资源简介

Unit4 Reading and Thinking
课时内容
Learn about a country through its history
主题语境：人与社会 主题群：历史、社会与文化
子主题：通过历史了解一个国家 语篇类型：说明文
文本分析：
【What】本节板块的主题是“通过历史了解一个国家”。阅读语篇用简单的语言描述了“大不 列颠及北爱尔兰联合王国”漫长而复杂的形成过程，以及英格兰、威尔士、苏格兰和北爱尔兰 之间既密切合作，又相对独立的关系。
【Why】通过阅读英国历史的简要发展过程，学生可以了解英国地理、社会和文化的总体情况， 并深入思考历史与社会文化的关系。英国是最主要的英语国家之一，有着悠久的历史和灿烂的 文化，英语也在这一历史和文化中产生，所以英语充满了独特的英国文化特色。因此，了解英 国文化，将对学习英语发挥积极的作用。
【How】 文本采用了说明性文体，首先通过简述英国历史解释英国不同名称的由来，英格兰、 威尔士、苏格兰和北爱尔兰之间的关系(第一、二、三段);接着通过介绍不同族群在各个历史 阶段对英国社会文化所产生的影响，告诉读者了解英国历史，可以让我们更好地理解这个国家 以及它的传统(第四段);最后指出了解英国历史可以让我们在英国的旅行更加愉快有趣(第五 段)。文本第四段介绍了了解英国历史的第一个好处，即通过研究英国历史可以帮助我们很好地 了解英国和它的传统；文本第五段主要介绍了了解英国历史的第二个好处，即了解英国历史可 以让我们在英国的旅行更加愉快有趣。
课时目标
学完本课后，学生能够：
1.通过梳理了解英国历史的两大好处，学习相关语言表达及按照时间顺序来阐述历史事件的写 作方法；通过主题句加支撑性内容的方式展开文本，训练逻辑思维能力。
2.了解英国不同名称的由来以及各组成国的异同，理解相关主题词汇，熟悉段落的行文逻辑和 写作手法。
3.梳理文本框架结构，归纳学习英国历史对了解英国的两大好处。
4.比较中英文化，在理解英国历史的同时加深对本国历史的理解。
重点难点
重点
1.学会使用阅读策略-阅读地图，并掌握看地图的要点。
2. 理解学习一个国家的历史对了解这个国家的重要性，并可以自由地表达自己的观点。
3. 能够在上下文中理解和学习文本中的新单词，并熟练掌握本课的重要词汇与句式。
难点
1. 了解学习历史对于理解一个国家社会文化的意义，并能够组织语言表达出来。
2.指导学生按照识记-领会一应用一交际的学习规律，由浅入深，有步骤、有次序地掌握词汇 知识。
教学准备
教师准备
1.准备英国地图，了解英国的地理概况、历史和传统文化。
2.了解其他类别的地图如地形图、交通图、气候图、资源图等。
3. 准备好相关教学设备。 学生准备
1.预习本课的相关词汇，利用网络了解英国的历史、地理和文化。 2.了解说明文的文体结构。
精彩课堂
精彩Step1 学习 理解
活动一：感知与注意 1.Background.
Ask students to watch a video and learn about the UK.Then answer the questions.
·Do you know any tourist attractions in London
·What is the UK famous for What comes to your mind when you think of the UK
Related information:
The British Museum was built in 1753.It has a collection of at least 8 million objects,including some of its most world-famous arts facts,such as the Rosetta Stone,Egyptian mummies and the Elgin
marbles.
The Tower of London is an ancient fortress and historic monument in central London.The Tower's primary function was a fortress,a royal palace,and
a prison,particularly for noble and royal prisoners.
Tower Bridge,which was built from 1886 to
1894,is a bridge across the River Thames in London, famous for its twin towers and for the two bascules (可以升降的竖旋桥) of which the roadway consists,able to be lifted to allow the
passage of large ships.Tower Bridge is close to the Tower of London,from
which it takes its name.It has become an iconic symbol of London.
London Eye is on the River Thames.The ride of it takes 30minutes,and carries visitors up to a height of 135 metres.It towers above Westminster Abby and the Houses of Parliament giving you a fantastic bird's eye view over all of London.
【设计意图】读前通过视频和图片等的导入让学生对英国有初步的了解， 拓宽文化视野，为后面的阅读做铺垫。
2.Discuss.
(1)Learn the strategy.
Ask students to go through the sentence and make sure they understand the meaning.
Read a map
When you look at a map,think first about what the map shows and what the symbols mean.
(2)Ask students to look at the map in Activity 2 and discuss the following questions in pairs.
·What does the map show What is it used for
·What do the different symbols and colours stand for
Suggested answers:
·The map shows the British Isles,the islands which make up the Great Britain (England,Scotland,and Wales)and Ireland (Ireland and Northern Ireland).It is used to show the four different countries that make up the UK and some of the major cities.
·The small circles stand for big cities,the red spot stands for the capital and different colours stand for different regions or countries.
【设计意图】通过看英国地图，让学生了解英国地理概况，同时渗透阅读
策略-读地图要领，即注意观察地图的类别和图标。
3.Predict.
Ask students to look at the title and the map and think about the following
questions.
(
·
)What message can you get from the title What might "a name"here refer to
(
·
)What might the text be mainly about
Suggested answers:
(
·
)From the title and the map,we can know that the text mainly talks about the
history of names of the UK.It may refer to a name of a country.
(
·
)The history of the United Kingdom.
【设计意图】在引入话题之后，让学生借助地图和标题预测文本内容，激 发好奇心和想象形成阅读期待，为提高阅读效率奠定基础。
活动二：获取与梳理
1.Read for the main idea.
Ask students to read the text and find out the main idea of it. Suggested answer:
A brief introduction to the UK about its foundation and development based on geography,history and culture,etc.
2.Think and share.
Ask students to discuss and answer the questions. ·What is the full name of the UK
·What message does its name convey
Suggested answers:
(
·
)The full name of the UK is the United Kingdom of Great Britain and Northern
Ireland.
(
·
)It conveys that the UK is made up of different countries.
3.Read and answer.
Ask students to read the text again and answer the following questions.
·What are the countries that make up the UK
·What are the similarities and differences between these countries
Suggested answers:
(
·
)They are England,Wales,Scotland and Northern Ireland.
·Similarities:flag,currency and military defence.
Differences:education systems,legal systems,traditions and football teams.
【设计意图】让学生通过阅读，了解文本的主旨大意以及细节信息，以任 务为载体，逐步引导学生了解有关UK的组成国家等细节信息，思考并梳理这些 国家的异同，培养学生获取文字信息的能力和发散思维。
4.Read for the structure.
(1)Ask students to read the text and answer the following question. ·How is the text organised
Suggested answer: ·The text is organised according to the order of time.
(2)Ask students to read the text again and complete the timeline.
11th 16th 18th 19th 20th
【设计意图】通过完成时间轴，学生能够更加直观地理解英国历史及不同 名称的由来，同时也能学习主题词汇。
活动三：概括与整合
Ask students to read the text again and sort out the information according to the timeline.(Activity 3)
Suggested answer:
When What happened What changed
1st century Romans arrived towns and roads
When What happened What changed
5th century Anglo-Saxons came language and way houses were built
8th century Vikings came vocabulary and names of locations across the UK
11th century Normans conquered England after the Battle of Hastings castles built,legal system changed,and new words from French introduced
16th century Wales was joined to Kingdom of England
18th century Scotland was joined to England and Wales "Kingdom of Great Britain"formed/created
19th century Ireland was added “United Kingdom of Great Britain and Ireland"formed/created
20th century the southern part of Ireland broke away name changed to“United Kingdom of Great Britain and Northern Ireland''
【设计意图】要求学生按照时间线索，将文中的重要历史事件的相关信息重新排列组合，该 活动有助于学生清晰地了解英国社会的历史发展进程，培养学生的信息识别、重组和概括能 力。
Stepll 应用实践
活动四：描述与阐释
Ask students to introduce the history of the UK according to the timeline.
【设计意图】借助时间轴，按照时间顺序介绍英国的历史发展进程，为学生提供及时内化目 标语言的机会。
活动五：分析与判断
1.Ask students to read the text carefully and match each part of the text with its main idea.
①Part 1(Para.1) A.Origins of the names.
②Part 2(Para.2) B.Advantages of studying the history of the UK.
③Part3(Para.3) C.Comparison of the four countries of the UK.
④Part 4(Paras.4~5) D.Introduction to the topic.
2.Ask students to read Paragraph 5 and decide whether the following statements are true(T)or false(F).
①The UK has an interesting history and rich culture. ()
②The history of London dates back to Anglo-Saxon times. ()
③The mix of history and modern culture makes the UK attractive.()
3.Ask students to complete the conversation about the UK using the phrases in their correct forms.(Activity 4)
Suggested answers: 1.①D ②A③C ④B 2.①T②F ③T
3.as well as;belong to;added to;joined to;broke away;keep your eyes open
【设计意图】首先，让学生细读文章，了解各部分的主旨大意以及第五段的相关细节信息， 培养学生寻读和细读的能力；然后要求学生使用文中的短语，完成一段两个学生谈论英国历 史的对话，对话内容与课文主题紧密相关，语言幽默简洁，不仅可以用于学习、巩固新的短 语，还可以让学生加深对课文主要内容的理解。
活动六：内化与运用
Ask students to write a summary of the text according to the clues.
(
Wales,Scotland,Ireland,break away,the
Romans,the Anglo-Saxons,
the
Vikings,the
Normans,
London
)
Suggested answer:
In the 16th century,Wales became part of the Kingdom of England.Later Scotland joined,which created the Kingdom of Great Britain.The addition of the Kingdom of Ireland created the United
Kingdom of Great Britain and Ireland.The breaking away of the southern part of Ireland in the 20th century resulted in the United Kingdom of Great Britain and Northern Ireland,which most people call the UK,Britain or Great Britain.
In the UK,evidence of four ancient groups of peoples can be found.The Romans in the 1st century built towns and roads.Afterwards the Anglo-Saxons introduced the beginnings of the English language.Then the Vikings brought new vocabulary and the names of many locations. Lastly,the Normans in the 11th century built castles,changed the legal system and brought French words into the English language.A good place to start learning about the UK's history is London,where past and present meet.
【设计意图】通过特定线索让学生总结文章大意，能帮助学生进一步熟悉文本内容、内化主 题语言，并为后续写作做好铺垫。
StepIl 迁移创新
活动七：推理与论证
1.Ask students to discuss the question below in groups.
·What are the two chief advantages of studying the history of a country Suggested answer:
·The two chief advantages of studying the history of a country are tohelp you understand more about the country and its traditions and to make your visit more enjoyable,
【设计意图】通过问题引领，帮助学生梳理文章框架结构，理解学习一个国家历史的两大哥 处，并促进学生对文本标题功能的思考。
2.Ask students to work in groups and explore the questions.(Activity 5)
·Why is it important to study the history and culture of a country before visiting it ·What important things should visitors know about before they come to China
Suggested answers:
·Studying a country's history and culture before visiting it is important because it will help you understand the place better and have a more enjoyable experience.You will be able to interact better with the people and their culture and have a richer experience.
·Visitors to China should know something about the history of the country and about the cultural traditions of the area being visited,such as the food eaten,or festivals celebrated there.
【设计意图】在基于文本理解的基础上，让学生结合已有的知识和体验，发表看法和观点， 并与同伴展开交流、讨论，旨在培养学生的批判性和创造性思维。同时，有助于学生进一步 理解英国的历史文化，引导他们关注并深入思考英国社会文化的各方面情况，拓宽文化视哥。
活动八：批判与评价 Discuss and share.
Ask students to discuss and finish the tasks
(1)What's the author's attitude towards studying the history of a country
Suggested answer: Supportive/Positive.
(2)How do you prepare a trip
Suggested answer:
A detailed plan,necessary objects and learning about local culture and traditions.
(3)Suggest a city for foreign visitors to start their journey in China.
T:Which city do you think is a great place for foreign visitors to start their journey in China in order to better understand our long history Give your reasons.
【设计意图】引导学生搜集整理中国有代表性的城市，从文化传统、风俗习惯等方面介绍， 从而对比中外历史文化，加深对自己国家悠久历史的认识。
活动九：想象与创造 Be a critical thinker.
Ask students to make a booklet for foreign visitors coming to China with contents below. ·What important things should they know about before they come to China
·What do they need to pay attention to in order to avoid cultural conflict ·How can they find information about Chinese culture on the Internet
【设计意图】通过创设新语境，迁移运用文本内容和语言，实现深度学习，促进能力向素养 的转化。

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