20（必修2）Unit 4 History and traditions（Reading and Thinking）（2课时）（教案2

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Unit 4 History and traditions
Reading and Thinking: What's in a Name? 教案
文本简析
　　本单元阅读文本的话题是英国历史，旨在帮助读者了解研究英国历史的两大好处，认识了解一个国家历史的重要性。
　　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国名的由来（第一、二、三段）；接着通过介绍英国在历史上所经历的四次外族入侵以及它们对英国社会文化所产生的积极影响，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，同时也表明了本文的目标阅读群体——游客（第五段）。文本前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。
　　在进行文本教学设计时，可以通过梳理了解英国历史的两大好处的主题任务，学习相关语言表达，引导学生学习按照时间顺序来阐述历史事件，通过主题句加支撑性内容的方式展开文本，训练学生的逻辑思维能力。此外，本文关于英国历史的话题，为学生提供了丰富的目的语文化知识。学生在梳理信息、学习语言的同时也要关注目的语文化知识，开拓视野，在了解英国历史的同时也加深对本国文化的理解，提升民族自豪感。
第1课时
一、教学内容
　　了解全文大意，重点研读文本第1-3段。
二、课时目标
　　1. 快速浏览文本，了解全文大意。
　　2. 细读文本，了解英国不同国名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. 学会运用目标语言按时间顺序描述英国历史及其不同国名的由来。
三、教学过程
　　Activity 1: Activating background information about names
　　本活动旨在为落实课时目标1作铺垫。
　　Talk about what's in a name.
　　Q1: What’s your understanding of the sentence from Shakespeare’s Romeo and Juliet: What’s in a name？ That which we call a rose， by any other name， would smell as sweet？ Do you agree？ Give your reasons.
　　Q2: What do you think is in your name？ Why did your parents give you this name？
　　[设计意图] 从莎士比亚对名字的看法入手，引导学生思考自己的名字，探讨名字所蕴含的意义，为后续阅读的进行做好准备。
　　Activity 2: Predicting the content of the passage and reading to get the first impression of the whole passage
　　本活动旨在落实课时目标1。
　　1. Predict the content of the passage according to the map.
　　Q1. According to the map， can you guess whose name will be talked about in this passage？
　　Q2. What do you expect to learn about this country in this passage？
　　2. Read the whole passage and find out what it is actually mentioned in the passage.
　　Q: What does the writer actually tell us in the passage？
　　[设计意图] 在引入话题之后，让学生借助地图预测文本内容。然后通过整体阅读，核对预测，并初步了解全文大意。
　　Activity 3: Understanding the origin of the different names of the UK and the way of explaining it
　　本活动旨在落实课时目标2。
　　1. Read Paragraph 1 and answer the following questions.
　　Q1: How many names are used to refer to the UK and what are they？
　　Q2: Why does the UK have so many names？ What does the author suggest to solve this puzzle？
　　Q3: According to the last sentence of Paragraph 1， can you predict what will be most probably talked about in the second paragraph？ If so， in what order will the second paragraph be organized？ （In the order of time/ in the chronological order ）
　　[设计意图] 通过问题1和2，提出“困惑”——为什么英国有那么多不同的名称，找出作者提出的解决方法。通过问题3，根据首段末句，预测下个自然段的内容和写作顺序，过渡到第二自然段的阅读，并感知该句子的功能。
　　2. Read Paragraph 2 and finish the following tasks.
　　（1） Finish a timeline to sort out the key information.（First individual work and then pair work）
　　Q1: Can you find out all the phrases indicating time？
　　Q2: What happened in these time periods？
　　（2） Improve the timeline with the joint efforts of the teacher and the Ss.
　　The possible version of the timeline:
　　be joined to be joined to be added to break away from
　　in the 16th c in the 18th c in the 19th c in the 20th c
　　the Kingdom of England the Kingdom of GB the UK of GB and Ireland the United Kingdom
　　of GB and Northern Ireland
　　England+Wales England+Wales+Scotland GB+Ireland GB+Northern Ireland
　　（3） Retell with the help of the timeline as the teacher does.
　　T: In the 16th century， Wales was joined to England. At that time， the country was called the Kingdom of England and was made up of England and Wales.
　　Q3: Why is the country also called “Britain”？ （be referred to … as）
　　[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其多个名称的由来，同时也能学习主题词汇。借助时间轴，按照时间顺序复述本段内容，为学生提供及时内化目标语言的机会。
　　Activity 4: Getting detailed information about the similarities and differences between the four countries
　　本活动旨在落实课时目标2。
　　Read Paragraph 3 and answer the following questions.
　　Q1: How do the four countries work？
　　Q2: In what areas do they work together？ In what areas they are different？
　　Q3: Why is the word “even” used in the last sentence？ （To express the feeling of surprise）
　　Q4: How does the writer explain the fact to us？ Why does the writer show us the fact in this way？
　　[设计意图] 通过问题1，概括得出本段段落大意。通过问题2，比较英国的四个组成国之间的异同点，同时处理部分词汇，扫除阅读障碍。通过问题3，推断作者的情感态度。通过问题4，体会举例说明的好处。
　　Activity 5: Retelling what you have learnt about the UK in the first three paragraphs.
　　此活动旨在落实课时目标3。
　　[设计意图] 通过复述，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。
　　Assignment
　　Your friend Li Hua is also puzzled about why the UK has so many different names and how the countries of the UK work together. Please write a letter to her and share what you have learned.
　　Dear Li Hua，
　　How’s everything going？ I’m writing to share with you something I’ve learned about the UK.　　___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________________________________________
　　I hope you will find my sharing helpful.
　　Best wishes！
Yours，
_________
　　[设计意图] 在新创设的语境中运用话题语言，加深对文本内容的理解。
第二课时
一、教学内容
　　重点研读文本第四、五段，梳理全文框架，对比中英文化。
二、课时目标
　　1. 通过细读，理解研究英国历史的其他好处，赏析语言，明确段落写作思路。
　　2. 梳理文本框架结构，归纳学习英国历史的两大好处。
　　3. 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。
三、教学过程
　　Activity 1: Checking the assignment and introducing the next paragraph
　　此活动旨在为实现课时目标1作铺垫。
　　First share letters with each other and comment on it， reviewing what has been learnt at the same time.
　　Q1: Who would like to share your letter with us？
　　Q2: Could you make some comments on his/her letter？
　　[设计意图] 通过同伴间互相阅读信件和同伴互评的方式，共同回顾上一课时所学内容，并导入本课时的学习内容。
　　Activity 2: Getting more information about the UK and its traditions by exploring its history.
　　此活动旨在实现课时目标1。
　　1. Read Paragraph 4 and answer the following questions.
　　Q1: What else can we know about the country by studying British history？
　　Q2: What does “much more” refer to in the first sentence？
　　Q3: What questions come to your mind when you read the second sentence？
　　（Who are the different four groups of people？ When did they come？ What evidence was left behind？）
　　2. Sort out the information about the four different groups of people by making a mind map， including when they came and what evidence they left.
　　3. Understand how the paragraph is organized.
　　Q1: Which sentence are the details used to support in this paragraph？
　　Q2: What do we usually call such a sentence？ （a topic sentence）
　　Q3: Then what do we call the details？（supporting details）
　　[设计意图] 通过问题链引导和思维导图的制作，梳理细节信息，学习话题词汇，感知“主题句+支撑性信息”的行文方式，为后续的写作任务作铺垫。
　　Activity 3: Getting detailed information about the second advantage of exploring the history of the UK.
　　此活动旨在实现课时目标1。
　　Read Paragraph 5 and answer the following questions.
　　Q1: Is there anything else that we can benefit from studying the history of the UK？
　　Q2: Who is the passage probably written for？ How do you know？
　　Q3: Why does the writer think London is a great place to start？ （dating all the way back to..）
　　Q4: According to this paragraph， what feeling do you think the writer has for the UK？ Which words show it？ （intriguing， fascinating etc.）
　　[设计意图] 通过问题1引出学习英国历史的另一主要好处，通过问题2推断文章的目标读者，通过问题3提取细节内容，通过问题4推断作者的情感态度。
　　Activity4: Understanding the main idea and structure of the passage
　　本活动旨在落实课时目标2。
　　Q1: What does the writer mainly tell us in the first three paragraphs， the fourth paragraph and the last paragraph respectively？
　　Studying the history of the UK
　　●  can help us understand why the UK has four different names. （paragraphs 1-3）
　　●  can help us understand more about the country and its traditions. （paragraph 4）
　　●  can make your visit in the UK more enjoyable. （paragraph 5）
　　Q2: What does the whole passage mainly tell us？ Can you think of the missing word in this sentence？
　　The passage tells us the ___________________ of studying the history of the UK.      （benefits\advantages\importance）
　　Q3: How many chief advantages of studying the history of the UK are mentioned here？
　　（The advantages talked about in the first four paragraphs can be regarded as one.）
　　Q4: Can you suggest another title for the passage？
　　[设计意图] 通过问题引领，总结回顾全文各部分的主要内容，帮助学生梳理文章框架结构，理解学习英国历史的两大好处，并促进对文本标题功能的思考。
　　Activity 5: Talking about Chinese history
　　此活动旨在落实课时目标3。
　　1. Suggest a city for a foreign visitor to start their journey in China.
　　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] 引导学生对比中外文化，加深对自己国家悠久历史的理解。
　　Assignment
　　Your foreign friend Jim is planning to visit China this year and is asking you for some suggestions. Please write him an email， recommending a city to start his journey in China to help him better understand our long history.
　　Dear Jim，
　　It’s nice to hear from you. I’m writing to recommend a city to you where you can start your visit in China._____________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
　　Looking forward to your coming. Best wishes！
Yours，
_________
　　[设计意图] 通过创设新语境，完成文本内容、语言和写作方式的迁移运用。