Unit 4 History and Traditions Reading and Thinking 教学设计（表格式）-2024-2025学年高中英语人教版(2019)必修第二册
文档属性
| 名称 | Unit 4 History and Traditions Reading and Thinking 教学设计（表格式）-2024-2025学年高中英语人教版(2019)必修第二册 |  | |
| 格式 | docx | ||
| 文件大小 | 24.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-05 13:26:38 | ||
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文档简介
This unit's History and Tradition is in the category of people and society.
Ⅰ.Unit Content Analysis：
This unit focuses on British history and cultural traditions, and the teaching content mainly includes reading comprehension, vocabulary learning, listening training, and writing practice. This unit introduces important historical events, cultural heritage, and daily customs in the UK to help students master relevant vocabulary, understand the development of British history, and enhance their cross-cultural communication skills. The teaching difficulty lies in understanding the complexity of British history and the deep meaning of cultural traditions. Teachers should use multimedia to assist teaching, stimulate students' interest, and cultivate their critical thinking and expression abilities through activities such as discussion and writing, so that they can briefly analyze and discuss historical and traditional topics.
Ⅱ.Unit Teaching Objectives
Unit teaching objectives Corresponding textbook content
Knowledge and skill objectives 1.Master the core vocabulary and phrases related to British name culture. 2.Understand and apply the naming conventions and customs of British names, including their meanings, origins, and evolution. 3.Be able to read and understand articles about British name culture, extract key information, and summarize them. 1.Vocabulary: List vocabulary and phrases related to British name culture, including their phonetic symbols, parts of speech, and Chinese meanings. 2.Text reading: "WHAT'S IN A NAME " 3.Exercises and activities: Vocabulary fill in the blank, reading comprehension, information extraction, and exercises.
Reading comprehension and critical thinking objectives 1.Able to understand and analyze the cultural connotations and symbolic meanings behind British names. 2.Able to compare the differences of names in different cultural backgrounds and understand the functions and values of names in different cultures. 3.Develop critical thinking skills to independently think and judge the viewpoints and information in the article. 1.Text reading: "WHAT'S IN A NAME " 2.Comparative reading: "BEAUTIFUL IRELAND AND IT'S TRADITIONS.", comparing the cultural differences between Chinese and English names.
Oral and Writing Expression Objectives 1.Able to fluently introduce the cultural background and naming conventions of British names in English. 2.Able to create a short article or speech about British name culture based on the learned content, showcasing personal insights and creativity. 3.Be able to use appropriate tone, intonation, and vocabulary in oral expression to enhance the accuracy and vividness of the expression. 1.Oral practice: Provide oral topics and exercises related to British name culture 2.Writing guidance: Writing templates and model essays to guide students in creating short articles or speeches about British name culture.
Emotional Attitude and Value Goals 1.Cultivate an attitude of respecting and appreciating multiculturalism, and enhance understanding and tolerance of name culture in different cultural backgrounds. 2.Inspire students' interest in British culture and encourage them to pay attention to and learn about different cultures in their daily lives. 3.Enhance students' cultural confidence, encourage them to apply their learned knowledge for cross-cultural communication, and showcase the charm of Chinese culture. 1.Cultural Background Introduction: Provide background knowledge and relevant information about British culture. 2.Cross cultural exchange activities: Organize cross-cultural exchange activities.
Ⅲ.Teaching Design
)This lesson is the first discourse "What's in a name" in the Reading and Thinking section of Unit 4 of the People's Education Press Compulsory Course 2. This discourse mainly introduces the topic of British names through the title, laying the groundwork for subsequent content. The article mainly introduces the background and main events of six foreign invasions, including the historical background, main events, and impact on British names of each invasion. Summarize the evolution of British names and emphasize the cultural and historical significance embedded in them. The article reveals the cultural integration and invasion history behind the changes in British names during different periods.
(2.)Teaching objectives:
Through this lesson, students will be able to:
1. Through research and learning, master basic vocabulary phrases and historical analysis methods - historical analysis method and causal analysis method, and be able to retell.
2. Able to understand the historical origin and evolution of British names, as well as the background and main events of six foreign invasions, through timeline activities, and analyze the culture and history of aggression contained in British names.
3. By studying the history of British invasion, cultivate a multi perspective thinking on historical events and reflect on the impact of historical invasion on British culture and national identity.
(3.)Teaching Process
Activities Design Intention
Lead in (4 minutes) 1.Introduction of topic: The teacher can arouse students' interest in the origin and evolution of English names by showing some famous English names, such as Shakespeare, Churchill, etc. 2.Ask the question: "What is in the name How do they change over time 3.Students share their opinions on names and known historical knowledge. 1.Stimulate students' interest in learning the origin and evolution of British names. 2.Guide students to think and ask inquiry questions. 3.Promote student participation, activate existing knowledge, and lay the foundation for in-depth learning.
Basic Knowledge Learning (6 minutes) 1.The teacher distributes a vocabulary list containing key vocabulary phrases such as "origin", "evolution", "invasion", "quest", etc. 2.Students follow and memorize these vocabulary words, and the teacher explains their usage through example sentences. 1.Provides key terms to help students build an academic vocabulary base. 2.Strengthen vocabulary learning to ensure that students understand and use professional vocabulary. 3.An introduction to analytical tools that provide students with ways to understand and analyze historical events.
Reading (12 minutes) 1.Students quickly read the discourse to understand the main idea. 2.Teachers guide students to read the discourse carefully and use historical analysis methods to analyze the historical origins and evolution of British names. 3.Students are divided into groups, each responsible for analyzing the background and main events of a foreign invasion, and using causal analysis to explore its impact on British names. 1.Develop fast reading and information extraction skills. 2.Improve the ability of historical data analysis and historical thinking. 3.Enhance teamwork and problem solving skills, expand international perspective, and cultivate critical thinking.
Timeline Activity (10 minutes) 1.Each group of students creates a timeline poster based on the foreign invasion event they are studying, including key dates, events, and name changes. 2.The whole class creates a timeline in the classroom to showcase the historical evolution of British names. 3.Students retell the learned content in the timeline activity to deepen their understanding of the historical origins and evolution of British names. 1.Through the production of time line posters, students exercise the information collation and visual expression ability. 2.Promote knowledge sharing and enhance the collective learning experience through whole-class timeline presentations. 3.Through retelling activities, consolidate the knowledge points and deepen the understanding of the evolution of British names.
Discussion and Reflection (10 minutes) 1.Teachers guide students to engage in group discussions to analyze the culture and history of aggression implied in British names. 2.Each group shares their discussion results and the whole class communicates. 3.Teachers raise questions to guide students to reflect on the impact of historical invasion on British culture and national identity. 4.Students express their own opinions and engage in multidimensional thinking. 1.Promote students' understanding of cultural connotations and depth of history, and develop critical thinking. 2.Strengthen communication and cooperation to share learning outcomes from different perspectives. 3.Guide students to think deeply and reflect on the cultural impact of historical events. 4.Encourage individual expression, develop multiple thinking and dialectical analysis.
Summary and Homework (3 minutes) 1.The teacher summarizes the main content of this lesson and emphasizes the application of historical analysis methods. 2.Students repeat the historical analysis method and causal analysis method learned in this lesson. 3.Assign homework: Write a short article about the origin and evolution of British names, and analyze the impact of a foreign invasion on British culture and national identity. 1.Strengthen students' understanding of the course content and highlight the importance of historical analysis methods. 2.Consolidate students' academic skills and ensure mastery of analytical methods. 3.Through homework, deepen learning outcomes, improve writing and analytical skills.
(4.)Teaching evaluation
1.Evaluate students' learning outcomes through classroom participation, timeline poster production, and homework assignments.
2.Observe students' performance in discussions and evaluate their ability to think from multiple perspectives and analyze history.
(5.)Original text of the text
WHAT'S IN A NAME
The United Kingdom, Great Britain, Britain, England-many people are confused by what these different names mean. So what is the difference between them, if any Getting to know a little bit about British history will help you solve this puzzle.
In the 16th century, the nearby country of Wales was joined to the Kingdom of England. Later, in the 18th century, the country Scotland was joined to create the Kingdom of Great Britain. In the 19th century, the Kingdom of Ireland was added to create the United Kingdom of Great Britain and Ireland. Finally, in the 20th century, the southern part of Ireland broke away from the UK, which resulted in the full name we have today: the United Kingdom of Great Britain and Northern Ireland. Most people just use the shortened name:"the United Kingdom" or "the UK". People from the UK are called "British", which means the UKis also often referred to as Britain or Great Britain.
The four countries that belong to the United Kingdom work together in some areas. They use the same flag, known as the Union Jack, as well as share the same currency and military defence. However, they also have some differences. For example, England, Wales, Scotland, and Northern Ireland all have different education systems and legal systems. They also have their own traditions, like their own national days and national dishes. And they even have their own football teams for competitions like the World Cup!
The United Kingdom has a long and interesting history to explore, which can help you understand much more about the country and its traditions. Almost everywhere you go in the UK, you will be surrounded by evidence of four different groups of people who took over at different times throughout history. The first group, the Romans, came in the first century. Some of their great achievements included building towns and roads. Next, the Anglo-Saxons arrived in the fifth century. They introduced the beginnings of the English language, and changed the way people built houses. The Vikings came in the eighth century, left behind lots of new vocabulary, and also the names of many locations across the UK. The last group were the Normans. They conquered England after the well-known Battle of Hastings in the 11th century. They had castles built all around England, and made changes to the legal system. The Normans were French, so many French words slowly entered into the English language.
There is so much more to learn about the interesting history and culture of the United Kingdom. Studying the history of the country will make your visit much more enjoyable. The capital city London is a great place to start, as it is an ancient port city that has a history dating all the way back to Roman times. There are countless historic sites to explore, and lots of museums with ancient relics from all over the UK. The UK is a fascinating mix of history and modern culture, with both new and old traditions. If you keep your eyes open, you will be surprised to find that you can see both its past and its present.
(6.)Writing on the blackboard
Ⅰ.Unit Content Analysis：
This unit focuses on British history and cultural traditions, and the teaching content mainly includes reading comprehension, vocabulary learning, listening training, and writing practice. This unit introduces important historical events, cultural heritage, and daily customs in the UK to help students master relevant vocabulary, understand the development of British history, and enhance their cross-cultural communication skills. The teaching difficulty lies in understanding the complexity of British history and the deep meaning of cultural traditions. Teachers should use multimedia to assist teaching, stimulate students' interest, and cultivate their critical thinking and expression abilities through activities such as discussion and writing, so that they can briefly analyze and discuss historical and traditional topics.
Ⅱ.Unit Teaching Objectives
Unit teaching objectives Corresponding textbook content
Knowledge and skill objectives 1.Master the core vocabulary and phrases related to British name culture. 2.Understand and apply the naming conventions and customs of British names, including their meanings, origins, and evolution. 3.Be able to read and understand articles about British name culture, extract key information, and summarize them. 1.Vocabulary: List vocabulary and phrases related to British name culture, including their phonetic symbols, parts of speech, and Chinese meanings. 2.Text reading: "WHAT'S IN A NAME " 3.Exercises and activities: Vocabulary fill in the blank, reading comprehension, information extraction, and exercises.
Reading comprehension and critical thinking objectives 1.Able to understand and analyze the cultural connotations and symbolic meanings behind British names. 2.Able to compare the differences of names in different cultural backgrounds and understand the functions and values of names in different cultures. 3.Develop critical thinking skills to independently think and judge the viewpoints and information in the article. 1.Text reading: "WHAT'S IN A NAME " 2.Comparative reading: "BEAUTIFUL IRELAND AND IT'S TRADITIONS.", comparing the cultural differences between Chinese and English names.
Oral and Writing Expression Objectives 1.Able to fluently introduce the cultural background and naming conventions of British names in English. 2.Able to create a short article or speech about British name culture based on the learned content, showcasing personal insights and creativity. 3.Be able to use appropriate tone, intonation, and vocabulary in oral expression to enhance the accuracy and vividness of the expression. 1.Oral practice: Provide oral topics and exercises related to British name culture 2.Writing guidance: Writing templates and model essays to guide students in creating short articles or speeches about British name culture.
Emotional Attitude and Value Goals 1.Cultivate an attitude of respecting and appreciating multiculturalism, and enhance understanding and tolerance of name culture in different cultural backgrounds. 2.Inspire students' interest in British culture and encourage them to pay attention to and learn about different cultures in their daily lives. 3.Enhance students' cultural confidence, encourage them to apply their learned knowledge for cross-cultural communication, and showcase the charm of Chinese culture. 1.Cultural Background Introduction: Provide background knowledge and relevant information about British culture. 2.Cross cultural exchange activities: Organize cross-cultural exchange activities.
Ⅲ.Teaching Design
)This lesson is the first discourse "What's in a name" in the Reading and Thinking section of Unit 4 of the People's Education Press Compulsory Course 2. This discourse mainly introduces the topic of British names through the title, laying the groundwork for subsequent content. The article mainly introduces the background and main events of six foreign invasions, including the historical background, main events, and impact on British names of each invasion. Summarize the evolution of British names and emphasize the cultural and historical significance embedded in them. The article reveals the cultural integration and invasion history behind the changes in British names during different periods.
(2.)Teaching objectives:
Through this lesson, students will be able to:
1. Through research and learning, master basic vocabulary phrases and historical analysis methods - historical analysis method and causal analysis method, and be able to retell.
2. Able to understand the historical origin and evolution of British names, as well as the background and main events of six foreign invasions, through timeline activities, and analyze the culture and history of aggression contained in British names.
3. By studying the history of British invasion, cultivate a multi perspective thinking on historical events and reflect on the impact of historical invasion on British culture and national identity.
(3.)Teaching Process
Activities Design Intention
Lead in (4 minutes) 1.Introduction of topic: The teacher can arouse students' interest in the origin and evolution of English names by showing some famous English names, such as Shakespeare, Churchill, etc. 2.Ask the question: "What is in the name How do they change over time 3.Students share their opinions on names and known historical knowledge. 1.Stimulate students' interest in learning the origin and evolution of British names. 2.Guide students to think and ask inquiry questions. 3.Promote student participation, activate existing knowledge, and lay the foundation for in-depth learning.
Basic Knowledge Learning (6 minutes) 1.The teacher distributes a vocabulary list containing key vocabulary phrases such as "origin", "evolution", "invasion", "quest", etc. 2.Students follow and memorize these vocabulary words, and the teacher explains their usage through example sentences. 1.Provides key terms to help students build an academic vocabulary base. 2.Strengthen vocabulary learning to ensure that students understand and use professional vocabulary. 3.An introduction to analytical tools that provide students with ways to understand and analyze historical events.
Reading (12 minutes) 1.Students quickly read the discourse to understand the main idea. 2.Teachers guide students to read the discourse carefully and use historical analysis methods to analyze the historical origins and evolution of British names. 3.Students are divided into groups, each responsible for analyzing the background and main events of a foreign invasion, and using causal analysis to explore its impact on British names. 1.Develop fast reading and information extraction skills. 2.Improve the ability of historical data analysis and historical thinking. 3.Enhance teamwork and problem solving skills, expand international perspective, and cultivate critical thinking.
Timeline Activity (10 minutes) 1.Each group of students creates a timeline poster based on the foreign invasion event they are studying, including key dates, events, and name changes. 2.The whole class creates a timeline in the classroom to showcase the historical evolution of British names. 3.Students retell the learned content in the timeline activity to deepen their understanding of the historical origins and evolution of British names. 1.Through the production of time line posters, students exercise the information collation and visual expression ability. 2.Promote knowledge sharing and enhance the collective learning experience through whole-class timeline presentations. 3.Through retelling activities, consolidate the knowledge points and deepen the understanding of the evolution of British names.
Discussion and Reflection (10 minutes) 1.Teachers guide students to engage in group discussions to analyze the culture and history of aggression implied in British names. 2.Each group shares their discussion results and the whole class communicates. 3.Teachers raise questions to guide students to reflect on the impact of historical invasion on British culture and national identity. 4.Students express their own opinions and engage in multidimensional thinking. 1.Promote students' understanding of cultural connotations and depth of history, and develop critical thinking. 2.Strengthen communication and cooperation to share learning outcomes from different perspectives. 3.Guide students to think deeply and reflect on the cultural impact of historical events. 4.Encourage individual expression, develop multiple thinking and dialectical analysis.
Summary and Homework (3 minutes) 1.The teacher summarizes the main content of this lesson and emphasizes the application of historical analysis methods. 2.Students repeat the historical analysis method and causal analysis method learned in this lesson. 3.Assign homework: Write a short article about the origin and evolution of British names, and analyze the impact of a foreign invasion on British culture and national identity. 1.Strengthen students' understanding of the course content and highlight the importance of historical analysis methods. 2.Consolidate students' academic skills and ensure mastery of analytical methods. 3.Through homework, deepen learning outcomes, improve writing and analytical skills.
(4.)Teaching evaluation
1.Evaluate students' learning outcomes through classroom participation, timeline poster production, and homework assignments.
2.Observe students' performance in discussions and evaluate their ability to think from multiple perspectives and analyze history.
(5.)Original text of the text
WHAT'S IN A NAME
The United Kingdom, Great Britain, Britain, England-many people are confused by what these different names mean. So what is the difference between them, if any Getting to know a little bit about British history will help you solve this puzzle.
In the 16th century, the nearby country of Wales was joined to the Kingdom of England. Later, in the 18th century, the country Scotland was joined to create the Kingdom of Great Britain. In the 19th century, the Kingdom of Ireland was added to create the United Kingdom of Great Britain and Ireland. Finally, in the 20th century, the southern part of Ireland broke away from the UK, which resulted in the full name we have today: the United Kingdom of Great Britain and Northern Ireland. Most people just use the shortened name:"the United Kingdom" or "the UK". People from the UK are called "British", which means the UKis also often referred to as Britain or Great Britain.
The four countries that belong to the United Kingdom work together in some areas. They use the same flag, known as the Union Jack, as well as share the same currency and military defence. However, they also have some differences. For example, England, Wales, Scotland, and Northern Ireland all have different education systems and legal systems. They also have their own traditions, like their own national days and national dishes. And they even have their own football teams for competitions like the World Cup!
The United Kingdom has a long and interesting history to explore, which can help you understand much more about the country and its traditions. Almost everywhere you go in the UK, you will be surrounded by evidence of four different groups of people who took over at different times throughout history. The first group, the Romans, came in the first century. Some of their great achievements included building towns and roads. Next, the Anglo-Saxons arrived in the fifth century. They introduced the beginnings of the English language, and changed the way people built houses. The Vikings came in the eighth century, left behind lots of new vocabulary, and also the names of many locations across the UK. The last group were the Normans. They conquered England after the well-known Battle of Hastings in the 11th century. They had castles built all around England, and made changes to the legal system. The Normans were French, so many French words slowly entered into the English language.
There is so much more to learn about the interesting history and culture of the United Kingdom. Studying the history of the country will make your visit much more enjoyable. The capital city London is a great place to start, as it is an ancient port city that has a history dating all the way back to Roman times. There are countless historic sites to explore, and lots of museums with ancient relics from all over the UK. The UK is a fascinating mix of history and modern culture, with both new and old traditions. If you keep your eyes open, you will be surprised to find that you can see both its past and its present.
(6.)Writing on the blackboard