Unit 4 History and Traditions Reading and Thinking 教学设计-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 教学设计 ——2026-2027学年人教版高中英语必修第二册（武汉历史迁移） 课题 Unit 4 History and Traditions Period 2 Reading and Thinking 课型 阅读课 教材 人教版高中英语必修第二册 课时 1课时（45分钟） 一、教材分析 这节课是第四单元的第二课时，是一篇阅读课。课文围绕"What's in a name?"展开，讲的是英国名称的由来、四个组成部分的异同，以及历史上四次入侵对英国文化的影响。文章按时间顺序组织，线索清晰，学生可以跟着课文学着怎么梳理一篇文章的结构。 教材本来的设计是读完课文做练习，讨论"为什么去一个国家之前要了解它的历史"。我把读后部分改了一下，让学生用课文里的时间线办法，梳理武汉的历史，给外国朋友画一张武汉历史地图。这样学生不是学完就完了，而是能把学到的办法用到自己熟悉的城市上。 关于课文分段：为降低高一学生语篇分析难度，将名称演变与四国构成合并为Part1（Para1-2），四国异同单独为Part2（Para3），入侵文化影响与旅游意义合并为Part3（Para4-5），属于教学重组而非严格自然段划分。 二、教学目标 1. 知识与技能：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（如belong to, break away, join to等）。 2. 过程与方法：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；学会用时间线的办法梳理一段历史。 3. 情感态度与价值观：通过对比英国和武汉的历史，加深对家乡文化的理解，觉得武汉的历史也值得用英语讲给外国人听。 三、教学重点 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。 四、教学难点 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。 五、教学过程 Step 1: Lead-in (5 minutes) 【设计说明】激活背景，导入话题。通过看地图和预测，让学生快速进入"英国历史"这个话题，为后面的阅读做铺垫。 Teacher's Activity: Show the map on page 40 of the textbook. Ask students to 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? Then ask students to look at the title "What's in a name?" and the map, and guess what the text is about. The text is probably about ____________________. It may be a(n) ____________________ (narration / exposition / argumentation). Students' Activity: Look at the map, discuss the questions with a partner, and write down their predictions. Step 2: Reading (22 minutes) Activity 1: How is the text organised? 【设计说明】对应重点②（分析课文的语篇结构）和难点②（学会自己找文章的线索和过渡词）。让学生先找主题、再分段、再找时间线索和过渡词，一步步带着学生分析文章怎么组织的。题目里加了分段提示（Part 1讲什么、Part 2讲什么），降低难度，学生不会无从下手。 Teacher's Activity: Ask students to read the text quickly and 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 ____________________ Students' Activity: Read the text quickly, find the theme, main ideas, time thread and transition words. Activity 2: Read for details 【设计说明】对应重点①（理清英国历史的时间线，掌握课文中的重点短语）。Task A时间线表格让学生按时间顺序梳理英国历史的八个节点，做完之后对英国名称演变的脉络就清楚了。Task B短语填空放在对话里考，学生不用死记硬背，能在语境里记住怎么用。 Teacher's Activity: Ask students to read the text again carefully and 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 are four countries that ____________________ it, right? B: Yes. England, Scotland, Wales, ____________________ Northern Ireland. They share the same king and the same flag. A: So how did they come together? Was England the first, and the others were ____________________ it one by one? B: Exactly. First Wales, then Scotland, then Ireland. But later the southern half of Ireland didn't want to be ____________________ the UK. A: Oh right, it ____________________ in the 1920s. That's why it's "Great Britain and Northern Ireland" now. B: You got it! ____________________ in history class next time, or you'll forget again! Students' Activity: Read the text carefully, fill in the timeline table and the conversation. Activity 3: Why was this text written? 【设计说明】对应重点②（分析课文的写作目的）。让学生判断写作目的、读者对象和可能出处，从"读内容"上升到"想作者为什么这么写"。这三个问题一层比一层深：先判断目的，再想给谁看，最后想在哪能看到，学生跟着想一遍就明白了。 Teacher's Activity: Ask students to read the text again and think about the following questions. Discuss with their 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) Students' Activity: Read the text again, discuss the writing purpose, intended readers and possible source with a partner. Step 3: Post-reading — Connect to Wuhan (15 minutes) 【设计说明】对应难点①（从"读英国的历史"迁移到"说武汉的历史"）。先让学生对比英国和武汉的历史组织方式，再让学生用课文里的时间线办法梳理武汉历史、画历史地图，把学到的办法用到自己熟悉的城市上。给了武汉历史五个节点的参考表（从约3500年前盘龙城到1957年长江大桥），时间线更完整，降低门槛，美术弱的学生也能做。 Activity 1: Think and compare Teacher's Activity: Ask students to 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. Students' Activity: Discuss the three questions in groups, compare British history with Wuhan history. Activity 2: Group work — Draw a history map of Wuhan Teacher's Activity: Tell students: 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. Show the following facts to help students: Period / Event What happened Why it matters About 3500 years ago (early Shang Dynasty) Panlongcheng urban site was built in Huangpi. One of the earliest Shang Dynasty cities found in the Yangtze River basin; shows Wuhan area has a long history of civilisation. 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. Students' Activity: Work in groups, choose 4-5 events in Wuhan history, write sentences, draw a rough map, and present to another group. Step 4: Homework (3 minutes) 【设计说明】巩固课堂内容，落实重难点。作业1让学生课后完成地图，把课堂上没做完的任务收尾；作业2让学生写一段介绍武汉历史的短文，把课堂上的口头输出落实到笔头，同时练习用时间表达和过渡短语，对应重点①和难点①。 Teacher's Activity: Assign homework: 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. Students' Activity: Write down the homework. 六、板书设计 Unit 4 History and Traditions — Period 2 Reading: What's in a name? · Part 1 (Para 1-2): How the UK got its name + four countries · Part 2 (Para 3): Similarities and differences · Part 3 (Para 4-5): Invasions and cultural influence Timeline: 1st century → 5th → 8th → 11th → 16th → 18th → 19th → 20th Romans → Anglo-Saxons → Vikings → Normans → Wales joined → Scotland joined → Ireland joined → southern Ireland broke away Key phrases: belong to / as well as / join to / add to / break away / keep your eyes open Wuhan history: 3500yrs Panlongcheng → 223AD Yellow Crane Tower → 1861 Hankou port → 1911 Wuchang Uprising → 1957 Yangtze Bridge 七、教学反思 这节课把阅读课的重点从"做题"转到了"分析文章怎么写的"，先带着学生找时间线索、找过渡词，再让他们用同样的办法梳理武汉的历史，学生参与度比传统阅读课高。特别是画武汉历史地图这个任务，学生积极性很高，因为讲的是自己天天待的城市，不是课本里遥远的英国。 语篇分析这个环节，一开始学生不知道怎么下手，我在题目里加了提示（Part 1讲什么、Part 2讲什么、Part 3讲什么），学生就有方向了。下次可以再放手一点，让学生自己分段，老师不给提示，看看他们能不能分对。 时间线表格和短语填空这两个基础练习保留了，应试的东西没丢。学生做完时间线之后，对英国历史的脉络就清楚了，后面做语用分析（写作目的、读者对象）也更容易。 不足：画地图的时间还是有点紧，15分钟里讨论加画图加展示，只能保证2-3组展示。下次可以把阅读部分再压缩1-2分钟，多给读后留一点时间，或者安排其余组课后发语音到班级群。另外，美术基础弱的学生在画图的时候会有点畏难，虽然说了"simple is fine"，但下次最好提前准备几张空白武汉地图打印出来，让学生直接在上面标，降低门槛。 八、参考答案 Step 1 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. Step 2 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). Step 2 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; many French words entered English 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" Step 2 Activity 2 Task B (Phrase practice) 1. belong to 2. as well as 3. joined to 4. added 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"；as well as 表示"以及、还有"，用于列举；joined to 强调"连接、合并"，added to 强调"增加、加入"。 Step 2 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. Step 3 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 $