人教版（2019）必修 第二册Unit1 Cultural Heritage Reading and thinking 教学设计
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| 名称 | 人教版（2019）必修 第二册Unit1 Cultural Heritage Reading and thinking 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 | 2023-12-28 15:07:51 | ||
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Unit4 History and traditions Reading and Thinking教学设计
课题名称 ： 人教版（2019）英语必修二Unit4 Reading and Thinking
授课教师 授课年级 高一
一、教学内容分析
本板块的主题是“通过历史了解一个国家的概况”(Learn about a country through history )。学生迪过阅读英国历史的简要发展进程，了解英国地理、社会及文化概况，并深入思考历史与社会文化之间的关系。英国是最主要的英语国家之一，有着悠久的历史和文化，而英语语言也正是在这种历史和文化中产生的，所以英语语言富有鲜明的英国文化特征。因此，学习英语必然要了解英国文化，了解英国文化也会对学习英语起到促进作用。
二、学情分析
本课授课对象为高一平行班学生，高一的学生已经有了一定的词汇基础，掌握了一定高中英语学习的方法。但是大部分学生还缺少自主学习能力，和举一反三的能力。学生对于英国历史不太熟悉，对文本理解会略显困难。学生可能掌握不了看英文地图的要领。在讨论开放性问题时，学生可能无法用英语准确地表述出自己的想法。因此教师需要降低教学环节的难度设置，并且需要多引导学生。
三、教学目标
By the end of this class, students should be able to: master how to read a map and know what the map shows and what the symbols mean. figure out the structure of the passage. express their own ideas on given topics by critical thinking.
四、教学策略选择
Tasked-based teaching method, group discussion method and video teaching method.
五、教学重点及难点
教学重点： Students master how to read a map and know what the map shows and what the symbols mean. 教学难点:let students understand the significance of studying history in understanding the significance of social and cultural profiles of a country, and express their own ideas on given topics by critical thinking.
六、教学过程
Step 1 Lead-in 1.Teacher show students two pictures of Big Ben and ask them where it is 2.Teacher show students a video about how to understand the difference between the UK and Britain. Step 2 Pre-reading Observe the map of the UK Teacher tells students the map is an administrative zoning map of the UK. Then teacher asks students to observe the map and answer the following question. Q:What do the different symbols(e.g., icons, circles, spots) and different colors stand for 2.Make a prediction Teacher asks students to observe the title of the passage—What’s In A Name Then teacher asks students what message you can get from the title Step 3 While-reading 1.Teacher asks students what the full name of the UK is 2.Detailed-reading Activity 1: Read paragraph 1 and answer the following questions. Q1: How many names are used to refer to the UK and what are they？ Q2: What does the author suggest to solve this puzzle？ Activity 2: Read paragraph 2 and fill in the blanks about timeline. According to a timeline, teacher asks students to find out the keys words and finish the timeline. Activity 3: Read paragraph 3 and fill in the blanks. Similarities_____; _________; _______________Differences ___________ and _____ systems; ____________ and even______________ for competitions.
Activity 4: Read paragraph 4 and fill in the blanks about four groups of people. Activity 5: Show students the complete timeline and review it by watching a video. Activity 6: Read paragraph 5 and answer the following questions. Q1: Is there anything we can benefit from studying the history of the UK Q2: Why is London said to be a great place to start Q3: What impression is given of the UK Any supporting words Step 4 Post-reading 1.Discuss the following questions in pairs. Q1:Why is it important to study the history and culture of a country before visiting it Q2:What important things should visitors know about before they come to China 2.Writing 假设你的一个外国笔友近期来信，准备假期与家人一起来你的家乡游览。你在回信中向他们简要介绍来到这个地方需要了解的历史古迹、传统文化习俗、当地美食特色等，供他们制定日程安排参考。字数80字左右。 Step 5 Homework 1.Try to recite the summary of the pass and share the knowledge with others. 2.Do more research on Chinese history, traditions and culture and make a report.
七、板书设计
Unit4 History and traditions What’s In A Name
八、课后反思
1.各个教学活动时间的安排设置需更加合理。难度简单的问题合理安排时间，难度较大的读后讨论应当给与更多的时间，并邀请同学们充分展示谈论的成果。 2.教师在读后讨论环节，要发挥好引导的作用，带领学生深入理解为什么在前往一个国家前要学习其历史与文化。 3.读中活动里第二段的活动，可以转换为小组活动。制作好每个国家的形状的卡纸黏在黑板上，让小组成员上来按正确的时间和位置组合不同时期的英国版图，更具直观性、互动性和操作性。
课题名称 ： 人教版（2019）英语必修二Unit4 Reading and Thinking
授课教师 授课年级 高一
一、教学内容分析
本板块的主题是“通过历史了解一个国家的概况”(Learn about a country through history )。学生迪过阅读英国历史的简要发展进程，了解英国地理、社会及文化概况，并深入思考历史与社会文化之间的关系。英国是最主要的英语国家之一，有着悠久的历史和文化，而英语语言也正是在这种历史和文化中产生的，所以英语语言富有鲜明的英国文化特征。因此，学习英语必然要了解英国文化，了解英国文化也会对学习英语起到促进作用。
二、学情分析
本课授课对象为高一平行班学生，高一的学生已经有了一定的词汇基础，掌握了一定高中英语学习的方法。但是大部分学生还缺少自主学习能力，和举一反三的能力。学生对于英国历史不太熟悉，对文本理解会略显困难。学生可能掌握不了看英文地图的要领。在讨论开放性问题时，学生可能无法用英语准确地表述出自己的想法。因此教师需要降低教学环节的难度设置，并且需要多引导学生。
三、教学目标
By the end of this class, students should be able to: master how to read a map and know what the map shows and what the symbols mean. figure out the structure of the passage. express their own ideas on given topics by critical thinking.
四、教学策略选择
Tasked-based teaching method, group discussion method and video teaching method.
五、教学重点及难点
教学重点： Students master how to read a map and know what the map shows and what the symbols mean. 教学难点:let students understand the significance of studying history in understanding the significance of social and cultural profiles of a country, and express their own ideas on given topics by critical thinking.
六、教学过程
Step 1 Lead-in 1.Teacher show students two pictures of Big Ben and ask them where it is 2.Teacher show students a video about how to understand the difference between the UK and Britain. Step 2 Pre-reading Observe the map of the UK Teacher tells students the map is an administrative zoning map of the UK. Then teacher asks students to observe the map and answer the following question. Q:What do the different symbols(e.g., icons, circles, spots) and different colors stand for 2.Make a prediction Teacher asks students to observe the title of the passage—What’s In A Name Then teacher asks students what message you can get from the title Step 3 While-reading 1.Teacher asks students what the full name of the UK is 2.Detailed-reading Activity 1: Read paragraph 1 and answer the following questions. Q1: How many names are used to refer to the UK and what are they？ Q2: What does the author suggest to solve this puzzle？ Activity 2: Read paragraph 2 and fill in the blanks about timeline. According to a timeline, teacher asks students to find out the keys words and finish the timeline. Activity 3: Read paragraph 3 and fill in the blanks. Similarities_____; _________; _______________Differences ___________ and _____ systems; ____________ and even______________ for competitions.
Activity 4: Read paragraph 4 and fill in the blanks about four groups of people. Activity 5: Show students the complete timeline and review it by watching a video. Activity 6: Read paragraph 5 and answer the following questions. Q1: Is there anything we can benefit from studying the history of the UK Q2: Why is London said to be a great place to start Q3: What impression is given of the UK Any supporting words Step 4 Post-reading 1.Discuss the following questions in pairs. Q1:Why is it important to study the history and culture of a country before visiting it Q2:What important things should visitors know about before they come to China 2.Writing 假设你的一个外国笔友近期来信，准备假期与家人一起来你的家乡游览。你在回信中向他们简要介绍来到这个地方需要了解的历史古迹、传统文化习俗、当地美食特色等，供他们制定日程安排参考。字数80字左右。 Step 5 Homework 1.Try to recite the summary of the pass and share the knowledge with others. 2.Do more research on Chinese history, traditions and culture and make a report.
七、板书设计
Unit4 History and traditions What’s In A Name
八、课后反思
1.各个教学活动时间的安排设置需更加合理。难度简单的问题合理安排时间，难度较大的读后讨论应当给与更多的时间，并邀请同学们充分展示谈论的成果。 2.教师在读后讨论环节，要发挥好引导的作用，带领学生深入理解为什么在前往一个国家前要学习其历史与文化。 3.读中活动里第二段的活动，可以转换为小组活动。制作好每个国家的形状的卡纸黏在黑板上，让小组成员上来按正确的时间和位置组合不同时期的英国版图，更具直观性、互动性和操作性。