U2P1 必修5 Unit2 教案
必修五英语unit2说课稿
必修五英语unit2说课稿在准备必修五英语Unit 2的说课稿时，我们需要确保内容覆盖了教学目标、教学内容、教学方法、教学过程、教学评价以及教学反思等方面。
以下是一份说课稿的示例：必修五英语Unit 2说课稿一、教学目标1. 知识目标：学生能够掌握本单元的核心词汇和短语，理解并运用相关语法结构。
2. 技能目标：提高学生的听力理解能力，口语表达能力，以及阅读理解和写作能力。
3. 情感目标：通过学习与本单元主题相关的文化背景，培养学生跨文化交际的意识和能力。
二、教学内容本单元的主题是“Travel”，主要包括以下几个部分：- 词汇：与旅行相关的词汇和短语。
- 语法：一般过去时和现在完成时的用法。
- 听力：理解有关旅行的对话和短文。
- 阅读：阅读关于不同旅行经历的文章。
- 写作：撰写一篇关于个人旅行经历的短文。
三、教学方法1. 任务型教学法：通过设计与旅行相关的任务，激发学生的学习兴趣。
2. 合作学习：学生分组合作，共同完成学习任务。
3. 情景教学法：创设旅行情景，让学生在实际语境中学习和使用语言。
四、教学过程1. 导入（Lead-in）：通过展示世界各地的风景图片，激发学生对旅行话题的兴趣。
2. 词汇学习（Vocabulary Learning）：教授与旅行相关的词汇和短语，并通过游戏和练习加深记忆。
3. 语法讲解（Grammar Explanation）：讲解一般过去时和现在完成时的用法，并通过例句和练习进行巩固。
4. 听力训练（Listening Practice）：播放有关旅行的对话和短文，训练学生的听力理解能力。
5. 阅读理解（Reading Comprehension）：阅读文章，回答相关问题，提高阅读理解能力。
6. 口语表达（Speaking Practice）：组织学生进行角色扮演或小组讨论，练习口语表达。
7. 写作训练（Writing Practice）：指导学生撰写关于个人旅行经历的短文，提高写作能力。
人教版高中英语必修5Unit2Speakingandwriting优秀教案
人教版高中英语必修5Unit2Speakingandwriting优秀教案Unit2 Speaking and writing参考教案Teaching Aims:Improve the students’ writing & speaking skills.Teaching Important Points:Enable the students to write a short passage about a place of interest they have visited. Teaching Difficult Points: How to describe a famous building or a place of interest.Teaching Methods:Task-based approach.Teaching Procedures:Step I . SpeakingTask 1: In pairs choose an interesting building or attraction in your hometown or home village. One of you will be the tourist and the other the tour guide.Try to use the following expressions while speaking:Excuse me… I’m afraid I can’t follow you.Please, can you speak more slowly?I beg your pardon? Pardon?What did you mean by…?I didn’t understand…I’m sorry but could you repea t 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 thefirst 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.。
北师大版高中英语必修2 Unit5 Lesson 2参考教案
Unit 5 Lesson 2参考教案Beijing OperaTeachingobjectives:To listening skills and hold the key words.To practice the expressing way “ask for”and “refuse”.Teaching procedures：Ⅰ. Warm upShow pictures of Beijing OperaT: What kind of music is it?S:T: Yes, it is our cultural treasure—Beijing Opera. How much do you know it?S:T: introduce (Peking opera, the best-known Chinese Opera, was developed during the Qing dynasty (1644-1911). It is a dramatic form that includes dance, theater, music, and skilled performance. Character types depend on vocal styles. Performers wear dramatic make up or masks.)T: Can you name some famous actors and actresses? Who do you know ae the best performers in China?S: Cheng Yanqiu, Mang Lianliang, Qiu Shengrong ,Mei Lanfang and so on.T: show a slide of Mei Lanfang ( introduce Mei Lanfang)T: What role do they play in Beijing Opera?S: guide students to say out “sheng”, “dan”, “jing”, “chou”, “mask”Ⅱ ListeningT: We have some knowledge about Beijing Opera, Now we do the exercise 1 before doing it first guess their answers.It is necessary to listen to the tape twice.Show students a chart about Beijing Opera’s structureDo the exercise 2 and 3Do the exercise 4Read through the Strategies with the class and see if they know how to use any ofthese Strategies already.Students listen to the cassette and get the general idea. Play the cassette.Do the exercise 5, 6 and 7The teacher can draw a conclusion:Besides Beijing Opera, there are still other National Treasures in China. They serve as a window of China. And through this window, foreigners are able to understand Chinese culture better.Ⅲ SpeakingPractice your oral EnglishSuppose Smith come from America. He is interested in Beijing Opera. As his interpreter you are introduce Beijing Opera to him. .Do the exercise 9Ⅳ WritingWrite a composition to introduce Beijing Opera its history and value,including Characters, scenes, costumes and skills needed. You can add some details, such as some names of play and famous artists.。
高二英语必修五unit2教案
高二英语必修五unit2教案人教版高二英语必修五unit2教案范文作为一名人民教师，常常要写一份优秀的教案，教案是实施教学的主要依据，有着至关重要的作用。
我们应该怎么写教案呢？以下是店铺整理的人教版高二英语必修五unit2教案范文，仅供参考，大家一起来看看吧。
教学目标1. think more ab out the relationship between science and nature.2. describe some items and atmosphere with scien tific terms.3. express their opinions on cloned animals and humans as well.4. develop an interest in doing more reading and research on the topic.教学重点Words , phrases and sentence patterns教学难点Practical usage教具Blackboard , slides and handouts教学内容教法学法Teaching procedures:Step 1 Lead in (PPT 4-7)Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[Explanation]用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。
新人教版高中英语必修5Unit2TheUnitedKingdom教案
A teaching plan for talking about tourist attractions人教版Book 5 unit 2 The United KingdomUsing language: Reading，Speaking and Writing一教学内容及设计思路（一）教学内容包括三部份：1. 温习主课文，从检查英国的主腹地理知识着手，然后引出新课；2. 阅读本单元Using language 部份的课文Sightseeing in London, 学习作者第一次参观伦敦旅行景点都有何感想，进一步学习激起作者这些感想的细节内容，并试探作者什么缘故会对某些景点重墨描述；3. 仿照文章的手法，以一个旅行者的身份口头描述和书面描述在贵州（贵阳）你看过的某处（或几处）风光的感受，用简单的描述来讲明．（二）设计思路本课设计思路包括以下步骤：1. 温习课文（地理）知识入手。
引出新的课文；2.在新课文学习时，先简单了解课文介绍了哪些历史古迹（旅行点）---按day一、day二、day3的顺序；3.关于每一个不同景点，作者的感受如何？通过寻觅相关的单词（形容词、名词）、短语（表达）来表示。
进一步引导学生弄清楚为啥会有这种感受？（supporting details）4.进一步引导学生试探：哪些景点作者进行比较详细的介绍？什么缘故？---从作者的角度动身；（critical thinking）5. 时期温习以上所学，给学生分发贵州旅行景点的小册子，让其以一个旅行者的身份来口头描述在贵州（贵阳）看过的某处（或几处）风光的感受及细节；6.书面表达。
基于以上口头描述，仿照文章的手法，以一个旅行者的身份来描述在贵州（贵阳）你看过的某处（或几处）风光的感受，用简单的描述来讲明．二教学目标及重难点Knowledge aims:Ss will be able to pick out and further understand the words and expressions in the text used to describe the girl’s impressions and feeling towards different sites of historical and tourists’ interest.Ability aimsThe students will be able to talk and write about how they would feel to visit a local site (or several sites) using the words and expressions in the passage.Emotional aims:1. To strengthen the Ss’ cultural awareness by understanding and perceiving theculture of London through studying its historical sites and tourist attractions;2. To arouse students’ love for and pride in their hometown by introducing scenicspots of their hometown.Important point：To pick out and further understand the words and expressions used to describe the girl’s impressions and feeling towards different sites of historical and tourists’interest.Difficult pointTo talk and write about how they would feel to visit a local site (or several sites) using the words and expressions in the passage.Teaching and learning method：task-based approachTeaching aids：ppt slides and some brochures二．教学进程Step I Reviewing for leading-inShow the Ss the map of the UK and guide them to answer the following questions one by one which are about what they have learnt in the passage PUZZLES IN GEOGRAPHY:1.Which country is it?---The UK.2.What’s the full name of the UK?---The United Kingdom of the Great Britain andNorthern Ireland.3.What countries does The Great Britain consist of?---England, Wales, Scotland.4.What’s the capital of the UK?---London.5.If you want to learn sth about the culture and history of England, which city wouldyou like to go?---London.StepⅡ Reading---SkimmingT: Well, a Chinese student, Zhang Pingyu went to London for sightseeing. Let’s follow her to visit some historical sites and tourist attractions there. Skim the passage SIGHTSEEING IN LONDON and make a list of the sites or places Zhang Pingyu visited in London.StepⅢScanning (pair work)T: This was the first time for Zhang Pingyu to go sightseeing in London, so she had some strong feelings for the sites she visited, right? For example,…Now, scan the text and find out the words and expressions Zhang Pingyu used to describe her feelings for each sites she visited.StepⅣ Careful reading (pair work)Find out the supporting details for Zhang Pingyu’s feelings.T：As we know, Zhang Pingyu felt fancy to see the Tower, right? Then, what is it about the Tower that makes her feel fancy?...Find out the other supporting details forKeys for reference:StepⅤ Reading beyond the lines(critical thinking)—group workDiscuss the following questions in groups:1.In Day 1, which site did the author describe most? Why?---The Tower. For its long history and connection to the royal and prison, Zhang Pingyu made it her first delight to see it and found it worthy to visit it and she had more to talk about it. So, when we describe several sites we visited, we may choose one which we think is most worthy to visit to describe more.2.In Day 2, why did the author spend a whole day to visit Greenwich？---Because the author felt it very interesting that the imaginary line---the longitude line divides the eastern and western halves of the world and it is very useful fornavigation.3.In Day 3, why did the author make it a major tour to visit Karl Marx’s Statue?---Karl Marx is a famous and important person for Chinese people, because he developed communism.这几个问题提得都专门好，答案是open的，只是能够引导学生试探：Day 1 的London Tower，为啥作者花那么多的笔墨来写它，而其他的景点大体上都是一笔带过？Day2的格林尼治天文台。
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.。
人教版高中英语必修五：Unit+2教案+
Unit 2 warming up, listening, speaking内容的教学设计一、设计思想笔者把“以新课程理念为先导，以师生共同发展为根本，以课堂教学改革和创新为核心”作为本课教学内容设计的指导思想，把建构主义理论作为本课教学设计的理论依据。
本课的设计特色为：紧扣“英国的地理构成和旅游景点”，自然过渡，层层递进，以任务设计和真实情景为教学载体，全面发展学生的语言综合素质。
笔者从单元整体教学的角度出发，本着提高课堂教学效率的原则，对教材内容大胆地加以删减和整合。
本课是本单元的第一课时，笔者将重点放在了英国的地理构成和旅游景点上，这样能使学生对本单元的主体教学内容有大致的了解，也为后续课文内容的深入打下基础。
由于教材中的listening和speaking部分均和历史内容联系颇多，笔者故将其放在第一篇阅读文章结束后再行处理。
二、教材分析根据《普通高中英语课程标准》（实验）的要求，教师在设计本课教学任务时，要根据教学目标和学生的实际水平，通过设计和实施各种教学活动提高学生的语言运用能力，培养学生的自主学习、合作探究的学习策略，发展学生的听、说、写的语言技能。
Unit2 The United Kingdom是新课标高中英语第二册的第二个单元。
本单元教学内容主要由两大块阅读材料组成：英国的历史沿革及英国的旅游景点。
因而本单元的教学一方面为学生熟悉和了解英国这个国家的地理、历史、文化等知识提供了一个学习的平台，另一方面也对培养学生的跨文化意识起到了积极的促进作用，是一个有着重要意义的学习模块。
三、学情分析高二学生有一定的英语语言学习基础和英美国家概况的基本知识，有明确和持续的学习动机和自主学习意识，能够理解口头或书面材料中表达的观点，提出问题并陈述自己的意见和建议。
能够在教师的帮助下策划、组织和实施英语学习活动，但口语表达、信息重组的能力上还略显薄弱。
在本课教学中学生可能采用的学习策略有：自主学习，合作探究、信息整合、有效交际。
高中英语必修五第二单元教案
高中英语必修五第二单元教案教学目标1. 理解并掌握第二单元的核心词汇和短语。
2. 通过阅读和分析文本，提高学生的阅读理解能力。
3. 培养学生的听说能力，特别是在模拟对话和小组讨论中。
4. 引导学生学会使用正确的语法结构进行写作。
教学内容- 核心词汇与短语- 阅读理解练习- 听力训练- 口语交流活动- 写作技巧指导教学过程引入新课- 通过提问学生对上一单元内容的回顾，激发学生对新单元的兴趣。
- 利用多媒体展示本单元的主题图片或视频，让学生预测本单元的内容。
词汇与短语学习- 教师呈现本单元的核心词汇和短语，结合例句进行讲解。
- 学生跟读并在小组内进行词汇的应用练习。
阅读理解- 学生独立阅读课文，标记不熟悉的单词和句子。
- 教师带领学生分析课文结构和主旨大意。
- 分组讨论课文中的关键信息，并进行汇报。
听力训练- 播放与课文相关的听力材料，学生完成听力理解题目。
- 讨论听力材料中的关键信息，并与课文内容进行对比。
口语交流- 设计情景模拟对话，让学生运用所学词汇和表达进行角色扮演。
- 开展小组讨论，鼓励学生就相关话题发表自己的见解。
写作技巧指导- 分析范文，指出好的句型和段落结构。
- 学生根据给定主题，运用所学知识撰写短文。
- 教师对学生的作文进行点评，提出改进建议。
课堂小结- 总结本节课所学的重点词汇和语法点。
- 强调阅读理解和听力训练的重要性，鼓励学生在日常学习中多加练习。
- 提醒学生准备下一节课的预习内容。
作业布置- 完成课后的词汇和语法练习题。
- 阅读额外的英文文章，提高阅读量。
- 准备一个小组讨论，主题与本单元内容相关。
必修五 第二单元教案
Unit 2 The United Kingdom全单元教案1教学内容分析:本单元主要话题是“英国”。
通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
本单元所涉及的要点是：（1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。
（2）了解伦敦的一些著名景观。
（3）学习过去分词作宾语补足语的句型。
（4）掌握与人交流语言理解有困难时请求别人重复的几种表达方式。
The 1st Period ( Reading )Teaching Aims:Enable the students to know the UK in geography and history.Teaching Important Points and Difficult Points:How to understand the geographic puzzle of the UK.Teaching Methods:Skimming and task-based activities.Teaching Procedures:Step I Warming up1. Background knowledge:Name: The United Kingdom of Great Britain and Northern IrelandCountries: England, Scotland, Wales, Northern IrelandCapital: LondonLocation: Western EuropePopulation: 60,441,457 (July 2005)Language: English, Welsh, ScottishEthnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8% Area: Tota l 244,820 sqk.Climate: Temperate: moderated by prevailing southwest over the North Atlantic C urrent; more than one-half of the days are overcastNatural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zi nc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)Task 1: Describe briefly the UK according to the map.1.The UK is surrounded by water in all sides.2. On the west of the Great Britain lies the Irish Sea .3. On the south of England lies the English Channel .4. On the northeast lies the North Sea .5. On the north is the North Atlantic Ocean .2. Task 2Ss do the quiz on page 9.Step II. Pre- readingTask 3. Ss discuss and answer the following questions.1. Can you name the capital cities of the countries of the UK?2. England can be divided into three main areas. Do you know what they are?3. What do you know about any cities or towns in the UK?Step III. While-readingTask 4. Read the title and predict what the text will tell you.Task 5. Talk about the different flags of the countries of the UKTask 6. SkimmingAccording to the text, join lines to the right answer.Para. 1. Explains the joining of England and Wales.Para. 2. States topic to be examined in the reading.Para. 3. Explains the importance of London as acultural and political centre in the UK.Para. 4. Explains what the term “Great Britain”means and how it came about.Para. 5. Explains differences in the four countries.Para. 6. Explains how England is divided into threezones.Task 7. Answer the questions1. The Union Jack flag unites the three flags of three countriesin the United Kingdom. Which country is left out? Why?__________________________________________________2. What three countries does British Airways represent?1. ________2. ________3. __________3. Which group of invaders did not influence London?________________________________________________Task 8. Ss read and get the general idea of the partsStep IV. After-readingWrite a short summary of the passage.The writer examines how the UK developed as an administrative unit. It shows ho w England is also divided into 3 zones. It explains why London became the cultu ral capital of England.Step VI. Homework assignment1. Read the whole passage and retell.2. Go to the net to get more information about UK.The 2nd Period (Language points)Teaching Aims:1. Learn expressions & phrases2. Learn language pointsTeaching Important Points:Language pointsTeaching Difficult Points:Have /get sth. DoneTeaching Methods:Presentation & PracticeTeaching Procedures:Step I Revision Retell the passage.Step II. Expressions & phrasesExpressions & phrases (1)1.consist of 由…组成2.divided into 分开3.There is no need (for sb.) to do…4.debate about sth. 为…争辩（争论）5.refer to 提及，谈到6.connect to /link to 连接7.as well (as ) 也，还有8.to one’s (great) surprise使…吃惊9.find sb./ sth. done (doing) 发现某人（物）处于某种状态下10.get sb. / sth. done11. break away (from) 挣脱12. break down （机器、车辆）坏13. for convenience 为了方便14. be known as/ for /to /by15.keep one’s eyes open睁大眼睛16.make sth. worthwhile 使… 值得17.leave out 省去；遗漏；不考虑18. find out 发现19. on the phone 在电话里20. be on holiday 在度假21. in memory of 为了纪念22. leave for 动身去某地23. ring out 发出响声，响起24. make a list of 列出…的清单25. pass through 通过26. be on show 在展出27. take the place of 代替，取代28. remain doing 仍然在做…29. on (special) occasions 在（特殊）场合30. feel / be proud of 为…而自豪31. fall asleep 睡觉Step IV. Language Points1.consist of ＝ be made up of 由….组成 (没有进行时）eg: The UK consists of Great Britain and NorthernIreland.＝Great Britain and Northern Ireland make up the UK.The soup consists of tomatoes, meat and peas.consist in = lie in 存在与；在于(无被动形式)eg: The beauty of air travel consists in its speedand ease.consist with: 一致The report consists with facts.2. 区别:separate …from (把联合在一起或*近的人或物分离出来）divide…into把…分开（把整体分为若干部分）eg: The teacher divided the class into two groups.eg: The Taiwan Strait separates Taiwan from Fujian.Ø As we joined the big crowd, I got ______ from my friends.A. separatedB. sparedC. lostD. missed3. There is no need to do sth 没必要做某事eg: There is no need for you to help him.There is no need to worry at all.4. debate about sth.eg. They debate about the proposal for three days.debate /argue/ quarrel5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了eg. I hope what I say will clarify the situation.Can you clarify the question?6. be linked to = be connected to /be joined toØ This wire connects _____ that one.A. withB. toC. ofD. on7. refer to1) 提及，指的是…eg: When he said “some students”, do you think hewas referring to us?2) 参考；查阅;询问eg: If you don’t understand a word you may refer toyour dictionaries.Please refer to the last page of the book foranswers.3) 关系到；关乎eg: What I have to say refers to all of you.This rule refers to everyone.ØIt was foolish of him to _____ his notes during thatimportant test, and as a result, he got punished.A.stick toB. refer toC. keep toD. point toreference: n. reference book8. join A to B /link A to B 把A和B连接eg: The Channel Tunnel will join Britain to Europeby road.9. included /including10. name: n. v.11. to o ne’s surprise(prep)“to one’s +名词” 表“令某人…”常见的名词有“ delight, disappointment, enjoyment; astonishment 等eg: I discovered, to my horror, that the goods wereentirely unfit for sale.To John’s great relief they reached the house at last.12. …found themselves united peacefully“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；不定式）”eg: A cook will be immediately fired if he is foundsmoking in the kitchen.You’ll find him easy to get along with.They found themselves trapped by the bush fire.When I woke up, I found myself in hospital.I called on him yesterday, but I found him out.13. get sth done =have sth done 使某事被做eg: I'll just get these dishes washed and then I'llcome.get + n. + to doget + n. + doingeg. You’ll get her to agree.l’ll get the car going.get done: 用于意想不到、突然或偶然发生，意为“被….”Ø Be careful when you cross this very busy street. If not, you may _____ run over by a car.A. haveB. getC. becomeD. turn14. break away (from sb / sth) 脱离；破除…eg: It is not easy for him to break away from badhabits.The man broke away from his guards.break down (会谈)破裂，失败；(汽车等)出故障;(人的健康状况)变得恶劣；（情感）失控eg. His car broke down on the way to work thismorning.His health broke down under the pressure of work.He broke down and wept when he heard the news.Talks between the two countries have completelybroken down.区别：break in 闯入;打岔 break off 中断，折断break into 闯入 break out 爆发;发生 break up 驱散;分散,拆散ØNews reports say peace talks between the twocountries_____ with no agreement reached.A. have broken downB. have broken outC. have broken inD. have broken up15. as well as 不仅…而且; 既…又…eg: He is a teacher as well as a writer.The children as well as their father were seenplaying football in the street.16. relation: 关系；亲戚eg. The cost of this project has no relation to theresults.He is a close relation of mine.17. convenience: n.方便；便利We bought this house for its convenience.convenient: adj.be convenient to sb.Ø come and see me whenever ___________.A. you are convenientB.. you will be convenientC.it is convenient to yoD. it will be convenient to you.18. be known as 作为…(身份)出名be known for 因…而出名be known to 为…所知be known by 根据… 得知eg: Fu Biao is known to everyone as a good actor.He was known for his frankness.19. attraction:un. 1). 吸引；引力cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目Eg. attraction of gravitation 重力He can’t resist the attraction of the sea on a hot day.A big city offers many and varied attractions.What are the principle attractions this evening?attract : v.attractive: adj.unattractive: adj.attractively: adv.20. influence1) (v) 对…产生影响eg: What influence you to choose a career inteaching?2) (可数n) 产生影响的人或事eg: He is one of the good influences in the school.3) (不可数n) 影响eg: A teacher has great influence over his pupils.21. invader: n. 入侵者；侵略者invade: vt. 侵入；侵略；挤满；涌入eg. Doubts invade my mind.Disease invades the body.22. evidence (不可数n) 证据;迹象a piece of evidence 一项证据eg: He got many pieces of evidence from theinternet for his theory.evidence: 指谋事的真伪proof: 指令人信服的、无可置疑的证据There wasn’t enough ________ to prove him guilty.His fingerprints were ________of his guilt.23. keep one’s eyes open 睁大双眼24. Which country is left out?*leave out: 省略;遗漏;排除eg: Do you know which word in this sentence hasbeen left out?Don’t leave me out when you’re giving out theinvitations!25. take the place of 取代，代替=take one’s place / replacein place ofinstead of insteadgive place to 让位于…in place / out of place 在适当/ 错误的位置a place of interestStep VI Homework assignmentThe 3rd Period (Learning about language & reading)Teaching Aims:1. Enable the students to plan a tour around certain places.2. Help the students know more about the historical sites in London. Teaching Important Points and Difficult Points:Help the students identify different kinds of tour and talk about the most int eresting place for the tour.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Discovering useful words and expressions1. Ss do Ex 1 on page 11.2. Ss finish Ex 2 on page 12.Suggested answer:1. debate, puzzle, conveniences, clarify, legal, kingdom, attraction, influe nce2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, compl ained, suggested, decided, advisedStep II. ReadingTask 1: Read and answer the following questions.1.How did Zhang Pingyu plan her tour?2.What were the buildings mentioned in the text?What were they famous for? Who built them?What happened to them?Keys:1. First, she made a list of the sites she wanted to see. Then she planed her f our-day trip.2.1).Tower, built by Norman invaders of AD 1066, it is aSolid, stone, square tower which remained standingfor one thousand years.2). St Paul’s Cathedral, built after the terrible fire ofLondon in 1666, looked splendid;3). Westminster Abbey, contains statues in memoryof dead poets and writers;4). Greenwich, the longitude line;5). Big Ben;6). Highgate Cemetery;7). The library of the British Museum8). Windsor CastleTask 2: Read and fill the information in the form.Day 1Comments Day 2 andcommentDay 3 and comment1. Tower 1. delight Greenwich with: shipsLongitude line clock(GMT) Karl Marx’s statue“strange he lived and died in London”British Museum“thrilled to see Chinese pottery”2. St Paul’s cathedral 2.splendid3. Westminster Abbey 3. interesting, full ofstatues of poets andwriters4. Big Ben 4. famous and very loudStep III. Language points1. available: adj.(物) 可用的，可得到的（人）可会见的，可与之交谈的eg. These tickets are available today.The doctor are available now.be available for 有空做…；可供…利用2. make a list of 列…的清单3. delight :n. 高兴，愉快v. 给人乐趣，使愉快; 引以为了eg. He laughed with delight.I was delighted to be invited to her party.She delights in cooking.delighted: adj. 高兴的delightful: adj. 令人喜悦的，令人快乐的be/feel delighted at/with/by 因…而高兴to one’s delight /joy令人高兴的是…4. remain doing sthremain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然Much work remained to be done.I’ll remain to see the end of the match.The door remained closed.It remained raining.5. on special occasions 在特殊场合6. in memory of …纪念…eg: He founded the charity in memory of his latewife.7. ring out: 发出响声，响起8. It seemed strange that …should have lived…He seems to be …There seems to be ….9. feel proud ofStep IV. Homework assignmentThe 4th Period (Grammar )Teaching Aims:Enable the students to use the past participle as the object complement. Teaching Important Points and Difficult Points:Learn to use the past participle as the object complement.Teaching Methods:Task-based activities.Teaching Procedures:Step I. lead-inTask 1: Ss try to analyse the following sentences1.I think the job easy.2.We make him monitor.3.I saw a boy crying over there.4.We heard someone go into the room.5.My mother allows me to watch TV after I finish my homework.Step II. Grammar: The Past Participle as the Object ComplementTask 2: Try to find the function of the italic words.1.So many thousands of terrified people died.2.The polluted water was to blame.3.He became inspired when he thought about helping ordinary people.4.He got interested in the second theory.5.She found the door broken in when she came back.6.He kept the door locked for a long time.7.I have my hair cut.Task 3: Please find the sentences from the text with past participles used as the object complement.1.Now, when anyone refers to England you find Wales included as well.2.So to their surprise the three countries found themselves united…3.…they were going to get Ireland connected to the other three….Step III. PracticeTask 4: PracticeSs finish the Ex 2 on page 12.Suggested answers:1.have got the house mended2.have you had your hair cut?3.have the dictionary delivered4.haven’t had the film developed5.found it closed6.put it repaired7.got all their money stolen8.had some flowers sent, had it announced, had it organizedStep IV. SummaryTask 5: Summary：Past participle used as the object complementSs use the following words to make up sentences with past participles as the o bject complement and summarize the structures.1. keep the door ( lock);leave the window (break )I will keep the door locked when I leave my room.Don’t leave the window broken like this all the time.²keep /leave + n. /pron. + p.p2. have the bike (repair);get the work (do);I have had my bike repaired.We had better work harder to get the work done on time.²have /get + n. /pron. + p.p3. make yourself (hear);make myself (understand)Can you raised your voice to make yourself heard?I managed to make myself understood.²make + oneself + p.p4. see the door (lock);hear the windows (beat)When we got to the shop, we saw the door locked.We can hear the windows beaten by the heavy rain drops.²感官动词：watch/ notice/ see/ hear/ listen to/ feel /find 等+ n. /pron. + p.p5. with his hands (tie);with many flowers (plant) around the buildingThe thief was brought in with his hands tied behind his back.With many flowers planted around the building, his house looks like a beautifu l garden.²with + 宾语+ 宾补（pp/ -ing/adj. / adv./ to do…）Task 6: Practice1. Do Wb. Ex 1 on page 50.2. Do Ex 2. on page 51.Step V. Homework assignmentStep IV. Homework assignmentThe 5th Period (Listening & speaking)Teaching Aims:1. Improve the students’ listening skills.2. Improve the students’ speak ing skills.Teaching Important Points:ListeningTeaching Difficult Points:Help Ss overcome the difficulties in listening material.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Pre-listeningShow the Ss a map about the relations of the Kings.King Edward IV 1457-1483King Edward V 1486-1486King Richard III 1483-1485King Henry VII 1485-1509King Henry VIIIEdward VI Mary Elizabeth I1547-1553 1553-1558 1558-1603Step II. ListeningTask 1. Listen and finish Ex 1 on page 15.Task 2. Listen and fill in the blanks in the following passage.These two princes were _________and _______six hundred years ago. They had come to London for the older brother to be crowned _______after his father, King Ed ward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was s upposed to ___________them both, but instead he had them _______while they were _________.In the 1550s when queen Elizabeth I was still a___________, her sister, Queen M ary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate” . That on ly ___________to very bad people.Keys:Brothers, lived , King, died, look after, killed, asleepPrincess, prisoner, went in, called, happenedTask 3 : Ss listen to the tape again and answer the questions on page 15.Step III. Speaking and Listening (page 48)The aim of this exercise is to show how history has affected those who can bec ome British citizens.Task 4: Ss in groups discuss what kind of person can be British.The rules are fixed in this way:1. If your parents were born in the old British Empire and they chose to become British when that country gained independence, you are a British citizen. If y our parents chose to become citizens of the new country, then you have to apply for British citizenship.2. If one of your parents is British and they were married at the time, you area British citizen.3. If you were born in the UK (even though your parents have a different nation ality) you are a British citizen.4. If you have no connection with Britain (either through your parents or the country your were born in) but have lived in the UK for five years, you can app ly to become a British citizen.Task 5: Ss listen to the tape and do Ex 2Task 6 : Ss listen again and fill in the following form on page 48. Group 1Group2Group 3Born in the old British Empire and asked to be a British citizenHaving parents one of whom isBritish or having been born in theUKAsking to become British after livingin the UK for five yearsStep IV. Homework assignmentu I beg your pardon? Pardon?u What did you mean by…?u I didn’t understand…u I’m sorry but could you repeat that?Step II. WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first person wr ite the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team.Possible changes:• The old temple was built long ago.• The old temple was built two hundred years ago.• The old temple was constructed two hundred years ago.• The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attra ction in your hometown.Writing tips:Ø Ss look at the model on page 16.Ø Ss make a writing plan.Ø Ss collect the words they will use.Ø Ss begin to write their guide book.Ø Read through their guide book and correct the mistakes.Ø Rewrite it again.The 6th Period (Reading , listening and speaking )Teaching Aims:1. Improve the students reading skills.2. Learn something about Guy Fawkes Night.3. Improve the students listening and speaking skill.Teaching Important Points and Difficult Points:1. Reading Comprehension.2. Talk about the history story about UK.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Reading (page 51)Reading taskTask 1: Ss read the passage and fill in the Timeline on page 52October November 10 Catesby asked Guy Fawkes to join a plot to blow up the government. 5 King James had the cellars searched when he heard of the plan. He found Fawkes27 The two bought a house close to the Housesof Parliament6 Parliament was opened and there werecelebrations because the plot had failed.28-31 They stored gunpowder in the cellars forthe next three days.Step II. Listening task (page 52)Task 2. Listen and finish Ex 1 on page 52.1. King James was a Catholic.2. King James was frightened of Catholic.3. King James supported Protestants.4. He punished Guy Fawkes.5.Guy Fawkes talked to King James. 6.The king thought the Catholics wanted to kill him. 7.The king rewarded Guy Fawkes. 8. The king thought there were too few Catholics.9. The king’s friends abroad were Protestants.Keys: F, T, T, T, F, T, F, F, T.Task 3 : Ss listen again and answer the questions of Ex 2 on page 53Step III. Speaking taskDo you think Guy Fawkes or King James were right to behave the way they did? Th e purpose of this exercise is to help you understand the storyand then decide who you feel most sympathy for. There is no right or wrong answ er. Discuss this problem in fours and make notes of your ideas. Then decide who gets your sympathy and give a reason.Reasons for King James’ action Reasons for Guy Fawkes’ action1. Fear at the number of Catholics 1. King James kept changing his mind2. All friends on the Continent were Protestant2. Loyalty to the Catholic cause3. Worried Catholics might want to change the3. Believed what he was doing was rightreligion of EnglandStep IV. Homework assignmentThe 7th Period (Speaking and writing)Teaching Aims:Improve the student s’ writing & speaking skills.Teaching Important Points:Enable the students to write a short passage about a place of interest they hav e visited.Teaching Difficult Points:How to describe a famous building or a place of interest.Teaching Methods:Task-based approach.Teaching Procedures:Step I . SpeakingTask 1: In pairs choose an interesting building or attraction in your hometow n or home village. One of you will be the tourist and the other the tour guide. Try to use the following expressions while speaking:u Excuse me… I’m afraid I can’t follow you.u Please, can you speak more slowly?u I beg your pardon? Pardon?u What did you mean by…?u I didn’t understand…u I’m sorry but could you repeat that?Step II. WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first person wr ite the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team.Possible changes:• The old temple was built long ago.• The old temple was built two hundred years ago.• The old temple was constructed two hundred years ago.• The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attra ction in your hometown.Writing tips:Ø Ss look at the model on page 16.Ø Ss make a writing plan.Ø Ss collect the words they will use.Ø Ss begin to write their guide book.Ø Read through their guide book and correct the mistakes.Ø Rewrite it again.参考答案一. 1. convenience 2. arranged 3. influenced 4.available 5. splendid6. settle7. relations8. attraction9. uniforms 10. thrills 11. delighted 12. collection 13. project 14. influence 15.evidence二．Leave out 2. take the place of 3. consist of 4. break away from 5. mak e a list of 6.be/feel proud of 7. attract one’s attention 8. be under cons truction 9. 受到…的影响 10. 提及，指的是 11. 在你方便的时候 12. 使某人惊奇的是 13. 没有必要做… 14. 世界杯 15. 使…旅行值得三． 1. instead of 2. as well as 3. in memory of 4. referred to 5. was / felt proud of 6. make a list of / leave out 7. broke down 8. clarify 9. on show 10. reading 11. make herself heard 12. smoking 13. closed 14. seatec四． CACBD/DABCB（一阵激动）/DABBB/ DDCAA/ BDBCD五．1. What will you do if you find your house broken into ?2. E-mail can’t take the place of letters completely.3. To the delight of the children, their parents would go camping with him.4. It’s unfair for you to treat your child like that.5. What you say is not consistent with what you do.六. 单句改错，在错误处划线，然后写出正确的句子。
人教版高二英语必修五unit2教学计划
人教版高二英语必修五Unit2教学计划教学目标：1.让学生掌握本单元的核心词汇和短语。
2.培养学生运用目标语言描述人物特征和情感的能力。
3.提高学生的听、说、读、写技能，增强语感和交际能力。
教学内容：1.词汇：描述人物特征的形容词、动词和名词。
2.语法：现在进行时态。
3.课文：Unit2的阅读课文和听力材料。
教学安排：1.第一课时：导入和词汇学习2.第二课时：课文阅读3.第三课时：语法学习4.第四课时：听力训练5.第五课时：口语练习6.第六课时：写作训练第一课时：导入和词汇学习一、导入1.向学生介绍本单元的主题，引导学生关注人物特征和情感。
2.让学生分享自己喜欢的人物及其特点。
二、词汇学习1.教授描述人物特征的形容词、动词和名词，如：kind,friendly,outgoing,ambitious等。
2.学生跟读并模仿，确保发音准确。
3.学生进行小组讨论，用所学词汇描述自己或他人的特点。
第二课时：课文阅读一、课文导入1.向学生介绍课文背景。
2.让学生预测课文内容。
二、课文阅读1.学生自主阅读课文，理解大意。
2.教师解释生词和短语，帮助学生理解课文细节。
3.学生复述课文，巩固记忆。
第三课时：语法学习一、语法导入1.向学生介绍现在进行时态。
2.让学生观察例句，发现现在进行时态的用法。
二、语法讲解1.教师讲解现在进行时态的构成和用法。
2.学生进行练习，巩固语法知识。
第四课时：听力训练一、听力导入1.向学生介绍听力材料。
2.让学生预测听力内容。
二、听力训练1.学生听听力材料，完成练习题。
2.教师讲解答案，帮助学生理解听力内容。
第五课时：口语练习一、口语导入1.向学生介绍口语练习的话题。
2.让学生预测口语练习的内容。
二、口语练习1.学生进行小组讨论，用所学语言描述人物特征和情感。
2.教师指导，纠正发音和语法错误。
第六课时：写作训练一、写作导入1.向学生介绍写作话题。
2.让学生预测写作内容。
二、写作训练1.学生进行小组讨论，确定写作框架和内容。
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Unit 2 The United Kingdom
Part 1 Teaching Design
第一部分教学设计
Period 1 A sample lesson plan for reading
(PUZZLES IN GEOGRAPHY) Introduction
In this period, after the warming up, students will first be guided to answer questions about UK. Then they shall be helped to read the text Puzzles in geography by the following procedures: reading aloud the text, reading and underlining, reading
and
circling, reading for type of writing and summary of the ideas,
making a chain of events happening to The United Kingdom—
the UK, reading to list invaders and their influences on The
United Kingdom—the UK, transforming information. And the
period will be closed down by students taking a quiz.
Objectives
■To help students learn to see language difficulties in communication
■To help students learn to read an exposition about the UK
■To help students better understand “the UK”
■To help students learn to use some important words and expressions
■To help students identify examples of “The past participle <2>as the object
complement”in the text
Focus
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up
⑴Warming up by sharing information
Today we are to learn about the United Kingdom. What do you know about it? Look at the photos and listen to me telling you about it.
⑵Warming up by brainstorming
Good morning, class. We shall take Unit 2 The United Kingdom today. But first let’s have a brainstorming. What occur to you if you come cross the United Kingdom?
⑶Warming up by watching a video show
Hello, class! I am your travel guide today. We shall go to visit London for this weekend. Now let’s watch a video show about London attractions first. You may also read the caption in English. (For detailed information, go to: /Top-10-London-attractions.html) 2. Pre-reading by answering questions
Since you have learned something about the U.K., you are to answer the three questions about her on page 9.
3. Reading
⑴Reading aloud the text
Next we are to read aloud the text to the recording. Pay attention to the pauses found in the sentences. You may slash the sentences into parts, that is, the sense groups.
⑵Reading and underlining
You are to read the text the second time. This time you have to underline all the expressions found in the sentences. Copy them into your Expression Book after school and write a short passage, making use of the expressions.
⑶Reading and circling
Next you are to read the text once again to circle all the cohesive words used to link the sentences and paragraphs together.
⑷Reading for type of writing and summary of the ideas
⑸Making a chain of events happening to The United Kingdom—the UK
⑹Reading to list invaders and their influences on The United Kingdom—the UK
⑺Transforming information
You are to go over the text again to look for any necessary information to complete the form
below.
4. Closing down by taking a quiz。