Unit 4 History and Traditions Reading and Thinking 教案-2024-2025学年高中英语人教版（2019）必修第二册

教学设计 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 4 History and Traditions-Reading and Thinking 教学目标（Four-Dimensional Key Competencies） Language competence: Master key words (e.g., heritage, dynasty) and complex sentences to understand historical narratives. Cultural awareness: Explore connections between Chinese and global historical traditions, fostering cross-cultural empathy. Thinking quality: Analyze how history shapes present societies through logical reasoning and critical thinking. Learning ability: Develop strategies for extracting historical context and summarizing main ideas from long texts. 重难点（Key and Difficult Points） Key: Grasping the relationship between historical events and cultural traditions; using time clues to organize information. Difficult: Understanding abstract concepts (e.g., "cultural identity") and translating historical context into coherent summaries; distinguishing factual descriptions from interpretive comments. 教学过程 I. Lead - in Teacher: Good morning, class! Today, we are going to embark on an exciting journey into the world of history and traditions. Specifically, we will be exploring the United Kingdom. Now, take a look at the map on Page 40. What can you observe? Notice the different symbols and colors. Can anyone guess what they might represent? And think about this - the United Kingdom, Great Britain, Britain, England... these names seem quite similar, yet they are different. Why is that? Let's try to find out as we dig deeper into our reading. II. Pre - reading Teacher: First, let's learn a useful reading strategy. When you look at a map, always think first about what the map shows and what the symbols mean. Now, look at the map in Activity 2 again. Let's discuss in pairs. What does this map actually show? Right, it shows the British Isles, which include Great Britain - made up of England, Scotland, and Wales - and Ireland, with Ireland being divided into the Republic of Ireland and Northern Ireland. And what do those small circles and the red spot mean? The small circles stand for big cities, and the red spot represents the capital. Different colors stand for different regions or countries. Teacher: Now, let's look at the title of our reading passage - "WHAT’S IN A NAME?". From this title and the map we just analyzed, what do you think the text will be about? Raise your hands and share your thoughts. Some of you might think it will talk about the origin of the names related to the UK, and you are absolutely on the right track. This passage will indeed explain the differences and connections among these names by delving into the history of the United Kingdom. III. While - reading Teacher: Alright, now it's time to start reading. Please read the text quickly and try to get a general idea of what it is mainly about. After you finish skimming, I will ask some of you to summarize. (Students read quickly) Teacher: So, who can tell me what the text is mainly about? Yes, you, in the front row. Student: The text is mainly about the history of the United Kingdom, like how the different names came about and the relationships between the countries that make up the UK. Teacher: Excellent! That's a great summary. Now, let's read the text more carefully and answer some detailed questions. First, what is the full name of the UK? And what message does its name convey? Think about it as you read. (Students read carefully) Teacher: Okay, let's answer the question. What is the full name of the UK? Student: The full name is the United Kingdom of Great Britain and Northern Ireland. Teacher: Exactly. And what does this name tell us? Well, it tells us that the UK is composed of Great Britain - which includes England, Scotland, and Wales - and Northern Ireland. Now, let's move on to the next question. What are the four countries of the United Kingdom? And which two were the first to be joined together? Keep reading and find the answers. (Students continue reading) Teacher: So, which are the four countries? Class: England, Wales, Scotland, and Northern Ireland. Teacher: Right. And which two were the first to be joined? Student: England and Wales. In the 16th century, Wales was joined to the Kingdom of England. Teacher: Perfect. Now, let's look at the similarities and differences between these countries. The text mentions that the four countries that belong to the United Kingdom work together in some areas. They use the same flag, known as the Union Jack, and share the same currency and military defence. But they also have differences. For example, their education systems and legal systems are different. They even have their own traditions, like national days and national dishes, and their own football teams for competitions like the World Cup. Let's list these similarities and differences in a table on the board. (Teacher writes on the board) Similarities Differences Use the same flag (Union Jack), share the same currency and military defence Different education systems, different legal systems, different traditions (national days, national dishes), different football teams Teacher: Now, let's focus on another important part of the text. According to the text, what are the two chief advantages of studying the history of a country? Read carefully to find out. (Students read) Teacher: Who can tell me the two advantages? Student: Studying the history of a country can help us understand more about the country and its traditions, and it can also make our visit to the country more enjoyable. Teacher: Very good. Understanding the history of a country enriches our knowledge about its people, culture, and the reasons behind its current state. And when we visit a place, knowing its history can give us a deeper appreciation of what we see. Teacher: Now, let's analyze how each paragraph is organized. Look at the first paragraph. It starts by presenting the confusion caused by the different names related to the UK, like "The United Kingdom, Great Britain, Britain, England—many people are confused by what these different names mean." Then it poses a question - "So what is the difference between them, if any?" And finally, it indicates that learning a bit about British history will solve this puzzle. This is a common way of introducing a topic - by presenting a problem or a question and then suggesting a way to solve it. Let's look at the second paragraph. It follows a chronological order. It starts with what happened in the 16th century (Wales was joined to England), then moves on to the 18th century (Scotland was joined to create the Kingdom of Great Britain), then the 19th century (Ireland was added), and finally the 20th century (the southern part of Ireland broke away). This chronological organization helps us clearly understand the process of how the UK was formed. The third paragraph first states the cooperation among the four countries in some areas, and then lists their differences. It uses a structure of presenting a general statement and then providing specific examples to support it. The fourth paragraph talks about the different groups of people who came to the UK at different times. It also follows a chronological order, starting with the Romans in the first century, then the Anglo - Saxons in the fifth century, the Vikings in the eighth century, and finally the Normans in the 11th century. Each group is described in terms of what they achieved and how they influenced the UK. The fifth paragraph simply concludes by emphasizing the importance of studying the UK's history for a more enjoyable visit. IV. Post - reading Teacher: Now, let's use a timeline to introduce the history of the UK. Let's start from the 16th century. In the 16th century, what happened? Student: Wales was joined to the Kingdom of England. Teacher: Right. Then in the 18th century? Student: Scotland was joined to create the Kingdom of Great Britain. Teacher: Good. And in the 19th century? Student: The Kingdom of Ireland was added to create the United Kingdom of Great Britain and Ireland. Teacher: Exactly. Finally, in the 20th century? Student: The southern part of Ireland broke away from the UK, resulting in the full name we have today: the United Kingdom of Great Britain and Northern Ireland. Teacher: Perfect. Now, let's complete Activity 4 on Page 41. Use the given phrases to fill in the blanks in the conversation about the UK. (Students complete the activity) Teacher: Now, let's think about some deeper questions. Why is it important to study the history and culture of a country before visiting it? Discuss in groups of four and then we will share our ideas. (Students discuss) Teacher: Okay, let's hear from some groups. Group 1, would you like to start? Group 1 representative: Studying the history and culture of a country before visiting it can help us understand the local people better. We will know why they do certain things, like their traditions and customs. Also, it can make our travel more meaningful. For example, if we know the history of a famous building, we can appreciate it more when we see it. Teacher: That's a great point. Group 2, what do you think? Group 2 representative: It can also help us avoid misunderstandings. Different cultures have different taboos. If we know about them in advance, we won't accidentally do something impolite. Teacher: Very true. Now, let's think about the reverse. What important things should visitors know about before they come to China? Student: They should know about our traditional festivals, like the Spring Festival and the Mid - Autumn Festival. They should also know about our customs, such as how to greet people and how to behave at the dinner table. Teacher: Excellent. Understanding a country's history and culture is a two - way street. It helps us when we travel abroad and also helps foreign visitors when they come to our country. V. Conclusion Teacher: Today, we have explored the reading passage "WHAT’S IN A NAME?" in great detail. We have learned about the complex history of the United Kingdom, how its different names originated, the relationships among its constituent countries, and the impacts of various historical groups. We also discussed the importance of studying the history and culture of a country. Remember, history and culture are like the roots of a nation. They shape the present and influence the future. For homework, please read the text aloud to improve your pronunciation and fluency. Also, try to write a short passage to introduce the history of the UK with the help of the timeline we created in class. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$