人教版高二英语必修五 Unit2 The United Kingdom(reading教学设计)
高中英语Unit2TheUnitedKingdomReading教案新人教版必修5
Unit 2 The United KingdomReadingTeaching goals1. Target languagea. 重点词汇和短语unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. 重点句式1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a puter and a projector.Teaching procedures & waysStep ⅠLead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?2. What is the capital of the UK? And what is the language?3. Does England, Britain or the Great Britain mean the same as the UK? If not, tell the difference between them.4. What is the money used there? And what is the largest banknote? What are the other denominations (币值单位) of banknotes? What is the coin with the largest value? And what are the other denominations of coins?5. What else do you know about the UK?Task 2: Ask the students to do the quiz on page 9 and then check the answers.T: In this unit, we are going to learn something about the United Kingdom. Now let’s work in pairs, do the quiz in the Warming Up and find out how much you know about the UK. There are five questions with three choices A, B and C for each one. Now please look them through quickly and choose the answers. You may discuss these questions with your partners.Step II Pre-readingT: Next let’s talk about the three questions in the Pre-reading. First of all, I’d like to ask you one more question before we deal with the Pre-reading questions. What’s the official or full name of the UK?S: The United Kingdom of the Great Britain and Northern Ireland.T: Now who’d like to answer the first question in the Pre-reading?S: Well. London is the capital city of the UK and also the capital of England. Cardiff is the capital of Wales, Edinburgh is the capital of Scotland and Belfast, the capital city of Northern Ireland.I’d like to tell you something about Glasgow, a city in Scotland, where my cousin has been studying in the University of Glasgow for 3 years. He often writes to tell me something about the city and the University. Glasgow is a city with a population of 620,000. It lies 68 miles of west central Scotland along both banks of the River Clyde. The city occupies much of the lower Clyde valley bining suburbs —with an overall population of 1.4 million —which extend into surrounding districts. Glasgow is the largest city in Scotland and its ind ustrial centre; it has an excellent harbour with modern port facilities.T: Very good. Now the next question is a little bit more challenging. Who’d like to have a try?S: England can be divided into the following three main areas: North England, Midlands and South England.T: Great! Is there anyone else who’d like to have a try?S: Yes. I’d like to tell you something about a city in the south of England. Can you guess which city it is? Yes, It is Dover, where many people have been trying again and again to swim across the English Channel. It is a port city in the far southeast of England. It has a long history. People have lived in what is now called Dover since the Stone Age. The first settlements in Dover were made around 6,000 years ago by Stone Age people. So it is one of the oldest cities in the world. There are a lot of cultural relics in Dover. So few other towns or cities can boast such a unique collection of relics and monuments dating back from the Bronze Age, the Roman Empire, the Saxon era, and in fact every other important historic periods. While modern developments have seen many of Dover’s important historical buildings swept away, there are still many important sites that must be preserved for future generations. The story of Dover is as old as civilization itself.Step III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:We can see from the map that the UK is surrounded by water in all sides. On the west of the Great Britain lies the Irish Sea, which is on the east of Ireland. On the south of England lies the English Channel, through which the Allies landed the continent during the World War II. On the northeast, lies the North Sea. And on the north is the North Atlantic Ocean.Task 2: Ask the students to talk about the different flags of the countries of the UK.Cross of St George (England) Cross of St Patrick (Ireland) Union JackA sample description:The flag of England is a cross, the flag of Scotland and Ireland are both like a fork. The flag of the Union Jack is the flag of the UK, which is the bination of the three flags. That is to say, the UK is a bination of the three countries: Scotland, England and Ireland.Task 3: Scanning1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the prehending.Sample answers:S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of theNorth.Task 4: SkimmingT: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary). Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6): The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are t hey? If not, why does the writer use “Puzzles in Geography”as the title? Get the students to discuss about it in pairs.Then ask the students to fill in the following form.Countries / Capital of UK Information from the textEnglandWalesGreat BritainNorthern IrelandLondonIrelandSample answers:UK.T: Now let’s do “prehending”Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthStep ⅣPost-readingTask 1: Ask the students to write down a short summary of the passage.The passage mainly clarifies how the UK developed as an administrative union and shows how England is divided into different zones according to its geographical position. It also explains how London was influenced by some invaders and turned out to be the cultural capital of England as well as the UK.Task 2: Ask the students to paraphrase the following sentences.1. Now when people refer to England you find Wales included as well.2. The greatest historical treasure of all is London with its museums, art collections,theatres and buildings.Sample answers:1. Now when people mention or talk of England, Wales is included in it, too.2. London includes the greatest historical treasure of all, with its museums, art collections, theatres and buildings. If you want to make the most of your trip to the United Kingdom and know more about it, you should be very alert.Task 3: Ask the students to answer the following questions.Show the following on the screen.1. How did the UK e about?2. What is the relationship between the Republic of Ireland and the Northern Ireland?3. Why is London the capital of England, Great Britain and the UK as well?4. What else do you know about London?5. How do the four countries of the UK work together and how do they differ?6. What does the Union Jack show to you?7. What is the typical geographical feature of England?8. Where can you find more about British history and culture?Sample answers:1. First, there was England and then Wales joined to England in the 13th century AD. Later on in 1603 when King James of Scotland became the King of England and Wales as well, Great Britain was formed peacefully including the three countries. Then they tried to get Ireland connected to form the United Kingdom but thesouthern part of Ireland broke away to form its own government. That was how the UK came about.2. At first the Republic of Ireland and the Northern Ireland were of the same country. But when the UK intended to get the country included into the union, the southern part broke away and formed its own government. So now the Republic of Ireland is an independent country while the Northern Ireland is part of the UK.3. London was first the capital of England and then the capital of Great Britain and finally of the United Kingdom, because it embodied the greatest historical treasure of all.4. Three out of four invaders or conquerors have influenced the city, making it the largest city of all as well as the historical, cultural, political an d economic center. It has the oldest port built by Romans in the 1st century AD, the oldest building begun by the Anglo-Saxons in the 1060s and the oldest castle constructed by later Norman rulers in 1066.5. The four countries work together in some areas, for example, in international relations, with the same money system and so on, but they are still different. For instance, England, North Ireland and Scotland h ave developed different educational and legal systems as well as different football teams for petitions like the World Cup.6. The Union Jack shows the bination of the flags of three different countries: Cross of St George of England, Cross of St Andrew of Scotland and Cross of St Patrick of Ireland.7. England, the largest of the four countries, is divided roughly into three zones: the south of England, which is the zone nearest France, the Midlands, which is in the middle, and the North of England, which is the zone nearest Scotland. Most of the population settles in the south while most of the large industrial cities lie in the Midlands and the North of England.8. We can find out more about British history and culture in older but smaller towns first built by the Romans.Task 4: Ask the students to analyze the text.1.Ask the students to fill in the following chart.Sample answers:2. Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.England can be roughly divided into three zones, the South of England, which is nearest to France, the Midland and the North, which is nearest to Scotland. Most of the population settles in the south while most of the large industrial cities lie in the Midlands and the North of England.London, the capital city of the UK, includes the greatest historical treasure of all with lots of museums, art collections, theatres, parks and buildings. Some earlyinvaders have influenced it a lot from roads, towns, castles, language, and so on to government. Visitors will find the evidence here and there around London if they keep their eyes open.3. Ask the students to analyze the writing techniques of the text: What is the writing style? What is the main idea of the text?Sample answers:1. Writing styleThe text is written in narrative style, which introduces to the learners how the UK was formed geographically and historically, mainly dealing with England and the other three countries, which not only work together as a union in many aspects but also develop their own administrative systems. It also introduces the four invaders who influenced the UK language, place-names, vocabulary and system of government.2. Main ideaThe text mainly explains to the learners how the four countries, England, Wales, Scotland and Northern Ireland formed the UK, and how they work together and how they are different. It also introduces how England can be divided into three different zones geographically and how London was influenced by some of the four invaders culturally and historically and how the evidence of the invasions can be found around the countryside of Great Britain.Step ⅤHomeworkAsk the students to:1. Get ready to retell the text in your own words.2. Go over “Learning about Language”1, 2 and 3 on pages 12.3. Do “Discovering useful structures”1 and 2 on pages 13.。
人教版必修五Unit2TheUnitedKingdomReading2教学课件
We know this because: both were princes; both wore young boys; their uncle was Richard who later became King Richard III.
2. Who had the two princes killed?
Alternatives words that can be used instead of “ nice” and“ is”
smart, clean, excellent, exciting, famous, beautiful, grand, great, nice huge, special , unusual, amazing, wonderful, splendid…
Sample dialogue: A: Excuse me. Are you a guide? B: Yes, I am. Can I help you? A: Can I ask you a questions about the
Temple of Heaven? B: Of course. What do you want to know? A: What is this Temple for?
Day 3 ➢Strange ➢Famous ➢Sadly
Highgate Cemetery
The British Museum
英国最大的综合性博物馆，位于伦敦
Day 3 1 Thrilled 2 wonderful 3 felt proud of her country
The next day
Scanning:
Make a list of Zhang Pingyu’s tour of London
高中英语《必修5 Unit2 The United Kingdom》优质课教案、教学设计
教学设计必修5 Unit 2 The United Kingdom自主复习与合作探究高三一轮复习学案复习目标：(1)复习本单元的词汇，短语和句式(2)掌握一些重点词的变形及重点词，短语和句式的考点归纳复习难点：重点词的变形，短语和句式的灵活应用复习重点：巩固重点词汇，短语和句式【自主检测】I. Key words Dictation1. 7.2. 8.3. 9.4. 10.5. 11.6._ 12.【高考经典再现】课堂达标练习(基础巩固)语法填空用所给词的适当形式填空1.Several years ago I received a letter from seventeen-year-old Kerry , who (description). (2016 福建)2.If you are interested , please send an application email at your earliest (convenient) to Ms Chen at Chenlaoshi@. (2016 陕西)3.N o matter how (attract) they look in the store , once I get them home they areunfailingly dry , hard and tasteless .(2016 福建)【考点归纳】attract one’s attention attract sb. to sth , be attracted by4.Listening is thus an active , not a passive , b ehavior(consist) of hearing , understanding and remembering (2016 浙江)【考点归纳】consist of consist in consist with be consistent with(2016 天津高考）单句语法填空①Students are provided with breakfast , dinner and either a cooked or packed lunch which consists a sandwich , a drink and a dessert .②Success consists the ability to continue efforts .5.In the eight-mile journey , I crossed the same railroad track five times , giving the(possible) of getting caught by the same train five times . (2015 湖南)6.The Jibo robot, (arrange) to ship later this year , is designed to be a personalized assistant .(2015 天津)【考点归纳】arrange to do , arrange for sb. to do , arrange sth for sb(2016 全国卷I）单句语法填空She arranged a flight on a small plane to be held for me,re-routed (改道) me through Newark and got me back to theUK even earlier than originally scheduled .7.The three countries found themselves (unite) peacefully instead of by car (2015 四川)8.The professor was (delight) to find that two thirds of the project had been finished by the students independently (2015 湖北高考)【考点归纳】be delighted to do /in doing sth be delighted at /by to one's delight【自主检测】II. Key phrases1. 由---组成 6.take the place of2. 把---分成-- 7.for convenience3. 挣脱，脱离8.leave for4.为纪念9.to one’s credit _5.省去，遗漏10. break down【短语填空和单句改错】课堂达标练习用以上适当的短语填空1.The circle sections , and each section represents a fraction (小部分)of the data(2015 浙江) doesn’t reading for most children ; (2015 广东)3.Then he said they had found a pile of papers in their trash can t haton the footpath (人行道)（2015 新课标全国II）【考点归纳】leave out leave for leave alone leave aside leave off(2016 湖南高考）单句语法填空Applying my own rule , I determined to write them in alphabetical order (按字母顺序), never letting myself leave a tough idea .4.He as he thought his failure to sell all his papers . (2015 湖北高考单句改错5.For her credit , Emma passed such a difficult examination .(2016 昆明高三联考)6.Under no condition will the Chinese allow Taiwan to break away China .【考点归纳】break out , break in . break off , break up7.It seems strange that the town should be named after Mr. Smith , in the memory of his greatcontributions to its development .III. 重点句型I.It seemed strange that the man who had developed communism should have lived and died in London.【合作探究】在It be/seems + strange / important/necessary/natural /a pity/a s hame ---that ---- 句型中，(1)It 作，that 引导的是从句，从句中常使用语气，形式为，可以省略，强调过去的情况时可用+ have done .(2)should 在此句型中表示“理应如此，惊讶，怀疑，惋惜”意为“应该，竟然”(3)翻译句子：【达标专练】(1)完成句子It is true that we may suffer from failure from time to time . However , lose the enthusiasm to keep on trying .(2015 福建高考写作)我们会应不时的失败而痛苦这是事实，但是重要的是我们不应该失去继续尝试的热情。
高中英语 Unit2教学设计人教版必修五
人教课标必修５Unit2 The United Kingdom【教学设计】Period 1&2 Warming up & Reading设计A：从谈论学生有所了解的英国元素导入,用warming－up中的小测试引起学生对该话题的兴趣, 然后入手阅读。
设计B：也可将第一课时设计成完全的听说课，将 Warming Up 部分与 Using Language 中的 Listening、Workbook (WB) 中的 Talking 放在同一课时（以听为主）。
可将 WB的 Speaking Task 和 Project 相结合，设计成本单元的开放性作业。
从而设计第二课时为阅读课。
（此处选择设计A）Period 3 Learning about the language将 Learning about Language 中的 Discovering useful words and expressions 及 WB 中的 Using words and expressions 整合成一节语言点学习课、应用课。
Period 4 Learning about grammar将 Learning about Language 中的 Discovering useful structures 及 WB 中的 Using Structures 放在一起教学，上一节语法课。
并将WB中的 Writing Task 在本节课中同步处理或布置为课外作业。
Period 5 Sightseeing in London将 Using Language 中的 Reading and listening相结合，要求学生在阅读和听力中获取有用的信息。
同时提高阅读和听力能力及技能。
可视时间需要把 WB 中的 Reading Task 部分的阅读文章布置为课外阅读作业。
Period 6 Writing & Revision重点为了解学习观光游记的写作，并给出更多例文，指导学生能够运用该单元所学内容进行模仿写作。
高中英语Unit2TheUnitedKingdomExtensiveReading教案新人教版必修
Unit 2 The United KingdomExtensive ReadingTeaching goals1. Target Languagea. 重点词汇和短语sightseeing, available, delight, tower, royal, uniform, splendid, statue, munism, thrillb. 重点句式Worried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching methodsTaskbased activities.Teaching aidsA puter and a projector.Teaching procedures & waysStep I Revision and LeadinTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. B ut most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage. T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions. Show the questions on the screen.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?Sample answers:1. First, she made a list of the sites she wanted to see. Then she planed her fourday trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the tex t “Sightseeing in London”. Show the following.Task 3: Deal with reading task:A particular British celebration Ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is acpanied by firework displays, the lighting of bonfires and the ceremonial effigyburning of one Guy Fawkes. The origin of this celebration es from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises. Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Cat esby arranged to buy a house close to the Houses of Parliament. Oct. 2831: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting. Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The first dayThe second day The thirdday 1. The Tower of London2. St Paul ’s Cathedral3. Westminster Abbey4. Big Ben5. Buckingham Palace 1. High gate Cemetery 2. The Library of the British Museum 3. Windsor Castle GreenwichThe thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters sta rted having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parliament on November 5th.S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start t he fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.。
人教新课标高中英语必修五Unit 2 The United KingdomUnit 2 The United Kingdom教案(1)
Unit 1 Great scientistsReadingTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose tob. 重点句式To prevent this from happening again, John Snow suggested that ... P32. Ability goals 能力目标Enable the students to talk about science and scientists.3. Learning ability goals学能目标Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.Teaching important & difficult points教学重难点Talk about science and scientists.Teaching methods 教学方法Task-based activities.Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式StepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?S1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅠ Warming upFirst, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?S1: Newton.S2: Watt.S3: Franklin.Sample answers:1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.Step Ⅰ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions. T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.Show the following on the screen.What do you know about infectious diseases?What do you know about cholera?Do you know how to prove a new idea in scientific research?What order would you put the seven in? Just guess.Sample answer 1:S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.S2: People could be exposed to infectious diseases, so may animals, such as bird flu.S3: AIDS, SARS are infectious diseases.S4: Infectious diseases are difficult to cure.Sample answer 2:S1: I know sth. about it. First we should find the problem. Then, think of a solution.S2: We should collect as much information as possible.S3: Analyzing results is the most important stage.S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.Sample answer 3:S1: I think “Find a problem” should be the first stage.S2: “Make up a question” should follow the first stage.S3: “Think of a method”, “Collect results” and “Analyze results” are after that.S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅰ ReadingLet the students skim the whole passage and try to work out the meanings of the new words and structures using context.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions. Show the questions on the screen.1. What conditions allowed cholera develop?2. Why do you think people believed that cholera multiplied in the air without reason?3. What evidence did John Snow gather to convince people that idea 2 was right? Sample answers:S1: The dirty water made the cholera develop quickly.S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.Step Ⅰ Text analyzingAsk the students to analyze the text in groups.T: Now class. Can you tell me what style of the passage belongs to?S1: I think it is a report.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.Paragraphs Stages General ideas1234567Sample answers:S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion. S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.Ask some students to put their answers in the chart.Paragraph Stages General ideas1Find a problem The causes of cholera2Make up a question The correct or possible theory3Think of a method Collect data on where people were ill and died and where they got their water4Collect results Plot information on a map to find out where people died or did not die5Analyse the results Analyse the water to see if that is the cause of the illness6Repeat if necessary Find other evidences to confirm his conclusion7Make a conclusion The polluted dirty source of drinking water was to blame for the cause of the London choleraStepⅠ Homework1. Get more information about some infectious diseases and modern scientists.2. Finish the Exercises 1, 2, 3 on pages 3 and 4.教后反思：在高考阅读中，常常会出现对文中单词或词组词义的猜测，在平时的阅读教学中如何渗透对学生这一方面能力的培养，也是教师应该思考的一个问题。
高中英语 Unit2 The United Kingdom教案 新人教版必修5
Unit2 The United KingdomIntroductionThis unit is an introduction to the UK and the first reading introduces the different vocabulary used to describe its four parts. It explains how the UK was formed geographically and historically. It also introduces the four invaders who influenced the UK languages, place-names, vocabulary and system of government.Warming up employs a quiz to show what the students already know about the UK.Pre-reading introduces to students the geography of Britain and its terminology which can be very confusing. It is an opportunity to ask students who have visited the UK to give their impressions to the class. Other students may have pen friends in the UK and know something about the towns or cities where their friends live. Let them share their knowledge with the rest of the class.Teaching aims and demands1. Help the students understand the main idea of the passage.2. Try to improve the students’ reading ability.3. Arose the students great interest to the foreign cultures.Key and difficult points1.How to improve the students’ reading skills with efficiency2. Understand how the UK was formed geographically and historically. Teaching process●L e a d-i n:I n t r o d u c e t h e U K t o t h e s t u d e n t s b y a v i d e o“Let's sticktogether. ( David Cameron)”.T: Class, let’s enjoy a popular program which moved thousands of the British.I hope you could experience what the UK is from it. ............What do you think makes the UK different?●P r e s e n t a t i o nT: Probably everything has its reason. In this period, we are going to read an article named “puzzles in geography”. I hope you could know the UK better from it.Step1: 读前预测T: What do you think the author will introduce to us with such an article? [设计说明] 通过读前预测，可以让学生从总体上浏览文章。
高二英语必修5Unit2TheUnitedKingdom单元教案
Unit 2 The United Kingdom （Book 5）A general review of Unit 2Period 1 Word study, Warming up, pre-readingPeriod 2 Reading I (P9-10)Period 3 Reading II: Using language（P13）& Listening(P15)Period 4 Language pointsPeriod 5 GrammarPeriod 6 Learning about language, Listening (p48, P52-53) &Reading(P51)Period 7 “English Weekly” & “ Best English”Period 1Pre-class task:1. Preview new vocabulary of Unit2, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p9) in groups of four by referring to books or surfing the net.Step 1 Learning GoalsGet Ss to go through the summing up form on p16 in order to have a general idea of the learning goals of Unit 2Step 2 Word Study1. (Pair work) Get Ss to read aloud the new words and phrases on p93-94 within 3-4 mins; thenget Ss to read aloud the words in pairs by turns.2. Practice Use the correct form of the words to fill in the blanks.(education)convenienceX(history)attractioncollectioninfluence(construction) (constructive)debatearrange(wed)delightsuggestionthrill3.Fill in the blanks using the correct form:1)It was a thrilling story of violence and murder. (thrill)2)The railway is under construction at the moment. ( construct)wedding. ( wed)3)We have been invited to their daughter’s4)Her marriage was arranged by her parents.(arrangement)5)The dustmen collect the rubbish once a week. (collection)第 1 页共8 页。
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人教版高二英语必修五 Unit2 The United Kingdom（reading教学设计） 1 / 3 Unit 2 The United Kingdom Puzzles in Geography (教学设计)
高二年级 王 琪
课题 Warming up and reading 课时 共2课时 教学目标 1. 了解英国的历史、国家构成和地理位置。 2. 学习重点句型： find/get + 宾语 + 宾补(过去分词作宾补) 教学重点 了解英国的历史、国家构成和地理位置。 教学难点 过去分词作宾补 教学过程 Step 1 Warming up How much do you know about the United Kingdom? Do the quiz on page 9. (Teacher should offer Background knowledge to help ss learn more about UK.) Step II Reading I、 Skim the reading passage quickly, divide it into three parts and match them with the following main ideas. Part1(P1-P3) A. About London Part2(P4) B. About UK Part3(P5&P6) C. About England II、Scan the passage and fill in the blanks according to the passage. 1. The UK consists of ________ countries, they are __________________________ _____________________________________. Each country has its own capital city but ______________ is not only the capital city of England but also the capital city of Britain and the UK. 人教版高二英语必修五 Unit2 The United Kingdom（reading教学设计） 2 / 3 2. How and when did the four countries join together? In the 13th century, _______________ was linked to England. In the 17th century, “Great Britain” was formed when England and Wales were joined to ____________________ in a ________________ way. And the King James of __________________ became King of Great Britain.
In the early 20th century, _______________________________ joined with England, Wales and Scotland and The United Kingdom was formed, which has a new flag called ________________________.
3. Differences in the four countries: The four countries do work together in some areas, such as __________________ and ___________________________ , but they still have very different institutions in other areas, such as ______________________________, ________________________, _______________________________,etc.
4. How is England divided into three zones? The zone nearest to France is called the South of England, where most of the _________________ are settled; the middle zone is called the Midlands and the one nearest to Scotland is known as the North, and most of the ____________________ are in these two zones.
5. The importance of London: London is the greatest historical treasure of all, where there are many attractions such as ________ ___________ ___________ _____________ and _____________. It is the centre of ______________________ and its _________________. It has many oldest constructions, such as the oldest ______________ built in the first century AD, the oldest ______________ begun in the 1060s and the oldest _______________ constructed in 1066.
There have been four sets of invaders of England, who has influenced England: The Romans left _________ and ___________;The Anglo-Saxons left their _______ and ______; The Vikings influenced the ______________ and _________________ of the North; The Normans left ________ and introduced _______________________.
Step III Language points I、Read the passage carefully again and fill in the blanks using the proper forms of the given words.
1. Now when people refer to England you find Wales _________(include) as well. 2. You find most of the population __________(settle) in the south. 人教版高二英语必修五 Unit2 The United Kingdom（reading教学设计） 3 / 3 3. Finally the English government tried in the early twentieth century to form the United Kingdom by getting Ireland __________ (connect) in the same peaceful way.
II、教师引导学生发现语言现象： 在“find/get + 宾语 + 宾补”结构中， ____________作宾补, 表示宾语所处的状态，与宾语之间是被动关系。再如：
1. The poor woman was left __________ ( unattend ) on. 2. When he came back to himself, he found himself ____________(tie)to a tree. III、教师进行知识拓展和归纳 ★ 可以接过去分词做宾补的动词主要有两类： 1)see, feel, find, hear, notice, observe等表示感觉和心理状态的词。 I was walking in the street when I heard my name ___________ (call). 2)make, get, have, leave, keep等表示“致使”的动词。 The teacher raised her voice in order to make herself _____________ (hear). ★ 在“以上动词 + 宾语 + 宾补”结构中，宾补可以是过去分词，也可以是动词-ing形式、动词不定式、形容词、副词和名词，如：
（课文原句复现） You must keep your eyes __________ (open) if you are going to make your trip to the United Kingdom ______________ (enjoy) and worthwhile.
IV、Practice 1) Claire had her luggage ________ (check) an hour before her plane left. 2) They found themselves _______________(trap) by the big fire. 3) The lost boy was last found _________________(play) by the river. 4) Michael put up a picture of Yao Ming beside the bed to keep himself __________ (remind) of his own dreams.