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教学设计
课程基本信息
学科 英语 年级 高一 学期 秋季
课题 Unit 4 History and Traditions— Reading and Thinking
教科书 书 名：《英语必修第二册》（人教版） 出版社：人民教育出版社
教学目标
通过本堂课的学习，学生能够： 梳理英国历史的信息并完成思维导图； 归纳文本结构和学习历史的主要益处，并探究标题； 运用所学文化知识和主题语言写一封信。
教学内容
教学重点 梳理英国历史的信息，完成思维导图。 教学难点 理解历史与传统的辩证关系，探究标题包含的意义。
教学过程
Activity 1 Free talk Talk about his name and message conveyed/ story behind it. Q1:What is the story behind your name Q2: Why do your parents give you this name (A name always connects a family’s root/past history and parent’s expectation/present culture. The name of a country also connects its past history and present culture. ) 【设计意图】利用问题，引导学生思考自己的名字，探讨名字所蕴含的意义, 激活学生已有文化知识和主题语言。 【核心素养提升点】有效使用口语表达意义和进行人际交流。 Activity 2 Puzzle Look at the map and answer the question. Q1: What’s the name of the country 2. Read para1 and answer the questions. Q2: Why does the UK have so many names What does the author suggest to solve this puzzle Q3: In what order will the para2 be organized 【设计意图】通过问题1、2，提出“困惑”，找出作者提出的解决办法，通过问题3，根据段末句预测第2段的写作顺序，过渡到第2段，并感知句子的功能。激发学生阅读兴趣，形成阅读期待，为制作思维导图做准备。 【核心素养提升点】培养预测的逻辑思维能力; 树立明确的学习目标，学会小组合作，培养学习策略与方法。 Activity 3 Draw the mind map of the UK’s history 1. Find out all the phrases indicating time and draw the mind map of UK’s history. 2. Retell the origin of the different names of the UK according to their mind map. 3. Retell the history of different names together with the mind map given by the teacher. 【设计意图】通过小组完成思维导图，学生能够更直观理解英国历史以及其多个名称的由来，同时也能学习主题词汇，借助思维导图，按照时间顺序复述本段内容，为学生提供及时内化语言的机会。 【核心素养提升点】运用略读阅读策略获取、概括信息; 利用结构图分析概括并整合信息 培养逻辑性思维; 提升自主学习和合作学习能力。 Activity 4 Compare similarities and differences between four countries 1. Answer the questions and compare the similarities and differences between four countries. Q1: How do they work together Q2: In what areas do they work together In what areas they are different (share.../differ in.../vary in..) Answer the questions and infer the author’s attitude towards their differences. Q1: Why is the word “even” used in the last sentence Q2: Do you feel surprised Does our country have different national days and legal systems Q3: What do you think of their history Ss: complicated/ interesting 【设计意图】学生自主阅读，梳理归纳英国不同国家的相似点和不同点, 教师引导学生推断作者的态度，并思考不同国家目前的不同点和相同点都是历史的产物，英国文化的一部分。 【核心素养提升点】提取概括信息, 描述阐释意义，口语表达观点; 对比归纳异同, 培养逻辑性思维; 推断作者态度培养批判性思维和创新性思维；比较文化异同，树立正确的历史观。 Activity 5 Summarize the influence of four groups of people on UK’s culture 1. Raise questions by yourself according to the second sentence in para4. The UK has a long and interesting history to explore. If you go in the UK, you will be surrounded by evidence of four different groups of people who took over at different times. What Qs come to your mind when you read the second sentence (Who are the different four groups of people When did they come What evidence was left behind ) 2. Finish the mind map together. 3. Answer the questions and infer the author’s attitude towards these groups of people. Q1: What is the author’s attitude towards these evidences What are the supporting details Q2: What are the major achievements 4.Watch a video and talk about your attitude towards these four groups of people. 【设计意图】通过引导学生阅读第四段第二句自主提问，完成教师提供的思维导图； 通过引导学生归纳总结四个种族对英国文化的影响的主要方面（语言、建筑、制度、地名），推断作者的情感态度; 观看视频，表达自己的见解和态度。 【核心素养提升点】正确评判各种思想观点，创造性地表达自己的观点；培养归纳总结的逻辑性思维，推理判断的批判性思维和自主提问的创造性思维; 比较文化异同，形成正确的世界观; 培养自主学习和合作学习能力。 【核心素养提升点】正确评判各种思想观点，创造性地表达自己的观点；培养归纳总结的逻辑性思维，推理判断的批判性思维和自主提问的创造性思维; 比较文化异同，形成正确的世界观; 培养自主学习和合作学习能力。 Activity 6 Review Look at the teacher’s mind map together and answer the question. T: Through studying the history of the UK, we can understand more about four countries’ similarities and differences as well as the achievements of four groups of people. Q: What is the benefit of studying the history of the UK (Ss:To help us understand much more about the country and its traditions. ) T: They are the products of the history of the UK , which connects the past and the present. 【设计意图】通过展示教师的思维导图，学生清晰地回顾了英国的历史以及其对文化的影响，同时也让学生更直观地感受到了解一个国家历史的重要性。 【核心素养提升点】通过思维导图梳理归纳文化异同，培养创造性思维; 比较文化异同，汲取文化精华; 提升合作学习和探究式学习能力。 Activity 7 The second advantage of studying the history of the country Read para5 and answer the questions. Q1: Is there anything else we can benefit from studying the history of the UK Q2: From this sentence, we can know that the passage probably is written for whom Read para5 and learn about London. Q: Why does the writer think London is a great place to start (capital city; ancient port; countless historic sites; lots of museums with ancient relics; a mix of past and present; a representative of the UK’s culture) 【设计意图】通过问题1 引出学习英国历史的另一主要好处，通过问题2推断文章的目标读者; 梳理、整合、归纳推荐伦敦的原因并思考文化因素, 并欣赏语言。 【核心素养提升点】有效使用口语表达意义和进行人际交流; 推断目标读者培养学生批判性思维；汲取文化精华，培养文化意识。 Activity 8 Explore the title Discuss about the question and suggest another title for the passage. Q1: What’s in a name （It’s a combination of history and culture; It’s a combination of past and present） Q2: Do you think it is a good title Why or why not Q3: Could you suggest another title for the passage 【设计意图】学生思考标题背后的涵义，建议一个其他的标题，加深对标题和主题意义的理解。 【核心素养提升点】提取概括信息, 描述阐释意义，口语表达观点; 培养了学生的批判性思维和创造性思维；树立正确的历史观，培养文化意识。 。 Assignment: a letter Write a letter to Li Hua to solve his puzzle about why the UK has so many different names，the similarity and difference of four countries and the achievements/evidence of four people. 【设计意图】创设情境，迁移运用本课所学语言、技能和历史文化观，创造性表达自己的观点，加深对文本内容的理解，实现语言和文化知识的内化。 【核心素养提升点】有效使用口语和书面语表达意义；培养创新性思维。
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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