人教版（2019）必修第二册 Unit4 History and traditions Reading and Thinking名师教学设计
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Unit4 Reading and Thinking名师教学设计
课时内容
Learn about a country through its history
主题语境：人与社会
主题群：历史、社会与文化
子主题：不同民族文化习俗与传统节日
语篇类型：说明文
文本分析：
[What]这篇说明文介绍了英国的名称之谜、组成部分、各部分之间的异同及发展历史。
[Why]该语篇旨在通过介绍英国的历史、联合王国的几个主要组成部分的由来、受到哪些文化的影响等，帮助学生理解英国为什么叫大不列颠联合王国和北爱尔兰，让学生感受到学习一个国家历史的重要性。
[How]该语篇以英国名称让人迷惑为引子，引出了英国历史。然后分别从学习英国历史可以让你解开名字之谜、可以让你更多地了解国家和习俗、可以让你游玩时更尽兴三方面展开介绍，每一方面都有明确的主题句。介绍历史部分均以时间顺序展开，介绍异同用however转折，整个文章思路清晰，行文逻辑紧凑。
课时目标
1. 能识别主题句，提取文章主要信息和相关细节。
2. 能介绍英国历史及其名字的由来。
3. 理解学习一个国家历史的重要性，并能用英语简单介绍中国的历史。
重点难点
重点：
学生通过阅读，获取关于英国历史的主要信息。
难点：
学生通过阅读、讨论等活动，形成自己对学习历史重要性的认知。
教学准备
教师准备：
有关英国历史的视频。
学生准备：
了解阅读的各种技巧，并阅读英国历史的相关文章，为理解课文做好背景知识贮备。
教学过程
Step I 学习理解
活动一：Brainstorm
Discuss in groups：
(1)When we refer to “英国”，what do we call it
(2)Look at the map on Page 40. What does it show What is it used for
【设计意图】通过Brainstorm活动，激活学生已有的背景知识，引发学生思考标题，并学会解读地图。
活动二：Read for general understanding
Divide the passage into three parts and summarize the main idea of each part.
Read the passage: What’s in a name
Part 1 (Para 1 3 ) : Learning history of the United Kingdom can help you solve the puzzle of the country’s name.
Part 2 (Para 4): Learning history of the United Kingdom can help you learn much more about the country and its traditions.
Part 3 (Para 5): Learning history of the United Kingdom can make your visit much more enjoyable.
【设计意图】为了更好地让学生把握文章结构、行文特点、使语篇信息结构化，要引导学生从行文逻辑和主题句两方面分析语篇。
活动三：Read for details
1. Read the text and answer the questions. (SB, P40, Part 2)
(1) What are the four countries of the United Kingdom Which two were the first to be joined together
(2) According to the text，what are two chief advantages of studying the history of a country
Suggested answers：
(1)The four countries are England, Wales, Scotland and the Northern Ireland. The first two were Wales and the England.
(2)Studying the history of a country can help us learn more about the country and its traditions and make our visit much more enjoyable.
2. Read again and sort out the information according to the timeline. (SB，P41，Part 3) Suggested answers：
When What happened What changed
Romans arrived
Anglo-Saxons came
Vikings came
When What happened What changed
11th century
12th century
13th century
14th century
15th century
Suggested answers：
(略）
【设计意图】通过回答问题、填写时间轴，让学生进一步了解讲历史的说明文是以时间、事件为线索贯穿文章始末，从而快速、有效地获取主要信息。
活动四：Language focus and learning
1. Complete the conversation about the UK using the phrases in their correct forms.
A: I can never remember what the UK means! There’s England, Britain, ______ Great Britain!
B: Well, it helps if you remember that there are four countries that_____ the UK. That’s why it’s called the United Kingdom.
A: Four countries I must have been asleep in that part of our history class! So the first country was England, and the others were_____that
B: Yes, right. First England, then Wales, then Scotland. The last country was Ireland，but later the southern half didn’t want to be_____the United Kingdom.
A: Oh, I remember now! The southern part_____from Northern Ireland, right
B: Yes, you got it well remembered! But_____inhistory class next time!
2. shared the answers with the whole class.
Suggested answers：
as well as； belong to； added to； joined to； broke away； keep your eyes open
【设计意图】通过本环节，既让学生回顾了有关语篇的文化知识，也让学生在语境中巩固了相关短语的用法，而不是孤立地去学习词汇。
Step I 应用实践
活动五：Discussion (Group work)
Discuss the questions in groups. (SB, P41, Part 5)
(1)Why is it important to study the history and culture of a country before visiting it
(2)What important things should visitors kno^v^aboutbefore they come to China
Suggested answers ：
(略）
【设计意图】在学生了解了英国历史之后，以小组活动 的形式，让学生探讨、了解一个国家的历史的重要性，进而 让学生反观自己国家应该向游客展示的方面，引导学生增 强民族文化自豪感。
Step III 迁移创新
活动六：Conversation (Group work)
In groups of four, one is the tour guide, the other three are tourists coming to the UK and they want to know something about the UK. Ask the tour guide some questions. E. g.：
What’s the full name of the UK Why is that
Are there any differences among those countries of the United Kingdom
How many peoples came to England
【设计意图】本环节属于迁移创新阶段，设计了说的活动，让学生将语言理解和表达紧密结合起来。在对文章进行浅层和深层阅读理解之后，学生创造性的模仿和使用所学语言及所学文化知识进行合理表达。在真实的语境和用语言解决实际问题的驱动下，学生的创造性和想象力得到极大激发，真正实现了学以致用。
板书设计
Unit 4 History and Traditions
Period II Reading and Thinking
I . 学习理解
活动一：Brainstorm
活动二：Read for general understanding
活动三：Read for details
活动四：Language focus and learning
II. 应用实践
活动五：Discussion
III. 迁移创新
活动六：Conversation
as well as belong to add to join to
break away keep your eyes open
课时内容
Learn about a country through its history
主题语境：人与社会
主题群：历史、社会与文化
子主题：不同民族文化习俗与传统节日
语篇类型：说明文
文本分析：
[What]这篇说明文介绍了英国的名称之谜、组成部分、各部分之间的异同及发展历史。
[Why]该语篇旨在通过介绍英国的历史、联合王国的几个主要组成部分的由来、受到哪些文化的影响等，帮助学生理解英国为什么叫大不列颠联合王国和北爱尔兰，让学生感受到学习一个国家历史的重要性。
[How]该语篇以英国名称让人迷惑为引子，引出了英国历史。然后分别从学习英国历史可以让你解开名字之谜、可以让你更多地了解国家和习俗、可以让你游玩时更尽兴三方面展开介绍，每一方面都有明确的主题句。介绍历史部分均以时间顺序展开，介绍异同用however转折，整个文章思路清晰，行文逻辑紧凑。
课时目标
1. 能识别主题句，提取文章主要信息和相关细节。
2. 能介绍英国历史及其名字的由来。
3. 理解学习一个国家历史的重要性，并能用英语简单介绍中国的历史。
重点难点
重点：
学生通过阅读，获取关于英国历史的主要信息。
难点：
学生通过阅读、讨论等活动，形成自己对学习历史重要性的认知。
教学准备
教师准备：
有关英国历史的视频。
学生准备：
了解阅读的各种技巧，并阅读英国历史的相关文章，为理解课文做好背景知识贮备。
教学过程
Step I 学习理解
活动一：Brainstorm
Discuss in groups：
(1)When we refer to “英国”，what do we call it
(2)Look at the map on Page 40. What does it show What is it used for
【设计意图】通过Brainstorm活动，激活学生已有的背景知识，引发学生思考标题，并学会解读地图。
活动二：Read for general understanding
Divide the passage into three parts and summarize the main idea of each part.
Read the passage: What’s in a name
Part 1 (Para 1 3 ) : Learning history of the United Kingdom can help you solve the puzzle of the country’s name.
Part 2 (Para 4): Learning history of the United Kingdom can help you learn much more about the country and its traditions.
Part 3 (Para 5): Learning history of the United Kingdom can make your visit much more enjoyable.
【设计意图】为了更好地让学生把握文章结构、行文特点、使语篇信息结构化，要引导学生从行文逻辑和主题句两方面分析语篇。
活动三：Read for details
1. Read the text and answer the questions. (SB, P40, Part 2)
(1) What are the four countries of the United Kingdom Which two were the first to be joined together
(2) According to the text，what are two chief advantages of studying the history of a country
Suggested answers：
(1)The four countries are England, Wales, Scotland and the Northern Ireland. The first two were Wales and the England.
(2)Studying the history of a country can help us learn more about the country and its traditions and make our visit much more enjoyable.
2. Read again and sort out the information according to the timeline. (SB，P41，Part 3) Suggested answers：
When What happened What changed
Romans arrived
Anglo-Saxons came
Vikings came
When What happened What changed
11th century
12th century
13th century
14th century
15th century
Suggested answers：
(略）
【设计意图】通过回答问题、填写时间轴，让学生进一步了解讲历史的说明文是以时间、事件为线索贯穿文章始末，从而快速、有效地获取主要信息。
活动四：Language focus and learning
1. Complete the conversation about the UK using the phrases in their correct forms.
A: I can never remember what the UK means! There’s England, Britain, ______ Great Britain!
B: Well, it helps if you remember that there are four countries that_____ the UK. That’s why it’s called the United Kingdom.
A: Four countries I must have been asleep in that part of our history class! So the first country was England, and the others were_____that
B: Yes, right. First England, then Wales, then Scotland. The last country was Ireland，but later the southern half didn’t want to be_____the United Kingdom.
A: Oh, I remember now! The southern part_____from Northern Ireland, right
B: Yes, you got it well remembered! But_____inhistory class next time!
2. shared the answers with the whole class.
Suggested answers：
as well as； belong to； added to； joined to； broke away； keep your eyes open
【设计意图】通过本环节，既让学生回顾了有关语篇的文化知识，也让学生在语境中巩固了相关短语的用法，而不是孤立地去学习词汇。
Step I 应用实践
活动五：Discussion (Group work)
Discuss the questions in groups. (SB, P41, Part 5)
(1)Why is it important to study the history and culture of a country before visiting it
(2)What important things should visitors kno^v^aboutbefore they come to China
Suggested answers ：
(略）
【设计意图】在学生了解了英国历史之后，以小组活动 的形式，让学生探讨、了解一个国家的历史的重要性，进而 让学生反观自己国家应该向游客展示的方面，引导学生增 强民族文化自豪感。
Step III 迁移创新
活动六：Conversation (Group work)
In groups of four, one is the tour guide, the other three are tourists coming to the UK and they want to know something about the UK. Ask the tour guide some questions. E. g.：
What’s the full name of the UK Why is that
Are there any differences among those countries of the United Kingdom
How many peoples came to England
【设计意图】本环节属于迁移创新阶段，设计了说的活动，让学生将语言理解和表达紧密结合起来。在对文章进行浅层和深层阅读理解之后，学生创造性的模仿和使用所学语言及所学文化知识进行合理表达。在真实的语境和用语言解决实际问题的驱动下，学生的创造性和想象力得到极大激发，真正实现了学以致用。
板书设计
Unit 4 History and Traditions
Period II Reading and Thinking
I . 学习理解
活动一：Brainstorm
活动二：Read for general understanding
活动三：Read for details
活动四：Language focus and learning
II. 应用实践
活动五：Discussion
III. 迁移创新
活动六：Conversation
as well as belong to add to join to
break away keep your eyes open