资源简介

Unit 4 History and Tradition
Reading and Thinking教案
教材分析：
本课时主要包含一篇阅读材料，语篇的主题是“从历史中学习国家”，详细介绍了英国全称——大不列颠及北爱尔兰联合王国的由来，由此介绍了构成英国的四个联合王国的不同的历史和文化，探寻了英国的历史源头，学生由此知晓了解一个国家历史的重要性。文中涉及nearby，belong，military defense等词汇。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各个教学步骤的设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握扫读及细读技巧，正确运用nearby，belong，surrounded等表达。
思维品质上，学会独立思考，通过对比不同文化，辩证思考不同文化之间的差异与相似之处。
文化品格上，了解英国历史及构成，准确掌握英国的历史文化源头，对比中国历史文化源头，从历史文化中体会不同国家之间的差异。
学习能力上，提高快速阅读技能，学会在课后进行资料搜集和阅读，扩展学习资源。
教学重点：
有效抓取文中的信息，了解如果获取地图的有效信息。
掌握英国全称的由来及其历史文化特征。
教学难点：
学生通过细读抓取有效信息。
掌握英国四个组成部分，了解英国及英语的历史发展。
教学资源：黑板、粉笔、多媒体
教学过程：
步骤 教学活动 设计意图 时间
Step 1 Lead-in T presents some pictures and raises the question “Do you know which country these pictures is about ” Ss give the answers. Then, T needs to lead Ss think about how much they know about the UK, also display some key words to make them to answer better and more. 通过图片引入国家，激发学生的知识储备。 5’ CW
Step 2 Think and answer T highlights “look at the map” and link to geographic knowledge for reviewing map symbols. Then answer two questions. 1) What does it show 2) What is it used for T displays answers and rouses Ss’ interests to know more. 阅读前进行思考和讨论，引起学生阅读的兴趣，激活学生的背景知识，为接下来阅读做好铺垫。 8’ CW/IW
Step 3 Skimming Firstly, T asks Ss to read the title of the passage and then predict the contents of the passage. Then Ss to look through the passage quickly and find the answer. At the same time, T can find some hint from the questions and link to the structure of article. Lastly, T checks the answer and analyses the map again. 通过引导学生预测文章内容，提高学生对标题的运用能力，通过略读以及回答问题，学生对于文章的整体内容有完整的把握。 10’ CW/IW
Step 4 Scanning Firstly, T analyses the features of the timeline including the sequence of time and prediction of changes. Then T asks Ss to read the text again and sort out the time line. T take the three lines of the chart as the example for the students to help them better understand the method of finding the information quickly including key words, rephrasing and linking words. Lastly Ss answer the questions and how they find them. 对语篇的细节阅读，助于学生更好地了解语篇内容，提高学生快速抓取信息的能力。 20’ IW
Step 5 Discussing T asks Ss to have a discussion on the following questions: 1. Which changes do you think is the most significant And why 2. After reading the article, which period of the UK interests you most 2. Students have a discussion and answer the questions. 通过询问学生英国的历史文化及其历史形成过程中的影响使学生进一步了解英国的历史文化，并形成对历史的思考。 15’ GW/CW
Step 6 Language points T picks some important sentences from the text and explains the key structures and key words. T presents pictures to teach the words, giving their collocations and example sentences. Such as “nearby， belong，military force.” Ss take notes. 在语境中通过图片，句子等对学生进行重点词汇教学，学生通过笔记加深自身记忆。 8’ CW
Step 7 Fill in the blank T asks Ss to complete the conversation using the phrases in their correct form. Ss share their answer. T can show the reason of the answers by connecting coordinating relation, subordinative relation and sequential order etc. Lastly, T can divide Ss into several groups to read the conversation again for reviewing the contents. 运用所学词汇完成对话，帮助学生理解、运用新词汇，对于语篇内容进行回顾。 10’ CW/IW
Step 8 Discussion T asks Ss to discuss the question: “If you are going to the UK as an exchange student, will you learn the culture before visiting ” Ss only need to answer Yes or No for preparing following task. After getting their answers, T asks further question about the meaning of cultural study. Q1. Why is it important to study the history and culture of a country before visiting it T needs to lead Ss think of different groups of people, they may have different requirements. Q2. What important things should visitors know about before they come to China It a good question to combine what they have learnt and our own country. Ss can design a mind map to show their ideas. 结合语篇内容，综合调动思维及语言能力，将对于英国文化意义的反思，延伸到对于中国文化意义的思考，增加文化认同感。 20’ GW
Step 9 Homework Choose to read or watch some materials to know more about the history of the UK and share it in the next class. And recommend some to foreigners to know China better. 推荐学生进行课外的阅读，拓展学生的学习资源，分享阅读成果，提高学生阅读的兴趣与辩证思考的能力。并考虑弘扬中国文化的方法。 1’ IW
备注：T: Teacher Ss: Students
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握有关英国历史文化的重点单词词组及短语。
学生通过本课时学习，能否理解英国的历史由来，掌握其国家构成，从历史中了解英国。
学生通过本课时学习，能否学会读取地图的有效信息，掌握略读与扫读的阅读策略。

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