Unit4 History and Traditions Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）必修第二册

Instructional Design Unit 5 History and Traditions Reading and Thinking What’s in a Name Material: Book 2(PEP) Lesson Type: Reading · Teaching philosophy The teaching is designed according to the View on English Learning Activities, which is proposed in The National English Curriculum Standards (2017). In order to develop students’ English core competencies, three levels of activities are carefully designed, including learning and understanding, applying and practicing as well as transferring and creating. The class is learner-centered, which aims to develop students’ autonomous learning ability and critical thinking ability. · Analysis of teaching material The selected teaching material is a reading passage called What’s in a Name(名为何物) from the fourth unit of PEP Book 2. And this class comes from the third part, reading and thinking. What(主题+内容): The thematic context is Man and Society. Starting from the confusion about why the UK has so many different names, the text describes the changing process of the UK’s names as well as the similarities and differences among the four countries within the UK. The text then goes on to outline four groups of people in UK's history and their impact on the UK. Finally, the author emphasizes the importance of studying history in order to gain a deeper understanding of a country. How(文体+结构): The type of text is exposition(说明文).The text consists of five paragraphs or three parts. Part 1(paragraphs 1-3) is a general introduction explaining British history; Part 2 (paragraph 4) introduces People and traditions of the UK; Part 3(paragraph 5) shows trip to the UK. Why(意图+价值): Although the language and structure of the text are simple and easy for students to understand, the focus of this text is on its profound cultural connotations. The value of this text is that students learn about the important value of studying history from Britain to China so as to pass on Chinese civilization, spread Chinese culture, enhance cultural confidence and strengthen national pride. · Analysis of students Students at Senior one skilled in locating factual information from English text. However, their ability to understand and analyze discourse at a deeper level is not enough, as well as their ability to sort out clues through a visual form is relatively weak. It’s necessary for the teacher to take their ZPD into account and guide Ss to construct their own views on Chinese culture by scaffolding. Strengths Possible problems competent to learn short of related background knowledge eager to explore fresh to sorting out information by visual form active to create fresh to expressing opinions · Teaching objectives At the end of this class, students will be able to: · identify the theme, the main idea and the structure of the text; · integrate the history and traditions of the UK into a visual form; · improve the ability of analyzing the title as well as reading skills such as making comments; · recognize the importance and significance of history to a country. · Teaching key points & difficulties Key points: · identify the theme, the main idea and the structure of the text; · integrate the history and traditions of the UK into a visual form; Difficulties: · improve the ability of analyzing the title as well as reading skills such as making comments; · recognize the importance and significance of history to a country. · Teaching method & Learning method & Teaching model Method: Task-based Teaching Method Situational teaching method Cooperative learning method · Clear tasks are designed to internalize the learned knowledge. · Real-life scenario is set carefully to ensure appropriate and effective language use. · Individual work, pair work, group work and whole work are highly valued according to the socio-constructivist. Model: USE Model · The reading process goes through Understanding, Sharing and Expressing. · These three steps focus on logical thinking, critical thinking and creative thinking. · Teaching aids Multi-media devices——To arouse students’ interest PPT document——To improve learning efficiency Blackboard & chalk——To highlight clues and focuses Student sheet——To make notes and guide their learning · Teaching evaluation Self-evaluation Peer-evaluation Teacher’s evaluation · Teaching procedure (45 mins) · Step 1 Lead-in (5 mins) ——Learning and Understanding Task 1: Making a Survey (3 mins) (Individual Work) After greeting students, T makes a survey about their names. Naturally, Ss output what they want to say about their own name. T: (1) What is your name? And does your name have a special meaning? (2) What does your best friend (your mother) call you? (3) Based on the survey, we can see that for a person, he or she will probably have more than one name. What about a country? [Purposes] It serves to lead in the topic of the lesson naturally by using students’ names to create a context as well as liven up the classroom atmosphere. Also, it activates students’ background knowledge(schema), opens up their minds, and stimulates their interest in reading. Task 2: Viewing and Guessing (2 mins) (Whole Work) T presents a map of the UK to Ss and asks Ss to read the map. And then T poses a question and Ss guess its answer. T: Do you know which country it is? S: Several names (Great Britain, England, the United Kingdom, the UK) [Purposes] It can raise students’ reading expectations by guessing the name and enhance their thinking quality. Meanwhile, it can also improve their skills in viewing which is a new language skill proposed in the National English Curriculum Standard (2017). · Step 2 Understanding(20mins)——Learning and Understanding Task 3: Reading for main idea (5 mins) (Individual Work) T asks Ss to read the passage for the first time and find out the writing style, structure and the main idea. (1) Type Q: What type of text is it? Or what’s the writing style? A. Narration(记叙文) B. Exposition (说明文) (√) C. Argumentation(议论文) (2) Main idea Q: What is the main idea of this text and each paragraph? Main idea: The passage mainly talks about the history of the names of the UK and its importance of studying British history. 【注】 para 1: 1 puzzle para 2: 4 names(origin) para 3: 4 countries (similarities and difference) para 4: 4 groups (achievements) para 5: 1 suggestion/advice (3) Structure Q: What is the structure of this text? [Purposes] This activity can help Ss master the basic information of the text and prepare them for sorting out specific details. Also, it can stimulate students’ desire to learn, and promote their autonomy. Task 4: Reading for details (15 mins)(Pair Work) (1) 【Reading Para 1: 1 Puzzle】 Q: What’s the suggestion to solve the puzzle according to the author? (2)【Reading Para 2: 4 names】 T asks Ss to read para2 and sort out the changing process of the UK’s names according to the timeline that has been offered. T: In what order does this paragraph be organized? Please circle the words that describe time. (3)【Para 3: 4 countries】 T asks Ss to watch a video to know more about the UK and find out the four countries of the UK. And then T asks Ss to complete the table below with information from para3. T: Do you know the four countries of the UK? What are they? Can you fill in the table about the similarities and differences among these four countries? Similarities Differences flag (Union Jack) education system currency legal system military defence traditions football teams (4) 【Para 4: 4 groups】 T asks Ss to read para4 and find out the four groups of people who once conquered UK. And then T asks Ss to complete the table below with information from para4. Time Groups Achievements 1st century Romans Built towns and roads 5th century Anglo-Saxons Introduced English language; Changed the way to build houses 8th century Vikings Left behind new vocabulary and the names of many locations 11th century Normans Built castles; Made changes to legal system; Introduced French words (5) 【Para 5:1 suggestion】 T asks Ss to read para5 to find out the reasons why the writer suggests London as a starting place to visit. And then T invites one student to retelling the city London according to these reasons. T: Why does the writer suggest London as a starting place to visit? Reasons It is an ancient port city that has a long history dating all the way back to Roman times Countless historic sites and lots of museums A fascinating mix of history and modern culture New and old traditions London is a great place to visit. As an ancient port city, the history of London dates all the way back to Roman times. With countless historical sites, lots of ancient relics and museums across the UK to explore, you can find out it is a fascinating mix of history and modern culture. What may surprise you is that you can see both its past and its present. Keep your eyes open when you explore the capital city! [Purposes] It can help Ss integrate detailed information into a visual form, deepening their understanding of the text while enabling them to improve their logical thinking. More importantly, it can encourage Ss to express bravely and creatively by scaffolding. · Step 3 Sharing (8 mins)——Applying and Practicing Task 5 Reading for retelling (4 mins) (Individual Work) T provides scaffolding for Ss and asks them to retell the history of the UK according to the timeline. T: Can you retell the history of the UK according to the timeline? Task 6 Reading for thinking (4 mins) (Pair Work) T poses some questions to guide Ss think about the meaning of title. T: (1) What does “the name” show us? / What is the meaning of “the name”? Ss: The name means the United Kingdom. Different names throughout history (British history) shows us what happened and what people are involved. These events and people, in turn, make British history. That is to say, in a name, there is a history. (2) Can we use “British history” as the title instead of “What’s in a name” ? / Which title is better? Which title attracts you to read the passage? Which title inspires you to think deeply? Ss: What’s in a name. (3) What is the intention of this text? Ss: The text is to tell us British history and its importance to study the history and culture of a country. (4) What are the advantages of studying the history of a country? Ss: To help you understand more about the country and its traditions. To make your visiting more enjoyable. [Purposes] It helps to cultivate Ss’ ability to think critically as well as fosters Ss to express their opinions bravely. Most importantly, Ss can have a deeper understanding of title and writing intention, and also receive certain emotional education. · Step 4 Expressing (10 mins)——Transferring and Creating 【思路1】 Task 7 Reading for discussion (6 mins) (Group Work) T guides Ss to think about Chinese history by transferring what they’ve learned about British history. T: As a Chinese, how much do you know about our history? What do you think of Chinese history? Chinese history Time Name Achievement Reason [Purposes] It can stimulate Ss to construct their own ideas based on what they’ve learned as well as strengthen their identity in Chinese culture or history. Also, the aim is to develop higher-order thinking quality such as making comments in relation to prior knowledge and experience. Task 8 Reading for opinions (4 mins) (Group Work) After learning about Chinese history, T guides Ss to answer the following question. T: Which city do you think is a great place for visitors to start in China? [Purposes] It can cultivate students’ ability to think creatively, transfer flexibly and innovate bravely. Most importantly, Ss can also relate the real language use to their daily life so as to promote their communicative competence. 【思路2】 Task 7 Reading for group discussion (10 mins) (Group Work) Q1: Why is it important to study the history and culture of a country before visiting it? Q2: As a Chinese, how much do you know about our history? Q3: What important things should visitors know about before they come to China? · Stage 5 Summary and Assignments(2 mins)——Transferring and Creating Task 9 Reading for summary (1 min) T guides Ss to summarize what they have learned in today’ s lesson. After that, T cites one saying about Chinese culture to educate students emotionally. T: What have we learned today? Saying: A people without the knowledge of their past history, origin and culture is like a tree without roots. (——Marcus Garvey) [Purposes] The purpose is to reinforce students’ ability to make a summary. More importantly, a certain degree of moral education can be involved under the teacher’s guidance. Task 10 Reading for assignments (1 min) [Must]: Writing Your foreign friend Jim is planning to visit China this year and is asking you for some suggestions. Please write him an email. You are expected to talk about the importance of studying Chinese history and recommend a great place to start a visit in China. If necessary, Ss can post their writing into the blog and share their ideas next class. Requirements are as follows: About 100 words Clear structure Proper cohesive words Useful Expressions ( One possible version Dear Jim, It’s nice to hear from you. I’m writing to share with you some suggestions for your visit to China. Knowing a little Chinese history will be helpful when you visit China. First, it can help you understand a lot about our country and our traditions. Second, it can make your visit much more enjoyable. If you visit China, I recommend Xi’an is a great place to start. It’s an ancient city with an interesting history. There are countless historic sites for you to explore, and lots of museums with ancient items from all over China. If you go there, you will be surprised to find that you can see both its past and its present. Looking forward to your arrival. Yours, Li Hua ) [Optional]: Postering Make a poster on British history or Chinese history. Requirements are as follows: Title Illustration(插图) Content [Purposes] Writing enables students to output effective language and improve their writing skills after discussion. Also, postering makes students sort out detailed information. More importantly, it also helps to develop students’ imagination and creation based on their learned knowledge. · Blackboard design Unit 4 What’s in a Name Structure: History: · Teaching reflection · Most students show great enthusiasm towards the tasks and the topic. · The teaching objectives are fulfilled smoothly. · Students’ thinking quality (logical thinking & critical thinking & creative thinking) and initiative to learn Chinese history are improved. · If time is permitted, more information about Chinese history will be presented in class to help students broaden their horizons. 2 学科网（北京）股份有限公司 $$