资源简介

Teaching Plan
Topic What’s in a name
Lesson Type Reading an Thinking of History and Traditions
Period 1 period (40 mins)
Text Analysis The content is selected from Unit 4 (History and Traditions) in New Senior English for China Student’s Book 2, which belongs to the subject of "people and society". The subtopic "History, Society and Culture" in the context of the question. The reading material is an expository essay on British history, consisting of five paragraphs. The first paragraph leads to the topic by asking questions: "Why is Britain referred to by a different name " The second paragraph describes the history of the founding of the United Kingdom. The third paragraph, the four countries cooperate and act independently. The fourth paragraph, the influence of four races and various races on British culture. The fifth paragraph is advice to those traveling in Britain. The essay "What's in a Name " is important throughout the book and throughout high school. The UK has a long history, prosperous culture and significant international influence. Understanding its history and culture is a compulsory course for every English language learner. There are many core vocabulary and grammatical structures of the college entrance examination in the text. In the college entrance examination questions over years, there have been many reading and writing questions with the background of the UK. This article also paved the way for the study of sub-texts in the same unit.
Students Analysis Students are from Grade One in senior high school. Most students have the ability to read long English texts and analyze relevant details, and even some students are able to express their views clearly. A small number of students with poor foundation do not take the initiative to participate in teaching activities. The biggest obstacles for students are poor vocabulary foundation and lack of grammar knowledge. Meanwhile most students have poor competence in summary, logic reasoning and critical thinking. Based on academic performance and interests, students have been divided into 6 groups with 8 people in each group. In the usual classroom activities, team credit will be added or deducted according to the performance of the group members. The top three teams will be rewarded every month according to the team's performance. What’s more, students lack depth and a global view in the knowledge of history and traditions. They are unaware to understand and have no chance to experience global civilization from various aspect. According to these characteristics, teacher have required students to familiarize themselves with new words in pre-reading. In class, teachers adopt task-based reading, individual and group competitions, taking into account the learning characteristics and needs of students at all levels.
Teaching Objectives By the end of the lesson, students will be able to: Understand the geographical features of the UK, the origin of its name, major historical events and its impact on language and culture; Manipulate the use of key words, such as: “ join to, add to, create” to express major events in the history of the founding of the United Kingdom; Infer the influence of different races on English language and culture; Form an English prospective towards Chinese history’s and traditions; Think and summarize the importance of learning the history and culture of a country.
Teaching Key Point and Difficult Point Teaching key points: According to each paragraph, match the pair; Students retrieve information of UK history and solve the name puzzle of UK in the passage. Teaching difficulties: Students can understand the meaning of new words and analyze the logical relationship between sentences according to the context
Teaching Approach Task-Based Language Teaching
Teaching Model PWP Model
Teaching Procedures
Steps Teaching Activities Justification
Step 1 Warming Up (4’) 1. T presents several forms of the abbreviated names of countries. 2. Ss look at the abbreviation and then tell what their full name are. They can check their answers by presented captions.(IW) 1) UK; 2) USA; 3) GBR; 4) PRC; 5) KOR 3. T leads Ss to discuss following questions in groups and invites some representatives to share their groups’ ideas with the whole class. (PW) 1) Why some of the abbreviations do not relate to their known country names 2) How does the history influence the country name 3) Do you think the country name can represent its history The abbreviation direct Ss to find the naming reason and apprehend how the history and traditions influence a country. Stimulate Ss' interest in culture and lead in the unit themes. To cultivate Ss' cultural awareness, let students pay attention to English abbreviations in daily life, so as to master the full names of common English abbreviations.
Step 2 Pre-reading (5’) 1. T shows the Ss a complete map of the UK. After that, Ss in different groups are invited to describe the map in details and think about “ What does the map show ” And “ What the symbols mean ” Then T invites some students in different groups to share their ideas with the whole class. (GW) 2. Ss read the title “What’s in a name” and discuss the following questions in groups. After the discussion, three groups will be invited to air their opinions. (GW) 1) What is the name refer to 2) How do you think the title as a question 3) What’s your answer to it 3. T guides Ss to distinguish the specific writing style of the article and the text form. T make some of the text content intuitive and simplified. Ss have chances to air their views. This cultivates Ss' language ability to describe chart in English, and the thinking quality of observing and summarizing various types of information in charts. It helps Ss to predict the content of the text based on their understanding about questions provided. Ss are encouraged to think deeply about the history’s power of a country.
While- reading (21’) 1. Ss read the text in the first time and match the main idea of each paragraph, then check their answer with mates. (PW) Para 1 A. The origin of the names of the UK. Para 2 B. The achievements of the four group of people. Para 3 C. The advantages of studying the British history. Para 4 D. The similarities and differences of the four countries. Para 5 E. The introduction to the topic. 2. Ss read the text again and find the key words.(IW) The possible answer:
When Ss read Para 1 and get to know a little bit about British history, T directs Ss to answer following questions in pairs.(PW) 1)“ What does the writer suggest to solve the puzzle ” 2) “What are the four countries of the UK ” 3) “Which two were the first to be joined together ” 4. Ss read Para 2 and write a time order of the name of England. (IW) For example: 5. Ss read Para 3 , find its similarities and differences and then make a comparison between four countries. (GW) 6. T leads Ss to use their own words to retell the whole passage according to the given key words. (IW) Ss summarize the main idea of each paragraph and retrieve the information about history and traditions of England from the passage. Ss are able to understand the general idea of the article in a short time, grasp the key words of the article, so as to straighten out the article structure and extract the basic information of the article. Ss summarize the whole text by using the given structure and key words, then review the key information of the text.
Post- reading (8’) 1. Q&A (IW) 1) What problems might be caused when different groups of people live toghter 2) Why is it important to learn the history and culture of a country before visiting it 3) How are culture and history related to each other 2. Words and Expressions(GW) T directs Ss to work in groups to share their own cross-cultural experience. Ss can use some new expressions, for example, “be surrounded by”, “be belong to” Three students will be invited to share their experience with the whole class. Likewise, T adds more adjectives, phrases and sentence structures to help Ss reorganize the information presented. 3. Culture Extension(GW) T share more cultural story about cross-culture activities. T will invite Ss to imagine what will be done in the context of traveling abroad and then share their opinions within groups. T wil guide Ss to deepen their understanding of cultural similarities and differences through perception, comparison, analysis and appreciation, improve their sensitivity to cultural differences and the flexibility to deal with cultural differences, help students to strengthen cultural self-confidence and enhance national awareness. Help Ss to combine their own experience of learning English, think deeply about some vocabularies and cross-cultural communication phenomenon. Ss can use the vocabulary and phrases in the text to express themselves, and explain their own cross-cultural communication experience in English. Cultivates Ss' ability to integrate and use foreign language to express their opinions, and realizes vocabulary building and improvement of thinking ability in context.
Homework (2’) 1. Students write an email about traveling in Cairo and Athens, at least 200 words; 2. Deliver a free speech introducing China with group mates; 3. Remember the new words and phrases in the text; 4. Read the passage at least twice with group mates. Ss deliver a speech between groups which helps to cultivate oral speaking competences. And write an email based on the new words and expressions provided in the class to realize transfer learning.
Blackboard design
PS: T: Teacher Ss: Students
IW: Individual Work PW: Pair Work GW: Group Work
Personal reflection
Teachers play a leading role in this class, giving students more freedom to learn.
The selection of course content belongs to high school English, and the selection of textbooks meets the needs of students to establish a basic knowledge system.
Through the discussion between teachers and students, the cultivation of English language ability is realized, so that students can extract the main information and viewpoints from the text through activities such as listening, speaking, reading, reading, and writing, and understand the essence of the text, as well as the ins and outs of the history of England. This article conveys relevant information about British history.
The specific introduction to British culture can stimulate students' cultural awareness. At the same time, intensive reading of articles is conducive to cultivating students' foreign language reading thinking. The course generally reflects the emphasis on the awareness of cross-cultural communication.
The subject of the course is based on the task-based teaching method.
The course design organically combines group cooperation, peer discussion and individual thinking to achieve a complete grasp of the course.
In the teaching of Chinese and foreign cultural knowledge, create meaningful contexts, properly use mind maps, and guide students to explore the meaning and connotation of country names based on the British cultural knowledge carried by the texts, and help students in language practice and use. Learn and internalize new English grammar knowledge and English historical background cultural knowledge through listening, speaking, reading and writing activities.
At the same time, the design includes more interaction between teachers and students. By asking questions, students can share their own knowledge of the curriculum based on their own common sense. At the same time, teachers can guide students to correctly treat different cultures based on their feedback to prevent blind imitation.
This design provides background information for the idioms and idioms related to cultural customs that appear in the textbook, extends the corresponding cultural stories, and designs relevant situations for students to conduct consolidation and communicative exercises in the mode of group cooperation.
This lesson plan attaches great importance to the transfer of knowledge. On the basis of learning British history and the vocabulary and grammar of this article, students can also use English to express the culture and history of China and other regions, and be able to tell Chinese stories in English, so as to apply what they have learned. while building cultural confidence.

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