉及世界多个国家的悠久历史和文化传统，旨在让学生了解其历史，发掘其内涵，理解其意义。本单元的主题语境是“通过历史了解一个国家的基本概况”，而本授课文本是以英国为例，阐述了学习英国历史的三大原因：知道国家名字起源；了解更多传统文化；在旅行中享受更多乐趣。本文以历史为主线，以国家名字起源、传统文化来源、首都伦敦为点，多维度的展示英国历史，进而阐述学习历史对深入了解一个国家的意义。该课采用的是基于主题意义探究的教学实践方法，课堂以学生为主体，激发学生学习自主性，独立探究文本呈现的基本细节；遵循从表层信息走向深度学习的认知规律。基于学习英国历史的三大原因，逐一找出表层信息，再总结出表层信息下面的深层含义，即学习英国历史的三个意义：To solve the puzzle; To help with cross-cultural communication; To have fun and more than fun.最后基于本节课的学习，让学生思考外国游客来中国之前所需要知道的重要事情（起源，文化传统，旅游景点等），并在小组内讨论分享，增强学生文化自信。
四、教学目标
1.The students will be able to learn some words and expressions about the history of the UK.
2.The students will be able to find out three reasons to study the history of the UK and the related supporting details.
3.The students will be able to explore three significances of studying the history of the UK .
4.The students will be able to express their own opinions about a country in groups.
五、教学重难点
重点
Find out three reasons to study the history of the UK and the supporting details.
Explore three significances of studying the history of the UK.
难点
1. Explore three significances of studying the history of the UK.
2. Express their own opinions about a country in groups.
六、教学资源
教材，多媒体课件、黑板、粉笔
七、教学过程
步骤 教学活动 设计意图 核心素养提升点
Step1Lead in（5mins） T introduces the history of T’s family name and invites Ss to share their names’ stories.T: Yes, everyone has a name, cities, countries and even plants have their names. What’s in a name Ss gives their answers.T: Every name has its own meanings and history. So, do we need to study history Why Ss gives their answers. 从 names’ stories入手，让学生有话可说。让学生思考What’s in a name 来引出history。为下个问题做铺垫让学生回答Why do we study history？是为文本解读做铺垫。
Step 2Read the passage as a whole and find the three reasons of studying history(7mins) T asks Ss to read the passage to find out: we study history in _____ reasons. And asks: how many reasons are there and what are they Ss gives their answers. 学生自主阅读，归纳整理学习历史的三个原因，引出文章主线。 语言能力：获取概括信息的能力。
Step3. Analyze reason 1—study history for the origin and find out similarities and differences of the four countries(10mins) T asks Ss to find out the origin of the names of the UK and find out the significance behind it.T: the UK is made up of four countries. What challenges will the nation face Ss gives their answers.T:If you were the Prime Minister of the UK, what would you do to deal with those challenges Discuss in group of four. Ss gives their answers.T: Now, let’s find out what the UK government do Ss gives their answers.T: Yes, it means working together but respecting differences. 引导学生关注英国名字形成的历史背景。探究学习历史背后的第一个意义：了解起源，了解名字背后的变迁。创设情境，以小组合作的方式讨论解决四个国家在融合时所面临的挑战。然后找出他们的应对方案来体现四个国家的求同存异。 语言能力：提取概括信息。思维品质：基于文本表层信息能解读出文本的深层含义，通过不断提问深入思考，推断出作者真正想要表达的信息。学习能力：自主学习；合作学习
Step 4Analyze reason 2— study history for more understanding（5mins） T: We study history to understand more about the country and its traditions , what does the “more” here refer to Ss gives their answers.T: Through these facts, we can understand more about its cultures and traditions. Studying history helps with____________.Ss gives their answers.T shows his opinion: Studying history helps with cross-cultural communicationSs gives their answers. 学生按照自己的理解梳理，概括，归纳文本信息，了解不同入侵者给英国文化和传统带来的改变探究学习历史背后的第二个意义：便于跨文化交际 语言能力：理解信息，整合语言进行表达；描述阐释意义。思维品质：信息建构和概括学习能力：自主学习、合作学习。
Step 5Analyze reason 3— study history for more enjoyment(5mins) T: Studying history can also make our visit more enjoyable.What will make your visit more enjoyable Ss show their answers.T asks Ss to understand the last two sentences of parapragh5 and fill in the blank in the sentence: Studying history brings you fun and _________ fun Ss show their opinions.T show his opinion: Studying history brings you fun and more than fun. 找出关键词，为讨论中国类似城市作基础探究学习历史背后的第三个原因：学习历史让你的旅游有趣并且不仅仅是有趣，还可以学到更多。 语言能力：提取概括观点信息,推断字面意思后面的深层含义。思维品质：基于文本表层信息能解读出文本的深层含义。。
Step 6Group discussion and sharing（7mins） 1.T: For visitors to the UK, it’s important to learn its origin, cultures and traditions to make their visit more enjoyable, then for the visitors to China, what important things should they know 2.T shows “the origin” ,” “more understanding (cultures and traditions)”, “more enjoyment” and asks Ss to discuss in group of four, one part for each group. 3.T asks several groups of students to share their opinions. 语言能力：组织语言进行观点的表达。学习能力：合作学习，探究学习文化意识：增强学生对中国历史文化的了解，提高文化自信。
Step 7Homework（1mins） Write a short passage in about 60 words based on your group discussion. 将分享的观点用文字的形式表述。 语言能力：组织语言进行观点的表达。
板书设计
What is in a name
more enjoyment
more understanding
the origin
help with cross-cultural communication
solve the problem
have fun and more than fun
一、主题语境 人与社会——历史、社会与文化
二、语篇类型 说明性文本
三、教学内容分析、整体设计思路说明
本单元围绕历史和传统的主题，涉及世界多个国家的悠久历史和文化传统，旨在让学生了解其历史，发掘其内涵，理解其意义。本单元的主题语境是“通过历史了解一个国家的基本概况”，而本授课文本是以英国为例，阐述了学习英国历史的三大原因：知道国家名字起源；了解更多传统文化；在旅行中享受更多乐趣。本文以历史为主线，以国家名字起源、传统文化来源、首都伦敦为点，多维度的展示英国历史，进而阐述学习历史对深入了解一个国家的意义。该课采用的是基于主题意义探究的教学实践方法，课堂以学生为主体，激发学生学习自主性，独立探究文本呈现的基本细节；遵循从表层信息走向深度学习的认知规律。基于学习英国历史的三大原因，逐一找出表层信息，再总结出表层信息下面的深层含义，即学习英国历史的三个意义：To solve the puzzle; To help with cross-cultural communication; To have fun and more than fun.最后基于本节课的学习，让学生思考外国游客来中国之前所需要知道的重要事情（起源，文化传统，旅游景点等），并在小组内讨论分享，增强学生文化自信。
四、教学目标
1.The students will be able to learn some words and expressions about the history of the UK.
2.The students will be able to find out three reasons to study the history of the UK and the related supporting details.
3.The students will be able to explore three significances of studying the history of the UK .
4.The students will be able to express their own opinions about a country in groups.
五、教学重难点
重点
Find out three reasons to study the history of the UK and the supporting details.
Explore three significances of studying the history of the UK.
难点
1. Explore three significances of studying the history of the UK.
2. Express their own opinions about a country in groups.
六、教学资源
教材，多媒体课件、黑板、粉笔
七、教学过程
步骤 教学活动 设计意图 核心素养提升点
Step1Lead in（5mins） T introduces the history of T’s family name and invites Ss to share their names’ stories.T: Yes, everyone has a name, cities, countries and even plants have their names. What’s in a name Ss gives their answers.T: Every name has its own meanings and history. So, do we need to study history Why Ss gives their answers. 从 names’ stories入手，让学生有话可说。让学生思考What’s in a name 来引出history。为下个问题做铺垫让学生回答Why do we study history？是为文本解读做铺垫。
Step 2Read the passage as a whole and find the three reasons of studying history(7mins) T asks Ss to read the passage to find out: we study history in _____ reasons. And asks: how many reasons are there and what are they Ss gives their answers. 学生自主阅读，归纳整理学习历史的三个原因，引出文章主线。 语言能力：获取概括信息的能力。
Step3. Analyze reason 1—study history for the origin and find out similarities and differences of the four countries(10mins) T asks Ss to find out the origin of the names of the UK and find out the significance behind it.T: the UK is made up of four countries. What challenges will the nation face Ss gives their answers.T:If you were the Prime Minister of the UK, what would you do to deal with those challenges Discuss in group of four. Ss gives their answers.T: Now, let’s find out what the UK government do Ss gives their answers.T: Yes, it means working together but respecting differences. 引导学生关注英国名字形成的历史背景。探究学习历史背后的第一个意义：了解起源，了解名字背后的变迁。创设情境，以小组合作的方式讨论解决四个国家在融合时所面临的挑战。然后找出他们的应对方案来体现四个国家的求同存异。 语言能力：提取概括信息。思维品质：基于文本表层信息能解读出文本的深层含义，通过不断提问深入思考，推断出作者真正想要表达的信息。学习能力：自主学习；合作学习
Step 4Analyze reason 2— study history for more understanding（5mins） T: We study history to understand more about the country and its traditions , what does the “more” here refer to Ss gives their answers.T: Through these facts, we can understand more about its cultures and traditions. Studying history helps with____________.Ss gives their answers.T shows his opinion: Studying history helps with cross-cultural communicationSs gives their answers. 学生按照自己的理解梳理，概括，归纳文本信息，了解不同入侵者给英国文化和传统带来的改变探究学习历史背后的第二个意义：便于跨文化交际 语言能力：理解信息，整合语言进行表达；描述阐释意义。思维品质：信息建构和概括学习能力：自主学习、合作学习。
Step 5Analyze reason 3— study history for more enjoyment(5mins) T: Studying history can also make our visit more enjoyable.What will make your visit more enjoyable Ss show their answers.T asks Ss to understand the last two sentences of parapragh5 and fill in the blank in the sentence: Studying history brings you fun and _________ fun Ss show their opinions.T show his opinion: Studying history brings you fun and more than fun. 找出关键词，为讨论中国类似城市作基础探究学习历史背后的第三个原因：学习历史让你的旅游有趣并且不仅仅是有趣，还可以学到更多。 语言能力：提取概括观点信息,推断字面意思后面的深层含义。思维品质：基于文本表层信息能解读出文本的深层含义。。
Step 6Group discussion and sharing（7mins） 1.T: For visitors to the UK, it’s important to learn its origin, cultures and traditions to make their visit more enjoyable, then for the visitors to China, what important things should they know 2.T shows “the origin” ,” “more understanding (cultures and traditions)”, “more enjoyment” and asks Ss to discuss in group of four, one part for each group. 3.T asks several groups of students to share their opinions. 语言能力：组织语言进行观点的表达。学习能力：合作学习，探究学习文化意识：增强学生对中国历史文化的了解，提高文化自信。
Step 7Homework（1mins） Write a short passage in about 60 words based on your group discussion. 将分享的观点用文字的形式表述。 语言能力：组织语言进行观点的表达。
板书设计
What is in a name
more enjoyment
more understanding
the origin
help with cross-cultural communication
solve the problem
have fun and more than fun