Unit+4+History+and+Traditions+Reading+and+Thinking说课课件【知识精研+拓展提升】高一英语人教版（2019）必修第二册

What’sInAName?

ReadingandThinking

Unit4Historyandtraditions1Analysisofteachingmaterial234567BlackboarddesignAnalysisofstudentsAnalysisofkeyand

difficult

pointsTeachingobjectivesTeachingphilosophyandmethodsTeachingprocedures8TeachingreflectionCONTENTS目录PART1AnalysisofteachingmaterialWhat’sInAName?Book21

Analysisoftheteachingmaterials教材分析what(thetheme)1

Analysisoftheteachingmaterials教材分析learnaboutacountrythroughhistoryWhat’sInAName?本板块的主题是“通过历史了解一个国家(的概况”(Learaboutacountrythroughhistory)。学生通过阅读英国历史的简要发展进程，了解英国地理、社会及文化概况，并深人思考历史与社会文化之间的关系。how(thecontent)What’sInAName?阅读文本从人们对英国为何有很多不同的名称这个困惑人手，用浅显的语言描述了“大不列颠及北爱尔兰联合王国”漫长复杂的形成过程，以及英格兰、威尔士、苏格兰和北爱尔兰之间既紧密合作又相对独立的关系。接着，文本从较为宏大的历史主线，转向较为具体的方面，先是以极为简练的语言勾勒出不同族群在各个历史阶段对英国的政府、城镇交通、语言、食物等诸多方面产生的影响，然后提及英国的政治、经济、文化中心一一首都伦敦的悠久历史。接着，文本从较为宏大的历史主线，转向较为具体的方面，先是以极为简练的语言勾勒出不同族群在各个历史阶段对英国的政府、城镇交通、语言、食物等诸多方面产生的影响，然后提及英国的政治、经济、文化中心一一首都伦敦的悠久历史。最后，作者再次强调学习历史对深入了解一个国家的重要意义，令人回味，也为读后的批判性思维活动埋下伏笔。最后，作者再次强调学习历史对深入了解一个国家的重要意义，令人回味，也为读后的批判性思维活动埋下伏笔。1

Analysisoftheteachingmaterials教材分析why(thesignificance)What’sInAName?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，而英语语言也正是在这种历史和文化中产生的，所以英语语言富有鲜明的英国文化特征。因此，学习英语必然要了解英国文化，了解英国文化也会对学习英语起到促进作用。接着，文本从较为宏大的历史主线，转向较为具体的方面，先是以极为简练的语言勾勒出不同族群在各个历史阶段对英国的政府、城镇交通、语言、食物等诸多方面产生的影响，然后提及英国的政治、经济、文化中心一一首都伦敦的悠久历史。最后，作者再次强调学习历史对深入了解一个国家的重要意义，令人回味，也为读后的批判性思维活动埋下伏笔。1

Analysisoftheteachingmaterials教材分析PART2Analysisofstudents

2Analysisofthestudents学情分析ThisclassisascienceclasswithanaverageEnglishscoreofaround40.ThestudentshaveapoorEnglishfoundationandasmallvocabulary,makingitimpossibletoachievefullEnglishclasses.However,studentsarerelativelyactiveandopen-minded.PART3Teachingobjectives3Teachingobjectives教学目标Afterthisclass,studentswillbeableto:

LanguageAbility&LearningAbilitytodevelopthestudents’readingstrategiesofpredictingandskimming.3Teachingobjectives教学目标Afterthisclass,studentswillbeableto:

LanguageAbility&LearningAbilitytoraisestudents’awarenessofstudyinghistorybythinking.PART4AnalysisofkeyanddifficultpointsKeypoints1.Helpingstudentstopredictthetopicofreadingmaterialisnecessaryfordevelopingtheirreadingskills.Developingstudents’readingskillandhelpingthemtoquicklyfindthetopicsentencesanddetailedinformationofthepassageareofimportance.DifficultpointsGettingstudentsthinkabouttheimportanceofstudyinghistoryandculture.4Keyanddifficultpoints教学重难点分析PART5TeachingphilosophyandmethodsBCommunicativeteachingmethod交际法ATask-basedteachingmethod任务教学法TeachingandLearning

methods教法学法分析5PART6TeachingproceduresPeriod1While-reading(30mins)Post-reading(8mins)Pre-reading

(4mins)Homework(1min)Lead-in(2mins)6Teachingprocedures教学过程01Lead-in(2mins)Task1&2Leadinthethemeofthereadingclassthroughtheteacher'spersonalexperience,andattractstudents'attention,andenhancetheirinterestinlearning.02Pre-reading(4mins)Task3:Askstudentstowatchavideoandthinkwhatthesedifferentnamesmean.02Pre-reading(4mins)Task4:Askstudentstolookatthemapinthispassageandthinkthequestion:whatdothedifferentsymbolsandcolorsstandfor?03While-reading(30mins)Fastreading-skimming(4mins)Askstudentstotakeaquicklookatthetext.Andthenmatchthemainideaofeachparagraph.Fastreading03While-reading(30mins)carefulreading1.StudentsreadPara.1againandanswerthefollowingquestions:Carefulreading(26mins)03While-reading(30mins)2.StudentsreadPara.2andthinkthequestion:whatisthefullnameoftheUKandaccordingtothetimelineinPara.2,studentsthinkabouthowdidtheUKcomeintobeing?Carefulreading(26mins)03While-reading(30mins)3.StudentsreadPara.3andcompletethetableaboutsimilaritiesanddifferences.Carefulreading(26mins)03While-reading(30mins)4.StudentsreadPara.4andsortouttheinformationaccordingthetimeline.Carefulreading(26mins)03While-reading(30mins)5.StudentsreadPara.5andthinkthequestionbelow:IsthereanythingelsewecanbenefitfromstudyingthehistoryoftheUK?Carefulreading(26mins)04Post-reading(8mins)Reflectontheclassandraisestudents’awarenessofstudyinghistory.Learntothinkaboutthemeaningbehindthetext.05Homework(1min)EncouragestudentstoreadtotheirpeersorteacherstoenhancetheirinterestandconfidenceinlearningEnglish.PART7BlackboarddesignPeriod1

7Blackboarddesign

板书设计PART8TeachingreflectionPeriod1

8TeachingreflectionHighlight1Byusingtheteacher’spersonalexperienceandmulti-discourses,ithelpstoattractstudents’attention,andenhancetheirinterestinlearning.2Bydesigningtas