资源简介

Teaching Design
Reading and Thinking
What’s in a Name
Lesson Type: Reading
Analysis of teaching material
The selected teaching material is a reading passage called What’s in a Name from the fourth unit of PEP Book 2. And this class comes from the second part, reading and thinking.
What: The thematic context is Man and Society. Starting from the confusion about why the UK has so many different names, the text describes the origin of the UK’s names as well as the similarities and differences among the four countries within the UK. The text then introduces four groups of people in UK's history and illustrates their impact on the society and culture of the UK. Finally, by recommending London as an attraction, the author draws a conclusion that the UK is a country with a mix of the present and the past as well as conveys admiration for the UK.
How: The text is an exposition. It develops mainly in order of time. The text consists of five paragraphs(three) parts. Part 1(paragraphs 1-3) is a general introduction of British geography and how the four countries co-exist. In this paragraph, passive voice is used, for example: was joined, was added…, which suggests that the whole process of being united is not in a peaceful way. Part 2 (paragraph 4) covers influences that four groups of people has exerted on the UK in time sequence, indicating how history has shaped a country; Part 3(paragraph 5) demonstrates the characteristic of the UK—a mix of its past and its present, while the author’s positive attitude towards the UK is implied by using positive words and phrases—"so much more, interesting, enjoyable, great, all the way, countless, fascinating, surprised”.
Why: On one hand, by introducing the origin, traditions and history of the UK, the text is intended to solve the puzzles about different expressions of the UK, to inform students of basic historical information about the UK and appeal to students to visit it. On the other hand, the text is to raise students’ awareness of the influence that history has made on the UK and how history has shaped a country.
Analysis of students
Students at senior one are skilled in locating factual information from English text . Moreover, being some of the best students of senior one, they are capable of expressing ideas in English, although not that fluently and accurately. Furthermore, they are equipped with basic information about the UK and cultural awareness to some extent. However, their ability to understand and analyze discourse at a deeper level is not enough, as well as their ability to figure out the implied meaning of the text is relatively weak. It’s necessary for the teacher to guide students to construct their own views by scaffolding.
Teaching objectives
At the end of this class, students will be able to:
1.Acquire and introduce the history of the UK by drawing a timeline, integrating the history into a visual form ;
2. Feel the charm of the UK by summarizing the characteristics of the UK and recognize the significance of history to a country by comprehending the implied meaning of each paragraph.
3. Infer the author’s attitude towards the UK by locating some key words and phrases.
Teaching key points & difficulties
Key points:
1.Acquire and sort out the information of the UK by drawing a timeline, integrating the information into a visual form and making a speech;
2. Feel the charm of the UK by summarizing the characteristics of the UK and discussing open questions; recognize the significance of history to a country by comprehending the implied meaning of each paragraph and the title.
3. Infer the author’s attitude towards the UK by locating some key words and phrases.
Difficulties:
Feel the charm of the UK by summarize the characteristics of the UK and recognize the significance of history to a country.
Teaching method & Learning method
Tasked-based Teaching Method; Cooperative learning method
Teaching aids
Multi-media devices——To arouse students’ interest
Blackboard & chalk——To highlight clues and focuses
Teaching procedure (43 mins)
Step 1 Lead-in (1 mins)
Students need to look at the map. And then answer a question: This is a map of ____________
[Purposes] To introduce the topic directly and efficiently.
Step 2 Understanding(32mins)
Activity 1: Reading and Answering (6 mins) (Individual Work)
Ask students to read paragraph1&2 and answer the following questions:
What does the “name” refer to
How many countries does the UK include now What are they (invite one student to point it out on the map)
What’s their relations (ask students to explain it with “belong to”)
Ask students to fill in the blank: The UK is a country of ____________(countries).
[Purposes]To figure out different expressions of the UK and the origin of its name.
Activity 2: Predicting and Concluding(6 mins) (Individual Work)
1.Students are required to think and predict: What might be different among these countries
2.Then ask students to read paragraph3 and find out: How does these countries co-exist
3.Ask students to fill in the blank: The UK is a united country but with ____________(diversity).
[Purposes]To guide students to think thoroughly and get students to feel the independence that the four countries enjoy and understand the diversity of the UK(That’s the characteristic of the UK).
Activity 3: Reading, Drawing and Analyzing(15 mins) (Pair-work)
1.Students read paragraph4 and draw a timeline to show the influence that the four groups of people have on the UK.
2. Think about and answer the question: Who has the greatest effect on the UK (no standard answer only if it makes sense)
3. Fill in the blank: The UK is a country with rich ____________(history).
[Purposes]Step1 is to guide students to sort out information in a visual, logical and organized way while acquiring the history of the UK; Step2 is an open question, intended to cultivate students’ ability to analyze and judge, through which students recognize the significance of history to a country. At the same time, it serves as a scaffolding for step3, which is to get students to understand the rich history and to feel the charm of the UK. (That’s one of the characteristics of the UK)
Activity 4: Reading and Inferring (5 mins) (Individual Work)
Read paragraph5 and infer: What attitude does the author take towards the UK Find supporting evidence.
Fill in the blank: The UK is a country with a mix of _______________(its past and its present).
Students need to comprehend the title: In a name lies ___________(history), which shapes and influences a country.
[Purposes] To lead students to identify the author’s attitude towards the UK as well as foster students’ ability to infer based on positive words and phrases. By locating positive words and phrases employed by the author, students have felt the charm of the UK gradually. By interpreting the title, students recognize the significance of history to the UK.
Step 3 Applying (9mins)
Delivering a speech (9mins) (Group Work)
A speech contest, “Charming UK” is to be held in your school. You will take part in it. The requirements are as follows：
1.The speech should cover what we’ve learnt today.
2.The speech is no less than 80 words.
3.Try to use your own words as much as possible.
[Purposes] To apply what students have learnt to daily life and consolidate what they’ve learnt.
Step 3 Assignment(1min)
Ask students to select one city from the following: Beijing, Nanjing, Xi’an, search for their history and give a report on how history influences the city.
[Purposes] To motivate students to construct their own ideas based on what they’ve learned as well as strengthen their sense of nationality as a Chinese.
Blackboard design
Teaching reflection
In the last step, there is not enough time left for students to deliver a speech. If students can talk about something that impressed them most, it would be better.

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