高中英语Unit2TheUnitedKingdom教学设计新人教版必修5
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Unit 2 The United Kingdom教学资源说明Section 1 Background 背景围绕单元话题“联合王国”我们提供了若干实用性背景材料。
这些材料既可以作为教师教学参考材料为教师所用,也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2 Explanation 解析重点针对“阅读课型”中的课文难句,我们提供了详尽的,就句论句的解析和翻译,并且以解析的焦点话题为线索,进行了一定的归纳、辨析和总结,以帮助教师更好地实施“语言形式”的教学。
Section 3 Vocabulary 词汇按照课本单元词汇表顺序,我们重点提供动词、短语搭配的讲解。
所提供的例句,经典、地道、实用、易懂,完全可以直接用于教学。
第三部分教学测评说明围绕单元词法、句法项目,我们提供了长短不一的“单元教学测评”,并备有参考答案供教师使用。
有些测评题目直接源于历年高考试卷,更具有说服力和实用性。
Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(PUZZLES IN GEOGRAPHY)IntroductionIn this period, after the warming up, students willfirst be guided to answer questions about UK. Then theyshall be helped to read the text Puzzles in geographyby the following procedures: reading aloud the text,reading and underlining, reading and circling, readingfor type of writing and summary of the ideas, makinga chain of events happening to The United Kingdom—the UK, reading to list invaders and their influences on The United Kingdom—the UK, transforming information. And the period will be closed down by students taking a quiz.Objectives■To help students learn to see language difficulties in munication■To help students learn to read an exposition about the UK■To help students better understand “the UK”■To help students learn to use some important words and expressions■To help students identify examples of “The past participle <2>as the object plement” in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up⑴Warming up by sharing informationToday we are to learn about the United Kingdom. What do you know about it?Look at the photos and listen to me telling you about it.⑵Warming up by brainstormingGood morning, class. We shall take Unit 2 The United Kingdom today. But first let’s have a brainstorming. What occur to you ifyoue cross the United Kingdom?⑶Warming up by watching a video showHello, class! I am your travel guide today. We shall go to visit London for this weekend. Now let’s watch a video show about London attractions first. You may alsoread the caption in English.(For detailed information, go to: )2. Pre-reading by answering questionsSince you have learned something about the U.K., you are to answer the three questions about her on page 9.3. Reading⑴Reading aloud the textNext we are to read aloud the text to the recording. Pay attention to the pauses found in the sentences. You may slash the sentences into parts, that is, the sense groups.⑵Reading and underliningYou are to read the text the second time. This time you have to underline all the expressions found in the sentences. Copy them into your Expression Book after school and write a short passage, making use of the expressions.⑶Reading and circlingNext you are to read the text once again to circle all the cohesive words used to link the sentences and paragraphs together.⑷ Reading for type of writing and summary of the ideas⑸ Making a chain of events happening to The United Kingdom—the UK⑹ Reading to list invaders and their influences on The United Kingdom—the UK⑺Transforming informationYou are to go over the text again to look for any necessary information to pletethe form below.4. Closing down by taking a quiz。
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。
人教版高中英语必5 Unit 2 The United Kingdom第一课时教学设计一.教学内容:人教版新课标高中英语必 5 第二单元 (The United Kingdom ) 第一课时阅读课 Reading Puzzles in Geography.二.课型结构本课时阅读Puzzles in Geography 一文,文章从地理,历史,政治及文化等层面向学生简明扼要地阐述了英国的概况。
本课时是本单元的第一课时,内容包括热身 (warming up)、读前 (Pre-reading)、阅读 (Reading)、和理解(Comprehending) 四个部分。
这篇阅读是本单元的主要阅读语篇,载有本单元话题“英国”的主要信息,且呈现了本单元的大部分词汇和主要语法结构。
三.学情分析1. 学生对“英国”的地理,历史,文化了解较少,学生对文章涉及词汇比较陌生,看到这个题目,文章的篇幅,产生惧怕心理。
教师先要先通过 Warming up, Pre-reading 唤起学生的阅读兴趣,教学设计要由浅入深,消除学生对本文的恐惧感,引导学生参与到教学活动中,在参与中学会学习。
2. 针对本班学生英语基础较弱,不敢主动用英语表达自己这一现状,教师采用视,听,说,读的教学方法,提供图片,地图,帮助学生从感性认识逐渐上升到理性认识,培养学生运用英语进行思维、表达的能力。
四.教学目标设计1. 知识目标①通过阅读Puzzles in Geography 了解英国的地理,历史,文化。
②掌握本篇阅读中出现的重点词汇,短语。
2. 能力目标①培养训练学生的阅读方法和阅读技巧:快速阅读获取文章大意,仔细阅读获取信息和处理信息的能力,概括文章大意,及概括每段大意。
②运用所学词汇组织语言,口头表达及写出文章大意(Summary)。
3. 情感价值观了解英语国家概况,激发学生对英语的学习兴趣。
五.教学重点,难点教学重点:阅读能力的培养和阅读技巧的训练,快速阅读找出主旨大意,精读课文获取相关信息。
Unit 2 The United KingdomTeaching 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 and Ireland.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-learning 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-pronounciation for the students.Step 2 Introduction of the UK.Area: 244,820sq.km.Population: 59,113,439Languages: English, Kymric, GaelicReligion: CatholicismComposing countries: England Wales Scotland Northern IrelandCapitals: London Cardiff Edinburgh BelfastStep 3. Warming up.: Ss compete in answering the questions as quickly as possible.Step 4 Pre-reading.Q: England can be divided into three main areas. Do you know what they are?The south, the Midlands and the northStep 5 Fast reading.Ss read the passage within 4 minutes to find the answers to comprehending 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 England2 What three countries does British Airways represent?1 England 2.Scotland 3 Northern Ireland3 Which group of invaders did not influence London?The Vikings didn’t influence London, it influence the vocabulary of the North.Period2Step1: Intensive Reading.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 importance of London.Step2. Teaching new words and structures1.consist 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 consists of four Europeans and two Americans.The committee consists of seven members.consist in=lie in在于;存在于eg.What does happiness consist in?The beauty of Venice consist in the style of its ancient buildings.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。
人教版高中英语必修五Unit 2 The United Kingdom教学设计1.ing-u ing u①通过Reading局部阅读,了解英国的地理,历史,文化。
②掌握本篇阅读中出现的重点词汇,短语。
2.能力目标 abiit aim①培养训练学生的阅读方法和阅读技巧:快速阅读获取文章大意,仔细阅读获取信息和处理信息的能力,概括文章大意,及概括每段大意。
②运用所学词汇组织语言,口头表达及写出文章大意Summar。
3.情感价值观 emotion aim了解英语国家概况,激发学生对英语的学习兴趣。
教学重难点teaching im ethod1.任务型教学法〔Ta-baed teaching method〕。
上课前,利用学案导学做好课前预习。
阅读之前,设定阅读任务,让学生在阅读过程中思考,分析,讨论,最终解决问题。
最后通过任务的完成而实现对所学知识的意义建构。
2.多媒体辅助教学法。
把有关英国的文本,图片等信息融合在课件中,发挥学生的多种感官作用,激发学生学习兴趣,提高学习效率。
关于英国的形成,英格兰三个区域划分用多媒体用地图呈现很形象生动。
教学过程设计Teaching ing u e qui about the United Kingdom2 Show ome e of the United Kingdom[设计思路] 呈上启下,引出课文ming for the main idea of the ain aboutA How man countrie mae uB Ee the cutura caent baed on geograain idea with e into beingined in the readingE an countrie doe the UK conit of展示评价How wa the UK formedA the grouation about each one在学生答复完该问题之后利用幻灯片在地图上展示出这三个区,帮助学生加深理解。
Unit 2 The United Kingdom.Thefoirst period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages.Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics. Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The second period SpeakingTeaching 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 and Ireland.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.2. Discussion methods to make the Ss understand what they’ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.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-developed city. But what about our country? Think what words you¡¯ll 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 of some 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 ask the 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 the UK and also tell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The third period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medalsand so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:b. Collect answers as many as possible ,reminding students of sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .b. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corne r ,Big Ben andthe Tower of London is past.2.The fact that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation.Step 5 ConsolidationConsolidate what have been learned by doing further exercises.。
Unit 2 The United Kingdom——readingI. 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)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 aunit 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 of a 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 about this in the first reading passage. (p9) 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 and differences 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 maybe 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 En gland…)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 s ome further 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 will support? (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III. 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, invadersIV. 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。
Unit 2 The United KingdomPart Two: Teaching Resources (第二部分:教学资源)Section 1: A text structure analysis of PUZZLES IN GEOGRAPHYI. Type of writing and summary of the ideas Type of writingThis is a piece of expository writing.说明文Main idea of the passageIt tells us about the puzzles in the historical geography of London.Central idea of 1stparagraphWhy are different words used to describe England, Wales, Scotland and Northern Ireland?Central idea of 2nd paragraph First there was England.Central idea of 3rd paragraphGreat Britain was the name given when England and Wales were joined to Scotland.Central idea of 4th paragraph The four countries are still very different. Central idea of 5th paragraph England is the largest of the four countries. Central idea of 6th paragraphThe greatest historical treasure of all is London.II. A chain of events happening to The United Kingdom —the UKIII. Invaders and their influences on The United Kingdom —the UKFirst there was England. In the 13thcentury AD,Wales was linked toEngland.In 1603 England and Wales were joined to Scotland. The name GreatBritain came into being.Three centuries later Northern Ireland joined with England,Walesand Scotland tobecome the UnitedKingdom.The Romans in the 1st century AD The Anglo-Saxons in the1060sThe Vikings The NormansTowns and roads Language andgovernment Vocabulary andplace-namesCastles and words for food。
Unit 2 The United Kingdom ,Sightseeing in London 教学设计一、教材分析本单元的主要话题是“英国”。
通过阅读学生能了解英国的地理位置和历史、国家的构成以及名胜古迹。
本节课是一节阅读和说相结合的一节课。
读的部分是一篇介绍伦敦主要旅游景点的文章,内容对于学生来说并不难懂。
说的部分是通过表演游客和导游,以及游客和当地人之间的对话来完成。
使学生亲身体验去伦敦旅游的真实情景。
二、教学目标(一)、Language knowledge1、通过本节课,学生能理解所读课文并且能够找到有关信息。
2、学生了解伦敦主要旅游景点和相关的文化背景知识。
(二)、Language Skills1、学生能够利用一定的阅读策略如略读,查读等获取所需要的信息。
2、学生能够用所学的知识和语言介绍伦敦的主要旅游景点。
(三)、 Affected Attitude1、在学习中有较强的合作精神,愿意与他人分享学习资料2、保持英语学习的兴趣和动机(四)、Learning Strategies1、在课堂交流中,注意倾听,积极思考,积极提问。
2、积极与他人合作,共同完成学习任务(五)、 Cultural awareness了解并尊重异国文化,有国际视野三、教学重点、难点(一)重点1、理解阅读材料,并找到有关信息(二)难点1、创设情景,为学生搭建语用平台,使学生运用语言真实交流2、如何向别人介绍伦敦的主要旅游景点四、教学准备PPT video五、教学方法交际型教学法和任务型教学法六、Teaching Procedures 教学过程/ 步骤家庭作业: Surf the internet and find more information about sites of London . Choose one of them and write a passage to introduce it .精美句子1、善思则能“从无字句处读书”。
英语:必修5 Unit2 The United Kingd om教学案〔人教新课标〕Unit2 The United Kingdom教学案一. 本周教学内容:Unit 2 The United Kingdom1. 重点单词短语用法讲解2. 课文难点句解析二. 知识总结与归纳:单元内容简介:〔一〕主题:本单元中心话题是:联合王国的国家;英国国旗;伦敦的著名景点〔二〕本单元涉及到的语法现象:过去分词短语作宾语补足语三. 重点讲解与归纳:〔一〕重点单词与短语:1. How many countries does the UK consist of?联合国是由几个国家组成的? consist vi.1) 由??组成;由??构成〔与of连用,不用于进行时及被动语态〕 2) 在于;存在于;以??为主〔与in连用,无被动式〕①The committee consists of seven members. 委员会由七名成员组成。
②Water consists of hydrogen and oxygen. 水由氢和氧构成。
③His job consists of helping old people who live alone. 他的工作包括帮助独居老人。
④What does happiness consist in? 什么才算是幸福呢?⑤The beauty of Venice consists in the style of its ancient.威尼斯之美就在于它具有古代建筑物的风格。
注意:这个短语没有被动形式。
2. England can be divided into three main areas.英格兰可分成三个主要地区。
divide vt. 意为“划分;分〞。
divide…into…把??分成??①We must not divide our forces. 我们决不可分散兵力。
②Let’s divide the cake into three. 我们把蛋糕分成三份吧。
浙江省青田中学高中英语 Unit2 The United Kingdom教学设计新人教版必修5Lesson planNSEFC Module5 Unit2 Reading Puzzles in GeographyTeacher: 外语组Period:Period 1Type: ReadingDuration: 45 minutesI.Teaching ideology:The current theory view reading as an interactive process which involves not only the reader’s knowledge of the material, but the whole knowledge of the language in general. In reading process, the factors affect and compensate each other. In real classroom teaching, the reading teaching models can be divided into two types: top-down and bottom-up model. And also the reading stages is accordingly parted into three stages: pre-reading, while-reading and post-reading.II.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is from NSEFC Module 5 Unit 2 reading passage. The topic of this unit is the brief introduction of the United Kingdom, especially that of London. This passage mainly introduces the history of the foundation of the United Kingdom , the similarities and differences between the four countries and specific introduction of England and London. The passage consists of 6 paragraphs. The first two paragraphs mainly focus on the four parts of the United Kingdom. The third paragraph mainly talks about England while the last two paragraph is about London. The topic is a complicated one because it covers the subjects of history and geography. There are also some new words and phrases in the passage. So it is a bit difficult reading task for the students.The analysis of the learning conditionThe students are from grade 2 in senior high school. As high students, they have achieved certain English level and the have the ability to get the basic idea of the reading. Since the passage is about a modern country with colourful culture and history, the students are easily activated. With the knowledge learned in history and geography class, they may know something about the formation and history of the United Kingdom. However, their vocabulary is limited so they may have difficulties in understanding some sentences.III. Learning Objectives:Knowledge and skills:1. By the end of the class, students can tell the history of the united of the United Kingdom and tell the differences between the four parts of the Kingdom.2. Students can scan the passage to get the specific information such as the time order of the four invaders.3. Students can tell the main idea of the passage with the help of the clues given by the map. Process and methods:1. Students can use skimming and scanning to get the main and specific idea of a passage.2. Students can exchange their ideas by group discussion.Affection, attitudes and values:1. Students can develop a global value and appreciate the history of another country.2. Students can look into the history in a … view.IV. Language focuses and anticipated difficultiesLanguage focusThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help S to train their reading skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.V. Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages arepre-reading, while-reading and post-reading.VI. Teaching aidsMultimedia devices and PPT documents: In order to help students to fully understand the whole passage.I apply the multimedia devices and PPT documents to bring the real-life situation to the class. VII. Teaching procedures:Step 1: Lead-in( 10 minutes)Activity 1: Enjoy an English songActivity 2: Brief introduction of the singing group. List some singers and singing groups in UK.T: The singing group is called the Black from UK. The song won great popularity around the world and so did the singing group. There are many other singing groups or singers in UK. Can you list some? Students list some singers or stars in Britain.Activity 3: what comes to your mind when talking about the UK?T: UK is a country famous not only for the entertainment industry, but also many other things. What comes to your mind when talking about UK?Students share their opinions with their partners and with the whole class. Then the teacher shares her view of UK with the students.Activity 4: Do the quiz and find out how much you know about the UK.Students dothe quiz on page 9and get to knowtheir knowledgelevel.[Aims]The topic of thisunit is the UnitedKingdom. So first the teacher should know how much the students know about this kingdom. With a popular English song as a way of leading in the topic, the students can relax themselves and get familiar with the learning atmosphere. Then the students have two brain-storming activities: One is to list some British stars they know and the other is list the things that come to your mind when talking about this kingdom. The first task begins from the leading song and also the base of the second task. The second task can help the teacher know the knowledge of the students about UK. The quiz helps the students know their level of the knowledge for UK.Step 2: Pre-reading (3 minutes)Activity 5: Do you know?The teacher comes up with some questions about the detailed information of UK and ask students whether they know anything about it.T: Do you know the capital cities of countries of the UK? Do you know the three main areas that England can be divided into?Activity 6: PredictingThe teacher asks students to read the title of the reading passage “Puzzles in Geography”. Students will predict the content of the passage through the title.T: The title of the passage is “Puzzles in Geography”. Is there anything that puzzles you in the Britain geography? What will the author talk about in the topic of “puzzles in geography”?Students give their own opinions but the teacher will not provide the answers.[Aims]This part mainly deals with the geography knowledge of UK. Students get curious about it by the “do you know” questions and prediction. With the curiosity, they become eager to read the passage to get the answers. It aims to develop the skills of predicting.Step 3: While-reading (25 minutes)Activity 7: skimmingSkim the whole passage and tick the information mentioned in the passage.Activity 8: Divide the whole passage into three parts.Activity 9: Careful readingPara. 1-3:1.Listen and fill in the blanks.Listen to paragraph 2 and 3 and fill in the blanks below.The formation of the United Kingdom2.: Questions & AnswersT: After reading the paragraph and watching the flags of the three countries and UK, can you answer the following three questions?1.The Union Jack flag unites the flags of three countries in the United Kingdom. Which countryis left out? Why?2.What three countries does British Airways represent?3.Do the four countries work together in all areas? What is their differences? Can you listsome?Para. 4Scanning and T or F questionsScan through paragraph 4 and make some judgments about the following statements.1. The one nearest to Scotland is called the South of England.2. All of the industrial cities lie in the Midlands and the North of England.3. These cities are not as large as those in China.4. The industrial cities built in the nineteenth century attract visitors very much.5. You will find more about historical architecture if you go to some older but smaller towns builtby Romans.Para.5Read paragraph 5 aloud and underline the times in the paragraph.Students read the paragraph 5 carefully and aloud and underline the times. Then fill the blanks on the blackboard about the history of London._____________ _______________ __________________________________________________________________________________Romans Anglo ____________ Normans[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step 4: Post-reading (5 minutes)Activity 10: RecallingWith the help of the map of UK, what is still in your mind of the content of the reading passage?Activity 11: Discussion:1.Can you work out why London is the capital of England, Great Britain and the UK?2.what geographic factors make it difficult to invade England successfully?Step 5: Homework (2 minutes)Students review the new words and phrases of the reading passage.Students look for more information about UK, not only in geography, but also in culture and custom, especially for London.VIII. Blackboard Design。
必修5 Unit 2 The United Kingdom 教学设计安排一、教学目标1.了解并掌握有关英国的基本知识,包括地理、历史、文化等方面;2.学习并运用描述国家和人物的词汇和表达方式;3.发展学生的听、说、读、写的综合语言技能;4.培养学生的跨文化交流能力。
二、教学内容1.地理:英国的地理位置、地形地貌等;2.历史:英国的历史概述、重要事件等;3.文化:英国的文化特点、传统节日等。
三、教学准备1.教材:《必修5》Unit 2教科书;2.多媒体设备:投影仪、电脑等;3.教具:地图、图片、PPT等;4.学习资源:课外参考书籍、网络资源等。
四、教学过程第一课时:介绍英国的地理位置活动一:导入1. 利用地图或投影仪展示英国地理位置,引发学生对英国的兴趣;2. 提问学生是否知道英国的位置,有无去过英国。
活动二:呈现与讲解1. 利用地图或PPT依次介绍英国的位置、四个主要国家等基本地理信息;2. 结合图片和文字简要描述英国的地理特点,如多岛国家、北海与大西洋的位置等。
活动三:小组探究1. 将学生分成小组,让每组利用书籍和互联网资源找到更多关于英国地理的信息;2. 每个小组自愿分享他们所学到的有趣或新奇的地理知识。
活动四:语言输出1. 教师引导学生使用适当的词汇和句型描述英国的地理位置;2. 学生们互相交流他们对英国地理的理解,尝试用英语表达自己的观点。
第二课时:介绍英国的历史活动一:导入1. 回顾上节课学习的英国地理位置,引发学生对英国历史的思考;2. 提问学生是否知道英国的历史,有无了解过英国的重要事件。
活动二:呈现与讲解1. 使用多媒体工具展示英国历史的主要节点,如罗马入侵、英国帝国的崛起等;2. 结合图片和文字简要描述英国历史的主要事件和发展。
活动三:小组探究1. 将学生分成小组,让每组选择一个英国历史事件进行深入研究;2. 每个小组汇报他们所了解的事件,并对其他小组的汇报提出问题和建议。
活动四:语言输出1. 教师引导学生使用适当的词汇和句型描述英国的历史;2. 学生们互相交流他们对英国历史的理解,尝试用英语表达自己的观点。
浙江省青田中学高中英语 Unit2 The United Kingdom教学设计新人教版必修5Lesson planNSEFC Module5 Unit2 Reading Puzzles in GeographyTeacher: 外语组Period:Period 1Type: ReadingDuration: 45 minutesI.Teaching ideology:The current theory view reading as an interactive process which involves not only the reader’s knowledge of the material, but the whole knowledge of the language in general. In reading process, the factors affect and compensate each other. In real classroom teaching, the reading teaching models can be divided into two types: top-down and bottom-up model. And also the reading stages is accordingly parted into three stages: pre-reading, while-reading and post-reading.II.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is from NSEFC Module 5 Unit 2 reading passage. The topic of this unit is the brief introduction of the United Kingdom, especially that of London. This passage mainly introduces the history of the foundation of the United Kingdom , the similarities and differences between the four countries and specific introduction of England and London. The passage consists of 6 paragraphs. The first two paragraphs mainly focus on the four parts of the United Kingdom. The third paragraph mainly talks about England while the last two paragraph is about London. The topic is a complicated one because it covers the subjects of history and geography. There are also some new words and phrases in the passage. So it is a bit difficult reading task for the students.The analysis of the learning conditionThe students are from grade 2 in senior high school. As high students, they have achieved certain English level and the have the ability to get the basic idea of the reading. Since the passage is about a modern country with colourful culture and history, the students are easily activated. With the knowledge learned in history and geography class, they may know something about the formation and history of the United Kingdom. However, their vocabulary is limited so they may have difficulties in understanding some sentences.III. Learning Objectives:Knowledge and skills:1. By the end of the class, students can tell the history of the united of the United Kingdom and tell the differences between the four parts of the Kingdom.2. Students can scan the passage to get the specific information such as the time order of the four invaders.3. Students can tell the main idea of the passage with the help of the clues given by the map. Process and methods:1. Students can use skimming and scanning to get the main and specific idea of a passage.2. Students can exchange their ideas by group discussion.Affection, attitudes and values:1. Students can develop a global value and appreciate the history of another country.2. Students can look into the history in a … view.IV. Language focuses and anticipated difficultiesLanguage focusThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help S to train their reading skills, such as predicting, skimming, scanning and summarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.V. Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.VI. Teaching aidsMultimedia devices and PPT documents: In order to help students to fully understand the whole passage. I apply the multimedia devices and PPT documents to bring the real-life situation to the class.VII. Teaching procedures:Step 1: Lead-in( 10 minutes)Activity 1: Enjoy an English songActivity 2: Brief introduction of the singing group. List some singers and singing groups inUK.T: The singing group is called the Black from UK. The song won great popularity around the world and so did the singing group. There are many other singing groups or singers in UK. Can you list some?Students list some singers or stars in Britain.Activity 3: what comes to your mind when talking about the UK?T: UK is a country famous not only for the entertainment industry, but also many other things. What comes to your mind when talking about UK?Students share their opinions with their partners and with the whole class. Then the teacher shares her view of UK with the students.Activity 4: Do the quiz and find out how much you know about the UK.Students do the quiz on page 9 and get to know their knowledge level.[Aims]The topic of this unit is the United Kingdom. So first the teacher should know how much the students know about this kingdom. With a popular English song as a way of leading in the topic, the students can relax themselves and get familiar with the learning atmosphere. Then the students have two brain-storming activities: One is to list some British stars they know and the other is list the things that come to your mind when talking about this kingdom. The first task begins from the leading song and also the base of the second task. The second task can help the teacher know the knowledge of the students about UK. The quiz helps the students know their level of the knowledge for UK.Step 2: Pre-reading (3 minutes)Activity 5: Do you know?The teacher comes up with some questions about the detailed information of UK and ask students whether they know anything about it.T: Do you know the capital cities of countries of the UK? Do you know the three main areas that England can be divided into?Activity 6: PredictingThe teacher asks students to read the title of the reading passage “Puzzles in Geography”. Students will predict the content of the passage through the title.T: The title of the passage is “Puzzles in Geography”. Is there anything that puzzles you inthe Britain geography? What will the author talk about in the topic of “puzzles in geography”? Students give their own opinions but the teacher will not provide the answers.[Aims]This part mainly deals with the geography knowledge of UK. Students get curious about it by the “do you know”questions and prediction. With the curiosity, they become eager to read the passage to get the answers. It aims to develop the skills of predicting.Step 3: While-reading (25 minutes)Activity 7: skimmingSkim the whole passage and tick the information mentioned in the passage.Activity 9: Careful readingPara. 1-3:1.Listen and fill in the blanks.Listen to paragraph 2 and 3 and fill in the blanks below.The formation of the United Kingdom2.: Questions & AnswersT: After reading the paragraph and watching the flags of the three countries and UK, can you answer the following three questions?1.The Union Jack flag unites the flags of three countries in the United Kingdom. Whichcountry is left out? Why?2.What three countries does British Airways represent?3.Do the four countries work together in all areas? What is their differences? Can youlist some?Para. 4Scanning and T or F questionsScan through paragraph 4 and make some judgments about the following statements.1. The one nearest to Scotland is called the South of England.2. All of the industrial cities lie in the Midlands and the North of England.3. These cities are not as large as those in China.4. The industrial cities built in the nineteenth century attract visitors very much.5. You will find more about historical architecture if you go to some older but smaller townsbuilt by Romans.Para.5Read paragraph 5 aloud and underline the times in the paragraph.Students read the paragraph 5 carefully and aloud and underline the times. Then fill the blanks on the blackboard about the history of London._____________ _______________ __________________________________________________________________________________Romans Anglo ____________ Normans[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step 4: Post-reading (5 minutes)Activity 10: RecallingWith the help of the map of UK, what is still in your mind of the content of the reading passage?Activity 11: Discussion:1.Can you work out why London is the capital of England, Great Britain and the UK?2.what geographic factors make it difficult to invade England successfully?Step 5: Homework (2 minutes)Students review the new words and phrases of the reading passage.Students look for more information about UK, not only in geography, but also in culture and custom, especially for London.VIII. Blackboard Design。