最新必修五第二单元单词教学案

必修五英语unit2说课稿在准备必修五英语Unit 2的说课稿时，我们需要确保内容覆盖了教学目标、教学内容、教学方法、教学过程、教学评价以及教学反思等方面。

以下是一份说课稿的示例：必修五英语Unit 2说课稿一、教学目标1. 知识目标：学生能够掌握本单元的核心词汇和短语，理解并运用相关语法结构。

2. 技能目标：提高学生的听力理解能力，口语表达能力，以及阅读理解和写作能力。

3. 情感目标：通过学习与本单元主题相关的文化背景，培养学生跨文化交际的意识和能力。

二、教学内容本单元的主题是“Travel”，主要包括以下几个部分：- 词汇：与旅行相关的词汇和短语。

- 语法：一般过去时和现在完成时的用法。

- 听力：理解有关旅行的对话和短文。

- 阅读：阅读关于不同旅行经历的文章。

- 写作：撰写一篇关于个人旅行经历的短文。

三、教学方法1. 任务型教学法：通过设计与旅行相关的任务，激发学生的学习兴趣。

2. 合作学习：学生分组合作，共同完成学习任务。

3. 情景教学法：创设旅行情景，让学生在实际语境中学习和使用语言。

四、教学过程1. 导入（Lead-in）：通过展示世界各地的风景图片，激发学生对旅行话题的兴趣。

2. 词汇学习（Vocabulary Learning）：教授与旅行相关的词汇和短语，并通过游戏和练习加深记忆。

3. 语法讲解（Grammar Explanation）：讲解一般过去时和现在完成时的用法，并通过例句和练习进行巩固。

4. 听力训练（Listening Practice）：播放有关旅行的对话和短文，训练学生的听力理解能力。

5. 阅读理解（Reading Comprehension）：阅读文章，回答相关问题，提高阅读理解能力。

6. 口语表达（Speaking Practice）：组织学生进行角色扮演或小组讨论，练习口语表达。

7. 写作训练（Writing Practice）：指导学生撰写关于个人旅行经历的短文，提高写作能力。

英语必修5人教版新课标Unit 2五步教学设计案（1）（精品）必修五: Unit 2 the United Kingdom五步教学设计教学案Section Ⅰ Warming Up & Reading (Ⅰ)一、教学目标：让学生掌握本单元重点词汇和短语，了解英国的地理和历史。

教学重点：训练学生的阅读速度教学难点：学生阅读能力的提高二、预习导学（一）回答问题1. Which country will hold the 30th Olympiad in 2012?2. What is the full name of the UK?3. When you mention England, what or who will you think of?4. What do you know about the UK? Please do the quiz on page 9.（二）熟背常用短语1．consist 由……组成2．divide ... 把……分成3．break (from) 挣脱(束缚)；脱离4． one's credit 为……带来荣誉；值得赞扬；在……名下5．leave 省去；遗漏；不考虑6．refer 提及；参考三、问题引领，知识探究(一)Skim the text and choose the main idea of the passage.A．The history of the United Kingdom.B．The geography of the United Kingdom.C．The people of the United Kingdom.D．The politics of the United Kingdom.答案：B(二)Read the text and choose the best answer.1．When were England and Wales linked to Scotland?A．In the 13th century AD.B．When Great Britain was formed.C．When the southern Ireland formed its own government.D．When King James became King of England and Wales.2．Where do you have to go if you want to find more about British history and culture?A．Industrial cities.B．Older but smaller towns first built by the Romans.C．The Midlands of England.D．The North of England.3．The writer mentions London in the fifth paragraph mainly because ________.A．London is the capital of the United KingdomB．London can best reflect British history and cultureC．London is the home of art collectionsD．London has the oldest port made by the Romans4．From the passage, we know that ________.A．all the four countries share the same educational systemsB．the Romans came to England before the Anglo­SaxonsC．it was easy for Northern Ireland to join England, Scotland and WalesD．most of the industries are in the South of England答案：1～4 DBBB(三)Read the text carefully and fill in the chart with the information in the text.PUZZLES IN GEOGRAPHYthe ________ of the four countrieslinked to England in the ________________ joined England and ________ in the 17th centuryjoined with England, Wales and Scotland in the early ________ century________ the centre of ________ government and its administrationthe greatest ________ treasure — museums, artcollections, theatres, parks and buildingshistorical四、目标检测课文缩写填空If you study British history, you can easily ________ the problems about the names of the four countries.Wales was ________ to England in the 13th century AD, which was followed by Scotland in 1603.What made them ________ was to find them ________ peacefully ________ by war.And it was only after Northern Ireland joined with them that ________ finally came into being, which was shown in its new flag —________．England, the largest of the four, is ________ into three zones for ________；that is, the South, the Midlands, and the North.You'll find most population ________ in the south, and most industries were in Midlands and the North, though we couldn't find historical ________ there.As the greatest historical _______ of England, London owns famous museums, art ________， theatres, parks and famous buildings, all of which have been ________ greatly by the ________ of England.答案：clarify linked surprised united instead of the United Kingdom the Union Jack divided convenience settled attractions treasure collections influenced invaders五、分层配餐翻译下列句子1．To their credit the four countries do work together in some areas (eg, the currency and international relations), but they still have very different institutions.(P10)2．Although, nationwide, these cities are not as large as those in China, they have world-famous football teams and some of them even have two！(P10)3．It is a pity that the industrial cities built in the nineteenth century do not attract visitors.(P10)4．You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile.(P10)阅读理解The Union Jack is the national flag of the United Kingdom. It is so called because it combines the emblems (象征) of three countries — England, Scotland and Ireland (although since 1921 only Northern Ireland has been part of the United Kingdom)．The term “Uni on Jac k” possibly dates from Queen Anne's time, but its origin is uncertain. It may come from the “Jacket” of the English or Scottish soldiers; or from the name of James Ⅰ who originated the first union in 1603, in either its Latin or French form “Jacobus” or “Jacques”；or, as “jack” once meant small, the name may come from a royal proclamation(声明) issued by Charles Ⅱ that the flag should be flown only by ships of the Royal Navy as a jack, a small flag at the bowsprit(船首)．The Union Jack was originally a royal flag (when the present design was made official in 1801, it was ordered to be flown on all the King's forts and castles, but not elsewhere); it is today flown above Buckingham Palace and Windsor Castle when the Queen is not in residence. On news of a royal death, the Union Jack will be flown at half­mast (下半旗)．The flying of the Union Jack on public buildings is decided by the Department for Culture, Media and Sport at the Queen's command. The Union Jack is flown on government buildings on days marking the birthdays of members of the royal family, such as the Queen's official birthday, and on the days of the State Opening and prorogation of Parliament; it is also flown on St David's Day, St George's Day, St Andrew's Day, and St Patrick's Day.Although the Union Jack originated as a royal flag, it is now also flown by many people and organizations elsewhere in the United Kingdom. Its use as an emblem has extended beyond the form of a flag and the Union Jack is frequently shown on other objects.语篇解读：本文分析了英国国旗The Union Jack的起源和使用场合。

人教版高中英语必修5教案Unit 2 The United Kingdom Period 1 Warming up and readingLearning aims: 1. share the information about the United Kingdom. 2. Foster the Ss’ reading ability (predicting, skimming and scanning)Important Points: share the information about the United Kingdom. Difficult Points: F oster the Ss’ reading ability (predicting, skimming and scanning)Foster the Ss’ reading ability (predicting, skimming and scanning) Teaching Procedures: Step 1 Warming upAsk the students to work in pairs and do the quiz on P9 Keys: 1.C 2. B 3. B 4. A 5.B 1. The United Kingdom consists of England, Wales, Scotland and Northern Ireland. 2. It takes ten hours to fly from Beijing to London Heathrow Airport if you take the direct flight. 3. The The Prime Prime Prime Minister Minister Minister together together together with with with his his his most most most important important important ministers ministers ministers and and and Member Member Member of of Parliament make the important political decisions and laws. 4. The counties of Britain are much smaller than provinces in China. They have local government powers for their area. 5. The River Thames is 338km, which is the longest one in England. Step 2 Pre-reading Have the students share the information about the geography of the UK 1. The UK consists of four countries, what are they? England, Scotland, Wales, Northern Ireland 2. Can you name the capital cities of the countries of the UK? London, Edinburgh, Cardiff, Belfast Step 3 Reading 1. Fast-reading Ask the students to read the map and the text on P10 and answer the following the questions 1) The Union Jack flag unite the flags of three countries in the United Kingdom. Which country is left out? Why? Wales. It is usually considered to be part of the England. 2) What three countries does British Airways represent? England, Scotland and Wales 3) Which group of invaders didn’t influence London?The Vikings didn’t influence London2. Text structure analysis Have the students find out the topic sentences of each paragraph 1st paragraph Why are different words used to describe England, Wales, Scotland and Northern Ireland? 2nd paragraph First there was England. 3rd paragraph Great Britain was the name given when England and Wales were joined to Scotland. 4th paragraph The four countries are still very different. 5th paragraph England is the largest of the four countries. 6th paragraph The greatest historical treasure of all is London. 3. Careful reading Ask the students to divide the passage into three parts and write down the main idea of each part Part1 (para1-4) What What the UK includes the UK includes and how the UK formed and more detailed information about the four countries in the UK Part2 (para5) The geographical division of England into three zones: their similarities and differences Part3(para6) The cultural importance of London Task 1： Have the students put the events happening to the form of the UK into the right order. Task 2：Have the students identify the invaders and their influences on The United Kingdom Kingdom——the UK. The The Romans Romans Romans in in the 1st century AD The The Anglo-Saxons Anglo-Saxons Anglo-Saxons in in the 1060s The Vikings The Normans Towns and roads Language and government V ocabulary and place-names Castles Castles and and and words words words for for food Task 2： Have the students look at the map of England and Wales. Draw lines across to show the zones of the South, Midlands and North of England. North: Leeds, York, Sheffield, and Manchester Midlands: Coventry, Birmingham South: Reading, London, Brighton, Plymouth Step 4 Group discussion Answer the questions (Finish exercise 2 on Page 3) 1. John Snow believed Idea 2 was right. How did he finally prove it? (John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.) 2. Do you think John Snow would have solved this problem without the map? First First there there there was was England. In In the the the 1313th century century AD, AD, Wales was linked to England. In 1603 England and Wales were joined to Scotland. The name Great Britain came into being. Three centuries later Northern Ireland joined with England, Wales and Scotland to become the United Kingdom.(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.) 3. Cholera is a 19th century disease. What disease do you think is similar to cholera today? (Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.) Step 5 SummaryHave the students use the information to write a short summary of the passage Possible Possible version: version: version: The The The writer writer writer examines examines examines how how how the the the UK UK UK developed developed developed as as as an an an administrative administrative unit. It shows how England is also divided into three zones. It explains why London became the cultural capital of England. Period 2&3 Language focusLearning aims:T o help students learn to use some important words and expressions To help students learn to use some important words and expressions Important Important Points:To Points:To Points:To help help help students students students learn learn learn to to to remember remember remember some some some important important important words words words and and expressions Difficult Points:To help students learn to use some important words and expressions Teaching Procedures:Warming up Consist of 由…组成，由….构成（不用进行时）构成（不用进行时）The team consists of one hundred men and women athletes. =The team is made up of one hundred men and women athletes. There is a big family, consisting of ten people. 拓展：拓展：Consist in 在于，决定于在于，决定于 (不用被动态)= be based on/ depend on/ upon What does happiness consist in? 什么才算是幸福？什么才算是幸福？The beauty of the town consists in the style of its ancient buildings. Pre-reading divide “把…..分成；分开”指将一个整体分成若干部分，常与介词 between ,among, by ,into 等搭配等搭配He divided the cake into three= The cake was divided into three. Divide this line into 20 equal parts. Divide this line in half. We’ll have to divide the work between (among) us.6 divided by 3 is 2. 辨析：separate 多指把原来连在一起或者是靠近的人或事物分离开，常与介词多指把原来连在一起或者是靠近的人或事物分离开，常与介词 from, by 搭配搭配The Channel separates England from France. The two towns are separated by the river. She doesn’t want to be separated from this man.I have got separated from him for a couple of years. 分开，分居分开，分居Reading 1. puzzle n something that is difficult to understand or explain 难题，迷/ 益智玩具(游戏) Programming is really a puzzle to me. 我搞不懂编程。

Unit 2 The United KingdomVocabulary and Useful Expressionsv. 1. have or possess in combination: She unites charm with a good business sense. 2.be composed of: What does this dish consist of? 3. be consistent in form, tenor, or character; be congruous: Desires are to be satisfied only so far as consists with an approved end. 4.have its essential character; be comprised or contained in; be embodied in: The payment consists in food. dividev. 1. separate into parts or portions: Divide the cake into three equal parts. 2. perform a division: Can you divide 49 by seven? 3.act as a barrier between; stand between: The mountain range divides the two countries.puzzlen. a particularly baffling problem that is said to have a correct solution: He loved to solve chessmate puzzles. v. be uncertain about; think about without fully understanding or being able to decide: We puzzled over her sudden departure.debaten. 1.the formal presentation of and opposition to a stated proposition (usually followed by a vote.) 2. a discussion in which reasons are advanced for and against some proposition or proposal v.argue with one another: We debated the question of abortion.clarifyv. 1. make clear by removing impurities or solids, as by heating: Clarify the butter. 2. make clear and (more.) comprehensible: Clarify the mystery surrounding her death.relationn. 1. (usually plural.) mutual dealings or connections among persons or groups: international relations 2.an act of narration: He was the hero according to his own relation. 3.(law.) the principle that an act done at a later time is deemed by law to have occurred at an earlier time: His attorney argued for the relation back of the amended complaint to the time the initial complaint was filed. 4. a person related by blood or marriage: He has distant relations back in New Jersey. educationaladj. 1. providing knowledge: an educational film 2.relating to the process of education:educational psychologyconveniencen. 1. the quality of being useful and convenient: They offered the convenience of an installment plan. 2. the state of being suitable or opportune: Chairs arranged for his own convenience. roughlyadv. 1. with roughness or violence (`rough’ is an informal variant for `roughly’.): He was pushed roughly aside. 2. (of quantities.) imprecise but fairly close to correct: roughly $3,000industrialadj. 1. having highly developed industries: the industrial revolution 2. employed in industry: the industrial classes 3. of or relating to or resulting from industry: industrial output 4. employed in industry: industrial workers 5. suitable to stand up to hard wear: industrial carpetingattractionn.the quality of arousing interest; being attractive or something that attracts: Her personality held a strange attraction for him.constructv. 1. draw with suitable instruments and under specified conditions: construct an equilateral triangle 2. make by combining materials and parts: Some eccentric constructed an electric brassiere warmer. 3. create by organizing and linking ideas, arguments, or concepts: construct a proof 4. create by linking linguistic units: construct a sentence 5. reassemble mentally: reconstruct the events of 20 years ago.influencen. 1. a power to affect persons or events especially power based on prestige etc: use her parents’ influence to get the job. 2. a cognitive factor that tends to have an effect on what you do: Her wishes had a great influence on his thinking. 3. one having power to influence another: She was the most important influence in my life.4. the effect of one thing (or person.) on another: the influence of mechanical action. 5. have and exert influence or effect: The artist’s work influenced the young painter.projectv. 1. project on a screen: The images are projected onto the screen.2.cause to be heard: His voice projects well. 3. communicate vividly: He projected his feelings. 4.transfer (ideas orprinciples.) from one domain into another 5. throw, send, or cast forward: project a missile arrange1. arrange thoughts, ideas, temporal events, etc.: arrange my schedule.2. make arrangements for: Can you arrange a meeting with the President?3. put into a proper or systematic order: Arrange the books on the shelves in chronological order.4. set (printed matter.) into a specific format5. plan, organize, and carry out (an event.)foldn. 1. the act of folding: He gave the napkins a double fold. 2. a folded part (as a fold of skin or muscle.) 3. an angular or rounded shape made by folding: a fold in the napkin. v.1. incorporate a food ingredient into a mixture by repeatedly turning it over without stirring or beating: Fold the egg whites into the batter. 2. become folded or folded up: The bed folds in a jiffy. 3. bend or lay so that one part covers the other: Fold up the newspaper. 4. intertwine: fold one’s hands, arms, or legs foldadj.1. obtainable or accessible and ready for use or service: kept a fire extinguisher available.) 2. convenient for use or disposal: The house is available after July 1. 3.not busy; not otherwise committed: He was not available for comment.delightn. 1. a feeling of extreme pleasure or satisfaction: His delight to see her was obvious to all. 2. something or someone that provides pleasure; a source of happiness: The new car is a delight. v. take delight in: He delights in his granddaughter.royaladj. 1. being of the rank of a monarch: of royal ancestry 2. of or relating to or indicative of or issued or performed by a king or queen or other monarch: the royal party 3.established or chartered or authorized by royalty: the Royal Society 4.invested with royal power as symbolized by a crown: The royal (or crowned) heads of Europe. 5. belonging to or befitting a supreme ruler: treated with royal acclaimoccasionn. 1. reason: There was no occasion for complaint. 2. an opportunity to do something: There was never an occasion for her to demonstrate her skill. 3. the time of a particular event: on the occasion of his 60th birthday 4.an event that occurs at a critical time: It was needed only on specialoccasions. 5. a vaguely specified social event: an occasion arranged to honor the president uniformn.clothing of distinctive design worn by members of a particular group as a means of identification v. provide with uniforms: The guards were uniformed. adj.1. evenly spaced: at regular (or uniform) intervals 2. always the same; showing a single form or character in all occurrences: a street of uniform tall white buildingssplendidadj. 1. having great beauty and splendor: splendid costumes 2. characterized by or attended with brilliance or grandeur: the splendid coronation ceremonylongituden.an imaginary great circle on the surface of the earth passing through the north and south poles at right angles to the equator: All points on the same meridian have the same longitude. navigationn. 1. the guidance of ships or airplanes from place to place 2. ship traffic: The channel will be open to navigation as soon as the ice melts.originaladj. 1. being or productive of something fresh and unusual; or being as first made or thought of: a truly original approach 2. (of e.g. information.) not secondhand or by way of something intermediary: His work is based on only original, not secondary, sources. 3. not derived or copied or translated from something else: The play is original. 4. preceding all others in time or being as first made or performed: the original inhabitants of the Americasthrilln.something that thrills: the thrills of space travel v.1. cause to be thrilled by some perceptual input: The men were thrilled by a loud whistle blow. 2. feel sudden intense sensation or emotion: He was thrilled by the speed and the roar of the engine. 3. fill with sublime emotion; tickle pink (exhilarate is obsolete in this usage.): The children were thrilled at the prospect of going to the movies.unfairadj.not fair; marked by injustice or partiality or deception: used unfair methodssmartadj. 1.characterized by quickness and ease in learning: Smart children talk earlier than the average. 2. elegant and stylish: a smart new dressconsistentadj. 1. the same throughout in structure or composition: Bituminous coal is often treated as a consistent and homogeneous product. 2. (sometimes followed by ‘with’) in agreement or consistent or reliable: testimony consistent with the known facts. 3. capable of being reproduced。

Unit 2 The United Kingdom 一、语言要点IV 重点词汇（旨在提供综合运用所需材料）1.consist vi.由...组成, 在于, 一致consist of=be made up of 由…组成;由…构成[典例]1)Substances consist of small particles called molecules. 物质是由叫做分子的微粒组成的。

2)True charity doesn't consist in almsgiving. 真正的慈善不在于施舍。

[练习]翻译:1) 这支球队由12人组成。

_________________________________________________________________________________ _________2) 这位艺术家的风格上的美在于它的简朴。

_________________________________________________________________________________ _________Keys: 1) the team consists of 12 players. 2)The beauty of the artist's style consists in its simplicity.2.clarify v.澄清, 阐明[典例]1)---Could you clarify the first point please? 请你澄清第一个要点，好吗?---I don’t understand it completely，either．我也并不完全理解。

2) His mind suddenly clarified. 他的脑子突然清醒过来。

[练习] 翻译句子1)她写信详细说明她的意图._________________________________________________________________________________ _________2)澄清某人的立场_________________________________________________________________________________ _________Keys: 1)She wrote a letter to clarify her intentions. 2) clarify one's position3.convenience n.便利, 方便, 有益, 有用的, 方便的用具[典例]1) We bought this house for its convenience．我们买下这所房子是为了方便。

高中英语必修五第二单元教案教学目标1. 理解并掌握第二单元的核心词汇和短语。

2. 通过阅读和分析文本，提高学生的阅读理解能力。

3. 培养学生的听说能力，特别是在模拟对话和小组讨论中。

4. 引导学生学会使用正确的语法结构进行写作。

教学内容- 核心词汇与短语- 阅读理解练习- 听力训练- 口语交流活动- 写作技巧指导教学过程引入新课- 通过提问学生对上一单元内容的回顾，激发学生对新单元的兴趣。

- 利用多媒体展示本单元的主题图片或视频，让学生预测本单元的内容。

词汇与短语学习- 教师呈现本单元的核心词汇和短语，结合例句进行讲解。

- 学生跟读并在小组内进行词汇的应用练习。

阅读理解- 学生独立阅读课文，标记不熟悉的单词和句子。

- 教师带领学生分析课文结构和主旨大意。

- 分组讨论课文中的关键信息，并进行汇报。

听力训练- 播放与课文相关的听力材料，学生完成听力理解题目。

- 讨论听力材料中的关键信息，并与课文内容进行对比。

口语交流- 设计情景模拟对话，让学生运用所学词汇和表达进行角色扮演。

- 开展小组讨论，鼓励学生就相关话题发表自己的见解。

写作技巧指导- 分析范文，指出好的句型和段落结构。

- 学生根据给定主题，运用所学知识撰写短文。

- 教师对学生的作文进行点评，提出改进建议。

课堂小结- 总结本节课所学的重点词汇和语法点。

- 强调阅读理解和听力训练的重要性，鼓励学生在日常学习中多加练习。

- 提醒学生准备下一节课的预习内容。

作业布置- 完成课后的词汇和语法练习题。

- 阅读额外的英文文章，提高阅读量。

- 准备一个小组讨论，主题与本单元内容相关。

Unit 2 The United Kingdom全单元教案1教学内容分析:本单元主要话题是“英国”。

通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。

本单元所涉及的要点是：（1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。

（2）了解伦敦的一些著名景观。

（3）学习过去分词作宾语补足语的句型。

（4）掌握与人交流语言理解有困难时请求别人重复的几种表达方式。

The 1st Period ( Reading )Teaching Aims:Enable the students to know the UK in geography and history.Teaching Important Points and Difficult Points:How to understand the geographic puzzle of the UK.Teaching Methods:Skimming and task-based activities.Teaching Procedures:Step I Warming up1. Background knowledge:Name: The United Kingdom of Great Britain and Northern IrelandCountries: England, Scotland, Wales, Northern IrelandCapital: LondonLocation: Western EuropePopulation: 60,441,457 (July 2005)Language: English, Welsh, ScottishEthnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8% Area: Tota l 244,820 sqk.Climate: Temperate: moderated by prevailing southwest over the North Atlantic C urrent; more than one-half of the days are overcastNatural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zi nc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)Task 1: Describe briefly the UK according to the map.1.The UK is surrounded by water in all sides.2. On the west of the Great Britain lies the Irish Sea .3. On the south of England lies the English Channel .4. On the northeast lies the North Sea .5. On the north is the North Atlantic Ocean .2. Task 2Ss do the quiz on page 9.Step II. Pre- readingTask 3. Ss discuss and answer the following questions.1. Can you name the capital cities of the countries of the UK?2. England can be divided into three main areas. Do you know what they are?3. What do you know about any cities or towns in the UK?Step III. While-readingTask 4. Read the title and predict what the text will tell you.Task 5. Talk about the different flags of the countries of the UKTask 6. SkimmingAccording to the text, join lines to the right answer.Para. 1. Explains the joining of England and Wales.Para. 2. States topic to be examined in the reading.Para. 3. Explains the importance of London as acultural and political centre in the UK.Para. 4. Explains what the term “Great Britain”means and how it came about.Para. 5. Explains differences in the four countries.Para. 6. Explains how England is divided into threezones.Task 7. Answer the questions1. The Union Jack flag unites the three flags of three countriesin the United Kingdom. Which country is left out? Why?__________________________________________________2. What three countries does British Airways represent?1. ________2. ________3. __________3. Which group of invaders did not influence London?________________________________________________Task 8. Ss read and get the general idea of the partsStep IV. After-readingWrite a short summary of the passage.The writer examines how the UK developed as an administrative unit. It shows ho w England is also divided into 3 zones. It explains why London became the cultu ral capital of England.Step VI. Homework assignment1. Read the whole passage and retell.2. Go to the net to get more information about UK.The 2nd Period (Language points)Teaching Aims:1. Learn expressions & phrases2. Learn language pointsTeaching Important Points:Language pointsTeaching Difficult Points:Have /get sth. DoneTeaching Methods:Presentation & PracticeTeaching Procedures:Step I Revision Retell the passage.Step II. Expressions & phrasesExpressions & phrases (1)1.consist of 由…组成2.divided into 分开3.There is no need (for sb.) to do…4.debate about sth. 为…争辩（争论）5.refer to 提及，谈到6.connect to /link to 连接7.as well (as ) 也，还有8.to one’s (great) surprise使…吃惊9.find sb./ sth. done (doing) 发现某人（物）处于某种状态下10.get sb. / sth. done11. break away (from) 挣脱12. break down （机器、车辆）坏13. for convenience 为了方便14. be known as/ for /to /by15.keep one’s eyes open睁大眼睛16.make sth. worthwhile 使… 值得17.leave out 省去；遗漏；不考虑18. find out 发现19. on the phone 在电话里20. be on holiday 在度假21. in memory of 为了纪念22. leave for 动身去某地23. ring out 发出响声，响起24. make a list of 列出…的清单25. pass through 通过26. be on show 在展出27. take the place of 代替，取代28. remain doing 仍然在做…29. on (special) occasions 在（特殊）场合30. feel / be proud of 为…而自豪31. fall asleep 睡觉Step IV. Language Points1.consist of ＝ be made up of 由….组成 (没有进行时）eg: The UK consists of Great Britain and NorthernIreland.＝Great Britain and Northern Ireland make up the UK.The soup consists of tomatoes, meat and peas.consist in = lie in 存在与；在于(无被动形式)eg: The beauty of air travel consists in its speedand ease.consist with: 一致The report consists with facts.2. 区别:separate …from (把联合在一起或*近的人或物分离出来）divide…into把…分开（把整体分为若干部分）eg: The teacher divided the class into two groups.eg: The Taiwan Strait separates Taiwan from Fujian.Ø As we joined the big crowd, I got ______ from my friends.A. separatedB. sparedC. lostD. missed3. There is no need to do sth 没必要做某事eg: There is no need for you to help him.There is no need to worry at all.4. debate about sth.eg. They debate about the proposal for three days.debate /argue/ quarrel5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了eg. I hope what I say will clarify the situation.Can you clarify the question?6. be linked to = be connected to /be joined toØ This wire connects _____ that one.A. withB. toC. ofD. on7. refer to1) 提及，指的是…eg: When he said “some students”, do you think hewas referring to us?2) 参考；查阅;询问eg: If you don’t understand a word you may refer toyour dictionaries.Please refer to the last page of the book foranswers.3) 关系到；关乎eg: What I have to say refers to all of you.This rule refers to everyone.ØIt was foolish of him to _____ his notes during thatimportant test, and as a result, he got punished.A.stick toB. refer toC. keep toD. point toreference: n. reference book8. join A to B /link A to B 把A和B连接eg: The Channel Tunnel will join Britain to Europeby road.9. included /including10. name: n. v.11. to o ne’s surprise(prep)“to one’s +名词” 表“令某人…”常见的名词有“ delight, disappointment, enjoyment; astonishment 等eg: I discovered, to my horror, that the goods wereentirely unfit for sale.To John’s great relief they reached the house at last.12. …found themselves united peacefully“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；不定式）”eg: A cook will be immediately fired if he is foundsmoking in the kitchen.You’ll find him easy to get along with.They found themselves trapped by the bush fire.When I woke up, I found myself in hospital.I called on him yesterday, but I found him out.13. get sth done =have sth done 使某事被做eg: I'll just get these dishes washed and then I'llcome.get + n. + to doget + n. + doingeg. You’ll get her to agree.l’ll get the car going.get done: 用于意想不到、突然或偶然发生，意为“被….”Ø Be careful when you cross this very busy street. If not, you may _____ run over by a car.A. haveB. getC. becomeD. turn14. break away (from sb / sth) 脱离；破除…eg: It is not easy for him to break away from badhabits.The man broke away from his guards.break down (会谈)破裂，失败；(汽车等)出故障;(人的健康状况)变得恶劣；（情感）失控eg. His car broke down on the way to work thismorning.His health broke down under the pressure of work.He broke down and wept when he heard the news.Talks between the two countries have completelybroken down.区别：break in 闯入;打岔 break off 中断，折断break into 闯入 break out 爆发;发生 break up 驱散;分散,拆散ØNews reports say peace talks between the twocountries_____ with no agreement reached.A. have broken downB. have broken outC. have broken inD. have broken up15. as well as 不仅…而且; 既…又…eg: He is a teacher as well as a writer.The children as well as their father were seenplaying football in the street.16. relation: 关系；亲戚eg. The cost of this project has no relation to theresults.He is a close relation of mine.17. convenience: n.方便；便利We bought this house for its convenience.convenient: adj.be convenient to sb.Ø come and see me whenever ___________.A. you are convenientB.. you will be convenientC.it is convenient to yoD. it will be convenient to you.18. be known as 作为…(身份)出名be known for 因…而出名be known to 为…所知be known by 根据… 得知eg: Fu Biao is known to everyone as a good actor.He was known for his frankness.19. attraction:un. 1). 吸引；引力cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目Eg. attraction of gravitation 重力He can’t resist the attraction of the sea on a hot day.A big city offers many and varied attractions.What are the principle attractions this evening?attract : v.attractive: adj.unattractive: adj.attractively: adv.20. influence1) (v) 对…产生影响eg: What influence you to choose a career inteaching?2) (可数n) 产生影响的人或事eg: He is one of the good influences in the school.3) (不可数n) 影响eg: A teacher has great influence over his pupils.21. invader: n. 入侵者；侵略者invade: vt. 侵入；侵略；挤满；涌入eg. Doubts invade my mind.Disease invades the body.22. evidence (不可数n) 证据;迹象a piece of evidence 一项证据eg: He got many pieces of evidence from theinternet for his theory.evidence: 指谋事的真伪proof: 指令人信服的、无可置疑的证据There wasn’t enough ________ to prove him guilty.His fingerprints were ________of his guilt.23. keep one’s eyes open 睁大双眼24. Which country is left out?*leave out: 省略;遗漏;排除eg: Do you know which word in this sentence hasbeen left out?Don’t leave me out when you’re giving out theinvitations!25. take the place of 取代，代替=take one’s place / replacein place ofinstead of insteadgive place to 让位于…in place / out of place 在适当/ 错误的位置a place of interestStep VI Homework assignmentThe 3rd Period (Learning about language & reading)Teaching Aims:1. Enable the students to plan a tour around certain places.2. Help the students know more about the historical sites in London. Teaching Important Points and Difficult Points:Help the students identify different kinds of tour and talk about the most int eresting place for the tour.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Discovering useful words and expressions1. Ss do Ex 1 on page 11.2. Ss finish Ex 2 on page 12.Suggested answer:1. debate, puzzle, conveniences, clarify, legal, kingdom, attraction, influe nce2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, compl ained, suggested, decided, advisedStep II. ReadingTask 1: Read and answer the following questions.1.How did Zhang Pingyu plan her tour?2.What were the buildings mentioned in the text?What were they famous for? Who built them?What happened to them?Keys:1. First, she made a list of the sites she wanted to see. Then she planed her f our-day trip.2.1).Tower, built by Norman invaders of AD 1066, it is aSolid, stone, square tower which remained standingfor one thousand years.2). St Paul’s Cathedral, built after the terrible fire ofLondon in 1666, looked splendid;3). Westminster Abbey, contains statues in memoryof dead poets and writers;4). Greenwich, the longitude line;5). Big Ben;6). Highgate Cemetery;7). The library of the British Museum8). Windsor CastleTask 2: Read and fill the information in the form.Day 1Comments Day 2 andcommentDay 3 and comment1. Tower 1. delight Greenwich with: shipsLongitude line clock(GMT) Karl Marx’s statue“strange he lived and died in London”British Museum“thrilled to see Chinese pottery”2. St Paul’s cathedral 2.splendid3. Westminster Abbey 3. interesting, full ofstatues of poets andwriters4. Big Ben 4. famous and very loudStep III. Language points1. available: adj.(物) 可用的，可得到的（人）可会见的，可与之交谈的eg. These tickets are available today.The doctor are available now.be available for 有空做…；可供…利用2. make a list of 列…的清单3. delight :n. 高兴，愉快v. 给人乐趣，使愉快; 引以为了eg. He laughed with delight.I was delighted to be invited to her party.She delights in cooking.delighted: adj. 高兴的delightful: adj. 令人喜悦的，令人快乐的be/feel delighted at/with/by 因…而高兴to one’s delight /joy令人高兴的是…4. remain doing sthremain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然Much work remained to be done.I’ll remain to see the end of the match.The door remained closed.It remained raining.5. on special occasions 在特殊场合6. in memory of …纪念…eg: He founded the charity in memory of his latewife.7. ring out: 发出响声，响起8. It seemed strange that …should have lived…He seems to be …There seems to be ….9. feel proud ofStep IV. Homework assignmentThe 4th Period (Grammar )Teaching Aims:Enable the students to use the past participle as the object complement. Teaching Important Points and Difficult Points:Learn to use the past participle as the object complement.Teaching Methods:Task-based activities.Teaching Procedures:Step I. lead-inTask 1: Ss try to analyse the following sentences1.I think the job easy.2.We make him monitor.3.I saw a boy crying over there.4.We heard someone go into the room.5.My mother allows me to watch TV after I finish my homework.Step II. Grammar: The Past Participle as the Object ComplementTask 2: Try to find the function of the italic words.1.So many thousands of terrified people died.2.The polluted water was to blame.3.He became inspired when he thought about helping ordinary people.4.He got interested in the second theory.5.She found the door broken in when she came back.6.He kept the door locked for a long time.7.I have my hair cut.Task 3: Please find the sentences from the text with past participles used as the object complement.1.Now, when anyone refers to England you find Wales included as well.2.So to their surprise the three countries found themselves united…3.…they were going to get Ireland connected to the other three….Step III. PracticeTask 4: PracticeSs finish the Ex 2 on page 12.Suggested answers:1.have got the house mended2.have you had your hair cut?3.have the dictionary delivered4.haven’t had the film developed5.found it closed6.put it repaired7.got all their money stolen8.had some flowers sent, had it announced, had it organizedStep IV. SummaryTask 5: Summary：Past participle used as the object complementSs use the following words to make up sentences with past participles as the o bject complement and summarize the structures.1. keep the door ( lock);leave the window (break )I will keep the door locked when I leave my room.Don’t leave the window broken like this all the time.²keep /leave + n. /pron. + p.p2. have the bike (repair);get the work (do);I have had my bike repaired.We had better work harder to get the work done on time.²have /get + n. /pron. + p.p3. make yourself (hear);make myself (understand)Can you raised your voice to make yourself heard?I managed to make myself understood.²make + oneself + p.p4. see the door (lock);hear the windows (beat)When we got to the shop, we saw the door locked.We can hear the windows beaten by the heavy rain drops.²感官动词：watch/ notice/ see/ hear/ listen to/ feel /find 等+ n. /pron. + p.p5. with his hands (tie);with many flowers (plant) around the buildingThe thief was brought in with his hands tied behind his back.With many flowers planted around the building, his house looks like a beautifu l garden.²with + 宾语+ 宾补（pp/ -ing/adj. / adv./ to do…）Task 6: Practice1. Do Wb. Ex 1 on page 50.2. Do Ex 2. on page 51.Step V. Homework assignmentStep IV. Homework assignmentThe 5th Period (Listening & speaking)Teaching Aims:1. Improve the students’ listening skills.2. Improve the students’ speak ing skills.Teaching Important Points:ListeningTeaching Difficult Points:Help Ss overcome the difficulties in listening material.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Pre-listeningShow the Ss a map about the relations of the Kings.King Edward IV 1457-1483King Edward V 1486-1486King Richard III 1483-1485King Henry VII 1485-1509King Henry VIIIEdward VI Mary Elizabeth I1547-1553 1553-1558 1558-1603Step II. ListeningTask 1. Listen and finish Ex 1 on page 15.Task 2. Listen and fill in the blanks in the following passage.These two princes were _________and _______six hundred years ago. They had come to London for the older brother to be crowned _______after his father, King Ed ward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was s upposed to ___________them both, but instead he had them _______while they were _________.In the 1550s when queen Elizabeth I was still a___________, her sister, Queen M ary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate” . That on ly ___________to very bad people.Keys:Brothers, lived , King, died, look after, killed, asleepPrincess, prisoner, went in, called, happenedTask 3 : Ss listen to the tape again and answer the questions on page 15.Step III. Speaking and Listening (page 48)The aim of this exercise is to show how history has affected those who can bec ome British citizens.Task 4: Ss in groups discuss what kind of person can be British.The rules are fixed in this way:1. If your parents were born in the old British Empire and they chose to become British when that country gained independence, you are a British citizen. If y our parents chose to become citizens of the new country, then you have to apply for British citizenship.2. If one of your parents is British and they were married at the time, you area British citizen.3. If you were born in the UK (even though your parents have a different nation ality) you are a British citizen.4. If you have no connection with Britain (either through your parents or the country your were born in) but have lived in the UK for five years, you can app ly to become a British citizen.Task 5: Ss listen to the tape and do Ex 2Task 6 : Ss listen again and fill in the following form on page 48. Group 1Group2Group 3Born in the old British Empire and asked to be a British citizenHaving parents one of whom isBritish or having been born in theUKAsking to become British after livingin the UK for five yearsStep IV. Homework assignmentu I beg your pardon? Pardon?u What did you mean by…?u I didn’t understand…u I’m sorry but could you repeat that?Step II. WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first person wr ite the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team.Possible changes:• The old temple was built long ago.• The old temple was built two hundred years ago.• The old temple was constructed two hundred years ago.• The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attra ction in your hometown.Writing tips:Ø Ss look at the model on page 16.Ø Ss make a writing plan.Ø Ss collect the words they will use.Ø Ss begin to write their guide book.Ø Read through their guide book and correct the mistakes.Ø Rewrite it again.The 6th Period (Reading , listening and speaking )Teaching Aims:1. Improve the students reading skills.2. Learn something about Guy Fawkes Night.3. Improve the students listening and speaking skill.Teaching Important Points and Difficult Points:1. Reading Comprehension.2. Talk about the history story about UK.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Reading (page 51)Reading taskTask 1: Ss read the passage and fill in the Timeline on page 52October November 10 Catesby asked Guy Fawkes to join a plot to blow up the government. 5 King James had the cellars searched when he heard of the plan. He found Fawkes27 The two bought a house close to the Housesof Parliament6 Parliament was opened and there werecelebrations because the plot had failed.28-31 They stored gunpowder in the cellars forthe next three days.Step II. Listening task (page 52)Task 2. Listen and finish Ex 1 on page 52.1. King James was a Catholic.2. King James was frightened of Catholic.3. King James supported Protestants.4. He punished Guy Fawkes.5.Guy Fawkes talked to King James. 6.The king thought the Catholics wanted to kill him. 7.The king rewarded Guy Fawkes. 8. The king thought there were too few Catholics.9. The king’s friends abroad were Protestants.Keys: F, T, T, T, F, T, F, F, T.Task 3 : Ss listen again and answer the questions of Ex 2 on page 53Step III. Speaking taskDo you think Guy Fawkes or King James were right to behave the way they did? Th e purpose of this exercise is to help you understand the storyand then decide who you feel most sympathy for. There is no right or wrong answ er. Discuss this problem in fours and make notes of your ideas. Then decide who gets your sympathy and give a reason.Reasons for King James’ action Reasons for Guy Fawkes’ action1. Fear at the number of Catholics 1. King James kept changing his mind2. All friends on the Continent were Protestant2. Loyalty to the Catholic cause3. Worried Catholics might want to change the3. Believed what he was doing was rightreligion of EnglandStep IV. Homework assignmentThe 7th Period (Speaking and writing)Teaching Aims:Improve the student s’ writing & speaking skills.Teaching Important Points:Enable the students to write a short passage about a place of interest they hav e visited.Teaching Difficult Points:How to describe a famous building or a place of interest.Teaching Methods:Task-based approach.Teaching Procedures:Step I . SpeakingTask 1: In pairs choose an interesting building or attraction in your hometow n or home village. One of you will be the tourist and the other the tour guide. Try to use the following expressions while speaking:u Excuse me… I’m afraid I can’t follow you.u Please, can you speak more slowly?u I beg your pardon? Pardon?u What did you mean by…?u I didn’t understand…u I’m sorry but could you repeat that?Step II. WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first person wr ite the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team.Possible changes:• The old temple was built long ago.• The old temple was built two hundred years ago.• The old temple was constructed two hundred years ago.• The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attra ction in your hometown.Writing tips:Ø Ss look at the model on page 16.Ø Ss make a writing plan.Ø Ss collect the words they will use.Ø Ss begin to write their guide book.Ø Read through their guide book and correct the mistakes.Ø Rewrite it again.参考答案一. 1. convenience 2. arranged 3. influenced 4.available 5. splendid6. settle7. relations8. attraction9. uniforms 10. thrills 11. delighted 12. collection 13. project 14. influence 15.evidence二．Leave out 2. take the place of 3. consist of 4. break away from 5. mak e a list of 6.be/feel proud of 7. attract one’s attention 8. be under cons truction 9. 受到…的影响 10. 提及，指的是 11. 在你方便的时候 12. 使某人惊奇的是 13. 没有必要做… 14. 世界杯 15. 使…旅行值得三． 1. instead of 2. as well as 3. in memory of 4. referred to 5. was / felt proud of 6. make a list of / leave out 7. broke down 8. clarify 9. on show 10. reading 11. make herself heard 12. smoking 13. closed 14. seatec四． CACBD/DABCB（一阵激动）/DABBB/ DDCAA/ BDBCD五．1. What will you do if you find your house broken into ?2. E-mail can’t take the place of letters completely.3. To the delight of the children, their parents would go camping with him.4. It’s unfair for you to treat your child like that.5. What you say is not consistent with what you do.六. 单句改错，在错误处划线，然后写出正确的句子。

高中英语必修5Unit 2 The United KingdomI．Materials Analysis(教学内容分析)人教版新课标高中英语必修5 第二单元(The United Kingdom ) Using language Sightseeing in London 让学生了解英国首都伦敦的名胜古迹( Big Ben；St. Paul’s Cathedral；Westminster Abbey；Greenwich；Highgate Cemetery)等。

II、Teaching goals (教学目标)1.目标语言（Target Language）a. Key words and phrasessightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb. Key sentences and structuresWorried about the time available, Zhang Pingyu had ... P14What interested her most was the longitude line.P14It seemed strange that the man who had developed communism should have lived and died in London. P14 But she was thrilled by ... P142. Ability objectives（能力目标）Improve the reading ability of the students and enable the students to plan a tour around certain places.3. Learning ability objectives（学能目标）Help the students know more about the historical sites in London.III、Teaching important & difficult points（教学重难点）Help the students identify different kinds of tour and talk about the most interesting place for the tour and master the key words and expressions in the passage.IV、Teaching methods（教学方法）1、Task-based teaching method（任务型教学法）2、Communicative teaching method（交际法教学）3、Multi-Media teaching method（多媒体辅助教学法）V、Teaching aids（教具准备）A computer and a projector.VI、Teaching procedures（教学过程）Step 1 Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visit ors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million peo ple. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people th ink that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage.T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.Step 2 ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions.Show the questions on the screen.1. How did Zhang Pingyu plan her tour?2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?Sample answers:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of Lond on in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text “Sightseeing in London”.1. The Tower of London2. St Paul’s Cathedral3. Westminster Abbey4. Big Ben5. Buckingham PalaceShow the following. （说明：教师可以借助图片评说、文化背景介绍和生活体验等方法导入，激活学生相关的知识网络，使学生产生阅读欲望。

英语必修5人教版新课标Unit 2最新教学设计案（3）（精品）Unit 2 The United Kingdom内容――Warming Up & Reading(教师用书独具)●教学目标重点词汇的理解与应用。

(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。

(3)通过对这些词汇的理解能够更深层次的理解课文，并通过课文加深对这些词汇的理解，更加熟练的运用这些词汇。

(4)通过对本课文的理解，要求学生参考所给的形容词和动词，发散思维，把自己收集到有关某一建筑物或迷人景观的资料写进学生所在地的旅游手册。

学生需要用生动的语言进行描述，以吸引人们前来旅游观光。

把学习与学生的日常生活结合起来，以提高学生的书面表达能力。

●教学地位单词和短语是构成句子的最小单位，在语言学习中起至关重要的作用，所以理解和正确使用英语单词和短语是英语学习的重点所在。

(教师用书独具)●新课导入建议As we all know that The United Kingdom is a very developed country, which has a lot of famous castles and many beautiful places. Now I want to ask xxx to say something about his/her journey to England .(老师让xxx同学说说英国之旅的印象和感受。

)●教学流程设计导入新课。

→老师检查上堂课所布置的作业，检查学生对学案预习的情况。

→让学生就“课堂互动探究”(见学案第21－26页)进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

↓让学生再次阅读课文(见课本第9－10页)以加深对所学单词与短语的理解。

←老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

T eaching Plan for Book 5Unit2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK andIreland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching proceduresStep 1 Warming up1.Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developedcity. But what about our country? Think what words you will need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it,letting others guess which place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea ofsome important cities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature,film, food and life. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people,buildings and other things in the UK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then askthe students to talk more about the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in our country and theUK and also tell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.。

（新课标）高中英语Unit2 五步教课方案（ 2）新人教版必修5必修五 : Unit 2 the United Kingdom五步教课方案教教案SectionⅡ Warming Up & Reading (Ⅱ)一、教课目的：让学生掌握本单元要点词汇和短语和句型教课要点：切记并学会使用这些短语和句型。

教课难点：学生对要点词汇和短语的掌握和运用二、预习导学正确拼写单词( Ⅰ) 依据所给词性和汉语意思写出单词1．credit n．相信；学分；赞誉；信贷2．currency n．钱币；通货3．institution n．制度；体制；公共机构4．consist vi .构成；在于；一致5．clarify vt .澄清；说明6．accomplish vt .达成；达到；实现→accomplishment n．达成；实现7．unwilling adj .不肯意(的)；不愿意(的)→willing(反义词 )8．roughadj . 粗拙的；粗暴的→ roughly. 大略地；粗拙地adv( Ⅱ) 用所给词的适合形式填空9. The painting comes from his private collection_(collect)．10． The two countries are united (union) by the common interests.11． The Belgian language is closely related (relation) to French.12． I keep my reference books near my desk for convenience (convenient)．13． This festival attracts (attraction) thousands of visitors every year.14． I don't like the architecture (architect) of the eighteenth century.15． Our school is under construction (construct)．三、问题引领，知识研究高频词汇打破考点 1consist vi.构成；在于；一致How many countries does the UK consist of?教材原句英国由几个国家构成？A week consists of seven days.一礼拜由七天构成。

高中英语必修五第二单元教案教案标题：高中英语必修五第二单元教案教案目标：1. 通过本课学习，学生将能够掌握有关环境保护和可持续发展的相关词汇和短语。

2. 学生将能够理解并运用本单元的核心语法结构：虚拟语气。

3. 学生将能够运用所学知识，参与到环境保护和可持续发展的讨论中。

教学重点：1. 掌握本单元的核心词汇和短语。

2. 理解并正确运用虚拟语气的用法。

3. 运用所学知识参与到环境保护和可持续发展的讨论中。

教学难点：1. 正确理解和运用虚拟语气的用法。

2. 运用所学知识参与到环境保护和可持续发展的讨论中。

教学准备：1. 教材：高中英语必修五教材第二单元。

2. 多媒体设备。

教学过程：Step 1：导入（5分钟）1. 引入话题：通过展示一些关于环境污染和可持续发展的图片或视频，引起学生对环境保护的兴趣和思考。

2. 提问学生：你认为环境保护对我们的生活有什么重要性？Step 2：词汇和短语学习（15分钟）1. 教师通过多媒体展示并讲解本单元的核心词汇和短语，如pollution, renewable energy, carbon footprint等。

2. 学生跟读并模仿发音，理解词汇和短语的意思。

3. 教师设计一些词汇和短语的练习，如填空、选择题等，以巩固学生的记忆和理解。

Step 3：语法学习（20分钟）1. 教师引导学生回顾和复习虚拟语气的用法，并通过多个例句让学生理解其用法和结构。

2. 学生进行虚拟语气的练习，如改写句子、填空等，以巩固所学知识。

Step 4：阅读理解（15分钟）1. 学生阅读课本中的一篇关于环境保护的文章，并回答相关问题。

2. 学生之间进行小组讨论，分享自己的观点和看法。

Step 5：口语实践（15分钟）1. 学生分成小组，讨论如何在日常生活中减少碳排放量。

2. 学生展示自己的讨论结果，并与其他小组进行交流和互动。

Step 6：拓展活动（10分钟）1. 教师提供一些与环境保护和可持续发展相关的新闻报道或视频，让学生进一步了解现实中的环境问题和解决方法。

Unit 2 The United KingdomTeaching Goals:1. Get the students to know the information about the United Kingdom.2. En courage the stude nts to talk out what they know about the UK and Irela nd.3. Help the stude nts lear n to get in formati on by liste ning.Teaching methods1) . Skim ming & sca nning methods to make the Ss get a good un dersta nding of the text.1. Discussi on methods to make the Ss un dersta nd what they 'e lear ned in class.2. Pair work of group to get every stude nt to take part in the teach in g-a nd-lear ning activities.3. Competition and role-play method to arouse the Ss 'interestTeaching proceduresPeriod 1Step 1. New words study.Get Ss read the new words from P93-94 by themselves.Ss read the new words together.T correct some mis-pr onun ciati on for the stude nts.Step 2 In troduction of the UK.Area: 244,820sq.km.Populatio n: 59,113,439Lan guages: En glish, Kymric, GaelicReligio n: CatholicismCompos ing coun tries: En gla nd Wales Scotla nd Norther n Irela ndCapitals: London Cardiff Edi nburgh BelfastStep 3. Warming up.: Ss compete in answering the questions as quickly as possible.Step 4 Pre-readi ng.Q: En gla nd can be divided into three main areas. Do you know what they are?The south, the Midla nds and the n orthStep 5 Fast readi ng.Ss read the passage with in 4 minu tes to find the an swers to comprehe nding 1.1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?The country left out is Wales. It is usually assumed to be part of En gla nd2 What three coun tries does British Airways represe nt?1 En gla nd 2.Scotla nd 3 Northern Irela nd3 Which group of in vaders did not in flue nee London?The Vikings did n 'ti nflue nee London, it in flue nee the vocabulary of the North.Period2Stepl: Inten sive Readi ng.Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.Part1(Para.1-4): what England includes; about Great Britain; the UK.Part2 (Para.5):the geographical division of England into zones; their similarities and differences. Part3(Para.6): the cultural importa nee of London.Step2. Teach ing new words and structures1.c on sist vi.组成；在于；存在于常用搭配：consist of =be made up of由...... 组成；由.... 构成Eg. The team con sists of four Europea ns and two America ns.The committee con sists of seve n members.consist in=lie in 在于；存在于eg. What does happ in ess con sist in?The beauty of Ven ice con sist in the style of its ancient buildi ngs.2 puzzle 1)n.迷；难题；玩具；迷惑(只用单数)a Chinese puzzle (中国玩具)【比喻】复杂难懂之事a cross-word puzzle (纵横填字游戏)常用搭配：be in a puzzle about对 ..... 大惑不解I am in a puzzle about the matter. 我对这件事大惑不解。

Contents(目录)【课程标准要求掌握项目】 (1)【单元重点内容与教学目标】 (1)【教学设计】 (2)【教案设计】 (3)Peroid 1 & 2 Warming up & Reading (3)Period 3 Language Study (6)Period 4 Grammar (9)Period 5 Sightseeing in London (13)Period 6 Writing (16)【本单元补充写作内容】 (19)【教学反思】 (21)【关于英国的小知识】 (21)【课程标准要求掌握项目】【单元重点内容与教学目标】本单元的话题是“英国”。

通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。

Warming Up 部分要求学生完成一项小测试任务，了解学生对英国的了解，并调动学生积极的思维，激发学生的学习动机。

Pre-reading 部分通过三个有关英国的小问题，让学生预测本文的内容，使其大概了解阅读内容。

Reading (Puzzles in Geography)从地理、历史、政治、文化等多角度说明了联合王国的形成、发展、以及它的风土人情和人文景观。

使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。

Comprehending 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。

Learning about Language 部分主要突出通过语境运用本单元生词、设计了有关构词法的练习和各种与动词say同义和近义词的练习。

语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。

练习册还设计了具有实际意义的活动──完成一份调查报告。

Using Language 部分涵盖了听、说、读、写几个部分。

听的部分通过张萍玉与导游之间的对话使学生亲身体验去伦敦旅行的真实情景，既训练他们的听力，又通过回答问题训练他们的分析能力。

Unit 2 The United KingdomPeriod 1: Warming up and pre-reading Teaching Aims:Knowledge Aims: 1.Get the students to learn the useful new words and expressions inthis section.2. Let the students learn about how the UK was formed and the four groups of invaders.Ability Aims: 1.Develop students’ reading ability and let them learn differentreading skills.2. Enable students to learn to talk about the United Kingdom and the Union JackEmotional Aims: 1.Let students know more about the UK2. Develop stude nts’ sense of cooperative learningTeaching Important Points:1.Let the students learn about the countries of the United Kingdom and the Union Jack2.Get the students to read the passage and know about how the UK was formed and the four groups of invaders.3.Have the students learn different reading skills.Teaching Difficult Ponts:1.Develop students’ reading ability.2.Enable students to talk about the United Kingdom and the Union Jack.3.Let students learn how the UK was formed geographically and historically. Teaching Methods:Showing pictures, asking, exercising, listening, reading etc.Teaching Aids:A computer,a projector and a blackboard.Teaching Procedures:Step1. Lead in (3 Minutes)1)Show a map of the world, ask students the following questions:Where is the UK?What’s the full name of the UK?2)Ask the students work in pairs to do the quiz on Page 9.Do you want to test how many things you know about the United Kingdom? Let’s have a small test.Step2. Pre -reading (2 Minutes)Using the map on P9, students answer the following questions:①How many countries does the UK consist of? What are they?②England is divided into three main areas. Do you know what they are? Step3. Reading (30Minutes)1) Scanning (10Minutes )Let the students hold the questions asked in pre-reading and read the passage quickly and then let them do the following exercise.Join lines to the right answer.Para. 1. Explains the joining of England and Wales.Para. 2. States topic to be examined in the reading.Para. 3. Explains the importance of London as a cultural and political centre in the UK.Para. 4. Explains what the term “Great Britain” means and how itcame about.Para. 5. Explains differences in the four countries.Para. 6. Explains how England is divided into three zones.2)Detailed reading (20 Minutes )Ask students to read the passage carefully this time , try to understand theStep 4. Homework (5Mimutes ):1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell it in your own words. Blackboard Design:Unit 2 The United KingdomFeedback:Positive sides:Further improving sides:Hello, everyone. My name is Zhang Huan. It's been a great pleasure for me to stand here to give my presentation. My topic is The United Kingdom, which is taken from unit2 in New Senior English For China Student’s Book5. And my contents consist of 9 parts. They are as following:1. Analysis of the teaching material2. Analysis of the students3. Teaching methods4. Teaching aims and demands5.Teaching key and difficult points6. Teaching aids7. Teaching procedures8. Blackboard design9. FeedbackWell, to begin with, I will talk about the first part ―analysis of the teaching material.This unit centers on the United Kingdom, which aims to make students to understand the UK culturally, geographically and historically, students could get a general understanding of one of the major English-speaking countries in this unit and their world is brightened at the same time through the material. My focus is on the first teaching period of this unit , which is an introduction to the United Kingdom.Secondly, I would like to say something about the analysis of the students. My students have already learnt New Senior English For China Student’s Book1, 2, 3 and 4 and have formed their own ideas to learn High school English well and have formed their habits to learn English. Although they know English become much difficult in High school, but if they have figured out their own way to improve their English under the help of their English teachers, English learning process will also have a lot of fun. Student in this period are becoming serious about their study and would learn English actively and eagerly . So English teachers at this time need to use English as a tool to brighten students’outlook, so students would enjoy learning English at the same time to gain knowledge.Thirdly, in this period, I will mainly adopt the content-based approach. Through different exercises and questions about this period’s content, I will enable students to participate in the class actively. Through repetition, student could get a consolidated idea about the United Kingdom and the words and expressions which are useful for them.Fourthly, let's move on to the next part, teaching aims and demands. There are knowledge aims, ability aims and emotion aims: 1) Knowledge aims are to get the students to learn the useful new words and expressions in this section and let the students learn about how the UK was formed and the four groups of invaders. 2) Ability aims are to develop students’reading ability and let them learn different reading skills and enable students to learn to talk about the United Kingdom and the Union Jack. 3) Last but not least, the emotional aims are to let students know moreabout the UK and develop students’sense of cooperative learning.Fifthly, now here comes the teaching important and difficult points. The important points are to let students learn about the countries of the United Kingdom and the Union Jack and get students to read the passage and know about how the UK was formed and the four groups of invaders. As for the difficult points, students are expected to develop their reading ability, to read the passage and know about how the UK was formed and the four groups of invaders and to have them learn different reading skills.Sixthly, in this period I will use blackboard, chalks, a computer and a projector.Seventhly, I am going to talk about the most important part: teaching procedure, which consists of 4 steps.Step 1 is Lead inI will show students a map of the world, ask students the following questions:Where is the UK? What’s the full name of the UK?After the two questions, I will let students work in pairs to finish a quiz on textbook. The lead-in part is planed to be finished in 3 minutes.Step 2 is Pre -reading, which will take about 2 minutes.Students will use a map on page 9 and finish two questions based on the map. Step 1 and 2 are used to form questions in students’head and to prepare for the following part.Step 3 is the main part in this period and I divided it into two parts: The first part is scanning. This part will make students read as quickly as possible and finish a main idea matching exercise, which will take about 10 minutes. The second part is detailed reading, students need to find out the detailed information about the text, after they have read the passage carefully, they need to finish a form about the text. The exercises in this part aim to make students understand the passage clearly. This part will take about 20 minutes.Here goes step 4 ―HomeworkAfter the class, students need to learn the useful new words and expressions in this part by heart and read the reading passage again and try to retell it in their own words.As for blackboard design, I will write down the detailed reading part’s form, which is very helpful for students to understand the passage clearly and useful for me to explain the detailed information about the text to students.After the class have finished, I will write down the positive sides of this class and the further improving sides of my class. I think feedbacks are always playing an important role to a responsible teacher, which is key to be a better English teacher.I decided to be an English teacher as my life-time career is because of my favoriteteacher―Zhang Zuotang in university who never tops to learn enormously and devotes his lift to Chinese education. He gains his sense of meaningfulness from sharing his knowledge with his students and trying his best to brighten their world. I was deeply touched by his hard-working story and influenced by his positive attitudes towards life and work , so here I am. Thank you for you attention, and that’s all.。