Unit 4 History and Traditions Reading and Thinking说课课件-2024-2025学年高一英语人教版（2019）必修第二册

What’s In A Name? Reading and Thinking Unit4 History and traditions 说课提纲 CONTENTS Students analysis Teaching procedures Teaching objectives Key and difficult points Rationale and principles Contents Material analysis Teaching reflection Blackboard design 2 01 Rationale and principles 课程理念 3 Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection English Subject Core Competencies English subject core competencies include language ability, cultural awareness, thinking capacity, and learning ability. They are correlated and work mutually to help students improve students’ leaning proficiency and enhance their ability to solve complex problems. ①English Subject Core Competencies 4 English Curriculum Content with Six Components Integrated focuses on thematic contexts to integrate language ability, cultural awareness, thinking capacity, and learning ability. ②English Curriculum Content with Six Components Integrated Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection 5 The activity-based approach to English learning emphasizes thematic meaning through three types of activities: understanding and acquiring, applying and practicing, and transferring and creating. This approach aligns with global trends in language education. It shifts from traditional rote memorization to fostering problem-solving abilities and intercultural communication skills, preparing students for real-life challenges. ③Activity-based Approach to English Learning Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection 6 02 Material analysis 文本分析 7 Human and nature Period 1: Reading and thinking Title: What’s in a name? Text type: Exposition Thematic topic: Human and nature Main content: The name’s changes of the UK, and the development of its history. What？ Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection To help readers learn about a country through history. To inspire readers to have an overview of the UK through reading its history development. To draw reader’s attention to relationship between human and nature. Why？ Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection Structure: Organization style: Para 1: The origin of the name of the UK. Para 2-4: Similarities & Differences Para 5: The history, traditions and culture of the United Kingdom. question and answer time order How？ Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection 03 Students analysis 学情分析 11 The students are from Class Four, Senior One. There are a total of 64 students in this class. On the whole, the students' academic performance is in a middle level. Their accumulated English vocabulary is not enough, some of whom are unable to adapt to the all-English class. However, the students are relatively active and open-minded to learn new things. Also, they are willing to work in groups. Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection 12 04 Teaching objectives 教学目标 13 Language Competence Understand the history of the UK and get the detailed information by finishing some tasks; Learning Ability Work with group members to sort out the timeline and create a 5-day itinerary of the UK; Thinking Capacity Have a critical thinking about the importance of studying the history and culture of a country before visiting; Cultural Awareness Enrich their understanding and improve their culture awareness about the UK. 05 Key and difficult points 教学重难点 15 Teaching key points： 1. Guide students to master the essentials of map reading; 2. Students understand the significance of studying history in understanding the socio-cultural profile of a country. Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection 16 Teaching difficult points： Students can understand a country’s social culture and express them in their own language with English. Rationale and principles Material analysis Students analysis Teaching objectives Key and difficult points Teaching procedures Blackboard design Teaching reflection 17 0 Teaching procedures 教学过程 18 While-reading (25 mins) Post-reading (8 mins) Pre-reading (4 mins) Summary&Homework (1 min) Lead-in (2 mins) Teaching procedures教学过程 Lead-in Pre-reading While-reading Post-reading Summary &Homework How much do you know about The United Kingdom, Great Britain, Britain and England? Intention: Activate ss’ background knowledge about the UK and arouse their interest. 1. What type of map is it? A. traffic map（交通图） B. weather map（气候图） C. resource map（资源图） D. administrative zoning map（行政区划图） E. topographic map（地形图） 2. What do the different symbols and colors stand for? Intention: Build students' geographical awareness and prepare students for understanding the historical and cultural context of the UK. Lead-in Pre-reading While-reading Post-reading Summary &Homework 1. Match the paragraph with its main idea, and divide it into three parts. Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: Improve students' skimming skills and help students understand the structure of the text. Intention: Develop students' scanning skills and promote their understanding of historical development. 2. Read Para 1&2, figure out what the puzzle is and sort out how did UK come into being? Do the four countries work together in all areas? Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: Help students sort out the key information through comparison, and lead students to notice the writing techniques. 3. What is the difference between Britain, Great Britain and the United Kingdom? Lead-in Pre-reading While-reading Post-reading Summary &Homework 4. Learn about the historical events in the development of UK. Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: Enhance students' ability to extract and organize key information. 5. Read Paragraph 4 and sort out the information according to the timeline. Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: Encourage students to analyze the author's perspective and foster critical thinking skills. 6. Read Paragraph 5 and determine the author's attitude towards studying history. Lead-in Pre-reading While-reading Post-reading Summary &Homework 1. Debate the question: "Is it necessary for visitors to study the history and culture of a country before visiting it?" Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: - Encourage students to express their opinions and support them with evidence. - Promote students' self-reflection and help them clarify the communication skills they should develop. Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: Reinforce students' understanding of the main events in the UK and help students organize their thoughts. 1. Summarize the key points of the lesson. Lead-in Pre-reading While-reading Post-reading Summary &Homework Intention: Consolidate students' learning, strengthen the correlation of the learned content and foster students’ problem-solving abilities in real life. 2. Assignments: Lead-in Pre-reading While-reading Post-reading Summary &Homework 0 Blackboard design 板书设计 32 0 Teaching reflection 教学反思 34 Advantages: Comprehensive analysis of the text Logical design of teaching procedures The achievement of teaching objectives Disadvantages: Lack of differentiated instruction Limited student-student interaction Improvements: More guidance on eliciting students to apply and transfer the knowledge Design more effective ways in peer evaluation Teaching reflection Thank you for listening! $$