高中英语必修5-Unit-2-The-United-Kingdom教学设计
高中英语必修5Unit2The United Kingdom
第一课时阅读教学设计
一、整体设计思路
本节课包括即热身（Warming up）、读前活动（Pre-reading）、读中活动（While-reading）和读后活动（Post-reading）。
首先，围绕The United Kingdom 这一话题，通过问题，小测试及头脑风暴的形式展开读前的热身活动，并用媒体图片展示，以激活学生对于这一话题的背景知识和兴趣，为“读”做好铺垫；然后，用英国的全称导入本节课的话题并辅之以英国地图，让学生在读前对英国的现有组成部分有所了解并通过课文标题和文中图片对课文内容进行预测；再然后，通过设计活动展开阅读教学活动，让学生通过略读、寻读、细读、研读四个环节，完成概括大意，填补文章，问题等阅读任务，了解文章的主旨和细节以及篇章结构等信息。
使学生理解课文，了解英国文化，并培养学生的如skimming,scanning 等阅读技能，形成良好的阅读策略；最后，在post-reading这一环节，设计四个活动（Summary,Role Play和Writing）旨在导用，以用固读，让学生结合所学的课文，联系实际生活进行语言实践活动，并通过课外写作延伸阅读，提升学生的综合运用语言能力。
二、教学背景分析
1.教学内容分析
本节课的教学内容为人教版新课标高中英语必修五第二单元（Unit2The United Kingdom）的阅读课文Puzzles In Geography。
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形成、发展，以及它的风土人情和人文景观。
使学生对英国有一个比较详实的认识，扩宽知识面，有助于深入地理解和领悟英国语言和英国文化习俗。
让学生了解文化差异，增强跨文化意识。
根据教材特点，我将Warming-up和reading进行整合，作为本单元的第一课时，作为阅读精读课,重点是培养并提高学生的阅读能力。
2.学生情况分析
高二学生认知能力有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。
高中学生思维活跃，求知欲旺盛，学习态度明确，自主性强。
学生有一定的自主阅读与表达能力，具备良好的团结协作能力，能进行有效的交流、合作和讨论。
但学生个性和英语水平差异大，所以教学设计要有梯度，由浅入深。
三、教学目标分析
1.知识目标：使学生通过阅读Puzzles In Geography从地理、历史、政治、文化等多角度了解联合王国的形成、发展，从而更深入地理解和领悟英语。
2.能力目标：掌握skimming,scanning和word guessing等阅读策略及获取信息的方法。
3.情感价值观：让学生了解文化差异，增强跨文化意识。
四、教学重点、难点分析
（1）了解联合王国的形成和发展
（2）培养学生阅读策略和词汇学习策略
（3）扩展文化背景，探讨英国文化，享受学英语的真正乐趣。
五、教学过程设计
步骤一：热身（Warming up）
Activity1music appreciation“We will rock you”and talking
I will show a piece of music sung by a famous band from the UK about3minutes,ask the students have a short discussion about the video and ask some of them to share their knowledge with us.And then,finish the quiz in warming-up.
:Quiz
1.How many countries does the UK consist
of?
2.How long does it take to fly from Beijing to London Heathrow
Airport?
3.Who rules the country:the Prime Minister or the
queen?
4.What are the provinces called in England?
5.Which is the longest river in England?
Activity2：Brainstorming
教师设问:When talking about the UK,what do you think of?学生进行头脑风暴并脱口而出如：Oxford University,Cambridge University,fish and chips,Beckham, Queen ElizabethⅡ,Big Ben,The Buckingham Palace,London Tower Bridge等答案。
教师立刻展示学生提到的以上人或物的图片。
步骤二：读前（Pre-reading）
Activity1：Prediction
在学生掌握了英国的全称、了解了英国的组成后，教师引导学生注意文章插图、标题、首尾段及段落首尾句并设问：What is the passage about?学生预测：The history of UK./The geography of UK./The development of UK.
步骤三：读中（While-reading）
Activity1:Skimming。
高中英语人教版必修5unit2TheUnitedKingdomReading教案(系列五)
课题名称人教版必修五第2单元 The United Kingdom科目英语教学对象教师一、教材内容分析本单元的话题是“英国”。
通过阅读使学生了解英国的历史和地理位置，国家的构成和首都伦敦的重要性二、教学目标（1）知识技能：学生能通过阅读课文获取信息，理解文章结构和在新语境下传达相关信息。
（2）过程方法：知识呈现和任务型教学法。
（3）情感、态度、价值观：通过学习，使学生对去英国留学产生兴趣并立志好好学习英语。
三、教学过程资源准备、教师活动、预计时间学生活动、预计时间设计意图Step 1 Leadin (5’)Ask a student to do a news report about President Xi’s visit to the UK.Step 2 Prereading (2’)Ask the students to look at the map and speak out the names of the four countries.Listen and try toremember some newwords.Speak out thenames and answerthe question.A rouse thestudents’interest.Get familiarwith thereading.Step 3 Reading (25’)Ask the students to1) look at the title and number the paragraphs.2) listen to the tape and find the main idea of the text.3) find the topic sentences in the paragraphs and underline them.4) find the paragraphs each part includes.Para graph 2 1) Read and plete the form.2) Ask the question:Which country’s flag is left out in the un ion Jack flag? Why?Paragraph 4 1)Fill in the blanks2) Ask some questions:What are the features of the South ?What are the features of the Midlands and North of England?Where can you find more about British history and culture?Paragraph 5 1) Ask some questions:Why did capital London bee the cultural center of England?Why are there so many historical treasures in London? What did they leave? Look at the title andnumber theparagraphs.Listen to the wholepassage.Find the topicsentence in eachparagraph andunderline them.Find the paragraphseach part includes.Read Paragraph 2and plete the form.Answer the question.Read Paragraph 4and fill in the blanks.Answer thequestionsRead Paragraph 5andanswer the questions.Fill in the blanksUnderstand thereadingmaterial.。
人教英语必修五Unit2TheUnitedKingdom教案10
Unit2《The United Kingdom》教案period four全模块要求Teaching Objectives: make the students learn about the past participle as the object complement Teaching Procedures:Step 1 Find the sentences from the reading passage with past participles as the object complement.1. Now, when anyone refers to England you find Wales included as well.2.To their surprise the three countries find themselves united…3.they were going to get Ireland connected to form the United Kingdom.Step 2 Giving the definition过去分词作宾语补足语，表示其动作已经完成或结束。
能用宾语补足语的过去分词一般都是及物动词，表示被动意义或已完成的意义，有时候两者兼而有之。
作宾语补足语的过去分词与宾语有逻辑上的动宾关系，即宾语是过去分词动作的对象。
1.过去分词用在表示状态的动词keep ，leave 等的后面。
They kept the door locked for a long time.Don’t leav e the windows broken like this all the time.2. 过去分词用在使役动词have, make 的后面。
（1）注意”have +宾语+ 过去分词”的两种用法：①表示让某人做某事，如：I have had my bike repaired .The villagers had many trees planted just then.②表示“遭遇到某种不幸；受到打击”等。
人教版高二英语必修5Unit2TheUnitedKingdom全单元教案
Unit2 The United Kingdom教学内容分析:本单元主要话题是“英国〞。
通过阅读使学生理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〕理解，认识英格兰，威尔士，苏格兰和北爱尔兰。
〔2〕理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恳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. E xplains 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(没有进展时〕eg: The UK consists of Great Britain and NorthernIreland.＝Great Britain and Northern Ireland make up the UK.The soup consists of tomatoes, meat and peas.consist in = lie in 存在与；在于(无被动形式)eg: The beauty of air travel consists in its speedand ease.consist with: 一致The report consists with facts.2. 区别:separate …from (把结合在一起或靠近的人或物别离出来〕divide…into 把…分开〔把整体分为假设干局部〕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；说明;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 to➢This wire connects _____ that one.A. withB. toC. ofD. on7. refer to1)提及，指的是…eg: When he said “som e 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 g oing.get done: 用于意想不到、突然或偶尔发生，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;(人的安康状况)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 seen playing football in the street.16. relation: 关系；亲戚eg. The cost of this project has no relation to the results.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)知名be known for 因…而知名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 givin g out theinvitations!25. take the place of 取代，代替=take one’s place / replacein place ofinstead of insteadgive place to 让位于…in place / out of place 在适当/ 错误的位置a place of interestStep VI Homework assignmentThe 3rd Period (Learning about language & reading)Teaching Aims:1.Enable the students to plan a tour around certain places.2.Help the students know more about the historical sites in London.Teaching Important Points and Difficult Points:Help the students identify different kinds of tour and talk about the most 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 CastleStep 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. 快乐，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. 快乐的delightful: adj. 令人喜悦的，令人快乐的be/feel delighted at/with/by 因…而快乐to one’s delight /joy 令人快乐的是…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 s eemed 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 t he time.✧2. 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.✧3. make yourself (hear);make myself (understand)Can you raised your voice to make yourself heard?I managed to make myself understood.✧4. 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5. 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.I mprove 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, QueenMary, 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。
新人教版高中英语必修5Unit2TheUnitedKingdom教案
A teaching plan for talking about tourist attractions人教版Book 5 unit 2 The United KingdomUsing language: Reading，Speaking and Writing一教学内容及设计思路（一）教学内容包括三部份：1. 温习主课文，从检查英国的主腹地理知识着手，然后引出新课；2. 阅读本单元Using language 部份的课文Sightseeing in London, 学习作者第一次参观伦敦旅行景点都有何感想，进一步学习激起作者这些感想的细节内容，并试探作者什么缘故会对某些景点重墨描述；3. 仿照文章的手法，以一个旅行者的身份口头描述和书面描述在贵州（贵阳）你看过的某处（或几处）风光的感受，用简单的描述来讲明．（二）设计思路本课设计思路包括以下步骤：1. 温习课文（地理）知识入手。
引出新的课文；2.在新课文学习时，先简单了解课文介绍了哪些历史古迹（旅行点）---按day一、day二、day3的顺序；3.关于每一个不同景点，作者的感受如何？通过寻觅相关的单词（形容词、名词）、短语（表达）来表示。
进一步引导学生弄清楚为啥会有这种感受？（supporting details）4.进一步引导学生试探：哪些景点作者进行比较详细的介绍？什么缘故？---从作者的角度动身；（critical thinking）5. 时期温习以上所学，给学生分发贵州旅行景点的小册子，让其以一个旅行者的身份来口头描述在贵州（贵阳）看过的某处（或几处）风光的感受及细节；6.书面表达。
基于以上口头描述，仿照文章的手法，以一个旅行者的身份来描述在贵州（贵阳）你看过的某处（或几处）风光的感受，用简单的描述来讲明．二教学目标及重难点Knowledge aims:Ss will be able to pick out and further understand the words and expressions in the text used to describe the girl’s impressions and feeling towards different sites of historical and tourists’ interest.Ability aimsThe students will be able to talk and write about how they would feel to visit a local site (or several sites) using the words and expressions in the passage.Emotional aims:1. To strengthen the Ss’ cultural awareness by understanding and perceiving theculture of London through studying its historical sites and tourist attractions;2. To arouse students’ love for and pride in their hometown by introducing scenicspots of their hometown.Important point：To pick out and further understand the words and expressions used to describe the girl’s impressions and feeling towards different sites of historical and tourists’interest.Difficult pointTo talk and write about how they would feel to visit a local site (or several sites) using the words and expressions in the passage.Teaching and learning method：task-based approachTeaching aids：ppt slides and some brochures二．教学进程Step I Reviewing for leading-inShow the Ss the map of the UK and guide them to answer the following questions one by one which are about what they have learnt in the passage PUZZLES IN GEOGRAPHY:1.Which country is it?---The UK.2.What’s the full name of the UK?---The United Kingdom of the Great Britain andNorthern Ireland.3.What countries does The Great Britain consist of?---England, Wales, Scotland.4.What’s the capital of the UK?---London.5.If you want to learn sth about the culture and history of England, which city wouldyou like to go?---London.StepⅡ Reading---SkimmingT: Well, a Chinese student, Zhang Pingyu went to London for sightseeing. Let’s follow her to visit some historical sites and tourist attractions there. Skim the passage SIGHTSEEING IN LONDON and make a list of the sites or places Zhang Pingyu visited in London.StepⅢScanning (pair work)T: This was the first time for Zhang Pingyu to go sightseeing in London, so she had some strong feelings for the sites she visited, right? For example,…Now, scan the text and find out the words and expressions Zhang Pingyu used to describe her feelings for each sites she visited.StepⅣ Careful reading (pair work)Find out the supporting details for Zhang Pingyu’s feelings.T：As we know, Zhang Pingyu felt fancy to see the Tower, right? Then, what is it about the Tower that makes her feel fancy?...Find out the other supporting details forKeys for reference:StepⅤ Reading beyond the lines(critical thinking)—group workDiscuss the following questions in groups:1.In Day 1, which site did the author describe most? Why?---The Tower. For its long history and connection to the royal and prison, Zhang Pingyu made it her first delight to see it and found it worthy to visit it and she had more to talk about it. So, when we describe several sites we visited, we may choose one which we think is most worthy to visit to describe more.2.In Day 2, why did the author spend a whole day to visit Greenwich？---Because the author felt it very interesting that the imaginary line---the longitude line divides the eastern and western halves of the world and it is very useful fornavigation.3.In Day 3, why did the author make it a major tour to visit Karl Marx’s Statue?---Karl Marx is a famous and important person for Chinese people, because he developed communism.这几个问题提得都专门好，答案是open的，只是能够引导学生试探：Day 1 的London Tower，为啥作者花那么多的笔墨来写它，而其他的景点大体上都是一笔带过？Day2的格林尼治天文台。
高中英语人教新课标必修五-Unit2-The-United-Kingdom教案
Unit 2 The United KingdomⅢ. 教材分析与教材重组1. 教材分析本单元以The United Kingdom为中心话题。
通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。
1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。
1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。
1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。
1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。
1.5 Learning about Language分词汇和语法两部分。
词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。
形式有语法结构讲练、趣味性游戏等。
1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。
1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。
1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。
2. 教材重组2.1 将Warming Up, Pre-reading, Reading和Comprehending四部分整合为一节“阅读课”。
人教版高中英语必5 Unit 2 The United Kingdom教学设计
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。
高中英语必修5-Unit-2-The-United-Kingdom教学设计
高中英语必修5 Unit 2 The United Kingdom第一课时阅读教学设计一、整体设计思路本节课包括即热身（Warming up）、读前活动（Pre-reading）、读中活动（While-reading）和读后活动（Post-reading）。
首先，围绕The United Kingdom 这一话题，通过问题，小测试及头脑风暴的形式展开读前的热身活动，并用媒体图片展示，以激活学生对于这一话题的背景知识和兴趣，为“读”做好铺垫；然后，用英国的全称导入本节课的话题并辅之以英国地图，让学生在读前对英国的现有组成部分有所了解并通过课文标题和文中图片对课文内容进行预测；再然后，通过设计活动展开阅读教学活动，让学生通过略读、寻读、细读、研读四个环节，完成概括大意，填补文章，问题等阅读任务，了解文章的主旨和细节以及篇章结构等信息。
使学生理解课文，了解英国文化，并培养学生的如skimming, scanning 等阅读技能，形成良好的阅读策略；最后，在post-reading这一环节，设计四个活动（Summary, Role Play和Writing）旨在导用，以用固读，让学生结合所学的课文，联系实际生活进行语言实践活动，并通过课外写作延伸阅读，提升学生的综合运用语言能力。
二、教学背景分析1. 教学内容分析本节课的教学内容为人教版新课标高中英语必修五第二单元（Unit 2 The United Kingdom）的阅读课文Puzzles In Geography。
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形成、发展，以及它的风土人情和人文景观。
使学生对英国有一个比较详实的认识，扩宽知识面，有助于深入地理解和领悟英国语言和英国文化习俗。
让学生了解文化差异，增强跨文化意识。
根据教材特点，我将Warming-up 和reading进行整合，作为本单元的第一课时，作为阅读精读课, 重点是培养并提高学生的阅读能力。
必修五Unit 2 The United Kingdom 全英文教案
Unit 2The United Kingdom(Period 2 Reading)I Teaching aims:Knowledge aims:Words:debate, clarify, legal, relation, convenience, attraction, influence, collection, construct, puzzle, educational, roughly, industPhrases:break away from, leave out, divide...into..., be linked to, to one’s surprise, as well as,Important sentence patterns:There is no need to debate any more about why different wordsYou must keep your eyes open if you are going to make your trip to the United KingdomAbility aims:Learn some detailed information about the United KingEmotional Aims:Know about the UK’s historicalKnow about the historicII Teaching key points:III Teaching difficult points:IV Teaching methods:（1）group discussion（2）questions making（3）video displayV Teaching procedures:Step1 Warming upShow a video,then answer the questions on the page 9.Question 1:How many countries does the UK consist of? (four)Question 2:How long does it take to fly from Beijing airport to London Heathrow Airport?(about 10 hours)Question 3:Who rules the UK: the Prime Minister or the Queen?(the prime Minister)Question 4:What are the provinces called in England?(country)Question 5:Which is the longest river in England?(the River Thames)Step 2 Pre-readingLook at the title and the pictures in the reading passage and predict what it is about.Step 3 While-reading1. SkimmingTask 1:The main idea of each paragraph.Para 1:Explains what the term “Great Britain” means and how it came about.Para 2:States the topic of the passage.Para 3:Explains differences in the four countries.Para 4:Explains how England is divided into three zones.Para 5: Explains the importance of London as a cultural and political center in the UK.Para 6:The evidence of the invaders can be found in the British countryside.Task 2:What is the main idea of the text?A brief introduction to the UK about its foundation and development based on geography, history and culture, etc.2. ScanningTask 1:Which countries make up the UK?England, Wales, Scotland,Northern Ireland.In the currency and international relations.Task 4:Where can you find more about British history and culture?In older but smaller towns first built by the Romans.Task5:Para 5 mainly tells us the invadersTask6:In the history of England, there has been four sets of invaders. They are:The Romans, the Anglo-Saxons, the Vikings, the Normans.Step 4 Post-readingTask: Fill in the blanks.The full name of England is the _United__Kingdom__ of Great Britain and Northern Ireland. It consists of four parts, they are England_, Scotland_, Wales_ and Northern Ireland_. People always think _Wales is a part of England. The flag of the UK is called the Union Jack_.The four countries have different educational and legal systerms as well as different ___football teams. _England is the largest of the four countries and it isdivided _into_ three parts. Most of the people settled in the South, but most of the large industrial cities in the Midlands and the North. The capital of the UK is London, which has many great places of interest.Step 5 SummaryThe writer examines how the UK developed as an administrative unit. It shows how England is also divided into three zones. It explains why London became the cultural capital of England.Step 6 Homework1.Try to write a short summary of the passage in about 50 words.2.Finish Part 1 in Learning about language on Page 11.3.Learn the new words and phrases in this unit by heart.VI Blackboard designUnit 2 The United KingdomPeriod 2The UK ⎪⎪⎩⎪⎪⎨⎧IrelandNorthern Scotland WalesEngland1.SkimmingTask1…Task 2…2. ScanningTask1…Task 2…。
高二英语必修5 Unit 2 The United Kingdom教案
Unit 2 The United KingdomPeriod 1 Warming-up and Reading铜盂中学赵珊娜一、教材分析本单元以The United Kingdom为中心话题。
通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。
1. Warming Up 师生互动。
2. Pre-reading通过六个有关英国的小测试，让学生进一步加深对英国的了解。
3. Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。
二、教学目标重点词汇：unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out 重点句型：However, the southern part of Ireland was unwilling and broke away to form its own government. P10You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10三、教学重难点Enable the students to learn about the United Kingdom (the UK).Enable the students to know the UK in geography and history.四、教学方法Skimming and task-based activities.五、教具准备A recorder, a computer六、教学过程Step 1 Warming-up师生互动并回顾新词。
高二英语必修五Unit2-The-United-Kingdom教学设计
高二英语必修五Unit2 The United Kingdom教学设计乐东民族中学桂端饶Warming Up and Vocabulary----the First PeriodTeaching goals教学目标I Language goals语言目标 a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子How many countries does the UK consist of?II. Ability goals 能力目标Enable the students to talk about great scientists.III. Emotional goals 情感目标 1.Stimulate students’love and respect for great scientists. 2.Develop students’ sense of cooperative learningTeaching aids 教具准备the MediaTeaching steps 教学过程Step1.Vocabulary Step2.Leading-in Step3. Warming up Step4. Pre—reading Step5. Language points(Look at the screen) Step6. Exercises 高二英语必修五导学案Unit2 The United KingdomUnit 2 Teaching Period P 1Topic The United KingdomStyle Vocabulary, Warming up Pre-readingAims 1.Vocabulary: consist clarify puzzle accomplish legal convenience2.Talk about something about the United Kingdom..New words and expressionsconsist vi. 组成, 一致divide vt. 分配, 分开puzzle n. 难题;谜vt.使迷惑clarify vt. 澄清, 阐明accomplish vt. 完成；达到；实现union n. 同盟; 联盟influence vt.影响, 改变break away挣脱;脱离construct vt.建造;构造;创立collection n.收藏品; 珍藏;收集convenience n.便利; 方便onwide adj. 全国性的; 全国范围的legal adj.法律的;合法的Leading-in 1)Do you know something about the United Kingdom?Warming up S tudents learn something about the UK according to the QUIZ.【学习新知】新新学案:1P19课时要点1,2,3 4【课内练习】新新学案:1P19-20练习【Homework】1,Review what they have learned. 2,Preview the reading passage .Reading and Comprehending-------The Second PeriodTeaching goals教学目标I Language goals语言目标 a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子II. Ability goals 能力目标1.Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about something about theUK.III. Emotional goals 情感目标Develop students’ sense of cooperative learningTeaching aids 教具准备the MediaTeaching steps 教学过程Step1.Vocabulary Step2. Pre-reading Step3. Fast reading Step4. Careful reading Step5. Exercises Step6. Summary Step7. Homework.高二英语必修五导学案Unit2 The United KingdomUnit 2 Teaching Period 第2课时Topic The UK Style ReadingAims 1. Talk about something about the UK.2. Reading and comprehending【Vocabulary】consist vi.组成, 一致puzzle n. 难题;谜vt.使迷惑divide vt. 分配, 分开clarify vt. 澄清, 阐明accomplish vt. 完成；达到；实现union n. 同盟; 联盟break away 挣脱;脱离influence vt.影响, 改变construct vt.建造;构造;创立collection n.收藏品; 珍藏;收集nationwide adj. 全国性的; 全国范围的convenience n.便利; 方便legal adj.法律的;合法的Pre-reading1.Can you name the capital cities 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?Fast reading 1. What is the text mainly about?----A brief introduction to the UK about its foundation and development based on geography, history and culture, etc.2 How many countries make up the United Kingdom? What are they?----- Four. They are England, Wales, Scotland and Northern Ireland.Careful reading 1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?2. What three countries does British Airways represent?England Scotland Northern Ireland3. Which group of invaders did not influence London? T he Vikings didn’t influence London. Exercises新新学案:P18课文理解Homework:To Finish Exercise 1&2 on page 12.Language point-------The Third PeriodTeaching goals教学目标I Language goals语言目标 a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子1.England can be divided into three main areas. 2。