人教版（2019）必修 第二册Unit 4 History and Traditions Reading and Thinking 教学设计

Teaching Design Reading and Thinking What’s in a Name Lesson Type: Reading Analysis of teaching material The selected teaching material is a reading passage called What’s in a Name from the fourth unit of PEP Book 2. And this class comes from the second part, reading and thinking. What: The thematic context is Man and Society. Starting from the confusion about why the UK has so many different names, the text describes the origin of the UK’s names as well as the similarities and differences among the four countries within the UK. The text then introduces four groups of people in UK's history and illustrates their impact on the society and culture of the UK. Finally, by recommending London as an attraction, the author draws a conclusion that the UK is a country with a mix of the present and the past as well as conveys admiration for the UK. How: The text is an exposition. It develops mainly in order of time. The text consists of five paragraphs(three) parts. Part 1(paragraphs 1-3) is a general introduction of British geography and how the four countries co-exist. In this paragraph, passive voice is used, for example: was joined, was added…, which suggests that the whole process of being united is not in a peaceful way. Part 2 (paragraph 4) covers influences that four groups of people has exerted on the UK in time sequence, indicating how history has shaped a country; Part 3(paragraph 5) demonstrates the characteristic of the UK—a mix of its past and its present, while the author’s positive attitude towards the UK is implied by using positive words and phrases—"so much more, interesting, enjoyable, great, all the way, countless, fascinating, surprised”. Why: On one hand, by introducing the origin, traditions and history of the UK, the text is intended to solve the puzzles about different expressions of the UK, to inform students of basic historical information about the UK and appeal to students to visit it. On the other hand, the text is to raise students’ awareness of the influence that history has made on the UK and how history has shaped a country. Analysis of students Students at senior one are skilled in locating factual information from English text . Moreover, being some of the best students of senior one, they are capable of expressing ideas in English, although not that fluently and accurately. Furthermore, they are equipped with basic information about the UK and cultural awareness to some extent. However, their ability to understand and analyze discourse at a deeper level is not enough, as well as their ability to figure out the implied meaning of the text is relatively weak. It’s necessary for the teacher to guide students to construct their own views by scaffolding. Teaching objectives At the end of this class, students will be able to: 1.Acquire and introduce the history of the UK by drawing a timeline, integrating the history into a visual form ; 2. Feel the charm of the UK by summarizing the characteristics of the UK and r ... ...