資源簡介

Unit 4 History and Traditions Reading and Thinking
一、教學解題思路
1. What：
本課是閱讀課，文本選自人教版（2019）高中英語必修二第四單元Reading and Thinking部分——What’s in a name ，屬于“人與社會”主題語境中“歷史、社會和文化”子主題。文本采用了說明性文體，語篇結構清晰，共五個段落，分三個部分，內容緊緊圍繞單元主題“History and Traditions”展開。首先，文本通過簡述英國歷史，解釋英國不同國名的歷史由來（第一、二、三段）；接著，文本通過介紹英國在歷史上所經歷的四次外族入侵以及它們對英國社會文化所產生的影響，告訴讀者了解英國歷史，可以讓我們更好地理解這個國家以及它的傳統（第四段）；最后，文本指出了解英國歷史可以讓我們在英國的旅行更加愉快有趣，同時也點明了本文的目標閱讀群體——游客（第五段）。文本前三段介紹了了解英國歷史的第一個好處，即幫助我們理解英國不同名字的由來；第四段介紹了了解英國歷史的第二個好處，即幫助我們更好地了解英國和它的傳統；第五段介紹了了解英國歷史的第三個好處，即可以讓我們的英國之行更加愉快有趣。這三大好處也即是文本的主要內容。此外，文本材料還附有一幅插圖，即英國的地圖，向讀者提示了文本的一些相關信息。
2. Why：
該文本能讓學生對英國及其文化有更好的理解，也有利于英語語言的學習。英國歷史悠久，文化繁榮，國際影響力重大，了解其歷史和文化，是每個英語學習者的必修課；并且，文中許多詞匯、短語和語法知識都是高考的核心考點，以英國為背景的閱讀和寫作題也多次出現在歷年考題中，因此需要學生加以重視和掌握。文本前三段從英國名字的由來講起，介紹相關的歷史和地理知識，幫助學生形成對英國常識的基本了解，引導學生探究其名字背后的歷史淵源，體會其獨特的發展脈絡，樹立文化意識；第四段講述英國內部的變遷與發展，幫助學生了解其歷史傳統，引發學生對自身文化的聯想，增強對中國文化的認同和自信；最后一段從旅游者的角度講述了解一個國家歷史的重要性，有利于學生以跨文化的視角去思考學習歷史的重要意義，激勵學生學習中國歷史、傳播中國文化。
3. How：
該文本是一篇講述英國歷史文化的說明文，文中涉及大量有關地理位置和歷史變遷的詞匯及短語搭配，如nearby, be joined to, break away, belong to, refer to, military, defense, be surrounded by, achievement, location, conquer等；在句型結構上，本文涉及了if省略結構（what is the difference between them, if any ）、“have+賓語+賓補（過去分詞）”結構（they had castles built all around England）、what引導名詞性從句結構（many people are confused by what these different mean）等重要句型；在時態上涉及了一般過去時、一般現在時和一般將來時。文本以時間順序展開對英國歷史的介紹，脈絡清晰，易于學生梳理和掌握；在講解地理等知識時，又運用豐富的舉例幫助學生理解，激發學生學習興趣。
（二）學情解題思路
本堂課的教學對象為普通高中一年級學生，這是他們在高中階段第一次接觸有關地理文化知識的說明文。他們有一定的英語基礎，基本具有用英語獲取信息、處理信息的能力，部分學生能夠用英語表達自己的觀點。但多數學生在邏輯推理、解題思路論證以及批判評價方面上的能力還比較欠缺。課前已要求學生提前預習目標文本，課上主要注重引導學生運用predicting, skimming, scanning等閱讀技巧，提取文本信息，建構文本框架，挖掘文本深層意義，即學習歷史文化的意義。
（三）教學目標
1.語言能力：①學生能夠掌握圍繞英國歷史成因和文化特質相關的主題詞匯及短語，如：be confused by, solve this puzzle, be joined to, be added to, break away from, result in, belong to, military defence, legal system, be surrounded by, take over, leave behind, date back to等；②學生能夠根據時間線索并運用所學詞匯和短語的表達介紹英國歷史。
2.學習能力：①學生能夠學習并運用一些閱讀技巧來獲取文本信息，如predicting, skimming, scanning；②學生能夠通過自學和合作探索的方式掌握知識網絡構建的的方法。
3.思維品質：①學生能夠通過思維導圖梳理文本的結構脈絡；②學生能夠以時間順序闡述文中的并能在最后概括出研究英國歷史的好處，提升邏輯思維能力；③學生能夠對歷史文化的重要性形成批判性的認知。
4.文化意識：學生能夠在對英國歷史文化的學習中拓寬視野，同時加深對中國文化的理解，增強民族自豪感和努力學習的動力。
（四）教學重難點
1.重點：①學生能夠掌握文本中的重要單詞、短語及句型結構；②學生能夠學會看地圖，提取其中的重要信息，并能根據圖片和標題推測文本大意；③學生能夠梳理英國的發展脈絡，并能借助表格、時間軸、思維導圖等工具表達文本的主要內容。
2.難點：①學生能夠從多角度思考了解歷史的重大意義，形成一定的跨文化意識；②學生能夠用自己的方式復述文本主要內容。
二、教學思路
教學流程圖
本節課以英國歷史文化為主題，采用的是基于主題意義探究的教學實踐方法，課堂以學生為主體，激發學生的學習自主性，獨立探究文本呈現的基本細節，遵循從表層信息走向深度學習的認知規律。基于學習英國歷史的三大好處，逐一找出表層信息，再總結和探究表層信息下面的深層含義，即了解歷史的重要性，在這一過程中幫助學生了解英國歷史，提高學生學習和運用英語知識、閱讀技巧的能力，培養學生的跨文化意識，增強學生的文化自信。
本堂課的教學分兩個階段、六個步驟。第一階段為“讀”的階段，包括四個個教學步驟：第一步，通過播放視頻導入話題，點明本堂課的主題，激發學生的學習和閱讀興趣；第二步，通過課本提供的地圖，引導學生獲取圖中的相關信息，并結合文本標題預測文本內容，帶著問題進行下一步的學習；第三步，快速閱讀文本，提取段落關鍵信息，形成對文本的整體了解；第四步，仔細閱讀文本，逐段掌握細節內容，梳理文章脈絡。第二階段為“思”的階段，包括兩個教學步驟：第一步，總結文章主要內容和中心思想，形成文章框架結構，并在此基礎上引導學生發散思維、批判性思維，聯系實際思考了解歷史的深層次意義，激發學生的跨文化意識以及對本民族文化的認同和自信；第二步，在考慮學生差異性的基礎上分層次布置作業，對于大多數中等學力的學生，讓學生運用思維導圖、時間軸等形式幫助自己復述課文，鞏固文章主要內容和重點詞匯短語，對于學有余力的學生，通過創設新語境實現對文本內容、語言和寫作方式等的正向遷移，并進一步加深學生對學習歷史的重要意義的理解，培養跨文化交際的意識和對中國文化的自信。
教學過程
Step 1. Lead-in
Watch a video and ask some questions to introduce the topic of this class. (4 min)
【教學問題】
Q1: Which country is referred to in the video clip
Q2: What are the differences of these names
【課堂實錄】
T: Good morning, my dear students! How are you today (Ss: Good.) T: That’s great! I can see your beautiful smiles on your faces. Before our lesson, let’s watch an interesting video first. [Watch a video clip.] T: So could you tell me which country is referred to in the video clip UK...England/ Britain/ Great Britain/ The UK...) T: Which name is the meaning of Chinese characters“英國” What are the differences of these names If we want to work out the differences of these names, we have to study British history.
【設計說明】通過一個介紹英國倫敦的視頻，循序漸進，導入這節課的主題是British history。導入直觀生動，讓學生明了這節課的主題。通過提問“What are the differences of these names ”激發學生的思考和學習興趣，鼓勵學生積極參與到課程中來
Step 2. Pre-reading
Make predictions according to the title and map. (2 min)
【教學問題】
Q1: What does the map show
Q2: What can we know from the title
【課堂實錄】
T: Let’s look at the map. And there is a tip. When you look at a map, think first about what the map shows and what the symbols mean. So do you know what it shows (S1: It’s a map of the United Kingdom.) T: That’s right! And what do the different symbols, such as the icons, circles, spots and colors stand for (S2: The small circles stand for big cities, the red spot stands for the capital, and different colors stand for different regions of the country.) T: Excellent! We can see that the small map tells us many useful information, right Now, let’s move on to the title. What can we know from the title (S3:The title is a question about “a name”.) T: Yes, it’s a question, a puzzle. Can you predict what will be talked about in the passage (S4: Maybe it is about how the name of the UK came into being.) T: Good guess! Now let’s go through our passage quickly and find the main idea of each paragraph.
【設計說明】讓學生借助地圖和標題預測文本內容，降低閱讀難度，形成閱讀期待，為下一步學生尋找每段的段落大意做鋪墊。同時，也使學生意識到在處理文本時，文本的標題和附加的圖片等信息不可忽視，能幫助更好地理解文本。
Step 3. Fast-reading: Read for main ideas. (3 min)
Task 1: Underline the four countries of the United Kingdom.
Task 2: Fill the blanks.
【課堂實錄】
T: Please underline the four countries of the United Kingdom and catch the main idea of each paragraph to fill the blanks. I’ll invite some students to give the answers. (S5: Getting to know British history helps you solve the puzzle of different names of the country.) (S6: How the United Kingdom formed.) (S7: The similarities and differences of the four countries.) (S8: The history of the UK helps us to learn more about the country and traditions.) (S9: Learning the country’s history makes your journey more enjoyable.) T: Good job! Now that we have been clear about the main content of the text as a whole, let’s read for some details.
【設計說明】引導學生帶著問題開展閱讀，有目的地去提取信息。幫助學生了解文章的段落大意，為下一步的深度閱讀做準備。同時，驗證學生自己之前的預測，激發學生的求知欲。
Step 4. Careful-reading: Read for details. (18 min)
Para 1:
【教學問題】
Q1: How does the author introduce the passage？
【課堂實錄】
T: From paragraph 1, could you tell me how does the author introduce the passage？ (S10: By raising a question and providing a solution.) T: Good! A question and a solution. What are they (S10: The question is “what is the difference between them, if any ”, and the solution is “getting to know a little bit about British history”.) T: Yes. Getting to know a little bit about British history will help us solve this puzzle. It means it is important to learn history.
【設計說明】引導學生通過觀察文章的開篇方式，獲取重點信息，明確作者的寫作意圖，為后面進一步的學習做鋪墊。
Para 2:
【教學問題】
Q1: In what order does this paragraph be organized
Q2: What happened in the timeline
【課堂實錄】
T: Let’s see paragraph 2. In what order does this paragraph be organized (S11: In time order.) T: Right. And how many times can you find What are they (S11: Four times. They are in the 16th century, in the 18th century, in the 19th century, and in the 20th century.) T: Correct! There are four times. Now let’s find out what happened in the timeline and get how the names change. What about the 16th century (S12: In the 16th century, the nearby country of Wales was joined to the Kingdom of England. ) T: Yes. Wales was joined to England. What about the 18th century (S12: In the 18th century, the country Scotland was joined to create the Kingdom of Great Britain.) T: Good. Scotland was joined to England and the name was changed into the Kingdom of Great Britain. What about the 19th century (S13: In the 19th century, the Kingdom of Ireland was added to create the United Kingdom of Great Britain and Ireland.) T: Great. Ireland was added and the name was changed into the United Kingdom of Great Britain and Ireland. What about the last one, the 20th century (S13: In the 20th century, the southern part of Ireland broke away from the UK, which resulted in the full name we have today: the United Kingdom of Great Britain and Northern Ireland.) T: Very good. The southern part of Ireland broke away and the United Kingdom of Great Britain and Northern Ireland finally formed. We also use its shortened name, the United Kingdom or the UK. Well, we can see there are four countries which formed the UK. Do the four countries work together in all areas (Ss: No. Not in all areas.)
【設計說明】借助時間軸，幫助學生梳理英國演變過程，并由這個問題引出下一段的主要內容，即四個組成國之間的異同比較。另外，也讓學生更加熟悉be joined to, be added to, break away from等與文本類型有關的短語表達。
Para 3:
【教學問題】
Q1: What are the similarities and differences of the four countries
Q2: How does the writer develop this paragraph
【課堂實錄】
T: How can you know that (S14: They work together in some areas. However, they have some differences.) T: Good. You find the key word “however”. So what are the similarities and differences of the four countries Can you fill the blanks You can find the information in paragraph 3. (S14: They use the same flag, share the same currency and military defence. They have different education and legal systems. They also have their own traditions and even own football teams for competitions.) T: Correct! So from these details, could you tell me how the writer develops this paragraph (Ss: By giving examples.) T: That’s right. All of these similarities and differences are practical examples, which help readers understand the point more easily and make it more convincing.
【設計說明】通過設空的方式引導學生從文中獲取四個組成國的共同點和不同點，培養學生提取信息的能力。通過關注for example和like這些語言的功能，讓學生能夠認識到舉例說明的作用，從而將相關方法運用到實際寫作當中。
Para 4:
【教學問題】
Q1: Why does the author say “The United Kingdom has a long and interesting history to explore” in the first sentence of this paragraph
Q2: Who are the groups of people and what changes did they bring
【課堂實錄】
T: Let’s move on to paragraph 4. In the first sentence we can see, the author says “The United Kingdom has a long and interesting history to explore”. Why does the author say it (S15: Because four groups of people brought different cultures to the country.) T: Great. This is the topic sentence of this paragraph. Now, please read this paragraph and find out who they are and what changes they brought. The timeline on the screen may help you. What about the 1st and 5th century (S16: In the 1st century, the Romans came and built towns and roads. In the 5th century, the Anglo-Saxons arrived, introduced the English language and changed the way people built houses. ) T: That’s right. Then what about the 8th and 11th century (S17: In the 8th century, the Vikings came, left behind lots of new vocabulary and the names of many locations. In the 11th century, the Normans conquered England, built castles, changed the legal system and make French words slowly enter into the English language.) T: Excellent. By now, we have formed a complete timeline. Please look at the screen and follow me to review the whole development.
【設計說明】通過尋找段落主題句，確認段落關鍵信息，并以此為基礎查找細節信息，與前文相結合形成一條完整的時間線，既能鞏固學生已學知識，又能加深學生對文本的理解和掌握。
Para 5:
【教學問題】
Q1: What’s the author’s attitude towards studying the history
Q2: Why is London said to be a great place to start
Q3: Who are the target readers of the passage
【課堂實錄】
T: In the last paragraph, what do you think is the author’s attitude towards studying the history (Ss: Supportive/ Positive.) T: Yes, supportive. The author tells us an advantage of studying the history of a country in this paragraph. Can you find it (S18: Studying the history of the country will make your visit much more enjoyable.) T: Very good. It helps us visit more enjoyable. Then the author mentions the capital city London. Why is London said to be a great place to start (S19: Because it is an ancient port city that has a history dating all the way back to Roman times. There are countless historic sites to explore, and lots of museums with ancient relics from all over the UK.) T: Great. We can find the reason, or we may say “supporting details” in the middle of this paragraph. Now a more challenging question. Can you guess who are the target readers of the passage (Ss: Visitors/ Travelers.) T: Right. The author tells the visitors that it’s important to study the history of the country before visiting. Here, “make your visit much more enjoyable” is a clue.
【設計說明】以問題 鏈的設計梳理文本第五段的信息。通過提問作者對學習歷史的態度，引導學生獲取學習歷史的一大好處；通過回答倫敦為何是觀光的第一站，使學生關注文本中對倫敦的描述，學習作者支撐觀點的方法；最后幫助學生從文本中尋找線索，推斷文本的目標讀者，掌握一定的閱讀技巧。
Step 5. Post-reading: Thinking & Summarize (12 min)
Task 1: Summary
【教學問題】
Q1: What can studying the history of the UK help us
Q2: Are there any other advantages of studying the history of a country
【課堂實錄】
T: Now let’s make a summary of our text. We see in paragraph 5, there is an advantage of studying the history of the country. It’s not the only advantage. We have learned some mentioned above. So what can studying the history of the UK help us, According to the whole passage (S20: It can help us understand why the UK has many different names.) (S21: It can help us understand more about the country and its traditions, and make your visit more enjoyable.) T: Wonderful. These are also the main ideas of the text. From paragraph 1 to 3, the author shows studying the history of the UK can help us understand why the UK has many different names. From paragraph 4, we know it can help us understand more about the country and its traditions. And from paragraph 5, we get the third advantage that it will make our visit more enjoyable. Therefore, this passage mainly talks about advantages of studying British history. But please think, are there any other advantages of studying the history of a country Do you have your own ideas (S22: It may provide us a richer experience.) (S23: It may help us communicate well with local people.) T: Good thinking. Studying the history of a country is useful, meaningful, and important. It can help us in different aspects.
【設計說明】此環節著重培養學生的提煉總結能力，引導學生從不同段落中獲取學習歷史的好處的相關信息，加強對文本內容和結構的整體理解，同時也深化了學生對單元主題“History and Traditions”的認識。在結合文章內容的基礎上，思考學習歷史可能帶來的其他好處，有利于學生聯系現實情況和個人經歷，進行發散性思考和批判性思考，培養思維能力。
Task 2: Further Thinking
【教學問題】
Q1: What’s in a name
【課堂實錄】
T: Let’s come back to the title——What’s in a name We know, the UK has different names in different times. So what’s in a name What’s the meaning of this title Please think and complete the sentence on the screen. (S24: In a name, there is culture.) (S25: In a name, there is a history.) T: Good thinking. We can see the development of its names is also the development of its history, which contains rich cultural connotation. So in a name, there is a history. English language is full of distinctive British cultural characteristics as well. Therefore, it is necessary to understand the British culture while learning English.
Task 3: Discussion
【教學問題】
Q1: Is it important for a people (民族) to know their history and traditions Why
【課堂實錄】
T: Since every country has its own history and studying the history of a country has many advantages for each person, is it important, at a higher level, for a people to know their history and traditions And why Please discuss with your partner and then I’ll invite some of you to share your ideas. (S26: I think it’s important, because history and traditions are the unique and precious spiritual wealth of a people.) (S27: it’s important, because a people can draw lessons from their history and traditions and gain development.) T: Well done. Learning the history of a country is not only beneficial for a person, but also vital for a people. Many spiritual forces such as national responsibility, national cohesion and national confidence all derive from their history and traditions.
Task 4: Appreciation
【課堂實錄】
T: Please turn to page 37, the opening page of this unit. Here is a quote——“A people without the knowledge of their past history, origin and culture is like a tree without roots.” Who can translate it into Chinese (S28: 一個不了解自己歷史、起源和文化的民族，就如同一顆無根之樹。) T: Good job. We can learn from this quote that we must never forget our history; only then can we open up a new era. Outstanding traditional culture is the root of the heritage and development of a country and a nation. As students, the future of our nation, we should have a good understanding of our history, traditional culture and learn to better carry forward our fine cultural traditions in English.
【設計說明】通過引出本單元opening page的引語，使學生意識到本單元的主題和整體設計，也更加認識到學習并銘記民族歷史文化的重要意義，有利于幫助學生培養起民族自豪感、民族認同感、民族責任感，樹立文化意識和文化自信，并激勵學生學以致用，用英語講好中國故事、傳承中國文化。
Step 6: Homework (1 min)
1. Compulsory: Read the text again and retell the passage in your own way. You can choose the form of a passage, a picture, a map, a form or a timeline.
2. Optional: Assuming that some British students are coming to your school, you are to receive them on behalf of your school. Using what you have learned from the passage, introduce Chinese history, traditions and culture to them and exchange your ideas on the importance of studying history.
【設計說明】1.通過復述課文，學生可以再次回顧課文的重點和結構框架，加深對英國歷史的理解和掌握，讓學生有輸出。該項作業難度系數一般，適合大多數學生，因此為必做作業。 2.對于學有余力的同學，提供了第二個選做作業。通過創設新語境，完成文本內容、語言和寫作方式的正向遷移。學生可以借鑒課文的寫作風格，認真思考介紹中國文化的表達方式。同時，也能幫助學生進一步深化學習歷史對于個人和國家的意義。

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