Unit_2_The_United_Kingdom说课稿

《unit2 The_United_Kingdom》说课稿Good afternoon,ladies and gentlemen. It is a great honour to stand here and talk about my teaching ideas. Today, I am going to talk about the teaching of Unit 2 from book 5: The United Kingdom. I will divide my instruction into five parts. Part 1: Teaching material analysis. Part 2: Students analysis. Part 3: Teaching methods . Part 4: Teaching procedures and Part 5: Blackboard design.Part 1 Teaching material analysis(教材分析)First of all, analysis of the reading material. （资料分析）Let me talkabout my understanding of this unit. Unit 2 plays a very important role in the teaching and learning of this unit. It connects unit 1 a scientist from England and the following units together. It tells us some information about the geography and history of the United Kingdom. Getting to know the country better has a good effect on the studens’learning English. The reading passage is of course the most important part of this unit. It is made up of three aspects: What the UK concludes；Thegeographical division of England；The important role London plays as a cultural and political center of the UK. This reading material combines knowledge and culture together, and certainly it willinterest. By learning this passage, stenden ts are expected to arouse the sudents’　achieve the following aims.Second, teaching aims.(教学目标)Knowledge aims（知识目标）:1. To learn the usage of the important words and phrases.2. To learn some information about the United Kingdom.Ability aims （技能目标）:1.Enable the Ss to read effectively under the guidance of the teacher, and make them have a better understanding of the United Kingdom.2.To develop the students’ autonomous learning ability, coorperative and investigative learning abilities.Emotional aims（情感目标）:1.Widen the Ss' international vision.2.Form the Ss' consciousness of cross–culture communication.Third, teaching importances and difficulties.（教学重难点）Important points （教学重点）:1. Have a total and detail comprehension of the UK from history, geography, politics, and cultureetc.2. Help the Ss to learn different reading skills.Difficult points（教学难点）:a. Some sentences are hard to understand..b. How to improve the Ss’ fast reading abilityPart 2 Students analysis（学生分析）Ss: junior high school students, Grade 2.They have alreadyhad a basic reading skill, however they are lacking in the background knowledge of he United Kingdom, such as history ,geography ,and culture etc. .The students don't have an awareness of using reading strategies, not to mention use them in the reading process. But they have a great interest in learning about cultural differences. Stedents certainly can solve some of their puzzles in this cultural field. So in order to achieve our teaching aims, I will adopt the following teaching methods.Part 3 Teaching Methods（教学方法）According to the above analysis, I will try to use the following teaching methods:1.Skimming ＆scanning method to make the Ss better understand the wholepassage.2. Task based teaching method to let the students futher understand the passage.3. Discussion method to make the Ss understand what they've learnt in the class.4.Coorperative teaching method to get every student to take part in the teaching andlearning activities.Part 4 Teaching procedures (教学步骤)I will take 8 steps to deal with the passage.Step 1. Warming upActivity: pictures appreciation and talkingI will show some famous pictures of the UK and ask the students whether they can tell something about them. Let the students to have a short discussion about the pictures and then ask some of them to share their knowledge with us.This activity is designed to arouse the students’interest and practice their oral English. Then we can lead into the reading passage naturally. The students’autonomous learning ability can be showed clearly in this activity.Step 2. Pre-readingActivity: look at the title and picturesThe students are required to have a look at the tittle and pictures to predict the content.This activity is designed to develop students ability of prediction and guess, and it will inspire the students to read the passage more actively.Step 3. ReadingActivity 1: skimmingThe sudents are required to skim the passage, and answer the questions.1.How many countries are the United Kingdom made up of?2. How many invaders influence the UK? And which countries are they?With these questions to skim the passage, students can have a focus in the reading process and these questions are suitable to most of the students. Task-bases teaching method is used in this activity to stimulate the students to read actively and effectively. After skimming, the students will get a basic understanding of the passage and get the general idea of the passage. Also their fast-reading skill will be developed at the same time.Activity 2.: scanningIn this activity, students are required to read the passage again to find out the main ideas of each parts and fill the blanks.By scanning, students will further understand the passage and catch some details. Their ability to catch the details is trained. Also, their careful-reading skill is developed.Step 4. Post-readingActivity: T/F exerciseStudents are reqired to do some T/F exercise which focuses on this reading material. By doing this activity, students can consolidate the information they have learned in this class.In this activity, students will be divided into four groups to have a competition. Inthis way, they will pay more attention to the reading material and participate into the discussion more actively. Cooperative learning method is used in this perod.Step 5 Language pointSome important phrases are taught in this activity to make the students correctly master the imortant sentences.1.the differences between these words：to/ in/ off/ on2. make the most of3. be made up of/consist ofEnable the students get to know this three important language points and put them into practice.Step 6. Role play“Suppose you are a guide in your group，and the others are tourists. The tourists ask you some questions about the UK and you should answer them.”Four students a group to do a role play. They are encouraged to talk freely with their partners about the topic and then some are invited to the front to play their dialogues out.This activity is designed to develop students’cooperative ability and their oral English, after all, the most important thing in English is using it. So, this activity isone of the most important step of my theaching of this unit.Step 7. SummaryAsk a student to summarize the information we learn today to develop their abilityof summary.Step 8. Homework1.Find out all the noun clauses in this text；2.Write a passage to plan a visit to the UK and give the reason.The first activity is a revision and further development of the knoledge we learn today. The second is an sctivity to inspire the students to find out more abou the UK and practice their expression and writing skills.Part 5 Blackboard designOn the left part of the blackboard, some important words and phrases will be written down, and on the right, the competion between the four groups will be showed.This is all my presentation, thanks a lot for your attention.。

Unit2 The United Kingdom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 Current; more than one-half of the days are overcastNatural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (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 how England is also divided into 3 zones. It explains why London became the cultural 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 RevisionRetell 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 nguage 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:s eparate …from (把联合在一起或靠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.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 toThis 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.It 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 one’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 atlast.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….”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News 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.come and see me whenever ___________.A.you are convenientB. you will be convenientC. it is convenient to youD. 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 in teaching?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 the internet 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 has been left out?Don’t leave me out when you’re giving out the invitations!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 interesting 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, influence2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, complained, 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 four-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.Step 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 object 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.✧keep /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.✧have /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.✧make + 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.✧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 beautiful garden.✧with + 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’ speaking 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 Edward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was supposed to ___________them both, but instead he had them _______while they were_________.In the 1550s when queen Elizabeth I was still a___________, her sister, Queen Mary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate” . That only ___________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 become 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 your 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 are a British citizen.3. If you were born in the UK (even though your parents have a different nationality) 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 apply to become a British citizen.Task 5: Ss listen to the tape and do Ex 2Step IV. Homework assignment◆I beg your pardon? Pardon?◆What did you mean by…?◆I didn’t understand…◆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 write 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 attraction in your hometown.Writing tips:Ss look at the model on page 16.Ss make a writing plan.Ss collect the words they will use.Ss begin to write their guide book.Read through their guide book and correct the mistakes.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 taskStep 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? The 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 answer. Discuss this problem in fours and make notes of your ideas. Then decide who getsStep IV. Homework assignment。

The United Kingdom教案（通用2篇）The United Kingdom 篇1unit 2 the united kingdomwarming up, pre-reading and readingstep i. leading in and warming upa map of britainthe united kingdom = the united kingdom of great britain and northern ireland(china = the people’s republic of china)step ii. warming up:questions: what do you know about the uk? (i think you surely know sth. about this country, any volunteers? just think when we talk about a country what items do we usually mention? )capital: london ( do you know the capital of the countries of the uk? )area: over (more than) 240,000 sq.km. (about two hundred and forty thousand )language: englishpopulation: (about) 59,000,000 (fifty nine million)flag: union jacknatural resources: iron and coaltime difference: eight hours later than beijing hourthe uk is an island country surrounded by the atlantic ocean. it is situated in northwestern europe, lying to the north of france and the west of the netherlands and denmark.now let’s do a quiz and find out how much more you know about the uk.1. who rules the country?a. the queenb. the prime ministerc. both( by the way who is the present queen and minister of the un? //// elizabeth & blair )(it may appear to an outsider that the queen has an important role in ruling the country. however, this is not so. her position is ceremonial: opening parliament, welcoming heads form other countries, going on tours to other countries to encourage trade with britain, etc. the minister together with his most important ministers (called the cabinet) and his members of parliament make the important political decisions and the laws. ))2. what are the provinces called in england?a. countiesb. provincesc. states(county = a large area that includes several towns and their surrounding countryside and forms a unit of local government （英国的）郡；they have local government powers for their area.the counties of britain are much smaller than provinces in china.but in america county = is the largest unit below the level ofa state （美国的）县（州一下最大的行政区）3. which is the most important river in england? which is the longest river in england?a. the river avonb. the river thamesc. the river severnthames (338km) london lies on the river thames.severn 354 km the longest river4. how many countries does the uk consist of ?a. twob. threec. fourthe united kingdom consists of england, wales, scotland and northern ireland.you have done good jobs. and now let’s learn more aboutthis in the first reading passage. (p9)step iii. readingi. fast reading1. read the text quickly and find the main idea of each paragraph (maybe there is a topic sentence in each paragraph) para 1 why people use different words to describe the four countries (history reason)states the topic to be examined in reading. (引起下文) leads in the textpara2 how is wales linked to england. (how wales and england united) (what england includes)explains the joining of england and wales.para 3 how great britain and the united kingdom came into being. (why only northern ireland joined to the united kingdom.) explains what the term “great britain” means and how it came about.para 4 the relationship among the four countries (similarities and differences )explains differences in the four countriespara 5 something about the largest and most important country ---- england.explains how england is divided into three zones.para 6 something about the greatest historical city ----londonexplains the importance of london as a cultural and political centre in the uk.2. lets try to divide the passage into three parts and write down the main idea of each part.part 1(para1-4): it explains why and how the four countries (….) united/developed as a big one. they have similarities anddifferences as well.part 2 (5): it shows how england is divided into three zones. and the characteristic of each part.part 3 (6): it explains why london became the treasure of all and how it is influenced by some invaders. (how great it is / why london is call “the greatest historical treasure of all” / the cultural importance of london)3. get through the passage within 2 minutes find out the main idea of the whole text together with your partner.this passage introduces how four counties united as the uk. differences exist in different parts of the united kingdom. they each have their own international football or rugby team as well as their own educational and legal systems. but even so they are part of one big country---- the united kingdom. and then the passage tells us something about one of the most important country ---- england and also the greatest historical city ----londonpay attention to the title of the passage. think it over why does the author use such a title? is that suitable? if not, can you give us a better one? let’s have a discussion in groups of four:a. the united kingdomb. a brief introduction of ukc. puzzles in geographyd. how did the uk come into beingthere is no right or wrong answers to the question.(different titles serve different purposes: some can sum up the main idea of the test; others just arouse the interest of the readers; ….this title is just used to lead in the passage and draw the readers attention of interests.)----- are you from england ?---- no, i come from scotland.in my own opinion, this title isn’t a bad one. but m aybe your answers are better than the title of the passageok, so much for the discussion and the title, let’s come to the details of the passage.ii. careful reading1. read the passage and judge the following statements true or false.1. wales was linked to england in 15th century ad. (f/ 13th)2. when king james of england became king of scotland and wales as well, the three countries united peacefully. (f/ when king james of scotland became king of england…)3. the four countries work together in all areas. (f/ some areas; )4. most of the population settled in the south, but most of the large industrial cities in the midlands and north of england (t)5. if you want to find out more about british history and culture, you have to go to the big cities. (f / go to the older and smaller towns first built by the romans. )6. london is a great cultural and historical city. (t)iii. further understanding of the text1. read the passage again and let’s do some furt her understanding of the passage.1. the union jack flag unites the three flags of the three countries in the united kingdom. which country is left out? and why? (p2)(wales. because wales is usually considered to be part of england. )2. when two teams, for example one is the chinese football team and the other scottish football team, compete in the world cup, which team do you think the funs from england willsupport?(strange enough, they will support our chinese team!)3. which group of invaders did not leave any evidence in london?the vinkings. (they influenced the vocabulary and place names of the north. but the other three invaders left sth. in london. )4. what is the relationship between the republic of ireland and the uk?two independent countries.5. can you work out why london is the capital of england, great britain and the uk?because of its importance in transportation, cultural, economic, politic and history.6. look at the language, the writing style of this passage. is it formal or informal? is it a personal opinion or presented factually? are there any point of view or personal opinions?formal. in fact this reading is written to explain facts. it is composed in the third person and in a plain, prose style. so it expresses no point of view or personal opinions.说明文expository writing2. read paragraph 5 and divide england into three parts in the map (p11)north: leeds (立兹), york（约克）, sheffield（设菲尔德）, manchester（曼彻斯特）midlands: coventry考文垂birmingham 伯明翰south: reading, london, brighton, plymouth 朴里茅斯iv. retelling of the textread the text again and try to retell the text according to the key words and phrases on the blackboard.different words describe, be linked to, came into being, similarities and differences, be divided into, historical treasure, invadersv. long and difficult sentences:1. there is no need to debate any more about why different words are use to describe the four countries: england, wales, scotland and northern ireland. 对于用来描述英格兰、威尔士、苏格兰和北爱尔兰这四个国家的词语，现在已经没有争辩的必要了。

高二Unit2 The United Kingdom说课稿课程标准对高二学生的阅读技能目标要求有以下几个方面:1、能从文章中获取主要信息并能摘录要点;2、能理解文章主旨、作者意图;3、能提取、筛选和重新组织简单文章中的信息;4、能利用上下文的线索帮助理解。

我的说课内容是高二必修5 Unit2 The United Kingdom.本单元主要讲了英国的历史地理位置，组成以及伦敦的名声古迹以及英国的文化。

下面是我对说课内容的阐述。

设计思想：鉴于学生对英国背景的些微了解但不透彻，因此需要设置一些符合学生实际的话题来提起他们的积极性。

讲课前播放了英国国歌，以及有关英国的一些问题，并用多媒体展示幻灯片(遗憾的是多媒体临时出现了问题没能用上，课后给学生们展示的)学生掌握一定信息后，有助于更好的讲解。

教学目标：1.学习更多的单词，短语以及句型结构。

2.深入了解英国的历史地理文化背景。

3.调动学生学习英语的积极性。

教学重难点：学生词汇量掌握不够，口语不太好，不习惯用英语回答问题。

教学过程:一．Lead in播放英国国歌《天佑女王》并找学生猜测回答歌名。

二．Questions1 .How many countries does the UK consist of? What are they?England , Scotland , Wales and Northern Ireland.2 .List some of the places you know about London.Buckingham Palace the Thames River British MuseumTower of London St. Paul’s Cathedral Westminster Abbey讨论并找学生尝试用英语回答。

三．Enjoy展示英国的名胜古迹幻灯片。

四．Vocabulary领读Unit 2的单词，并让学生自己朗读。

Unit 2 The United KingdomWarming-up and Reading说课稿各位评委、老师大家好！很高兴能够站在这里,让我能够和大家一起交流一下我对本节课的一些想法和做法，不足之处，希望各位老师批评指正。

今天我说课的内容选自高二英语必修5第二单元The United Kingdom 的Warming-up 和Reading部分。

我将从教材分析、学情分析、教学目标及重、难点、教学过程等四个方面进行说明。

一、教材分析首先来看看教材的地位和作用，The United Kingdom是人教版必修5第二单元的教学内容。

根据新课程标准对高中英语学习的要求，学习一种语言，并不仅仅是学习语言知识。

学习外语的学生也应该了解所学语言国家的地理、历史、政治、文化、社会习俗以及该国人民的思想、态度和生活方式。

通过本单元的学习，可以让学生对英国有一个比较详实的认识，拓宽知识面，有助于学生深入地了解和领悟英国语言和英国文化习俗。

本节课所选取的教学内容是本单元的Warming up（热身）和Reading（阅读）部分，热身部分要求学生完成一项小测试，看看学生对英国有多少了解。

阅读部分从地理、历史、政治、文化等多角度说明了联合王国的的形成和发展，以及它的风土人情和人文景观。

两部分关联度很高，所以，我把这两部分整合为一节综合训练课。

二、学情分析高二的学生的优点是学习态度好、学习热情高。

但也有明显的不足：如思维不太活跃、整体词汇量偏小。

三、教学目标、教学重、难点及教法设计基于对教学内容和学生实际情况的分析，我制定了以下三个教学目标，语言知识目标，语言技能目标和情感态度目标。

1、语言知识目标：要求学生能够掌握一些和英国相关的基本词汇和短语，比如unite ,kingdom, consist of，divide into, break away from等。

2、语言技能目标：重点训练从文本中提取信息的能力，同时训练学生用英语介绍某个地方的能力。

Book 5 Unit 2: The United KingdomGood afternoon,ladies and gentlemen. It is a great honour to stand here and talk about my teaching ideas. Today, I am going to talk about the teaching of Unit 2 from book 5: The United Kingdom. I will divide my instruction into five parts.Part 1: Teaching material analysis.Part 2: Students analysis.Part 3: Teaching methods .Part 4: Teaching procedures andPart 5: Blackboard design.Part 1 Teaching material analysis(教材分析)First of all, analysis of the reading material.Let me talk about my understanding of this unit. Unit 2 plays a very important role in the teaching and learning of this unit. It connects unit 1 a scientist from England and the following units together. It tells us some information about the geography and history of the United Kingdom. Getting to know the country better has a good effect on the studens’ learning English. The reading passage is of course the most important part of this unit. It is made up of three aspects: What the UK includes；The geographical division of England；important role London plays as a cultural and political center of the UK. This reading material combines knowledge and culture together, and certainly it will arouse the sudents’ interest. By learning this passage, stendents are expected to achieve the following aims.Second, teaching aims.(教学目标)Knowledge aims（知识目标）:1. To learn the usage of the important words and phrases.2. To learn some information about the United Kingdom.Ability aims （技能目标）:1.Enable the Ss to read effectively under the guidance of the teacher, and make them have a better understanding of the United Kingdom.2.To develop the students’ autonomous learning ability, coorperative and investigative learning abilities.Emotional aims（情感目标）:1.Widen the Ss' international vision.2.Form the Ss' consciousness of cross–culture communication.Third, teaching importances and difficulties. （教学重难点）Important points （教学重点）:1. Have a total and detail comprehension of the UK from history, geography, politics, and culture etc.2. Help the Ss to learn different reading skills.Difficult points（教学难点）:a. Some sentences are hard to understand.b. How to improve the Ss’ fast reading ability.Part 2 Students analysis（学生分析）Ss: junior high school students, Grade 2.They have already had a basic reading skill, however they are lacking in thebackground knowledge of the United Kingdom, such as history ,geography ,and culture etc. .The students don't have an awareness of using reading strategies, not to mention use them in the reading process. But they have a great interest in learning about cultural differences. Students certainly can solve some of their puzzles in this cultural field. So in order to achieve our teaching aims, I will adopt the following teaching methods.Part 3 Teaching Methods（教学方法）According to the above analysis, I will try to use the following teaching methods:1. Skimming ＆scanning method to make the Ss better understand the whole passage.2. Task based teaching method to let the students further understand the passage.3. Discussion method to make the Ss understand what they've learnt in the class.4.Coorperative teaching method to get every student to take part in the teachingand learning activities.Part 4 Teaching procedures (教学步骤)I will take 8 steps to deal with the passage.Step 1. Warming up Activity:pictures appreciation and talkingI will show some famous pictures of the UK and ask the students whetherthey can tell something about them. Let the students to have a short discussion about the pictures and then ask some of them to share their knowledge with us.This activity is designed to arouse the students’ interest and practice their oral English. Then we can lead into the reading passage naturally. The students’ autonomous learning ability can be shown clearly in this activity.Step 2. Pre-reading Activity:look at the title and picturesThe students are required to have a look at the tittle and pictures to predict the content. This activity is designed to develop students ability of prediction and guess, and it will inspire the students to read the passage more actively.Step 3. ReadingActivity1: skimmingThe sudents are required to skim the passage, and answer the questions.1.How many countries are the United Kingdom made up of?2. How many invaders influence the UK? And which countries are they? Withthese questions to skim the passage, students can have a focus in the reading process and these questions are suitable to most of the students. Task-based teaching method is used in this activity to stimulate the students to read actively and effectively. After skimming, the students will get a basic understanding of the passage and get the general idea of the passage. Also their fast-reading skill will be developed at the same time.Activity 2.: scanningIn this activity, students are required to read the passage again to find out the main ideas of each parts and fill the blanks. By scanning, students will further understand the passage and catch some details. Their ability to catch the details is trained. Also, their careful-reading skill is developed.Step 4. Post-readingActivity: T/F exerciseStudents are reqired to do some T/F exercise which focuses on this reading material. By doing this activity, students can consolidate the information they have learned in this class. In this activity, students will be divided into four groups to have a competition. In this way, they will pay more attention to the reading material and participate into the discussion more actively. Cooperative learning method is used in this perod.Step 5 Language pointSome important phrases are taught in this activity to make the students correctly master the important sentences.1.the differences between these words：to/ in/ off/ on2. make the most of3. be made up of/consist of Enable the students get to know this three important language points and put them into practice.Step 6. Role play“Suppose you are a guide in your group，the others are tourists. The tourists ask and y ou some questions about the UK and you should answer them.” Four students a group to do a role play. They are encouraged to talk freely with their partners about the topic and then some are invited to the front to play their dialogues out. This activity is designed to develop students’ cooperative ability and their oral English, after all, the most important thing in English is using it. So, this activity is one of the most important step of my theaching of this unit.Step 7. SummaryAsk a student to summarize the information we learn today to develop their ability of summary.Step 8. Homework1.Find out all the noun clauses in this text；2.Write a passage to plan a visit to the UK and give the reason.The first activity is a revision and further development of the knoledge we learn today. The second is an sctivity to inspire the students to find out more abou the UK and practice their expression and writing skills.Part 5 Blackboard designOn the left part of the blackboard, some important words and phrases will be written down, and on the right, the competion between the four groups will be showed. This is all my presentation, thanks a lot for your attention.。

高中英语The United Kingdom 说课稿件Good afternoon, ladies and gentlemen. It is a great honor to stand here and talk about my teaching ideas. The content of my lesson today is from New Senior English for China Book 5 Unit 2. The topic is about The United Kingdom. I will divide my instruction into five parts. Part 1: Teaching material analysis. Part 2: Students analysis. Part 3: Teaching and learning methods. Part 4: Teaching procedures and Part 5: Blackboard design.Part 1 Teaching material analysis(教材分析)First of all, analysis of the reading material. （资料分析）Let me talk about my understanding of this unit. Unit 2 plays a very important role in the teaching and learning of this unit. It connects unit 1 a scientist from England and the following units together. It tells us some information about the geography and history of the United Kingdom. Getting to know the country better has a good effect on the students’ learning English. The reading passage is of course the most important part of this unit. It is made up of three aspects: What the UK concludes；The geographical division of England；The important role London plays as a cultural and political center of the UK. This reading material combines knowledge and culture together, and certainly it will arouse the students’ interest.According to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule of children’s growing of mind, I conclude the following teaching aimsSecond, teaching aims.(教学目标)Knowledge aims（知识目标）:1. To learn the usage of the important words and phrases.2. To learn some information about the United Kingdom.Ability aims （技能目标）:1.Enable the Ss to read effectively under the guidance of the teacher, and make them have a better understanding of the United Kingdom.2.To develop the students’ autonomous learning ability, cooperative and investigative learning abilities.Emotional aims（情感目标）:1.Widen the Ss' international vision.2.Form the Ss' consciousness of cross–culture communication.By completing the task, the Ss increase their interest in _uk_and learn to love other countries and culture.Third, teaching importance and difficulties.（教学重难点）Based on the requirement of the syllabus.Important points （教学重点）:1. Have a total and detail comprehension of the UK from history, geography, politics, and culture etc.2. Help the Ss to learn different reading skills.Difficult points（教学难点）:a. Some sentences are hard to understand.b. How to improve the Ss’ fast reading abili ty.Part 2 Students analysis（学生分析）Ss: junior high school students, Grade 2.They have already had a basic reading skill, however they are lacking in the background knowledge of he United Kingdom, such as history ,geography ,and culture etc. .The students don't have an awareness of using reading strategies, not to mention use them in the reading process. But they have a great interest in learning about cultural differences. Students certainly can solve some of their puzzles in this cultural field. So in order to achieve our teaching aims, I will adopt the following teaching methods.Part 3 Teaching Methods（教学方法）As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories1.Skimming ＆scanning method to make the Ss better understand the whole passage.2. Task based teaching method to let the students further understand the passage.3. Discussion method to make the Ss understand what they've learnt in the class.4.Coorperative teaching method to get every student to take part in the teaching and learning activities.Part 4 Teaching procedures (教学步骤)I will take 8 steps to deal with the passage.Step 1. Warming upActivity: pictures appreciation and talkingI will show some famous pictures of the UK and ask the students whether they can tell something about them. Let the students to have a short discussion about the pictures and then ask some of them to share their knowledge with us.This activity is designed to arouse the students’interest and practice their oral English. Then we can lead into the reading passage naturally. The students’autonomous learning ability can be showed clearly in this activity.Step 2. Pre-readingActivity: look at the title and picturesThe students are required to have a look at the title and pictures to predict the content.This activity is designed to develop students ability of prediction and guess, and it will inspire the students to read the passage more actively.Step 3. ReadingActivity 1: skimmingThe students are required to skim the passage, and answer the questions.1.How many countries are the United Kingdom made up of?2. How many invaders influence the UK? And which countries are they?With these questions to skim the passage, students can have a focus in the reading process and these questions are suitable to most of the students. Task-bases teaching method is used in this activity to stimulate the students to read actively and effectively. After skimming, the students will get a basic understanding of the passage and get the general idea of the passage. Also their fast-reading skill will be developed at the same time.Activity 2.: scanningIn this activity, students are required to read the passage again to find out the main ideas of each parts and fill the blanks.By scanning, students will further understand the passage and catch some details. Their ability to catch the details is trained. Also, their careful-reading skill is developed.Step 4. Post-readingActivity: T/F exerciseStudents are required to do some T/F exercise which focuses on this reading material. By doing this activity, students can consolidate the information they have learned in this class.In this activity, students will be divided into four groups to have a competition. In this way, they will pay more attention to the reading material and participate into the discussion more actively. Cooperative learning method is used in this period.Step 5 Language pointSome important phrases are taught in this activity to make the students correctly master the important sentences.1.the differences between these words：to/ in/ off/ on2. make the most of3. be made up of/consist ofEnable the students get to know this three important language points and put them into practice.Step 6. Role play“Suppose you are a guide in your group，and the others are tourists. The tourists ask you some questions about the UK and you should answer them.”Four students a group to do a role play. They are encouraged to talk freely with their partners about the topic and then some are invited to the front to play their dialogues out.This activity is designed to develop students’cooperative ability and their oral English, after all, the most important thing in English is using it. So, this activity is one of the most important step of my teaching of this unit.Step 7. SummaryAsk a student to summarize the information we learn today to develop their ability of summary.Step 8. Homework1.Find out all the noun clauses in this text；2.Write a passage to plan a visit to the UK and give the reason.Purpose of my design: Homework is so important and necessary for checking whether the Ss achieve the teaching aims.So the first activity is a revision and further development of the knowledge we learn today. The second is an activity to inspire the students to find out more about the UK and practice their expression and writing skills.Part 5 Blackboard designBlack board design should be considered for a thing to attract students’ attention and enable them to write down the important teaching points. I generally divide the whole board into two parts, the left part is for vocabulary and phrases while the right one for language points and grammar.This is all my presentation today, thanks a lot for your attention.。