Unit 4 History and Traditions Reading and Thinking 阅读课导学案-2026-2027学年高中英语人教版必修第二册

Unit 4 History and Traditions Period 2 Reading and Thinking 导学案 —— Learn about a country through its history 一、学习目标 1. 读懂课文，理清英国名称演变的时间线，掌握课文里和历史相关的重点词汇和短语。 2. 能分析课文的语篇结构（时间线索、过渡词），判断文章的写作目的和读者对象。 3. 照着课文的办法，用英语简单梳理武汉的历史脉络，给外国朋友画一张武汉历史地图。 二、学习重点 ① 理清英国历史的时间线，掌握课文中的重点短语； ② 分析课文的语篇结构和写作目的。 三、学习难点 ① 从"读英国的历史"迁移到"说武汉的历史"，用英语梳理本地历史脉络； ② 学会自己找文章的线索和过渡词，而不是只做题。 四、学情分析 学生是高一的，上节课刚学了Period1的听说课，对"历史与传统"这个主题有了初步接触，也练过用英语介绍武汉的景点。这篇课文讲的是英国的名称演变和历史入侵，学生对英国的了解基本停留在"伦敦、大本钟"，对英国由哪几部分组成、名字怎么来的不清楚。 阅读方面，学生有基础的略读扫读能力，但一碰到"语篇结构""写作目的"这类分析性任务就不知道从哪下手，需要老师带着做。这节课先一起分析英国这篇课文是怎么写的，再让学生用同样的办法梳理武汉的历史，照着样子做，不会无从下手。 Part Ⅰ Lead-in (5 minutes) Look at the map on page 40 of the textbook. Answer the following questions in pairs. 1. What type of map is it? 2. What do the different symbols (small circles, red spot) and colours stand for? 3. How many parts can you see that make up the UK? Prediction: Look at the title "What's in a name?" and the map. What do you think the text is about? Write down your guess. The text is probably about ____________________. It may be a(n) ____________________ (narration / exposition / argumentation). Part Ⅱ Reading (25 minutes) Activity 1: How is the text organised? Read the text quickly. Find out the following: 1. What is the theme of the text? 2. Write down the main idea of each part. (Note: Part 1 is about how the UK got its name and what the four countries are; Part 2 is about the similarities and differences among the four countries; Part 3 is about the history of invasions and their influence.) Part 1 (Paras. 1—2): ____________________________________________________ Part 2 (Para. 3): ____________________________________________________ Part 3 (Paras. 4—5): ____________________________________________________ 3. What thread does the author use to organise the text? (Hint: look for time words.) Thread: ____________________________________________________ 4. Underline the transition words or phrases that connect different periods (e.g. "Later", "In the 16th century"). Write down three of them. ① ____________________ ② ____________________ ③ ____________________ Activity 2: Read for details Read the text again carefully. Finish the following tasks. Task A: Timeline. Fill in the table according to the text. When? What happened? What changed? 1st century Romans arrived 5th century Anglo-Saxons came 8th century Vikings came 11th century 16th century 18th century 19th century 20th century Task B: Phrase practice. Complete the conversation using the phrases in their correct forms. as well as belong to add to join to break away keep your eyes open A: I can never remember what the UK means! There's England, Britain, ____________________ Great Britain! B: Well, it helps if you remember that there are four countries that ____________________ the UK. That's why it's called the United Kingdom. A: Four countries? I must have been asleep in that part of our history class! So the first country was England, and the others were ____________________ that? B: Yes, right. First England, then Wales, then Scotland. The last country was Ireland, but later the southern half didn't want to be ____________________ the United Kingdom. A: Oh, I remember now! The southern part ____________________ from Northern Ireland, right? B: Yes, you got it! But ____________________ in history class next time! Activity 3: Why was this text written? Read the text again and think about the following questions. Discuss with your partner. 1. What is the writer's purpose in writing this text? A. To tell a story about British history. B. To introduce the history, traditions and culture of the UK to readers. C. To argue that the UK is a great country. 2. Who are the intended readers? 3. Where might you read this kind of article? (e.g. textbook, travel magazine, newspaper, novel) Part Ⅲ Post-reading: Connect to Wuhan (12 minutes) Now let's use what we learned from the UK text to talk about our own city. Activity 1: Think and compare Discuss the following questions in groups of four. 1. The text organises British history by time periods (1st century, 5th century, etc.). Can we do the same for Wuhan? What periods would you use? 2. The UK was shaped by invasions (Romans, Anglo-Saxons, Vikings, Normans). What shaped Wuhan's history? (e.g. wars, trade, rivers, industry) 3. Why is it important to study the history of a city before visiting it? Use Wuhan as an example. Activity 2: Group work — Draw a history map of Wuhan Your Australian friend Adam is coming to Wuhan next month. He likes history but knows nothing about Wuhan. Work in groups to make a simple history map of Wuhan for him. Steps: 1. Choose 4-5 important periods or events in Wuhan's history. 2. For each period/event, write one sentence in English: when it happened, what happened, and why it matters. 3. Draw a rough sketch of Wuhan. (Simple is fine — no artistic skills needed. You can also use a printed blank map if you have one.) Mark each historic site with an icon and a short label. 4. Present your map to another group. Use the time words and transition phrases you learned from the UK text. Some facts to help you: Period / Event What happened Why it matters 223 AD (Three Kingdoms) Yellow Crane Tower was first built on Snake Hill. Wuhan's most famous landmark; mentioned in many Tang poems. 1861 (late Qing Dynasty) Hankou was opened as a treaty port. Wuhan became a major trade centre; foreign concessions shaped the city. 1911 (Xinhai Revolution) The Wuchang Uprising broke out. It ended the Qing Dynasty and started the Republic of China. 1957 (New China) Wuhan Yangtze River Bridge was completed. The first bridge over the Yangtze; connected north and south China. Part Ⅳ Homework (3 minutes) 1. Finish your group's Wuhan history map. Take a photo and send it to the class group chat. 2. Write a short paragraph (about 80 words) introducing Wuhan's history to Adam. Use at least three time expressions or transition phrases from the UK text. 五、参考答案 Part Ⅰ Lead-in 1. It's an administrative zoning map of the UK. 2. The small circles stand for big cities; the red spot stands for the capital; different colours stand for different countries or regions. 3. There are four countries that make up the UK. Prediction: the history and name changes of the UK; exposition. Part Ⅱ Activity 1 1. The theme is the history, traditions and culture of the United Kingdom, especially how its name came into being. 2. Part 1 (Paras. 1—2): How the name "the United Kingdom" came about and what the four countries are. Part 2 (Para. 3): The similarities and differences among the four countries (in culture, traditions, education, etc.). Part 3 (Paras. 4—5): The history of invasions and the influence on British culture. 3. Thread: time order (1st century → 5th century → 8th century → 11th century → 16th century → 18th century → 19th century → 20th century). 4. Transition words: Later, In the 16th century, In the 18th century, In the 19th century, Finally, However (any three). Part Ⅱ Activity 2 Task A (Timeline) When? What happened? What changed? 1st century Romans arrived New towns and roads were built 5th century Anglo-Saxons came Language and the way houses were built 8th century Vikings came Vocabulary and place names across the UK 11th century Normans conquered England after the Battle of Hastings Castles built; legal system changed; new French words added 16th century Wales was joined to the Kingdom of England Wales became part of the Kingdom of England 18th century Scotland was joined to England and Wales "The Kingdom of Great Britain" formed 19th century Ireland was added "The United Kingdom of Great Britain and Ireland" formed 20th century The southern part of Ireland broke away The name became "the United Kingdom of Great Britain and Northern Ireland" Part Ⅱ Activity 2 Task B (Phrase practice) 1. as well as 2. belong to 3. added to 4. joined to 5. broke away 6. keep your eyes open 注意：broke away 表示"脱离、分离"；keep your eyes open 是"提醒对方注意、留心"。 Part Ⅱ Activity 3 1. B 2. People who are interested in the history, traditions and culture of the UK, or students learning about the UK. 3. In a textbook, a travel magazine, or a cultural introduction column. Part Ⅲ Post-reading (open answers) Activity 1 and Activity 2 are open tasks. Students' answers may vary as long as they are reasonable and use English correctly. 学科网（北京）股份有限公司 $