Unit4HistoryandTraditionsReadingandThinking说课课件高一英语人教版

UNIT4

HISTORY

ANDTRADITIONSReadingandThinking

Contentsofmylesson

AnalysisoftheteachingmaterialTheteachingaimsTheimportantanddifficultpointsTeachingMethodsandlearningMethodsTheteachingprocedures

1.Teaching

material

Thetopicofthisunitishistoryandtraditions.MylessonisthepartofReadingandThinking.ThereadingtextisanexpositoryarticleabouttheUnitedKingdom.Startingfromthepuzzleaboutthedifferentnamesofthecountry,thetextmainlytalksaboutthelongandcomplicatedhistoryoftheUKaswellastherelationshipofthefourcountries.Bystudyingthis

text,we’llenablestudentstoknow

thehistoryandcultureoftheUnitedKingdom

anddeveloptheinterestin

thecountry.(Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasagreateffectonoutput,suchasspeakingandwriting.)Therefore,thislessonisintheimportantpositionofthisunit.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.

2.TeachingAims

Accordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:

1.Knowledgeobjects(语言目标)

(1)Mastertheusageoftheimportantwordsandexpressions.

(2)UnderstandthehistoryoftheUKandgettoknowthedetailed

informationaboutthetext.

2.Abilityobjects(技能目标)

(1)Todevelopthestudents’readingability,especiallytheir

skimmingandscanningability;(2)Totrainthestudents’abilitiesofstudyingbythemselvesand

cooperating.

3.Emotionormoralobjects/Culturalawareness(情感目标)

(1)Tobroadenstudents’horizon;

(2)ToenablestudentstoknowthehistoryoftheUK,thenfurther

activatethemtothinktherelationshipamonghistory,cultureand

traditions.

3.TheImportantandDifficultPoints

(1)

Toreadamapandpredictthemainideaofthetext

accordingtothepicturesandtitle;

(2)ToRetellthepassageaccordingtothe

timeline,

understandandlearnthenewwordsinthetext.

4.TeachingMethodsandlearningMethods

TeachingMethods

(1)Task-basedLanguageTeachingmethod(任务教学法);(2)Inductivemethod(归纳法）.

learningMethods:

ThestudentswillstudybyIndividual,bygroup，byclass.

Teachingaids:Multi-mediaandblackboard5.Theteachingprocedures

Step1:Lead-inStep2:Pre-readingStep3:While-readingStep4:Post-readingWestminsterAbbeyBigBentheRiverThamesWestminsterBridgeNationalGallerytheLondonEyeStep1:Lead-in(TouristAttractions)TouristAttractionsWe

canactivatestudents’interest

aboutwhatwewillstudy,and

catchtheir

attentionaboutthe

topic

andalsoletstudentshaveabasicunderstandingabouttheUk.Purposeofmydesign1.Whichisthenational

flagoftheUK?A.B.C.quizCanadaAmericatheUnionJackStep2:Pre-readingQ&A(Task1)2.WhichisthenationalfloweroftheUK?A.B.C.quizcherryrosemapleStep2:Pre-readingQ&A3.What’sthecurrencyoftheUK?A.C.quizPounds£B.CanadiandollarU.S.Dollar

Step2:Pre-readingQ&A4.Who’sthetruerulerintheUK?

A.theQueenquizB.thePrimeMinisterStep2:Pre-readingQ&AGloriousRevolution5.HowlongdoesittaketoflyfromBeijingtoLondonHeathrowAirport?

A.about6hoursC.about16hoursquizB.about10hoursBeijingLondonHeathrowAirportStep2:Pre-readingQ&AquizThelastquestion6.Howcanweexpress“英国”inEnglish?A.GreatBritainB.theUnitedKingdomC.BritainD.EnglandStep2:Pre-readingQ&AThesequstionscanletstudentsknowsomebasicinformationabouttheUK,theninspirestudentstofurtherexplorethehistory,geography,cultureabouttheUKPurposeofmydesignLookatthemapandthetitle.Canyoupredictwhatwillbetalkedaboutinthepassage?PredictionThemapshowsthefourcountriesthatmakeuptheUKaswellassomeofthemajorcities.Thetitleisaquestionabout“aname”.MaybethetextisabouthowthenameoftheUKcameintobeing.Step2:Pre-reading(Task2)Throughthisprediction,wecanhelpstudentslearnsomereadingstrategy.Whatismore,bywatchingthemap,theycanlearnaboutthegeographyandtheoverviewoftheUKPurposeofmydesignStep3:While-readingTask2:

Reading—detailsTask1:Reading—themainideaofeachparagraph

Gothroughthepassagequicklyandthengetthemainideaofeachparagraphaccordingtothekeywordsandtopicsentences.Task1:Reading—themainidea(Individualwork)Themainideaofeachparagraph:thetopicTheformationandnamesoftheUKThesimilaritiesanddifferencesbetweentheUK’s4countriesThefourgroupsofpeopleinthehistoryoftheUKandthechangestheybroughtThesignificanceofstudyingthehistoryofacountrySumupthemainideaandstructureintroductionhistoryandtraditionWhyweshouldlearnaboutthecountrythroughitshistoryTohelpstudentsknowhowtofindthetopicsentence,thentoimprovetheirabilityofsummarizing.PurposeofmydesignPara1~~~~~~~~~Q:What'sthepuzzle?Peopleare__________bythe________ofdifferent______aboutBritain.confusedmeaningnamesTask2:Reading—details(Individualwork)

Arrangethefollowingeventsintimeorder.①Scotlandwasjoined.②Irelandwasadded.③Waleswasjoined.④TheUnitedKingdomofGreatBritainandNorthernIrelandcameintobeing.⑤ThesouthernpartofIrelandbrokeaway.________________

Q:HowdoestheUKcomeintobeing?③①②⑤④Para2~~~~~~~~~Tips

TheyshareTheydifferinflagcurrencymilitarydefenceeducationsystemlegalsystemtraditionsfootballteamsFourcountriesbelongingtotheUK1._____________2._____________3._____________4.__________________________EnglandWalesScotlandNorthernIrelandPara3~~~~~~~~~Q:Fillintheformtoshowsimilaritiesanddifferences.timespeopleachievementsRomansarrivedAngo-SaxonscameVikingscame11thcentury1stcentury5thcentury8thcenturyNormansconqueredEnglandaftertheBattleofHastingsbuilttownsandroadsintroducedlanguageandthewaypeoplebuilthouseshadcastlesbuilt,madechangestothelegalsystem,andnewFrenchwordsenteredleftbehindvocabularyandnamesoflocationsPara4

~~~~~~~~~Q:Fillintheblanksaboutthe4groupsofpeople1.Accordingtothetext,whataretwochiefadvantagesofstudyingthehistoryofacountry?2.What’stheauthor’sattitudetowardsstudyingthehistory?A.Neutral. B.Indifferent.C.Supportive. D.Doubtful.√Para5~~~~~~~~~Tohelpusunderstandmoreaboutthecountryanditstraditionsandtomakeourvisitmoreenjoyable.Q:readthe5thparaandchoosetherightanswerThroughtheseactivities,studentscanlearnthedetailsabouttheUk,Task-basedteachingmethodisusedheretodeveloptheSs’abilitytounderstandandsummarizeinformation.PurposeofmydesignStep4:Post-readingTask2:DiscussionTask3:LanguagePointsTask1:Retellthetext16thcentury18thcentury19thcentury20thcenturytheKingdomofEnglandtheKingdomofGreatBritaintheUnitedKingdomofGreatBritainandIrelandtheUnitedKingdomofGreatBritainandNorthernIrelanddifferentnamesinthehistorywasjoinedtowasjoinedtowasaddedtobrokeawayfromTask1:Retellthetextaccordingtothetimeline(Individualwork)Studentscanbetterunderstandthetext.Also,theycandeveloptheabilityofinformationidentification,recombination,abilityofsummarizing(信息识别，重组，概括能力).PurposeofmydesignIthinkso.Studyingacountry’shistoryandculture1.willhelpyouunderstandtheplacebetter;2.willhaveamoreenjoyableexperience;3.willbeabletointeractbetterwiththepeopleandtheirculture;4.willhavearicherexperience.Idon’tthinkso.1.Thetravelwillbemoreadventurousandexciting;2.Wecanlearnthemduringourvisits.Task2:

Discussion(Groupwork)Isitnecessaryforvisitorstostudythehistoryandcultureofacountrybeforevisitingit?Why?

IftheSscanfinishthistaskwell,theywillbenefitalotfromspokenEnglish.Atthesametime,theirabilityofco-operationcanbewelltrainedbecauseitisagroupwork.Purposeofmydesignbeconfusedby对...感到困惑n.谜；智力游戏；疑问vt.迷惑；使困惑联合王国、大不列颠、英国、英格兰——这些不同的名称是何意思？许多人感到困惑，那么，如果这些名称有区别的话，区别何在？稍微了解一下英国历史，就可以帮助你解开这个谜题Para1LanguagePointsTransitionalSentenceTask3:LanguagePoints(Groupwork)

16世纪时，邻国威尔士并入英格兰王国。随后，苏格兰在18世纪也加入进来，从而诞生了大不列颠王国。19世纪时，爱尔兰加入，组成了大不列颠及爱尔兰联合王国。最后，在20世纪时，爱尔兰南部脱离了联合王国，形成了今天的英国全称：大不列颠及北爱尔兰联合王国。大多数人只是使用简称：“联合王国”。联合王国的人被称为“英国人”，这意味着联合王国也经常被称为英国或大不列颠。(1)breakaway(from)(2)breakdown

(3)

breakinto

(4)

breakin

(5)breakout

(6)

breakup

(7)breakthrough

(1)resultin

(2)resultfrom

(3)asaresult

referto...as...

把…称为…脱离；背叛;逃脱损坏;发生故障;分解;累垮破门而入插嘴(战争)爆发;(火灾)突然发生结束;破裂突破由于结果导致Para2LanguagePoints同属于联合王国的这四个国家在某些领域紧密合作。像拥有同样的货币和国防一样，他们也使用同一面国旗。然而它们之间仍有诸多区别。例如，英格兰、威尔士、苏格兰及北爱尔兰实行不同的教育和法律制度。他们也有各自的传统，比如有自己的国庆节和本国菜肴，它们甚至拥有自己的足球队，出征诸如“世界杯”之类的赛事！属于

（不能用作被动和进行时态）和，还有

（主谓一致）Para3LanguagePoints英国历史源远流长、别有趣味，等待你去探索，帮助你更加深入地了解这一国家及其传统。英国历史上有四个不同民族在不同历史时期执掌这个国家。无论你身处英国何方，这些民族的遗迹都随处可见。第一族群是古罗马人，于公元一世纪进入英国。罗马人的伟大成就在于他们建立了城镇、修建了道路。之后是安格鲁—撒克逊人，于公元五世纪达英国。他们引入了英语的雏形，并改变了人们建造房屋的方式。维京人于公元八世纪到来，留下了诸多的新的词汇，并给英国境内的许多地方命名。最后一个是诺曼人，11世纪著名的黑斯廷斯战役之后，诺曼人征服了英格兰，四处修建城堡，并改革了法律制度。诺曼人即为法国人，许多法语单词也因此慢慢进入了英语。Para4LanguagePoints英国的历史文化引人入胜，可学之处比比皆是。学习这个国家的历史，你的英国之旅将更为愉快。以首都伦敦为第一站，是个不错的选择。伦敦是一个古老的港口城市，其历史可以追溯到罗马时代。市内可供游览的历史遗址数不胜数，还有许多博物馆陈列着来自英国各地的文物。在英国，历史与现代文化交融，新旧传统并存，引人入胜。用心去观察，英国的过去与现在都将展示在你的面前，令你叹为观止Para4LanguagePointsTomakestudentslearnandremembertheimportantpointsinthetext,becauseitisagroupwork,sosscanlearntocoworkandlearnfromeachother.Whatismore,theycanfurtherimprovetheirself-learningabilitybysummarizingthelanguagepoints.Purposeofmydesign