英语优秀教案(人教版)：必修五(Unit 2_The United Kingdom Period 5)
Period 5 GrammarThe General Idea of This PeriodThis period lays emphasis on grammar, that is, the past participle used as the object complement, which is also one of the difficult points in Senior English grammar.First, revise what the students have learnt in the last period by checking their homework, including some important phrases and translating some sentences from Chinese into English.In this unit the students should learn about the past participle used as the object complement. First, the teacher presents one sentence containing a past participle used the object complement, which was taken from the reading passage.Teacher tries to analyze the function of the past participle and help the students have a general idea about it.Then the students are asked to find all the sentences that contain a past participle used as the object complement in the Reading passage.Then the students can come to a conclusion of the basic structure of the past participle used as the object complement, that is, have/get/find/...+object +past participle.Next the teacher will explain the differences between the present participle and the past participle.The teacher compares them when are used as the attributive, predicate, object complement and adverbial.In order to do so, the teacher always shows some typical examples.After that, the students will find out the difference between them.Then they are provided with some exercises for them to consolidate what they have learned.In order to consolidate the grammar points, the students will do some oral practice.In this practice, the students will ask and answer some questions in pairs, using the past participle as the object complement.The students should not only learn about the grammar, but also learn how to use them, which is much more important.Also this part can help the students to communicate with each other using the language that they have learned, and this is the real purpose of learning the target languages.Teaching Important PointLearn grammar: the past participle used as the object complement.Teaching DifficultiesKnow the differences between the present participle and the past participle when they are used as the attributive, predicate, object complement and adverbial.Learn to make a choice between the present participle and the past participle according to the different context.Teaching Aidsa tape recordera projectorthe blackboardThree Dimensional Teaching AimsKnowledge AimsLearn the past participle used as the object complement.Know the differences between the present participle and the past participle when they are used as the attributive, predicate, object complement and adverbial.Ability AimsLearn to make a choice between the present participle and the past participle according to the different context.Learn to communicate with each other by using the language that they have learned.Emotional AimsLearn to cooperate with each other.Teaching ProcedureStep 1 GreetingsTeacher greets the students as usual.Step 2 RevisionT: At the b eginning of this period, let’s check your homework.First, please write down the phrases according to the Chinese explanations.S: 1) 与……连结be linked to2) 令某人惊讶的是to one’s surprise3) 到处寻找, 观光look around4) 睁大眼睛keep one’s eyes open5) 在特殊的场合on special occasions6) 为了纪念…… in memory of7) 拍一张照片have a photo taken8) 展出on show9) 为……感到骄傲be proud of10) 遗留, 漏掉leave outT: Good.Now, let’s check your translations of the five sentences.S1: When David Beckham arrived in Japan, the thrilled fans all went to meet him.S2: In order to celebrate my cousin’s wedding, my aunt and uncle had an evening party arranged.S3: It is probably puzzling, but to set an example can help to clarify the puzzle.S3: Don’t be influenced by her words.You must decide for yourself.S4: Polar took the place of her father to treat the guests at the party, since her father was not available to.Step 3 Discovering Useful StructuresT: In the last unit we learnt about the past participle used as the attributive.Now let’s look at the following sentence taken from the passage.Please tell me what function is the past participle.Now when people refer to England you find Wales included as well.S: It is used as the object complement.T: You are right.So in this unit we will learn about the past participle used as the object complement.The structure is often formed with have /get /find/...+object +past participle.Please find three more sentences from the reading passage with past participles used as the object complement.(After several minutes.)S1: To their surprise, the three countries found themselves united peacefully instead of by war.(Para.3)S2: However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of that country broke away to form its own government.(Para.3) S3: You find most of the population settled in the South, but most of the large industrial cities in the Midlands ad North of England.(Para.5)T: Yes, you are very clever.Now, look at Part 2 (Discovering useful structures) on Pages plete the sentences by using the words in brackets and the structure have /get /findsomething done.T: Let’s do No.1 as an example.We are having the house mended now.(After several minutes.)S1: No.2 You look different today.Have you had your hair cut?S2: No.3 Do you want to get the dictionary delivered to your house or would you prefer to come to the shop for it?S3: No.4 Sorry, I haven’t had the film developed yet.S4: No.5 On my way to the station my car broke down.When I got to the repair shop I found it closed.S5: No.6 The computer doesn’t seem to work well.You’d better get it repaired.S6: No.7 Jill and Eric had all their money stolen while they were on holiday.S7: No.8 Chris had some flowers sent to Sarah on her birthday.Then Chris asked Sarah to marry hem and they had it announced in the newspaper.They had no time to arrange their own wedding, so they had it organized by a company.T: Excellent.Past participle used as the object complement can also be put after such words as see, hear, notice, watch, keep, make, feel, etc.Please put the following sentences into English.1.她高兴地看到孩子们在托儿所受到很好的照顾。
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.。
人教版高中英语必修5《Unit 2 The United Kingdom》教案
人教版高中英语必修5《Unit 2 The United Kingdom》教案教学准备教学目标1. Target Language 目标语言重点词汇sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error2. Ability goals 能力目标Enable the students to write a short passage about a place of interest they have visited.3. Learning ability goals 学能目标Help the students learn how to describe one of the places of interest they have visited.教学重难点How to describe a famous building or a place of interest.教学过程Step Ⅰ Revision and Lead-inAsk some students to read their work to the class.T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?A sample version:Why not visit “the Oriental Hawaii”?Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit theisland. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.Step Ⅱ WritingTask 1: Ask the students to write a tour plan.T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.A sample tour plan:Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.Day 14: We leave at noon for our flight south to Shanghai, then make our way home.Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.Show the following.How to Write A Complaint Letter· Include your name, address, home and work phone numbers.· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.· Make your letter brief and to the point. Include all important facts and any information you can give.· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.· Include all documents regarding your problem. Be sure to send COPIES, not originals.· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.· Keep a copy of the letter for your records.Then ask the students to make a list of things that they feel are important.T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.A sample list of things:1. I have to wait too long a time being served in the canteen.2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly.3. My parents often read my diary without my permission.4. The school demands us to wear the ugly school uniform.The most serious one is the first one in the list.A sample letter:Dear Mr. Sam,I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town.I tell my friends. However, last Friday evening, I waited ina line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.Sincerely,HarlanStep Ⅲ HomeworkAsk the students to do the task in PROJECT on page 54.。
英语优秀教案(人教版)：必修五(Unit 2 The United Kingdom Period 2)
Period 2ReadingThe General Idea of This PeriodThis period is the highlight of the whole unit.It lays emphasis on reading and understanding.by asking them to fill in the blanks of some sentences by using some of the words and phrases that will appear in the reading passage.This part can help the students to learn words and expressionsThen in Pre-reading part, the students are asked to distinguish the differences between the UK, Great Britain and England.Hence, the teacher can lead to the topic of the historicalsome historical attractions of the UK?”, the students will read the passage fast and find the answers directly in the passage.Next, the students will first listen to the tape with their textbooks closed.In order to make this step efficient, the teacher will provide them with five statements based on the passage.While listening, the students should judge whether these statements are true or false.If it is false, thestudents should correct it.Then the students will be given several minutes to read the passage silently.They should divide the passage into three parts and write the main ideas of each part.In order to help the students understand the passage better, the teacher can provide some cof this step is to train the students’ability of reading comprehension, which is a very important skill.At last, the students will do a speaking task in pairs.One acts as a visitor to England and thegeography the United Kingdom.This part not only helps the students to revise what the haveTeaching Important PointsTrain the stuTeaching DifficultiesTeaching Aidsthe blackboarThree Dimensional Teaching AimsKnowledge Aimsdebate, clarify, legal, relation, convenience, attraction, influence, collection, construct, puzzle,break away from, leave out, divide...into..., be linked to, to one’s surprise, as well as, beThere is no need to debate any more about why different words are used to describe the four countries: England, Wales, Scotland and Northern IrelanYou must keep your eyes open if you are going to make your trip to the United KingdomAbility AimsTrain the students’ ability to grasp keyEmotional AimsTeaching ProcedureStep 1 GreetingsStep 2 RevisionT: At the beginning of this period, I will check if you have mastered the new words and phrases in this unit.Please finish the following sentences using some words and phrase in this unit.Please pay attention to the forms of the words and phrases.4.The8.The explanation in the note__________ the10.It takes about two years to__________a large bridge.(Give the students several minutes to think about them.)Suggested answers:1.consists of2.puzzling3.legal4.left out5.collection7.break away from8.clarified9.convenienceStep 3 Pre-T: In the first period, you have learned a brief introduction to the UK.Do you know thedifference between the United Kingdom, Great Britain,T: The official name of the country is“The United Kingdom of Great Britain and Northern Ireland.”The United Kingdom consists of Great Britain and Northern Ireland.Great Britain is the name of the island northwest of France and east of Ireland that can be divided into three regions: England, Wales and Scotland.Therefore, England is part of Great Britain, which is part of the United Kingdom.The puzzling situation was caused by the history.In this unit we will learn about the historical influence on the geography of the country.Step 4 Fast ReadingT: Read the passage entitled“Puzzles in Geography”, and answer the following questions.1.Did the countries of the UK unite peacefully or byS: The countrieS: We should go to some older but smaller towns to appreciate some historical attractions.T: Now I’ll play the tape for you to listen.While listening, please find out whether theTrue or False Questions:3.The countries in the U5.The Normans influenced the vocabulary and place-names of the North of London.Suggested answers:1.False Because Great Britain was the name given when England and Wales were joined to2.False Because it was the southern part of Ireland that broke away to form its own5.False Because the Normans left castles and words for food, while the Vikings-Step 6 Detailed ReadingT: Now I will give you several minutes to read the passage again.While reading, please try to divide the passage inPart 2: Paragraph 2-Part 3: Paragraph 6 HistorT: Look at the first sentence in Paragraph 1, “There is no need to debate any more about why different words are used to describe the four countries: England, Wales, Scotland and Northern Ireland.”Can you say it in anotIt is __________ to __________ any more about why people __________ different words toS: It is unnecessary to argue any more about why people use different words to describe the four countries.T: Read the second part.S: The Union Jack.Blue field with the red cross of St George (England) edged in white superimposed on the diagonal red cross of St Patrick (Ireland), which is superimposed on the diagonal white cross of St Andrew (Scotland).It is properly known as the Union Flag, but commonly called the Union Jack.The design and colors (especially the Blue Ensign) have been the basis for a number of other flags including other Commonwealth countries and their constituent states or provinces, as well asS: Wales.Wales was linked to England in the 13th century AD, so when people refer to England, it is included as well.T: Have you found out how the four countries joined together?Use the information from the passage to fill in the blanks.__________→__________→__________→__________S: England → Wales joined England (13th century A.D.) → England, Wales joined Scotland (1603) → England, Wales, Scotland got Northern Ireland connectedT: Often will use England to stand for the UK.One of the reasons is that England is the largest of the four countries.So England is divided into three zones.Do you know the three zones?S: The South, the Midlands andT: Yes.Look at the map in part 2 on Page 11.Draw lines across to show the zones of the South,S: BiS: What does “those” mean in the sentence “For those you have to go to older but smallercities...do not have the historical attractions of other places.”So now do you know what “those”refers to?ST: You are very clever.Now try to paraphrase the sentence by finishing the following sentence.__________ you want to __________ some __________ __________, you have to go to older but smaller towns ___S: If you want to see some historical attractions, you have to go to older but smaller towns which were first built by the Romans.T: The last part tells us about the invaders’ influence on England and London.Read it and tryStep 7 Pair WorkThe students work in pairs to make a dialogue.One of them is a native Englishman, while the other is a visitor to England.The visitor is asking the native Englishman about the geography of the United Kingdom.(The(Then the teacher asks one or two pairs to come to the front to demonstrate their dialogues.) One example:B: Yes.I’m very glA: Actually, the whole country is called the UK, which stands for the United Kingdom of Great Britain and Northern Ireland.The Great Britain is made up of three countries, that is,B: Then why do people cB: I see.I have another st time when I watched the World Cup, I noticed there is a football team of England.But there are also teams of Northern Ireland and Scotland.Can youA: The four countries do work together in some areas, but they are still very different.For example, Northern Ireland, England and Scotland have developed different educational and legal systems aStep 8 Homework1.Try to write a short summary of the passage in aboutThe Design of the Writing on the BlackboardUnit 2The United KingdomPeriod 2ReadingⅠ Words & phrases:1.consists of2.puzzling3.legal4.left out6.influence10.constructⅡ Fast-2.Where should we go if we want to appreciate some historical attractions of the UK?Ⅲ Invaders’ influence on England a nd LondonRead another passage about the United pare it with the passage “Puzzles in Geography”, paying special attention to the writing stBRITAIN AND IRELANDThe island of Britain lies to the east of Ireland.The two are separated by the Irish Sea.The letters“UK”stand for“The United Kingdom of Great Britain and Northern Ireland.”The UK is made up of four countries.In the north is Scotland, with its capital Edinburgh.Scotland hasWales lies to the west of England.Its capital is Cardiff.Everyone there can speak English, but the first language in North Wales is Welsh.There are Welsh newspapers.Programmes on the radio and TV are in Welsh.The countryside here is very beautiful too, with lots of mountains and rivers.There used to be a lot of coal mines in the south, but many of them have been closed, or are about to be closed.England, the largest country in Britain, is in the southeast.Its capital is London, which is also the capital of the UK.London lies on the River Thames and has a population of seven million. Much of England is rather flat, although there are hills in the northeast and in the centre of the country.Ireland is divided into two countries.In the north, Northern Ireland, with its capital Belfast, is part of the United Kingdom.The Southern part of the island is a separate country, called the RepublicGenerally, the weather in Britain is neither too cold in winter nor too hot in summer.It is colder in the north, warmer in the south, drier in the east and wetter in the west.Ireland is especially wet.In all parts o f Britain it rains every month of the year; there is no“dry season”.Snow falls in Scotland every winter and sometimes in England and Wales too.Falls of*Question for discussion:Both passages are about the United Kingdom, but the two writers focused on differentReference for TeachingAn Introduction to the United KingdomThe United Kingdom of Great Britain and Northern Ireland is a country in western Europknown simply as the United Kingdom or the UK, it is also often inaccurately named Great Britain, Britain or England (the most populous of the home nations).The UK has four constituent parts, three of which—the ancient nations of England, Wales and Scotland—are located on the island ofThe border between Northern Ireland and the Republic of Ireland forms the United Kingdom’s principal international land border, although there is also a nominal frontier withworld, and relationships with seThe UK was formed by a series of Acts of Union which united the Kingdom of England (which included Wales as a principality) with those of, first, Kingdom of Scotland and then Kingdom of Ireland under a single government in London.The greater part of Ireland left the United Kingdom (then called the United Kingdom of Great Britain and Ireland) in 1922 to form an independent state (in which, until 1949, the King of the United Kingdom was also King of Ireland).This state later became the Republic of Ireland.Six counties in the north-eastern portion of the island, meanwhile, remained a part of the United Kingdom, forming Northern Ireland to this day.The UK is situated off the north-western coast of continental Europe, and has a land border with the Republic of Ireland, but is otherwise surrounded by the North Sea, the English Channel, the Celtic Sea, the Irish Sea, and the Atlantic Ocean.Great Britain, or just Britain, is the geographical name of the largest of the British Isles (oftenalso including its smaller neighboring islands, though never Ireland).Politically, the term Great Britain refers collectively to the nations of England, Wales and Scotland (i.e., the United Kingdom except for Northern Ireland).This political usage of “Great Britain” dates from the personal union of the Crowns of Scotland and England (including Wales) in 1603, with the term being used in the sense “all of Britain”.In the early years of the “United Kingdom of Great Britain”, formed by the Act of Union of 1707, it was customary to refer officially to Scotland and to England and Wales as, respectively, “North Britain” and“South Britain”, though the usage never really caught on.It should be noted that the practice by some, the informal media in particular, of us ing “(Great) Britain” as shorthand for the United Kingdom is an inaccuracy, which can cause offence.The British Isles is a term frequently used to refer to the archipelago which includes the mainland of Great Britain, the mainland of Ireland, and the smaller islands associated with these two, such as the Channel Islands, the Hebrides, the Isle of Man, the Isle of Wight, Orkney, the Shetland Islands, etc.The term is, however, often avoided, especially in Ireland, by those who are conscious that it is someti mes misunderstood internationally to mean “the islands belonging to Britain (i.e. the United Kingdom)”, a description out of date in the Irish case since 1922.An alternative, the Islands of the North Atlantic(IONA) has been proposed, but is little used outsideKing James ⅠBIOGRAPHYAN INFANT KING.James Charles Stuart was born on June 19, 1566 at Edinburgh Castle in Scotland.His father, Lord Darnley, was murdered in early 1567 before young James was 1 year old.His mother, Mary Queen of Scots, subsequently ascended（上升）to the Scottish throne.Her reign（统治）, however was short lived and she was forced to abdicate（退位）in favor of her son on July 24, 1567.Little James was crowned King James Ⅵof Scotland five days later at the tender age of 13 months.Reformation leader John Knox preached the sermon at his coronation（加冕礼）James’ mother, Mary, was imprisoned in England by her cousin Queen Elizabeth and 19 years later, in February of 1587, was executed for her part in the conspiracy（阴谋）to （暗杀）And so, like many monarchs of the time, King James was reared by neither father nor mother but rather by tutors.Of his four tutors, perhaps one of the most influential was George Buchanan, a staunch（坚定的）Calvinist.It was under Mr.Buchanan’s strict teaching methods that King James became one of the most learned and intellectually curious men to ever sit on any throne. Mr. Buchanan was 64 years old when he began tutoring the young king.KING JAMES BEGINS TO REIGN IN SCOTLAND.King James began to rule his native Scotland when he was 19 years old.A few years later, he took Anne of Denmark to be his queen.King James loved his wife and wrote beautiful poetry for her.Together they had nine children.Once, when the King and Queen were out hunting, Queen Anne accidentally killed the King’s favorite hu nting dog, Jewell.The Queen felt badly about thisKing James believed in the Divine Right of Kings and the monarch’s duty to reign according to God’s law and the public good.In order to pas s on his kingly instruction to his eldest son, Prince Henry, King James wrote Basilicon Doron which means, “the Kingly Gift”.Basilicon Doron was not meant for general publication, but for the instruction of the young prince in the likely event that his father would not survive to instruct him—King James was sickly and survived a number of assassination attempts.The King bound his printer Robert Waldegrave to secrecy and ordered an edition of only seven copies.Somehow, however, intelligence of the book and its contents got abroad.Subsequently, there was so much demand for Basilicon Doron that forged（稳步前进）,the general public and it became a bestseller.It was published in English, Welsh, Latin, French,Basilicon Doron is a short treatise（论文）, only 153 pages long.It consists of three short volumes, the first of which is “A King’s Christian Duetie towards God.”James D’israeli said,In Basilicon Doron, King James’ understanding of Christian discipleship, style and prose areat their best.He skillfully intertwines sacred scripture with godly and Christian advice.The KingDiligently read his word, & earnestly...pray for the right understanding thereof.Search the scriptures saith Christ for they will bear testimony of me.The whole Scriptures saith Paul are profitable to teach, to improve, to correct, and to instruct in righteousness, that the man of God“The whole Scripture contayneth but two things: a command and a prohibition.Obey in both...ThKing James’ great aspiration to be the first King of both Scotland and England was realized in 1603 upon the death of Queen Elizabeth.When he ascended to the English throne that year he had already been king of Scotland for 36 years.He was now known as King James VI of Scotland & I of England. The king played a masterly political game and kept his kingdom out of war.For the first time a Scottish monarch wielded effective authority over the more far-flung areas of the realm（领域）.He supported literature both through his own writing and his patronage（赞助）.There was peace during his reign—both with his subjects and foreign powers.As a Scotsman ruling over the English, the King endured much racism and slander—especially from the once powerful English Lords and Ladies who he replaced with his Scottish countrymen.Unfortunately, many of tod ay’s historians look to the writings of hostile sources such as Sir Anthony Weldon and Francis Osborne as accurate descriptions of this great king.One of the king’s detractors（诽谤者）, Sir Anthony Weldon, was knighted by King James but was subsequently dismi ssed after King James found racist writings by Weldon about the King’s native Scotland.Many historians today quote Weldon as if he were a reliable historical source. Examples of Weldon’s racism are found in his treatise entitled, “A Perfect Description of the People and Country of Scotland” where he says that the Scots are a “stinking people” who hold “fornication...but a pastime”.He also said,“...their flesh naturally abhors cleanness.Their breath commonly stinks of pottage...to be chained in marriage with one of them, were to be tied to a dead carcass, and cast into a stinking ditch...I do wonder that...King James should be born in so stinking a town as Edinburgh in lousy Scotland.”Despite this obvious bias, historians continue to consult the writings owho intimated that King James had inordinate affections towards other men—but he did not do this until 25 years after King James was dead and could not defend himself.Today’s sodomite/ homosexual community is touting the King as one of their own, which he was not.These misinformed sources, virtually without exception, fail to mention that King James and his Queen had nine children together.You can read about the rumors in this article or check out an excellently researched book on the subject by Stephen Coston, Sr.entitled, King James: Unjustly Accused?“They quarrel me (not for any evil or vice in me) but because I was a king, which they thought the highest evil, and because they were ashamed to profess this quarrel they were busy tolook narrowly in all my actions, and I warrant you a moat in my eye, yes a false report was matter—James I, Basilicon Doron The religion was also an enemy of king James.Papists (as King James called them) attempted to assassinate him a number of times.Most notably, in 1605 Roman Catholic Guy Fawkes attempted to blow up Parliament when the king was to have been present.The conspiracy was discovered and all co-conspirators were executed.This failed attempt is celebrated on November 5of Rome.King James strongly delineated the errors of Roman superstition and spurned them yet he“He is a Protestant...the King tries to extend his Protestant religion to the whole island. The King is a bitter enemy of our religion.He frequently speaks of it in terms of contempt.He is all the harsher because of this last conspiracy against his life...He understood that the Jesuits had a hand in it.”Despite his detractors, King James the Ⅵof Scotland and Ⅰof England was a highlyAs a lover of the theatre, King James became patron to the troop of one of his most famous subjects—William Shakespeare the playwright.Shakespeare’s troop came to be known as the King’s Men.Shakespeare and the King held a special relationship as they both loved literature. Shakespeare even wrote his famous play, “Macbeth”specifically for King James.Another little recognized fact is that King James the Ⅵ and Ⅰ is the founding monarch of the United States.Under his reign, we have the first successful colonies planted on the American mainland—Virginia, Massachusetts, and Nova Scotia (Latin for New Scotland) in SE Canada.The King himself ordered, wrote and authorized the Evangelistic Grant Charter to settle the Colony ofAmerica, commonly called Virginia...in propagating of Christian religion to such people as yet live in darkness...to bring a settled and quie。
人教版高二英语必修5_Unit2_The_United_Kingdom_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 to➢This wire connects _____ that one.A. withB. toC. ofD. on7. refer to1)提及，指的是…eg: When he said “some students”, do you think hewas referring to us?2) 参考；查阅;询问eg: If you don’t understand a word you may refer toyour dictionaries.Please refer to the last page of the book foranswers.3) 关系到；关乎eg: What I have to say refers to all of you.This rule refers to everyone.➢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 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)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 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-daytrip.2.1).Tower, built by Norman invaders of AD 1066, it is aSolid, stone, square tower which remained standingfor one thousand years.2). St Paul’s Cathedral, built after the terrible fire ofLondon in 1666, looked splendid;3). Westminster Abbey, contains statues in memoryof dead poets and writers;4). Greenwich, the longitude line;5). Big Ben;6). Highgate Cemetery;7). The library of the British Museum8). Windsor CastleTask 2: Read and fill the information in the form.Day 1Comments Day 2 andDay 3 and commentcomment1. Tower1. delight Greenwich with: ships Longitude line clock (GMT) Karl Marx’s statue “str ange he lived and died in London” British Museum “thrilled to see Chinese pottery”2. St Paul’s cathedral 2.splendid3. Westminster Abbey 3. interesting, full of statues of poets and writers4. Big Ben 4. famous and very loudStep III. Language points 1. 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 sth remain: 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 late wife. 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 of Step 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, 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 becomeBritish 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 Britishcitizen.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 countryyour 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 2Task 6 : Ss listen again and fill in the following form on page 48.Group 1Group2Group 3Born in the old British Empire and asked to be aBritish citizen Having parents one of whomis British or having been born in the UK Asking to become British afterliving in the UK for five yearsStep 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 task Task 1: Ss read the passage and fill in the Timeline on page 52 October November10 Catesby asked Guy Fawkes to join a plot to blow up the government. 5 King James had the cellars searched when he heard of the plan. He found Fawkes 27 The two bought a house close to the Houses of Parliament6 Parliament was opened and there were celebrations because the plot had failed. 28-31 They stored gunpowder in the cellars for the next three days.Step II. Listening task (page 52) Task 2. Listen and finish Ex 1 on page 52. 1. King James was a Catholic. 2. King James was frightened of Catholic.3.King James supported Protestants.4.He punished Guy Fawkes.5.Guy Fawkes talked to King James.6. The king thought the Catholics wanted to kill him.7. The king rewarded Guy Fawkes.8. The king thought there were too few Catholics.9. The king’s friends abroad were Protestants.Keys: F, T, T, T, F, T, F, F, T.Task 3 : Ss listen again and answer the questions of Ex 2 on page 53Step III. Speaking taskDo you think Guy Fawkes or King James were right to behave the way they did? 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 gets your sympathy and give a reason.Reasons for King James’ action Reasons for Guy Fawkes’ action1.Fear at the number of Catholics 1.King James kept changing his mind2.Loyalty to the Catholic cause2.All friends on the Continent wereProtestant3.Worried Catholics might want to3.Believed what he was doing was right change the religion of EnglandStep IV. Homework assignment。
人教版高中英语必修五教案：Unit 2 The United Kingdom
Unit 2 The United KingdomPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1.share the information about the United Kingdom.2.Foster the Ss’ reading ability (predicting, skimming and scanning)教学重点Important Points: share the information about the United Kingdom.教学难点Difficult Points: Foster the Ss’ reading ability (predicting, skimming and scanning)教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Topic Countries of the United Kingdom; United Jack; famous sites in London Vocabulary Consist clarify accomplish conflict union credit currency convenience rough attract architecture collection administration countryside furnished possibility arrangewedding fold sightseeing delight royal uniform splendid statue communism thrillerror consistentFunction nguage difficulty in communicationExcuse me. I’m afraid I can’t follow you.Can you speak more slowly, please?What did you mean by …?3.Space: position, direction, distanceWales was linked to… England and Wales were joinedto/connected…England is divided into three zones. The zone nearest… is called…Grammar The past participle as the object complementYou find most of the population settled in the south…… he had them killed while they were asleep.I. Warming up 热身Ask the students to work in pairs and do the quiz on P9Keys: 1.C 2. B 3. B 4. A 5.B1.The United Kingdom consists of England, Wales, Scotland and Northern Ireland.2.It takes ten hours to fly from Beijing to London Heathrow Airport if you take the direct flight.3.The Prime Minister together with his most important ministers and Member of Parliament make theimportant political decisions and laws.4.The counties of Britain are much smaller than provinces in China. They have local government powersfor their area.5.The River Thames is 338km, which is the longest one in England.Step 2 Pre-reading 预读Have the students share the information about the geography of the UK1.The UK consists of four countries, what are they?England, Scotland, Wales, Northern Ireland2.Can you name the capital cities of the countries of the UK?London, Edinburgh, Cardiff, BelfastStep 3 Reading 阅读1.Fast-reading 泛读Ask the students to read the map and the text on P10 and answer the following the questions1)The Union Jack flag unite the flags of three countries in the United Kingdom. Which country isleft out? Why?Wales. It is usually considered to be part of the England.2)What three countries does British Airways represent?England, Scotland and Wales3)Which group of invaders didn’t influence London?The Vikings didn’t influence London2.Text structure analysis 篇章结构分析Have the students find out the topic sentences of each paragraph1st paragraph Why are different words used to describe England, Wales, Scotland andNorthern Ireland?2nd paragraph First there was England.3rd paragraph Great Britain was the name given when England and Wales were joined toScotland.4th paragraph The four countries are still very different.5th paragraph England is the largest of the four countries.6th paragraph The greatest historical treasure of all is London.Unit 2 The United KingdomPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1.share the information about the United Kingdom.2.Foster the Ss’ reading ability (predicting, skimming and scanning)教学重点Important Points: share the information about the United Kingdom.教学难点Difficult Points: Foster the Ss’ reading ability (predicting, skimming and scanni ng)教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Topic Countries of the United Kingdom; United Jack; famous sites in London Vocabulary Consist clarify accomplish conflict union credit currency convenience rough attract architecture collection administration countryside furnished possibility arrangewedding fold sightseeing delight royal uniform splendid statue communism thrillerror consistentFunction nguage difficulty in communicationExcuse me. I’m afraid I can’t follow yo u.Can you speak more slowly, please?What did you mean by …?5.Space: position, direction, distanceWales was linked to… England and Wales were joinedto/connected…England is divided into three zones. The zone nearest… is called…Grammar The past participle as the object complementYou find most of the population settled in the south…… he had them killed while they were asleep.3. Careful reading 精读Ask the students to divide the passage into three parts and write down the main idea of each partPart1 (para1-4) What the UK includes and how the UK formed and more detailed information about the four countries in the UKPart2 (para5) The geographical division of England into three zones: their similarities and differences Part3(para6) The cultural importance of LondonTask 1： Have the students put the events happening to the form of the UK into the right order.Task 2：Have the students identify the invaders and their influences on The United Kingdom —the UK. The Romans in the 1st century ADThe Anglo-Saxons in the 1060s The VikingsThe NormansTowns and roads Languageand governmentVocabulary and place-names Castles and words for foodTask 3： Have the students look at the map of England and Wales. Draw lines across to show the zones of the South, Midlands and North of England.North: Leeds, York, Sheffield, and ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthStep 3 Group discussion 分组讨论Answer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it? First there wasEngland. In the 13th century AD, Wales was linked to England. In 1603 England and Wales were joined to Scotland. The name Great Britain came into being. Three centuries later Northern Ireland joined with England, Wales and Scotland to become the United Kingdom.(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step 4 SummaryHave the students use the information to write a short summary of the passagePossible version: The 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.Unit 2 The United KingdomPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points:To help students learn to remember some important words and expressions教学难点Difficult Points:To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Warming up1.Consist of 由…组成，由….构成（不用进行时）The team consists of one hundred men and women athletes.=The team is made up of one hundred men and women athletes.There is a big family, consisting of ten people.拓展：Consist in 在于，决定于(不用被动态)= be based on/ depend on/ uponWhat does happiness consist in? 什么才算是幸福？The beauty of the town consists in the style of its ancient buildings.Pre-reading2.divide “把…..分成；分开”指将一个整体分成若干部分，常与介词between ,among, by ,into 等搭配He divided the cake into three= The cake was divided into three.Divide this line into 20 equal parts. Divide this line in half.We’ll have to divide the work between (among) us.6 divided by 3 is 2.辨析：separate 多指把原来连在一起或者是靠近的人或事物分离开，常与介词from, by 搭配The Channel separates England from France.The two towns are separated by the river.She doesn’t want to be separated from this man.I have got separated from him for a couple of years. 分开，分居Reading1.puzzle n something that is difficult to understand or explain 难题，迷/ 益智玩具(游戏)Programming is really a puzzle to me. 我搞不懂编程。
【英语】高中英语新课标(人教版)必修五 优秀教案 (Unit 2 The United Kingdom Period 1)
Unit 2The United KingdomBrief Statements Based on This UnitThis unit centers on the United Kingdom, including its geography, especially the historical influence on geography, historical attractions and traditional festivals.The students should be encouraged to practice talking about countries.The whole unit can be divided into seven parts: warming up, reading, listening and speaking, language focusing, reading and writing, grammar, and assessment.In Warming up, there is a quiz for the students to do, which will arouse the students‟ interest in knowing about the detailed information about the United Kingdom.While checking the answers, the teacher can add more knowledge about the UK, to prepare the students for the following processes.In this part, the teacher should also help the students to deal with the new words and expressions that will appear in the Reading passage.Group discussion and brainstorming will be used in this period to help the students to communicate with each other using their previous knowledge.In Pre-reading, the students are provided with three questions related to the UK, which can act as an introduction to the Reading passage.In the Reading passage, the students will learn about the historical influence upon geography in the UK and get a general idea about the process of the combination of the UK.They will also learn about the historical attractions left by the invaders in England and London.In reading the passage the students should also pay special attention to the techniques of writing a passage of human geography.In Post-reading part, the students will do three activities.The first one is to answer three questions according to the Reading passage.Secondly, the students are asked to divide England into three districts on a map, which is based on the deeper understanding of the passage.Thirdly, after getting the general idea of the passage, the students should write a summary of the passage in about 50 words.In Learning about language, the students are encouraged to learn some important words and expressions in the passage and try to use them in the specific contexts.In this unit the students will learn to use the past participle as the object complement, through some examples and exercises.While practising using the language, the students will learn about Sightseeing in London. And their skills of reading, speaking, listening and writing will be improved.In Listening and Speaking, more chances will be given to the students to learn about some famous kings and queens in the history of the UK, and their achievements.The students are encouraged to get more information about the country in order to understand it as a whole.The topic of Speaking is about the historical attractions in the UK.The students should learn to introduce to visitors one tourist attraction in his or her own hometown.While speaking, the students should try to use some useful expressions while you cannot follow others.Then in Writing part, the students will be asked to make a poster to introduce the chosen tourist attraction to attract more visitors.While writing, the students should pay special attention to the words, especially some verbs and adjectives.This task is helpful for the students‟ creativity and imagination.It can also improve their writing skills.Assessment will help the students to look back what they have learned and focus on the difficult and important points.So, this unit will be divided into seven periods as follows:Period 1Welcome to the UnitPeriod 2ReadingPeriod 3Reading and WritingPeriod 4Language FocusingPeriod 5 GrammarPeriod 6Reading and WritingPeriod 7AssessmentKnowledge aims:Key words in this unit: unite, kingdom, consist, divide, puzzle, debate, clarify, relation, educational, legal, convenience, roughly, industrial, historical, attraction, collection, construct, influence, project, arrange, wedding, fold, sightseeing, available, site, delight, tower, royal, occasion, uniform, splendid, statue, longitude, navigation, communism, original, thrill, pot, unfair, smart, suggestion, tense, consistent, errorKey phrases in this unit: consist of, divide...into, break away from, leave out, take the place of, break down, be linked to, to one‟s surprise, look around, keep one‟s eyes open, on special occasions, in memory of, have a photo taken, on show, be proud of, as well as, be known as, on the other side of, make a list of, be worried about, leave sp.for sp., be rude to sb., be at war with, be friendly to sb., change one‟s mind, take flight, hear about, keep one‟s promise, feel sympathy for, feel strongly aboutKey sentence patterns:1.There is no need to do sth.2.You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.3.It seemed strange that the man who had developed communism should have lived and died in London.Grammar in this unit: Past participle used as the object complementAbility aims:1.To talk about geography, historical attractions and traditional festivals of a country.2.To guess what will be talked about in the listening materials.3.To improve their reading skills.4.To learn to use past participle as the object complement.Emotion aims:To encourage the students to learn about some traditions of a country.To learn to treasure the traditions of a country.To learn to analyze things based on facts.Period 1Welcome to the UnitThe General Idea of This PeriodThis is the first period of this unit.It includes Warming-up, Quiz, Listening and New Words.In this period, students should get the first impression of the United Kingdom, including some famous attractions and some famous leaders in history and so on.At the beginning, the students enjoy some beautiful pictures of tourist attractions in the United Kingdom.In this way, they will feel more interested in the topic.Then the students do a quiz of five questions about some specific information about the UK.While checking the answers,the teacher can refer to some related information about the UK by showing some pictures or descriptions.After this step the students would have a general idea about the UK.This lays a solid foundation for the Reading passage.Also this step provides the students with enough chance to practice speaking.The teacher should stimulate the students to express themselves using English.Then in the Listening part, the students will listen to the introduction to some kings and queens in history.Then they will answer some questions according to what they have heard.After finishing the tasks in the textbooks, the teacher can provide some information about Queen Elizabeth Ⅱ and current Prime Minister Tony Blair.Next the teacher will explain some new words and expressions that would appear in the Reading passage.The teacher will pick out some important and difficult verb.First the students are asked to match the words with their explanations.Then they will use these words to finish ten sentences.In this way, the teacher can check if the students have mastered these words and expressions or not.After class students should learn the new words and expressions by heart.This period lays emphasis on speaking and listening.The teacher should try his or her best to encourage the students to say something.Don‟t always correct the mistakes that the students might make while speaking.Otherwise, the students would feel reluctant to orally tell their opinions.Teaching Important PointsGet a general idea of the United Kingdom.Train the students‟ speaking ability by describing, talking and discussing.Teaching DifficultiesMaster some important words and phrases in this unit.Train the students‟ listening ability.Teaching Aidsa tape recordera projectorthe blackboardThree Dimensional Teaching AimsKnowledge aims:Help Ss to get a general idea of the United Kingdom.Have Ss master some important words and expressions in this unit.Ability Aims:Train the students‟ speaking ability by describing, talking and discussing.Train the students‟ listening ability.Train Ss to search the Internet for some useful information.Emotional Aims:Appreciate some beautiful attractions in the United Kingdom.Cultivate Ss‟s team spirit in group work.Teaching ProcedureStep 1 GreetingsTeacher (T): Good morning/afternoon, class!Students (Ss): Good morning/afternoon, sir.Step 2 Quiz(At the beginning of the class, T shows Ss some beautiful pictures of the UK.)Windsor Castle St Paul‟s Cathedral from the Millennium FootbridgeBuckingham Palace London BridgeBig Ben through autumn trees by Victoria embankmentFlight on the London eye view towards the Houses of ParliamentT: Did you enjoy these pictures?Ss: Yes.T: Do you know where these sceneries are?S: They are in England.S: I think they are in the Great Britain.T: Yes.Actually, we say all of them are in the United Kingdom.Many people find the geography of the UK difficult to understand.In this unit, we will learn something about the United Kingdom, including its geography, historical attractions and traditions.First, let‟s do a quiz to find out how much you already know about the UK.(Ss look at Warming Up on Page 9 and do the quiz.)(After several minutes, T checks the answers with the whole class.)S: The UK consists of four countries.T: You are right.Look at the map below and find out the four countries.(After several minutes.)S: They are England, Wales, Scotland and Ireland.T: Attention here.Not the whole Ireland, but only Northern Ireland.T: Then can you find out the capital cities of these countries?S: The capital of England is London.S: The capital of Wales is Cardiff.S: The capital of Scotland is Edinburgh.S: The capital of Northern Ireland is Belfast.T: You did a very good job.What about the second question?S: It takes about 16/13 to fly from Beijing/Shanghai to London Heathrow Airport.T: Yes.Here is a flight schedule (Beijing—London).Depart Arrive Carrier/Flight Equip Freq1: 20 am PEK10: 05 am HU 0481/BA 0865763/320 1Stop/Connex Trip TimeBUD 2: 50 hrs.15: 45 hrs.T: Then who rules the country: the Prime Minster or the Queen or both?S: The Queen rules the country.T: Yes.And do you know any Queen of the UK?S: Queen Elizabeth Ⅱ.T: Here is a picture of her.T: Elizabeth Ⅱ, born on April 21, 1926, is the eldest daughter of George Ⅵand Elizabeth Bowes-Lyon.She married Philip Mountbatten, a distant cousin, in 1947; the pair have four children: Charles, Prince of Wales, Anne, Andrew and Edward.She has reigned for forty-six years, and appears capable of remaining on the throne for quite some time.T: Then who is the current Prime Minister in the UK?S: Blair.T: Yes.Tony Blair.Do you know anything about him?Here is a picture of him.T: Blair was Labor Member of Parliament for Sedgefield and Leader of the Opposition in the House of Commons until the May 1, 1997 elections, at which time, as head of the new majority party, he became Prime Minister.T: What are the provinces called in England, counties, departments or states?S: Counties.T: England has been divided into counties for hundreds of years.The divisions originated as administrative areas, but have been adopted for geographic purposes.A series of local government reforms from the 19th century onwards has left the exact definition of the term …county‟ slightly ambiguous(不明确的).T: Do you know how many counties there are in England?S: Over thirty.T: Yes.There are 36 counties in England.T: Which is the longest river in England, the River Avon, the River Thames or the River Severn?S: The River Thames.T: The River Thames is actually very famous in the UK.Whenever people talk about the UK, they will think of this river.It has nearly become one of the landmarks of the United Kingdom.Here is a picture of it.T: Do you know anything about the other two rivers?S: I know nothing about them, except that they are in the UK.T: Look at the pictures below.T: On the left is the River Avon and on the right is the River Severn.Do you know the lengths of these rivers?Ss: We have no idea.T: The River Thames is about 211 miles, the River Avon is only about 4 miles, and the River Severn is about 220 miles.So the longest river in England is the River Severn.T: Of the five questions, how many of them did you get right?If you got all five questions right, you know a lot alre ady.But even you got all of them wrong, don‟t be worried.We are going to learn more about the UK in this unit.Step 3 ListeningT: Now we are going to do some listening test about some English kings and queens.First listen to the tape and tick the ones that you hear about from the list.(T plays the tape for the students to listen and finish the task.)(Then T checks the answers with the whole class.)T: I will play the tape again, and this time please answer the questions in Part 2.(After listening to the tape twice.)T: Now check your answers with your partner.T: Do you have any questions?If yes, let‟s listen to tape again and then check your answers.Step 4 New WordsT: There are a lot of new words and phrases in this unit.Here are some important verbs and their explanations.Please match the words in Column A with their explanations in Column B.A Barrange to make something clearer and easier to understandthrill to have an effect on sb.or sth.puzzle to build a large buildingdelight to bend sth.by laying or pressing one part over anotherdebate to separate something into two or more partsclarify to make someone feel excited and happyconstruct to organize or make plans for somethinginfluence to discuss a subject formally when you are trying to make a decision fold to give someone great satisfaction and enjoymentdivide to think about something because you cannot understand or solve it (After a few minutes.)T: Now let‟s check your answers.S: “arrange” means “to organize or make plans for something”.S: “thrill” means “to make someone feel excited and happy”.S: “puzzle” means “to think about something because you cannot understand or solve it”S: “delight” means “to give someone great satisfaction and enjoyment”.S: “debate” means “to discuss a subject formally when you are trying to make a decision”.S: “clarify” means “to make something clearer and easier to understand”.S: “construct” means “to build a large building”.S: “influence” means “to have an effect on sb.or sth.”.S: “fold” means “to bend sth.by laying or pressing one part over another”.S: “divide” means “to separate something into two or more parts”.Step 5 ConsolidationT: Next, I will give you ten sentences. Please use some verbs to fill in the blanks.1.Hitler and Stalin__________Poland between them.2.James is__________a big surprise party for Helen‟s birthday.3.The magic of his music continues to__________audiences.4.The Golden Gate Bridge was__________in 1933-1937.5.We are__________whether to go to the mountains or to the seaside.6.What __________me is how the burglar got into the house without setting off the alarm.7.The report aims to__________ how these conclusions were reached.8.Don‟t let me__________you r decision.You should decide it yourself.9.He__________them with his charm and sparkling wit.10.The woman__________the tickets in two and tore them in half.(Give the students several minutes to finish the task.Then check the answers.)1.divided2.arranging3.thrill4.constructed5.debating6.puzzles7.clarify8.influence 9.delighted 10.foldedStep 6 Homework1.Read the passage “PUZZLES IN GEOGRAPHY”, and answer the questions on Page 10.2.Learn the new words and phrases in this unit by heart.The Design of the Writing on the BlackboardUnit 2 The United KingdomPeriod 1 Welcome to the UnitⅠ.Quiz1.The UK ⎪⎪⎩⎪⎪⎨⎧Ireland NorthernScotlandWales England2.Queen Elizabeth ⅡPrime Minister Tony Blair3.The River Avon: 4 milesThe River Thames: 211 milesThe River Severn: 220 milesⅡ.New Wordsarrange; thrill; puzzle; delight; debate;clarify; construct; influence; fold; divideResearch and ActivitiesPoster-making:1.Divide the whole class into five groups.2.Ask the students to look for information about some great buildings in the United Kingdom /their hometown.They should find the pictures as well as some explanations to them.The students can go to the library or use the Internet to search for information.The following websites might be helpful.①http: ///wiki/London②http: ///lynn/wh-england.html③http:///travel/Europe/United_Kingdom/England/Merseyside /Liverpool-309600/Things_To_Do-Liverpool-Liver_Buildings-BR-1.html...3.After searching for the information, each group should make a poster, informing people of the great buildings in the United Kingdom.Reference for TeachingPrime Minister of the United KingdomIn the United Kingdom, the Prime Minister is the head of government, exercising many of the executive functions nominally vested in the Sovereign(君主), who is head of state.According to custom, the Prime Minister and the Cabinet (which he or she heads) are responsible for their actions to Parliament, of which they are members by (modern) convention（惯例）.The current Prime Minister is Tony Blair (of the Labour Party), who has been in office since 1997.Prime Minister is the monarch‟s(君主的) principal advisor.Historically, the monarch‟s chief minister (if, as was not always the case, any one person could be singled out as such) might have held any of a number of offices: Lord Chancellor, Archbishop of Canterbury, Lord High Steward, Chancellor of the Exchequer（财务大臣）, Lord Privy Seal, or secretary of State among others.With the emergence, in the eighteenth century, of government by a cabinet of these ministers, its head came in time to be called the“Prime Minister”(sometimes also “Premier” or “First Minister”); to this day the Prime Minister always also holds one of the more specific ministerial positions, if only in a nominal sense—the official title of the Prime Minister‟s ministerial position is First Lord of the Treasury.Sir Robert Walpole is generally regarded as the first Prime Minister in the modern sense.The Prime Minister is appointed by the Sovereign, who is bound by constitutional convention to choose the individual most likely to command the support of the House of Commons (normally, the leader of the party with a majority in that body).Should the Prime Minister lose the confidence of the House of Commons (indicated, for example, by the passage of a no confidence motion), he or she is morally obliged by similar conventions either to resign (in which case the Sovereign can try to find another Prime Minister who has the House‟s confidence) or to reques t the monarch to call a general election.Since the premiership is in some small sense still a de facto position, the office‟s powers are mainly a matter of custom rather than law, deriving from the incumbent‟s ability to appoint (through the Sovereign) his or her Cabinet colleagues, as well as from certain uses of the royal prerogative which may be exercised directly by the Prime Minister, or by the Monarch on the Prime Minister‟s advice.Some commentators have pointed out that, in practice, the powers of the office are subject to very few checks, especially in an era when Parliament and the Cabinet are seen as unwilling to challenge dominant Prime Ministers whose attention is increasingly turned not toward Parliament but toward the news media.The UK under the leadership of the Current Prime Minister Tony Blair Eighteen years of Conservative rule ended in May 1997 when Tony Blair and the Labor Party succeeded in the British elections.Blair has been compared to former U.S.president Bill Clinton for his youthful, telegenic(适于电视广播的) personality and centrist views.He produced constitutional reform that partially decentralized（分散）the UK, leading to the formation of separate Parliaments in Wales and Scotland by 1999.Britain turned over its colony Hong Kong to China in July 1997.Blair‟s controversial meeting in Oct.1997 with Sinn Fein‟s president, Gerry Adams, was the first meeting in 76 years between a British prime minister and a Sinn Fein leader.It infuriatednumerous factions but was a symbolic gesture in support of the nascent peace talks in Northern Ireland.In 1998 the Good Friday Agreement, strongly supported by Tony Blair, led to the first promise of peace between Catholics and Protestants since the beginning of the so-called Troubles.Along with the U.S., Britain launched air strikes against Iraq in Dec.1998 after Saddam Hussein expelled UN arms inspectors.In the spring of 1999, Britain spearheaded the NATO operation in Kosovo, which resulted in Yugoslavian president Slobodan Milosevic‟s withdrawal from the territory.In Feb.2001, foot-and-mouth disease broke out among British livestock, prompting other nations to ban British meat imports and forcing the slaughter of thousands of cattle, pigs, and sheep in an effort to stem the highly contagious disease.The episode cost farmers and the tourist industry billions of dollars.In June 2001, Blair won a second landslide victory, with the Labour Party capturing 413 seats in Parliament.Britain became the staunchest ally of the U.S.after the Sept.11 attacks.British troops joined the U.S.in the bombing campaign against Afghanistan in Oct.2001, after the Taliban-led government refused to turn over the prime suspect in the terrorist attacks, Osama bin Laden.Blair again proved himself to be the strongest international supporter of the U.S.in Sept.2002, when he became President Bush‟s major ally in calling for a war against Iraq.Blair maintained that military action was justified because Iraq was developing weapons of mass destruction that were a direct threat to its e nemies.He continued to support the Bush administration‟s hawkish policies despite significant opposition in his own party and the British public.In March 2003, a London Times newspaper poll indicated that only 19% of respondents approved of military actio n without a UN mandate.As the inevitability of the U.S.strike on Iraq grew nearer, Blair announced that he would join the U.S.in fighting Iraq with or without a second UN resolution.Three of his ministers resigned as a result.Britain entered the war on March 20, supplying 45 000 troops.In the aftermath of the war, Blair came under fire from government officials for allegedly exaggerating Iraq‟s possession of weapons of mass destruction.In July 2003 Blair announced that “history would forgive” the UK and U.S.“if we are wrong” and that the end to the “inhuman carnage and suffering” caused by Saddam Hussein was justification enough for the war.The arguments about the war grew so vociferous between the Blair government and the BBC that a prominent weapons scientist, David Kelly, who was caught in the middle, committed suicide.In Jan.2004, the Hutton Report exonerated the Blair administration of any misconduct concerning the weapons inspections and concluded that it had not“sexed-up”the intelligence dossier, an accusation put forth by BBC reporter Andrew Gilligan .The report strongly criticized the BBC for its “defective” editorial policies, and as a consequence, the BBC‟s top management resigned.In July 2004, the Butler Report on pre-Iraq war British intelligence was released.It echoed the findings of the U.S.Senate Intelligence Committee of the week before that the intelligence had vastly exaggerated Saddam Hussein‟s threat.The famous claim that Iraq‟s chemical and biological weapons “are deployable within 45 minutes of an order to use them”was especially singled out as highly misleading.But like the U.S.report, it cleared the government of any role in manipulating the intelligence.On May 5, 2005, Blair won a historic third term as the country‟s prime ministe r.Despite this victory, Blair‟s party was severely hurt in the elections.The Labour Party won just 36% of the national vote, the lowest percentage by a ruling party in British history.The Conservative Partywon 33%, and the Liberal Democrats 22%.Blair acknowledged that the reason for the poor showing was Britain‟s involvement in the war in Iraq, which was widely unpopular.A number of political analysts believe Blair will not serve out his new five-year term.Many expect him to resign in the next several years and turn over the reins of the Labour Party to Gordon Brown, the chancellor of the exchequer, whose policies many credit in creating Britain‟s strong and stable economy.On July 7, 2005, London suffered a terrorist bombing, Britain‟s worst attack since World War Ⅱ.Four bombs exploded in three subway stations and on one double-decker bus during the morning rush hour, killing 52 and wounding more than 700.Four Muslim men, three of them British-born, were identified as the suicide bombers.On July 21, terrorists attempted another attack on the transit system, but the bombs failed to explode.A leaked document by a top British government official warned Prime Minister Blair more than a year before the bombings that Britain‟s engagement in Iraq was fueling Isla mic extremism, but Blair has repeatedly denied such a link, contending that the bombings were the result of an “evil ideology” that had taken root before the Iraq war.Blair has proposed legislation that would toughen the country‟s antiterrorism measures.11。
高中英语人教新课标必修五 Unit2 The United Kingdom教案
Unit 2 The United Kingdom Ⅰ. 单元教学目标Ⅲ. 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。
英语优秀教案(人教版)：必修五(Unit 2 The United Kingdom Period 4)
Period 4Language FocusingThe General Idea of This PeriodThis period mainly deals with the important language points that appear in the Reading passages.But first, the teacher should check how well the students understood the passage by asking some detailed questions based on the passage.While doing this, students should keep their textbooks closed.Then the teacher will check the students’ homew ork of filling some words in a short passage.Then the teacher will deal with the important points in the passage.The purpose of this step is to help students better understand some difficult sentences and master the usage of some important words and expressions.So the teacher should give the students several minutes to find out the difficult points at first.In this way, the teacher can help the students remove the obstacles in reading.After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand.Sometimes the teacher will compare the words or expressions with some similar ones.After this step, as consolidation, the students are asked to finish a short passage using the words and expressions that they have just learned in the unit.Another more difficult task is set to meet the needs, that is, to translate some sentences from Chinese to English by using the words and expressions in the brackets.Teaching Important PointsLearn the usage of some difficult words and expressions.Train the students’ ability to remove the difficulties while reading.Teaching DifficultiesTrain the students’ ability to distinguish some similar words or expressions.Know that the invaders caused the native people to suffer a lot, but they also left some historical treasures.Teaching Aidsa tape recordera projectorthe blackboardThree Dimensional Teaching AimsKnowledge Aimsdivide, puzzle, construct, influence, thrill, consist of, break away (from), break down, break in/into, break out, break through, break up, set the time, set an example, set sb.free, set about doing sth., set out to do sth., set sth.aside, set down, set off, set up, be linked to, to one’s surprise, look round, keep one’s eyes open,on special occasions, in memory of, have a photo taken, on show, be proud of, leave outThere is no need to do sth.It seemed that sb.should have done sth.Ability AimsLearn the usage of some difficult words and expressions.Train the students’ ability to distinguish some similar words or expressions.Train the students’ ability to remove the difficulties while reading.Emotional AimsTrain the students’ ability to cooperate with others.Get to know that history can greatly influence the geography of a place.Know that the invaders caused the native people to suffer a lot, but they also left some historical treasures.Teaching ProcedureStep 1 GreetingsTeacher greets the students as usual.Step 2 Homework CheckingT: In the last period we learned some famous attractions in London.Can you use some simple English to describe two of the places?S: The Tower of London was built long ago by the Norman invaders of AD 1066.This solid, stone, square tower had remained standing for one thousand years.If you went there, you would find the Queen’s jewels guarded by special royal soldiers who, on special occasions, still wear the four-hundred-year-old uniform of the time of Queen Elizabeth Ⅰ.S: If you went to visit Greenwich, you would see its old ships and famous clock that sets the world time.There is the imaginary longitude line which divides the eastern and western halves of the world, and is very useful for navigation.T: Good.Now, please open your books and turn to Page 11.Let’s first check th e answers in Part 1.I’d like to ask one of you to read the passage.S: “Why you debate this wonderful opportunity so carefully is a puzzle to me, ”the boss said on the phone.“This is the project for you.You will live in a town in England and have a house with all modern convenience. Our headquarters in Beijing will clarify any problems that may arise over the Internet.You will help us to examine any legal issues that may arise if we want to build a factory somewhere in the United Kingdom.We think you will find living in England will be a great attraction and so we would like to influence you to take this job.We hope you will accept it.”T: Yes, every word has found its proper place.Step 3 Language FocusingT: Look at the first reading passage in this unit.Do you have any trouble in understanding any word, phrase or sentence pattern?S: In this unit there is a sentence, “The UK consists of four countries.”Can we change it into“The UK is made up of four countries.”?T: Absolutely right.“A consists of B”means“A is made up of B”.Or we can change the sentence into Active V oice by using“make up”.Can you?S: Four countries make up the UK.T: You are right.“Consist”can be used with“in”, which means“lie in”.Translate the following sentence: 这个计划妙就妙在简明扼要。
人教版高中英语必修五：Unit+2+The+United+Kingdom+教案3.doc
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 .品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
人教高中英语必修五 Unit2 The United Kingdom[教案]
Teaching Plan for Book 5Unit 2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK 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.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. Butwhat 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 guesswhich 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 second 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, medals and 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 third 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.( ) 1. Many people around the world study English, and they know a lot about British culture. ( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English.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 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:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.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¡¯ Corner ,Big Ben and the 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 manyFrench 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.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be foundwith names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-coloredbeer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.。