人教版（2019）必修第二册 Unit 4 History and traditions Reading 教案
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| 名称 | 人教版（2019）必修第二册 Unit 4 History and traditions Reading 教案 |
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| 更新时间 | 2026-01-19 00:00:00 | ||
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文档简介
教学设计
Unit 4 History and Traditions
Reading: What’s in a name
教材分析
活动主题
必修二第四单元“History and Traditions”以历史和传统为主题展开，涉及到多个国家的悠久历史和文化传统等内容。本版块的主题是“通过历史了解一个国家（的概况）”。学生通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，有着悠久的历史和灿烂的文化，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。
文本分析
这次设计的版块是本单元的第一篇阅读文章，本版块阅读文本从人们对英国为何有很多不同的名称这个困惑入手，用浅显的语言描述了“大不列颠及北爱尔兰联合王国”漫长复杂的形成过程，以及英格兰、威尔士、苏格兰和北爱尔兰之间既紧密合作又相对独立的关系。接着，文本从较为宏大的历史主线，转向较为具体的方面，先是以极为简练的语言勾勒出不同族群在各个历史阶段对英国的政府、城镇、交通、语言、食物等诸多方面产生的影响，然后提及英国的政治经济文化中心——首都伦敦的悠久历史。最后，作者再次强调学习历史对深入了解一个国家的重要意义。
二、学情分析
高一小班的学生有一定的自主阅读与表达能力，具备良好的团队协作能力，能进行有效的交流、合作和讨论；基本上掌握用英语表达观点和情感的能力，能用基本的词汇、句型去提出问题和解答问题。但是学生还是处在高中语言学习的起始阶段，结合我校学生的基本素质这一实际情况，我在设计活动和任务时给学生提供了充分的语言和内容支架：第一遍略读课文寻找大意时采用连线匹配的方式而不是学生自己归纳，第二遍仔细阅读画思维导图时，将思维导图以填空的方式呈现出来，最后总结全文时同样是以语法填空的方式给出了文本；读后活动答记者问的任务中，将提问的维度和句型提示全都呈现在课件中，整节课中给学生适时搭建支架，促进语言的输入，引导语言的输出。
三、教学策略
1、开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2、引趣激趣策略。导入环节以小组知识竞赛方式的进行，激发学生的好胜心和求知欲。
3、任务性活动策略。设置多样化任务活动，让学生在活动中进行能力培养。
四、设计理念及思路
1、苏霍姆林斯基认为：“教学的起点，首先在于激发学生学习 ( http: / / www. / baidu tn=xzhen021&word=学习" \t "_blank )的兴趣和愿望”。我国古代著名的教育家孔子也曾说过：“知之者不如好之者，好之者不如乐之者”。从心理学角度讲，兴趣是认识事物过程中产生的良好情绪。这种心理状况会促使学习者积极寻求认识和了解事物的途径和方法，并表现出一种强烈的责任感和旺盛的探究精神。可见，如果教学导入充满趣味性，学生便会把学习 ( http: / / www. / baidu tn=xzhen021&word=学习" \t "_blank )看作是一种精神享受，因而能更加自觉积极地学习 ( http: / / www. / baidu tn=xzhen021&word=学习" \t "_blank )。因此，在课程的开始，我为学生设计了小组知识竞赛活动，竞赛的内容包含了英国政治、历史、文化、社会生活各方面有趣且贴近生活的小知识，这样既激发了学生好胜心和求知欲，也可以很自然地引出了这个单元的标题及话题。
2、本课是阅读课，核心素养导向的英语阅读教学应注重获取文本信息，培养阅读技能，学习语言知识，发展思维能力，拓展文化视野，培育思想品格。新课标中对于阅读能力的要求特别强调培养学生的阅读技能，主要包括：略读（skimming）、找读(scanning)、理解文章大意、理解文章结构等。因此，我在设计学生阅读的活动中，注重学生阅读策略的渗透，适时进行学法指导。在第一遍的略读（skimming）中，主要设计了配对题型，让学生找出各段的大意，告知及强调学生可以通过找主题句和关键词来快速推断段落大意。之后通过梳理每一段的关键词，来了解文章结构；在第二遍的细读（careful reading）中，设计了4个思维导图，通过思维导图直观形象的表达方式来提高学生的阅读效率和深入理解文章内容，引导学生整体感知文本内容，理清文本信息间的逻辑关系。在读后的活动中，设计了新闻发布会答记者问活动，要求学生分组自主对文章内容进行问答，充分发挥了学生的自主学习性。
五、教学过程：
Teaching plan for Book 2
Unit 4 History and Traditions
Reading: What’s in a name
Teaching objectives:
At the end of the class, students should be able to:
Language ability:
know more about the history and traditions of the UK;
Figure out the main structure of the passage.
Learning ability:
Learn to use the reading strategy--drawing mind maps
Cultural awareness:
Know the significance of learning history and culture.
Thinking ability:
Ask and answer questions about the UK on their own.
Teaching difficult points:
1. Learn to use the reading strategy--drawing mind maps and do retelling.
2. ask and answer questions about the UK on their own.
Teaching methods: Task-based method, co-operation method, aural-oral method, etc.
Teaching aids: multi-media, a whiteboard, and computers.
Teaching procedures:
Step I. Greetings
Step II. Lead-in
Teacher’s activity Students’ activity Rationale/Purpose
Show some quiz questions about the knowledge of the UK. (a competition) Answer the quiz questions voluntarily Arouse students’ interest and lead in
Present the task of the class and the title of passage “Reading: What’s in a name ”. Get to know what they will learn in the class. To make students clear of what they will pay attention to in the following class.
Step III. Pre-reading (Present objectives)
Teacher’s activities Students’ activities Rationales /purpose
Present objectives of this class on the blackboard Read the 4 objectives on the blackboard aloud Get students to know what they should be able to do at the end of the class.
Step IV. Reading 1 (Skimming for structure and main idea)
Teacher’s activities Students’ activities Rationales /purpose
Get students to skim the passage and try to match the main idea of each paragraph.Get students to learn the tip of skimming Skim the passage.Match the main idea of each paragraph.Master the tip of skimming Get students to skim the passage and master the main idea of each paragraph.Get students to master the tip of skimming
Invite students to share the answers. Get to know the main idea of each paragraph. Check the answers.
Show the key words of each paragraph. Get the structure of the passage Get students to master the structure of the passage.
Step V. Reading 2 (Careful reading )
Teacher’s activities Students’ activities Rationales /purpose
Get students to read the passage carefullyGet students to finish the mind maps in teams separately.Get students to learn the method of drawing mind maps. 1. Choose one paragraph, read it carefully and finish the mind maps. 1. Get students to keep the key information in mind.2.Get students to learn the method of drawing mind maps
Invite 4 students to retell the paragraph based on the mind maps on their own words Share the answers by retelling the paragraph using sentences. Get students to share the opinion.Get students to retell using their own words.
Step VI. Consolidation
Teacher’s activities Students’ activities Rationales /purpose
Present a summary of the whole passage with blanks.Get students to fill in the banks. Fill in the blanks Get students to get a big picture of the passage.Make a brief summary of the passage.
Get students to read the summary together. Read the summary aloud together. Get ready for the speaking part.
Step VII. Speaking
Teacher’s activities Students’ activities Rationales /purpose
Get students to go through the steps of conducting the speaking activity “press conference”. Follow the teachers instruction and get to know how to do the task. Get students to know the requirement.
Get students to discuss and make up their own questions in groups. Discuss with partner to make up questions. Share the opinion
Invite 4 spokesmen to the front to be responsible for answering questionsGet students to present their questions. Students raise their questions4 spokesmen answer questions Presentation
Step VIII. Summary and moral teaching
Teacher’s activities Students’ activities Rationales /purpose
Present a famous saying from Marcus “A people without the knowledge of their past history, origin and culture is like a tree without roots.” Read the saying togetherBe aware of significance of learning history and traditions of a country. 1. Get students to know the importance of learning history and culture.2. Call on students to learn more about China and Chinese history and culture.
Step IX. Homework
Learn more about China or Wuhan through its history and introduce it to your classmates next class.
Blackboard design
教学反思
自我感觉本节课的可取之处主要体现在以下几个方面：
导入活动以小组竞答的方式进行，竞答内容紧扣本单元话题，趣味性强，一方面激发学生头脑中已有的与英国相关的知识背景，另一方面充分调动了学生的学习热情和积极性。
教学过程注重互动与生成，在小组合作及课堂互动过程中，教师鼓励学生发表自己的看法，尊重学生的个性化表达，学生们在最后一个答记者问活动中基本都能提出自己的问题并解答问题，最终使课堂上出现了许多精彩的生成。
在教学过程中充分运用思维导图，帮助学生快速理清了文章结构和文章脉络。
本节课的不足主要体现在以下几个方面：
教学节奏有点赶，快慢的把控不到位，导致课堂教学活动勉强完成。并且每个教学活动之间的过度有点仓促，不够自然。
教师临场应变能力不够，对学生课堂上的错误和各种表现没有及时给出恰当的反馈，比如邀请一个学生在白板上做读后填词的时候，学生答案写错了，教师没有及时发现并指出来。
课件当中出现了一些小错误，一个小视频和几个计时器都没有播放出来，这个失误对于教师对课堂教学时间的把控有点影响。
Team 1 Team 2 Team 3 Team 4
Para.2 Para.3 Para.4 Para.5
Reading: What’s in a name
Objectives:
Know more about the history and traditions of the UK;
Figure out the main structure of the passage;
Learn to use the reading strategy--drawing mind maps
Know the significance of learning history and culture.
第3页 共3页
Unit 4 History and Traditions
Reading: What’s in a name
教材分析
活动主题
必修二第四单元“History and Traditions”以历史和传统为主题展开，涉及到多个国家的悠久历史和文化传统等内容。本版块的主题是“通过历史了解一个国家（的概况）”。学生通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，有着悠久的历史和灿烂的文化，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。
文本分析
这次设计的版块是本单元的第一篇阅读文章，本版块阅读文本从人们对英国为何有很多不同的名称这个困惑入手，用浅显的语言描述了“大不列颠及北爱尔兰联合王国”漫长复杂的形成过程，以及英格兰、威尔士、苏格兰和北爱尔兰之间既紧密合作又相对独立的关系。接着，文本从较为宏大的历史主线，转向较为具体的方面，先是以极为简练的语言勾勒出不同族群在各个历史阶段对英国的政府、城镇、交通、语言、食物等诸多方面产生的影响，然后提及英国的政治经济文化中心——首都伦敦的悠久历史。最后，作者再次强调学习历史对深入了解一个国家的重要意义。
二、学情分析
高一小班的学生有一定的自主阅读与表达能力，具备良好的团队协作能力，能进行有效的交流、合作和讨论；基本上掌握用英语表达观点和情感的能力，能用基本的词汇、句型去提出问题和解答问题。但是学生还是处在高中语言学习的起始阶段，结合我校学生的基本素质这一实际情况，我在设计活动和任务时给学生提供了充分的语言和内容支架：第一遍略读课文寻找大意时采用连线匹配的方式而不是学生自己归纳，第二遍仔细阅读画思维导图时，将思维导图以填空的方式呈现出来，最后总结全文时同样是以语法填空的方式给出了文本；读后活动答记者问的任务中，将提问的维度和句型提示全都呈现在课件中，整节课中给学生适时搭建支架，促进语言的输入，引导语言的输出。
三、教学策略
1、开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2、引趣激趣策略。导入环节以小组知识竞赛方式的进行，激发学生的好胜心和求知欲。
3、任务性活动策略。设置多样化任务活动，让学生在活动中进行能力培养。
四、设计理念及思路
1、苏霍姆林斯基认为：“教学的起点，首先在于激发学生学习 ( http: / / www. / baidu tn=xzhen021&word=学习" \t "_blank )的兴趣和愿望”。我国古代著名的教育家孔子也曾说过：“知之者不如好之者，好之者不如乐之者”。从心理学角度讲，兴趣是认识事物过程中产生的良好情绪。这种心理状况会促使学习者积极寻求认识和了解事物的途径和方法，并表现出一种强烈的责任感和旺盛的探究精神。可见，如果教学导入充满趣味性，学生便会把学习 ( http: / / www. / baidu tn=xzhen021&word=学习" \t "_blank )看作是一种精神享受，因而能更加自觉积极地学习 ( http: / / www. / baidu tn=xzhen021&word=学习" \t "_blank )。因此，在课程的开始，我为学生设计了小组知识竞赛活动，竞赛的内容包含了英国政治、历史、文化、社会生活各方面有趣且贴近生活的小知识，这样既激发了学生好胜心和求知欲，也可以很自然地引出了这个单元的标题及话题。
2、本课是阅读课，核心素养导向的英语阅读教学应注重获取文本信息，培养阅读技能，学习语言知识，发展思维能力，拓展文化视野，培育思想品格。新课标中对于阅读能力的要求特别强调培养学生的阅读技能，主要包括：略读（skimming）、找读(scanning)、理解文章大意、理解文章结构等。因此，我在设计学生阅读的活动中，注重学生阅读策略的渗透，适时进行学法指导。在第一遍的略读（skimming）中，主要设计了配对题型，让学生找出各段的大意，告知及强调学生可以通过找主题句和关键词来快速推断段落大意。之后通过梳理每一段的关键词，来了解文章结构；在第二遍的细读（careful reading）中，设计了4个思维导图，通过思维导图直观形象的表达方式来提高学生的阅读效率和深入理解文章内容，引导学生整体感知文本内容，理清文本信息间的逻辑关系。在读后的活动中，设计了新闻发布会答记者问活动，要求学生分组自主对文章内容进行问答，充分发挥了学生的自主学习性。
五、教学过程：
Teaching plan for Book 2
Unit 4 History and Traditions
Reading: What’s in a name
Teaching objectives:
At the end of the class, students should be able to:
Language ability:
know more about the history and traditions of the UK;
Figure out the main structure of the passage.
Learning ability:
Learn to use the reading strategy--drawing mind maps
Cultural awareness:
Know the significance of learning history and culture.
Thinking ability:
Ask and answer questions about the UK on their own.
Teaching difficult points:
1. Learn to use the reading strategy--drawing mind maps and do retelling.
2. ask and answer questions about the UK on their own.
Teaching methods: Task-based method, co-operation method, aural-oral method, etc.
Teaching aids: multi-media, a whiteboard, and computers.
Teaching procedures:
Step I. Greetings
Step II. Lead-in
Teacher’s activity Students’ activity Rationale/Purpose
Show some quiz questions about the knowledge of the UK. (a competition) Answer the quiz questions voluntarily Arouse students’ interest and lead in
Present the task of the class and the title of passage “Reading: What’s in a name ”. Get to know what they will learn in the class. To make students clear of what they will pay attention to in the following class.
Step III. Pre-reading (Present objectives)
Teacher’s activities Students’ activities Rationales /purpose
Present objectives of this class on the blackboard Read the 4 objectives on the blackboard aloud Get students to know what they should be able to do at the end of the class.
Step IV. Reading 1 (Skimming for structure and main idea)
Teacher’s activities Students’ activities Rationales /purpose
Get students to skim the passage and try to match the main idea of each paragraph.Get students to learn the tip of skimming Skim the passage.Match the main idea of each paragraph.Master the tip of skimming Get students to skim the passage and master the main idea of each paragraph.Get students to master the tip of skimming
Invite students to share the answers. Get to know the main idea of each paragraph. Check the answers.
Show the key words of each paragraph. Get the structure of the passage Get students to master the structure of the passage.
Step V. Reading 2 (Careful reading )
Teacher’s activities Students’ activities Rationales /purpose
Get students to read the passage carefullyGet students to finish the mind maps in teams separately.Get students to learn the method of drawing mind maps. 1. Choose one paragraph, read it carefully and finish the mind maps. 1. Get students to keep the key information in mind.2.Get students to learn the method of drawing mind maps
Invite 4 students to retell the paragraph based on the mind maps on their own words Share the answers by retelling the paragraph using sentences. Get students to share the opinion.Get students to retell using their own words.
Step VI. Consolidation
Teacher’s activities Students’ activities Rationales /purpose
Present a summary of the whole passage with blanks.Get students to fill in the banks. Fill in the blanks Get students to get a big picture of the passage.Make a brief summary of the passage.
Get students to read the summary together. Read the summary aloud together. Get ready for the speaking part.
Step VII. Speaking
Teacher’s activities Students’ activities Rationales /purpose
Get students to go through the steps of conducting the speaking activity “press conference”. Follow the teachers instruction and get to know how to do the task. Get students to know the requirement.
Get students to discuss and make up their own questions in groups. Discuss with partner to make up questions. Share the opinion
Invite 4 spokesmen to the front to be responsible for answering questionsGet students to present their questions. Students raise their questions4 spokesmen answer questions Presentation
Step VIII. Summary and moral teaching
Teacher’s activities Students’ activities Rationales /purpose
Present a famous saying from Marcus “A people without the knowledge of their past history, origin and culture is like a tree without roots.” Read the saying togetherBe aware of significance of learning history and traditions of a country. 1. Get students to know the importance of learning history and culture.2. Call on students to learn more about China and Chinese history and culture.
Step IX. Homework
Learn more about China or Wuhan through its history and introduce it to your classmates next class.
Blackboard design
教学反思
自我感觉本节课的可取之处主要体现在以下几个方面：
导入活动以小组竞答的方式进行，竞答内容紧扣本单元话题，趣味性强，一方面激发学生头脑中已有的与英国相关的知识背景，另一方面充分调动了学生的学习热情和积极性。
教学过程注重互动与生成，在小组合作及课堂互动过程中，教师鼓励学生发表自己的看法，尊重学生的个性化表达，学生们在最后一个答记者问活动中基本都能提出自己的问题并解答问题，最终使课堂上出现了许多精彩的生成。
在教学过程中充分运用思维导图，帮助学生快速理清了文章结构和文章脉络。
本节课的不足主要体现在以下几个方面：
教学节奏有点赶，快慢的把控不到位，导致课堂教学活动勉强完成。并且每个教学活动之间的过度有点仓促，不够自然。
教师临场应变能力不够，对学生课堂上的错误和各种表现没有及时给出恰当的反馈，比如邀请一个学生在白板上做读后填词的时候，学生答案写错了，教师没有及时发现并指出来。
课件当中出现了一些小错误，一个小视频和几个计时器都没有播放出来，这个失误对于教师对课堂教学时间的把控有点影响。
Team 1 Team 2 Team 3 Team 4
Para.2 Para.3 Para.4 Para.5
Reading: What’s in a name
Objectives:
Know more about the history and traditions of the UK;
Figure out the main structure of the passage;
Learn to use the reading strategy--drawing mind maps
Know the significance of learning history and culture.
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