Unit4HistoryandTraditionsReadingandThinking說課課件高一英語人教版

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(新課程標(biāo)準(zhǔn)和教學(xué)大綱),andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:

1.Knowledgeobjects(語言目標(biāo))

(1)Mastertheusageoftheimportantwordsandexpressions.

(2)UnderstandthehistoryoftheUKandgettoknowthedetailed

informationaboutthetext.

2.Abilityobjects(技能目標(biāo))

(1)Todevelopthestudents’readingability,especiallytheir

skimmingandscanningability;(2)Totrainthestudents’abilitiesofstudyingbythemselvesand

cooperating.

3.Emotionormoralobjects/Culturalawareness(情感目標(biāo))

(1)Tobroadenstudents’horizon;

(2)ToenablestudentstoknowthehistoryoftheUK,thenfurther

activatethemtothinktherelationshipamonghistory,cultureand

traditions.

3.TheImportantandDifficultPoints

(1)

Toreadamapandpredictthemainideaofthetext

accordingtothepicturesandtitle;

(2)ToRetellthepassageaccordingtothe

timeline,

understandandlearnthenewwordsinthetext.

4.TeachingMethodsandlearningMethods

TeachingMethods

(1)Task-basedLanguageTeachingmethod(任務(wù)教學(xué)法);(2)Inductivemethod(歸納法）.

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“英國”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(信息識(shí)別，重組，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對(duì)...感到困惑n.謎；智力游戲；疑問vt.迷惑；使困惑聯(lián)合王國、大不列顛、英國、英格蘭——這些不同的名稱是何意思？許多人感到困惑，那么，如果這些名稱有區(qū)別的話，區(qū)別何在？稍微了解一下英國歷史，就可以幫助你解開這個(gè)謎題Para1LanguagePointsTransitionalSentenceTask3:LanguagePoints(Groupwork)

16世紀(jì)時(shí)，鄰國威爾士并入英格蘭王國。隨后，蘇格蘭在18世紀(jì)也加入進(jìn)來，從而誕生了大不列顛王國。19世紀(jì)時(shí)，愛爾蘭加入，組成了大不列顛及愛爾蘭聯(lián)合王國。最后，在20世紀(jì)時(shí)，愛爾蘭南部脫離了聯(lián)合王國，形成了今天的英國全稱：大不列顛及北愛爾蘭聯(lián)合王國。大多數(shù)人只是使用簡稱：“聯(lián)合王國”。聯(lián)合王國的人被稱為“英國人”，這意味著聯(lián)合王國也經(jīng)常被稱為英國或大不列顛。(1)breakaway(from)(2)breakdown

(3)

breakinto

(4)

breakin

(5)breakout

(6)

breakup

(7)breakthrough

(1)resultin

(2)resultfrom

(3)asaresult

referto...as...

把…稱為…脫離；背叛;逃脫損壞;發(fā)生故障;分解;累垮破門而入插嘴(戰(zhàn)爭)爆發(fā);(火災(zāi))突然發(fā)生結(jié)束;破裂突破由于結(jié)果導(dǎo)致Para2LanguagePoints同屬于聯(lián)合王國的這四個(gè)國家在某些領(lǐng)域緊密合作。像擁有同樣的貨幣和國防一樣，他們也使用同一面國旗。然而它們之間仍有諸多區(qū)別。例如，英格蘭、威爾士、蘇格蘭及北愛爾蘭實(shí)行不同的教育和法律制度。他們也有各自的傳統(tǒng)，比如有自己的國慶節(jié)和本國菜肴，它們甚至擁有自己的足球隊(duì)，出征諸如“世界杯”之類的賽事！屬于

（不能用作被動(dòng)和進(jìn)行時(shí)態(tài)）和，還有

（主謂一致）Para3LanguagePoints英國歷史源遠(yuǎn)流長、別有趣味，等待你去探索，幫助你更加深入地了解這一國家及其傳統(tǒng)。英國歷史上有四個(gè)不同民族在不同歷史時(shí)期執(zhí)掌這個(gè)國家。無論你身處英國何方，這些民族的遺跡都隨處可見。第一族群是古羅馬人，于公元一世紀(jì)進(jìn)入英國。羅馬人的偉大成就在于他們建立了城鎮(zhèn)、修建了道路。之后是安格魯—撒克遜人，于公元五世紀(jì)達(dá)英國。他們引入了英語的雛形，并改變了人們建造房屋的方式。維京人于公元八世紀(jì)到來，留下了諸多的新的詞匯，并給英國境內(nèi)的許多地方命名。最后一個(gè)是諾曼人，11世紀(jì)著名的黑斯廷斯戰(zhàn)役之后，諾曼人征服了英格蘭，四處修建城堡，并改革了法律制度。諾曼人即為法國人，許多法語單詞也因此慢慢進(jìn)入了英語。Para4LanguagePoints英國的歷史文化引人入勝，可學(xué)之處比比皆是。學(xué)習(xí)這個(gè)國家的歷史，你的英國之旅將更為愉快。以首都倫敦為第一站，是個(gè)不錯(cuò)的選擇。倫敦是一個(gè)古老的港口城市，其歷史可以追溯到羅馬時(shí)代。市內(nèi)可供游覽的歷史遺址數(shù)不勝數(shù)，還有許多博物館陳列著來自英國各地的文物。在英國，歷史與現(xiàn)代文化交融，新舊傳統(tǒng)并存，引人入勝。用心去觀察，英國的過去與現(xiàn)在都將展示在你的面前，令你嘆為觀止Para4LanguagePointsTomakestudentslearnandremembertheimportantpointsinthetext,becauseitisagroupwork,sosscanlearntocoworkandlearnfromeachother.Whatismore,theycanfurtherimprovetheirself-learningabilitybysummarizingthelanguagepoints.Purposeofmydesign