Unit 4 History and Traditions Reading and Thinking & Listening and Talking 教学设计-2024-2025学年高中英语人教版（2019）必修第二册

单元第_2_学时 __月__日 课题 History and Traditions 学习阶 段 Reading and thinking & Listening and Talking 学习 目标 1.Construct the basic information of the history of the United Kingdom and explore the significance of history and traditions to human beings by reading. 2.Introduce the history of the United Kingdom by retelling the text according to your mind map. 3.Describe a place that you like and your feelings by using the vivid language to reflect and explore the historical and cultural value of the attractions around you. 重点 难点 Enlighten the students to introduce the history and traditions of a place. 学习过程设计 【Training before class】 1. Group leaders: organize self-directed study; provide feedback on class reports; boost student enthusiasm. Pay attention to participation in class. 2. All the students: train them in the main procedure of the class. They are supposed to look through materials about diverse cultures, to gain a better understanding of the cultural diversity by exploring the different cultures. 3.English monitors: ①write down the learning objectives on the blackboard ②let students read and retell the text 学习任务创造 学习过程实施 学习领导力提升 Step Ⅰ Class report and lead -in The topic is about Tourist attractions in the United Kingdom T: Let’s welcome our reporter. He/She will give us a report. Welcome... Ss: Listening and thinking about the question: What tourist attractions mentioned in the report? Which one do you like best? Why? Training before class: 1. Layered training： ①Train the group leader how to organize the discussion; the content of the discussion; the way of the discussion; the mobilization of the students’ enthusiasm; pay attention to participation in the class. ②Train B2 : understand the text; the way for exploring the main idea and the details together with C 2. Efficient Investigation team to find new problems in class. 3. Train all students: how to read the text, complete the timeline and draw the mind map; submit works. Take notes: When taking notes, just write down the key words,such as names, dates, and numbers. They will help you remember things later on. Training during the class: 1.Train the students to display their work and get ready for presentation. 2.Presuppose the problems that will occur in the class: Students have different opinions about the questions. 3.Pay attention to students' newly generated problems and give timely guidance. Step Ⅱ Self-directed study 1. Read the passage on page 40 and draw a mind map of it based on the timeline on page 41. Then introduce the history of the United Kingdom by using your mind map. 2.Listen to the conversation on P43, role play a conversation about visiting a place that you like and your feelings by using the vivid language. (1) Listen to the conversation and tick the places mentioned. (P43 A1). (2) Listen again and complete the sentences to describe how the speakers felt. (P43 A2) (3) Work in pairs and role-play a conversation about visiting a place. (P43 A3) T: Predict: Look at the title and photos on P41 and guess what the text is about. Ss: Share their answers. T: 1.Guide students to read for main idea and structure: Read the text carefully and then answer the questions. (P40 A2) Read the passage again and sort out the information according to the timeline. (P41 A3) 2. Guide students to read for language: Find out and underline the sentences using the past participles and think about the functions. T: 1.Show students the learning process and let them know clearly about the task. 2. Students complete the task by themseleves and the teacher walks around. 3. Choose the better ones or the typical problems and let them ready to show in class. 4.Give students individual instruction. Step Ⅲ Cooperation study 1． Discussion: (1) Discuss the answers and share your mind map. (2) Retelling: retell to your partner in the group according to your mind map and conduct mutual evaluation. (3) Role play: role-play a conversation about visiting a place. 2． Presentation: Mind map of the passage. T: Now it’s time for your group discussion. Please discuss the answers to the questions, retell the passage with your partner according to your mind map and role-play a conversation in your group. Ss: 1. Discuss the answers to the questions one-to-one and retell the passage according to their mind map. 2. Role-play a conversation about visiting a place that you like and your feelings by using the vivid language. 3. The team leader leads the team members to work together to solve the uncertain answers and record the questions that remain unresolved. T: Remember to submit your mind map. Training during the class: 1. During their discussions, walk around and observe the status of discussions of each group, and give timely guidance. 2. Participate in several groups’ discussion, collect questions they have. 3.Pay attention to the blackboard presentation groups, and give timely feedback to their problems. Step Ⅳ Show Time: Students: 1. Share the answers. 2. Retell the text according to the mind map. 3. Analyse some key sentences. Teacher: 1. Complement some listening skills. 2. Retell one paragraph as a model for students. 3. Complement some details for key sentences. Teacher: Now let’s have a show time. Students share the answers of listening and talking. (2groups) Students retell the text according to their mind maps. (5groups, each group retell one paragraph) After each student’s retelling, other students can try to retell this paragraph and teacher give some comments and complements. Students analyse some key sentences. (2groups) After students’ analysis, other students and teacher give some comments. Training during class: 1. Students listen, read and retell the passage at least 20 times and pay attention to the pronunciation and intonation. 2. Take some notes during students’ presentation. 3. Think and find problems you have or the students’ showing have. Step Ⅴ Consolidation: Consolidate what we have learned in this lesson. T: Please consolidate what we have learned in this lesson. You can organize your notes or read and retell the passage. English efficient investigation team: check the recitation of the article. Training during class: 1.Students sort out what they have learned in this lesson and further thinking for more. 2.Observe students’ consolidation progress and instruct students who have questions about this lesson. 学习目标达成评价： Students can introduce the history of the United Kingdom by retelling the text according to their mind map. They know the significance of history and traditions to human beings. Besides, most of them can describe a place that they like and their feelings by using the vivid language. 反思改进： Compared with the previous units, the learning content of this unit has obviously improved the difficulty. So in the teaching process, teachers should be more patient, preset the problems that students may have in advance, give students more time to prepare for discussion, improve the tolerance for the mistakes made by students, and actively guide them to build up their confidence. Teaching activities must be student-centered, so as to avoid dividing teaching activities too finely, which is not conducive to students thinking from the whole and grasping the structure and connotation of the text. We must pay attention to teaching students in accordance with their aptitude and follow the principle of consistent teaching evaluation. Different students have different goals and tasks to achieve. 学科网（北京）股份有限公司 $$