Unit 4 History and Traditions-Reading and Thinking 教案-2025-2026学年高中英语人教版必修第二册

Unit 4 History and Traditions-Reading and Thinking 内容导航 This part focuses on the historical evolution of the United Kingdom, clarifying the differences between names like the UK, Great Britain and England, introducing its historical invaders and their impacts, and showing the integration and diversity of British history and traditions. It helps students understand the connection between history and culture. 教学目标和重难点 1. 教学目标 Language Ability: Master the structure and usages of the Present Perfect Passive Voice, and use it correctly in sentence transformation and short conversations. Cultural Awareness: Understand the impact of the Internet on global communication, cultivate cross-cultural communication awareness and rational use of network resources. Thinking Quality: Develop logical thinking through analyzing grammar rules and critical thinking through discussing network-related topics. Learning Capacity: Cultivate autonomous learning ability by summarizing grammar rules and cooperative learning ability through group activities. 2. 教学重难点 Key Points: Master core vocabulary (e.g., unite, conquer, belong to, break away from) and sentence patterns (e.g., non-restrictive attributive clauses); understand the historical evolution of the UK and the characteristics of its four constituent countries. Difficult Points: Accurately distinguish the differences between related names; grasp the logical connection of historical events; use English to express views on historical and cultural phenomena and conduct cross-cultural comparisons. 教学过程 Step 1: Lead-in (Lead-in and Preview Review) The lead-in aims to arouse students' interest in the topic, connect their prior knowledge with the new lesson, and lay a foundation for the subsequent reading teaching. First, the teacher will show pictures of famous British scenic spots and cultural symbols on the screen, such as the Union Jack, Big Ben, Stonehenge, and traditional British food (fish and chips, haggis). Then, the teacher will ask students to look at the pictures and answer the following questions in pairs: "What do you know about these pictures? Which country do they belong to?" "Have you ever heard of names like the United Kingdom, Great Britain, Britain, or England? Do you know the differences between them?" After students discuss in pairs for a few minutes, the teacher invites 2-3 groups to share their views. Some students may know that these are related to the United Kingdom, but most of them may not be able to clearly distinguish the differences between the various names. At this time, the teacher will summarize: "Many people around the world are confused by these names, and the key to solving this puzzle lies in understanding British history. Today, we will learn the Reading and Thinking part of Unit 4, which will take us to explore the history and traditions of the United Kingdom and clarify these confusing names." Next, the teacher will check the preview situation. The teacher will ask students to take out their preview notes and invite some students to read the new words and phrases in the text, such as unite, kingdom, Wales, Scotland, Ireland, Northern Ireland, Union Jack, currency, military, conquer, Battle of Hastings, legal, tradition, relic, etc. For difficult pronunciations, such as "Wales /we?lz/", "Scotland /?sk?tl?nd/", "conquer /?k??k?(r)/", the teacher will correct and demonstrate repeatedly to ensure that students can read them correctly. At the same time, the teacher will briefly ask about the meaning of some key words, such as "What does 'break away from' mean?" to help students consolidate the vocabulary they previewed and lay a solid foundation for understanding the text. Step 2: Pre-reading (Prediction and Background Introduction) Before formal reading, the teacher will guide students to predict the content of the text based on the title and pictures, so as to improve their reading initiative and predictability. The teacher will ask: "The title of the text is 'What's in a Name?', combined with the pictures in the text (the map of the UK and the pictures of historical invaders), what do you think the text will talk about?" Students may predict that the text will introduce the origin of the UK's name, the historical process of its formation, or the differences between its constituent parts. The teacher will affirm students' reasonable predictions and encourage them to verify their predictions in the subsequent reading process. In order to help students better understand the text, the teacher will briefly introduce the historical background of the UK. The teacher will say: "The United Kingdom has a long history, and its formation is a long process of integration. In different historical periods, it has experienced the invasion and integration of different peoples, which has shaped its unique history and traditions. The text will introduce four important peoples who have influenced British history: the Romans, the Anglo-Saxons, the Vikings, and the Normans. Understanding their impacts will help us better grasp the content of the text." At the same time, the teacher can show a simple timeline on the screen, marking the key time points of the UK's formation, so that students can have a preliminary understanding of the historical context. Step 3: While-reading (Intensive Reading and Information Extraction) This link is the core of the teaching process, aiming to guide students to read the text in layers, extract key information, understand the logical structure of the text, and master the core content. The teacher will guide students to read the text in three times: skimming, scanning, and intensive reading. First Reading: Skimming Ask students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. How many parts can the text be divided into? After students finish reading, the teacher invites students to share their answers. The main idea of the text is to introduce the historical evolution of the United Kingdom, clarify the differences between related names, and introduce the impacts of different historical invaders on British history and traditions. The text can be divided into three parts: the first part (Paragraphs 1-2) introduces the confusion of British names and the formation process of the UK; the second part (Paragraphs 3-4) introduces the cooperation and differences between the four constituent countries of the UK; the third part (Paragraphs 5-7) introduces the four historical invaders of the UK and their impacts, as well as the significance of exploring British history. Through skimming, students can grasp the overall framework of the text and form a preliminary understanding of the core content, which lays a foundation for further reading. Second Reading: Scanning Ask students to read the text again (scanning) and complete the following tasks, so as to extract key information accurately and improve their ability to find information quickly. Task 1: Fill in the blanks about the formation process of the UK. 1. In the sixteenth century, ________ was joined to the Kingdom of England. 2. In the eighteenth century, ________ was joined to create the Kingdom of Great Britain. 3. In the nineteenth century, the Kingdom of Ireland was added to create the ________. 4. In the twentieth century, the southern part of Ireland broke away, resulting in the full name of the UK today: ________. After students finish filling in the blanks, the teacher checks the answers together with the students, emphasizing the key time points and events, and helping students clarify the formation process of the UK. The correct answers are: Wales, Scotland, United Kingdom of Great Britain and Ireland, the United Kingdom of Great Britain and Northern Ireland. Task 2: List the cooperation and differences between the four constituent countries of the UK. Ask students to find relevant sentences in the text and summarize them. The cooperation includes: using the same flag (Union Jack), sharing the same currency and military defense. The differences include: different education systems, legal systems, own traditions (national days, national dishes), and own football teams for international competitions. Task 3: Match the historical invaders with their impacts. The teacher lists the four invaders (Romans, Anglo-Saxons, Vikings, Normans) on the left and their impacts on the right, and asks students to match them by scanning the text. 1. Romans A. Introduced the beginnings of the English language; changed the way people built houses. 2. Anglo-Saxons B. Built the first towns and good roads. 3. Vikings C. Left behind lots of new vocabulary and place names; influenced the English language. 4. Normans D. Conquered England; built castles; changed the legal system; brought French words into English. After students finish matching, the teacher checks the answers and explains the key points, helping students understand the specific impacts of each invader on British history and culture. The correct matching is: 1-B, 2-A, 3-C, 4-D. Third Reading: Intensive Reading On the basis of skimming and scanning, guide students to read the text intensively, pay attention to the key words, sentences and logical connections, and deeply understand the meaning of the text. The teacher will focus on explaining the difficult points and key points in the text. First, explain the key vocabulary and phrases. For example, "unite" (v. 联合，统一), the teacher can give example sentences: "The two countries united to form a new nation."; "break away from" (脱离，摆脱), example sentence: "The region broke away from the country and became independent."; "conquer" (v. 征服，占领), example sentence: "The army conquered the city in three days."; "belong to" (属于), example sentence: "This book belongs to me." At the same time, explain the usage of some phrases, such as "be known as" (被称为，作为……而闻名), "result in" (导致，造成), etc. Second, analyze the key sentences. Focus on explaining the non-restrictive attributive clauses in the text, which is one of the key and difficult points of this unit. For example, "They use the same flag, known as the Union Jack, as well as share the same currency and military defense." In this sentence, "known as the Union Jack" is a past participle phrase used as an attributive, equivalent to a non-restrictive attributive clause "which is known as the Union Jack". The teacher will explain the structure and usage of the past participle phrase as an attributive, and give more examples to help students master it. Another example: "The Normans were French, so many French words slowly entered into the English language." This sentence uses the conjunction "so" to express the result, and the teacher will guide students to understand the logical relationship between the two clauses. Third, sort out the logical structure of the text. The teacher will guide students to analyze the logical connection between paragraphs: Paragraph 1 puts forward the question (confusion of British names); Paragraph 2 answers the question by introducing the formation process of the UK; Paragraph 3 introduces the cooperation and differences between the four constituent countries; Paragraph 4 transitions to the long history of the UK; Paragraphs 5-6 introduce the four historical invaders and their impacts; Paragraph 7 summarizes the significance of exploring British history and culture. Through this analysis, students can clearly grasp the logical context of the text and improve their ability to analyze the structure of the text. In the process of intensive reading, the teacher encourages students to ask questions about the parts they don't understand. For example, some students may ask: "Why did the southern part of Ireland break away from the UK?" The teacher will briefly explain the historical background (the independence movement of Ireland in the twentieth century) to help students solve their doubts and deepen their understanding of the text. Step 4: Post-reading (Consolidation and Expansion) This link aims to consolidate the knowledge learned in the text, expand students' thinking, and improve their ability to use language comprehensively. It includes three parts: language consolidation, thinking expansion, and group discussion. 1. Language Consolidation Task 1: Complete the sentences with the correct forms of the given words and phrases. 1. The two small countries ________ (unite) into one big country last year. 2. He ________ (break away from) his family and went to study abroad. 3. The city ________ (conquer) by the enemy in 1945. 4. This ancient building ________ (belong to) a rich family in the past. 5. His carelessness ________ (result in) a serious mistake. After students finish the task, the teacher checks the answers and explains the key points, such as the tense of the verbs and the passive voice (e.g., "was conquered"). This task helps students consolidate the usage of key vocabulary and phrases and improve their ability to use language accurately. Task 2: Rewrite the sentences using past participle phrases as attributives. 1. The book which is written by a famous writer is very popular. 2. The flag which is known as the Union Jack is the national flag of the UK. 3. The castle which was built by the Normans is now a famous scenic spot. This task aims to help students master the usage of past participle phrases as attributives, which is a key and difficult point of this lesson. The teacher will guide students to complete the rewriting and check the answers together, emphasizing the correct structure of the past participle phrase as an attributive. 2. Thinking Expansion The teacher asks students to think about the following questions and express their views in English: 1. What do you think is the most important impact of the four historical invaders on British history and culture? 2. Why is it important to learn about the history and traditions of a country? 3. Can you find any similarities between the history of the UK and the history of China? What are they? The teacher gives students a few minutes to think independently, then invites some students to share their views. For example, some students may think that the Normans had the most important impact because they changed the legal system of England and brought a lot of French words into the English language, which had a profound impact on the development of English. Some students may say that learning about the history and traditions of a country can help us understand its culture, values and people better. When talking about the similarities between the UK and China, students may mention that both countries have a long history and have experienced the integration of different peoples, which has shaped their unique cultures. The teacher affirms students' views and guides them to think more deeply, so as to improve their critical thinking and cross-cultural comparison ability. 3. Group Discussion Divide students into groups of 4-5, and assign the group task: "Suppose you are a tour guide, and you need to introduce the history and traditions of the UK to foreign tourists. Please use the knowledge learned in the text to design a 3-minute introduction speech." The teacher gives students 10 minutes to discuss and prepare in groups. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulties, and reminds students to use the key vocabulary, phrases and sentence patterns learned in the text. After the discussion, each group sends a representative to give a speech. The teacher evaluates each speech from the aspects of content completeness, language accuracy, fluency and logicality, affirms the advantages of each group, and puts forward suggestions for improvement. For example, some groups may forget to introduce the differences between the four constituent countries, and the teacher will remind them to supplement; some groups may have some grammatical mistakes, and the teacher will correct them in time. This task not only helps students consolidate the knowledge learned in the text, but also improves their oral expression ability and cooperative learning ability. Step 5: Summary and Homework First, the teacher summarizes the content of this lesson. The teacher says: "Today we learned the Reading and Thinking part of Unit 4. We clarified the differences between the names of the UK, Great Britain, Britain and England, understood the formation process of the UK, learned about the four historical invaders and their impacts on British history and culture, and mastered some key vocabulary, phrases and sentence patterns. At the same time, we also discussed the significance of learning about history and traditions, and improved our reading, speaking and thinking abilities." Then, the teacher assigns homework, which is divided into three levels to meet the needs of different students: Level 1 (Basic): 1. Recite the key vocabulary and phrases in the text. 2. Retell the formation process of the UK in your own words (at least 5 sentences). 3. Finish the exercises on Page XX of the textbook. Level 2 (Improvement): 1. Write a short passage about "The Impact of Historical Invaders on British Culture" (80-100 words), using the key words and sentence patterns learned in the text. 2. Find more information about British traditions (such as national days, festivals, food) and make a brief note. Level 3 (Challenge): 1. Compare the history and traditions of the UK with those of China, and write a short essay (120-150 words) to express your views on cultural diversity. 2. Design a poster to introduce British history and traditions, using both pictures and English words. Finally, the teacher encourages students to review the knowledge learned in this lesson in time, and preview the next part of the unit. The teacher says: "History and traditions are the soul of a country. I hope you can not only master the language knowledge, but also learn to respect and appreciate different cultures, and become cross-cultural communicators with a broad vision." Step 6: Blackboard Design The blackboard design is concise and clear, focusing on the key points of the lesson, helping students sort out the knowledge framework and consolidate the key content. The blackboard is divided into three parts: Left Part: Key Vocabulary and Phrases unite, kingdom, Wales, Scotland, Ireland, Northern Ireland break away from, conquer, belong to, be known as, result in Middle Part: Core Content What's in a Name? (The UK) 1. Formation Process: Wales (16th) → Scotland (18th) → Ireland (19th) → Northern Ireland (20th) 2. Four Constituent Countries: England, Wales, Scotland, Northern Ireland (Cooperation & Differences) 3. Historical Invaders: Romans → Anglo-Saxons → Vikings → Normans (Impacts) Right Part: Key Sentence Patterns 1. ..., known as..., as well as... 2. ...so... (result) 3. Past participle phrases as attributives 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $