Unit4 History and Traditions Discover useful structure说课逐字稿 2025-2026学年高中英语人教版必修第二册

B2U4History and Tradition --discover useful structure说课逐字稿 Distinguished judges and my dear fellow English teachers,Good morning It is my profound honor to be here to present my teaching design for the target text, which is from PEP Book 2 Unit 4 History and Tradition. It is a grammar lesson and I will interpret it from these four parts. let's start with the teaching philosophy. The new English curriculum criteria for regular high school advocates an activity --based approach to English learning. To cultivate students core competencies, 8 activities are carefully designed in combination with the six thinking levels of Bloom's Taxonomy. these activities progress from lower to higher thinking levels. By doing so, students can engage in the meaningful activities immediately and progressively enhance their ability. To help students achieve the writing task, I provide scaffolding from words to sentences to discourse. After writing, three types of evaluations are conducted, in line with the integration of teaching, learning and assessing, and I reorganize the teaching material based on the big idea. With these philosophies in mind, let's move on to part two general introduction.I will unfold this part from six aspects. Firstly, the analysis of the teaching material. Under the semantic context of man and society. This unit revolves around the theme of history and tradition. After a thorough analysis of the discourses, as you can see on the screen, I classified the seven teaching lessons into three categories in the mode of project-based learning. This grammar lesson is the 5th period which belongs to the sub-idea the value of spreading history and tradition. This is the big idea of this unit. Now let's focus on this specific lesson.There are four exercises here. To use the textbook creatively, I design a series of theme-based activities to guide students to learn grammar in discourse and real-life situations. For exercise one, I consolidate the first two sentences into a passage to introduce UK highlighting past participle as attributes. the changing of the guard at Buckingham palace is another passage to demonstrate object compliments. Additionally, a short passage introducing the flag-raising ceremony serves as exercise. As for the students. My students are in grade 1 of senior high school. They have been introduced to past participles in junior school and they are eager to learn something new. They are active thinkers and willing to work in groups. However, they have trouble analyzing the sentence elements and applying the target grammar in writing. Based on the previous analysis and the new curriculum standard as well as the KUD mode, I set the teaching objectives here. The teaching focus goes to identify the structure and summarize the usage of past participle as attributes and object complements. The teaching difficulties lie in using the target grammar in writing and enhancing students’ cultural confidence and raising their awareness of being good Chinese storytellers and here are some possible solutions. To better achieve my teaching objectives, I apply these three teaching approaches. To make students study more efficient,cooperative learning and inquiry-based learning methods can be adopted. Six teaching aids are integrated in this class among which The national smart education platform is used to give lessons, help students with preview and homework and its after school service enables us to visit museums online. Here comes part 3 teaching procedure.I designed this class based on the 3p model: presentation practice and production. I will explain my lesson in details. Before this class, I ask the students to preview on the Platform and this is the result. Stage1 activate and share, I introduce a 3D character Tom who interacts with students through video clips. Tom introduces UK and the changing of the guard ceremony. My purpose is to arouse the students’ interest and activate prior knowledge and provide context for subsequent grammar learning. let me show you.stage 2 observe and explore, I ask the students to analyze the two texts and after a group discussion, I guide them to summarize the rules by filling in the blank, let’s take a look. Exercise 2 and 3 in the textbook are used here to help them internalize the rule. My intention is to guide students to learn grammar through observation and active participation. And this is how we come to stage three.these controlled practices enable students to use the target grammar to describe situations in their daily life and arouse their national pride.y68uy By answering Tom’s question, I lead the topic to the museum. I design a series of activities here. For the pre-visit Activity , I ask the students to describe the pictures and then join them into a sentence chain. Let me show you. Then I show the students around through VR and ask them to match the verbs with the objects. let’s watch. After that I ask them to work in groups to make sentence chains according to the words on the blackboard. This is their performance. And then, I ask the students to talk about their feelings. All these semi-controlled practices make scaffolding for writing.then comes the freer practice:writing. I design the self-checklist beside the composition to remind them to use past participles. Here are some of their writings. And then, I invite one students to make self-evaluation. Then I upload the composition and ask the AI to evaluate it. After that, I evaluate the composition. By showing different kinds of evaluations, I want to show the students how to improve their writing after class. I use a mind map to summarize and pose a thought-provoking question to encourage the students to reflect on the importance of keeping traditions, I want to cultivate the students’ critical thinking. Let me show you. here is homework. By designing these homework, I want to make students consolidate their knowledge and use it in writing.Here is my blackboard design. Finally, the teaching reflection. My teaching highlights are as follows.A 3d character is used throughout the entire process connecting each parts together. My class revolves around the holistic development of the students with the final target of virtue and moral education. VR and AI are integrated into this class. There are multiple levels of practice as well as outputs and evaluations. My class is designed in a clear logic line and all activities are objective-oriented and interrelated, with each serving as scaffolding to achieve the next. However, this class needs some improvements. there isn't sufficient time for the students to write and to demonstrate themselves and peer evaluation can be conducted if given more time.that’s all for my teaching interpretation thank you. 学科网（北京）股份有限公司 $