unit3ahealthylifereading人教选修6说课

说课教案Unit 3 (Book 5) Life in the future Teaching contents: Reading
一．教材分析
（一）.教材的地位和作用
本课出自人民教育出版社出版的普通高中课程标准实验教科书英语必修5第三单元。

这是本单元的第二课时阅读课型。

本套教材的目的是在实现英语教学的基础上使学生巩固基础知识，发展听、说、读、写的基本技巧。

注重培养学生运用英语进行交际的能力和阅读学习的能力，提高自主学习的能力。

以话题为主线（topic-based）和任务为主线（task-based）,即一个单元设几项语言活动任务，围绕一个主题展开。

本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，是学生获取信息的主要来源。

本课围绕着Life in the future这个中心话题，以李强给父母写信的形式介绍了他到未来世界（公元3005年）旅行的所见所闻。

（二）.教学目标
根据新颁布的《普通高中英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度三个方面制定如下教学目标。

I. 语言知识目标
1. 掌握重点词汇：take up; constantly; remind; lack of; lost sight of; sweep up; catch sight of; etc
2. 语法：简单接触和了解分词作定语和状语的句子
II．语言技能目标
1.提高阅读技巧，培养语言的综合运用能力。

2.利用上下文猜词意
3.理解课文主旨和作者意图
4.根据所读材料运用适当语言进行交流
5.III．情感态度：
1.对未来生活展开想象和猜测，思考当今社会人类所存在的一些问题在今后的发展趋势以及给人类带来的严重后果，对人类的种种活动进行反思，进一步感悟、领会到人类应具备很好的环保意识，与自然界和谐共处。

2. 体验用英语交流的成功和喜悦，养成互助、合作精神。

IV．学习策略：
1.认知策略：归纳理解已学词汇并记忆，尝试通过语境猜词意。

2.调控策略：确定学习重点，在阅读，英语互动，完成任务的过程中进行自我调控。

3.交际策略：能用恰当的英语词汇进行表达和交流。

V. 教具：多媒体
（三）.教学重点和难点
1.重点：使学生掌握本课重点单词、短语，训练学生的阅读微技能。

培养学生对文章的整体性结构的把握和挖掘作者写作的意图。

2.难点：如何使学生学会提取、筛选和重组文章中的信息，并灵活运用所学知识围绕主题进行讨论，达到语言实践能力的扩展与提高。

二．学情分析：
高二学生经过一年的高中学校生活，在知识和能力方面有所提高，有一定的认知和分析能力，对周围的事物比较敏感，对问题有自己的观点和看法，而且通过网络掌握丰富的课外知识，视野开阔。

但同时依赖性也很强，课后复习少，因此教学中需要调动学生的学习热情和积极性，帮助他们树立信心，学好英语基础知识。

三．教学方法：
外语教育心理学认为：“阅读时一种积极主动地吸收、思考、理解、接受信息和反馈信息的过程，也是一种复杂的智力活动。

”培养学生的阅读理解能力可分三个层次：表层理解、深层理解和评价性理解。

表层理解是培养学生对文章表面信息的把握；深层理解是引导学生通过联想、推理、归纳等思维活动对文章主题或一章节进行进一步的理解；而评价性理解建立在从整体角度对课文深层理解的基础上，旨在引导学生联系社会实际或自身生活，对某一相关话题进行讨论，使学生进行发散性、创造性思维。

根据«新课标»的要求，在教学过程中，教师的基本任务是“导”，即起着组织的指导的作用，因此，本节课主要采用任务型教学法(Task-based Language Teaching)、合作学习教学法（Cooperative Learning Approach）、整体语言教学法（Whole Language Teaching）授课。

具体采用“P—T—P”自主学习立体模式，即（Pre-task----Task-cycle----Post-task）来组织教学。

四．学法指导：
根据«新课标»的基本理念及对高中生英语水平和阅读理解能力的要求，我注意引导学生自主参与学习，进行自主探究的学习方式，激发学生学习的兴趣和潜能，让他们自发地寻找信息、获取信息、使用信息，在自主学习和合作的学习方式中获取知识。

另外，在指导学生进行阅读的过程中，注重培养他们的阅读微技能，使他们形成正确的学习方法，实现阅读能力和表达能力的提高。

五．教学程序：
Pre-task （Pre-reading activities）
Group work
1. Get Ss to surf the internet and make a list of the problems human beings are facing today.
2. Get Ss to look up the dictionary to find out the meanings and the usages of the new words and expressions.
设计意图：引导学生通过上网、字典或参考书等渠道提前查找信息，本节课各组进行交流，教师协助归纳。

培养学生的自主学习能力，为阅读扫清文化背景障碍和语言障碍。

Task-cycle
Step 1 Warming up
Lead in the topic by the song “whatever will be will be”. Ask Ss about their predictions about future. Which problems (such as pollution, all kinds of shortages.) may human beings face in the future?
设计意图：通过音乐的导入吸引学生的注意力，为后面的阅读活动做好情绪准备。

step 2 Prediction
Get Ss to read the title of the text First Impressions and think about the question：“ What are the writer’s first impressions on the future life?”
设计意图：引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态，刺激学生的学习动机。

step 3 Reading （Ｗhile-reading activities）
1.Get the Ss to read the text quickly and get the general idea. (培养学生快速阅读理
解能力和文章中心把握能力。

)
2.Allow Ss a few minutes to read the text again and then rearrange the correct order
of some of the sentences picked out from the text. (理清文章的篇章结构, 掌握文
章的基本脉络)
A. We were transported into the future by a comfortable time capsule.
B. I arrived a t Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD3005
D. I have my first try to master a hovering carriage.
1.Ask Ss to read the whole text carefully and then check their understanding by
asking the following comprehending questions.
1). Why did I have the chance to travel to the year AD3005?
2). How did I feel when I was in the capsule?
3). Who guided my trip?
4). How did I feel as soon as I was transported to the future? How did Wang Ping solve the problem?
5). What was the green wall in Wang Ping’s house made of? Why?
6). What item wasn’t mentioned in the text?
A. Transport
B. Air quality
C. Time travel
D. Another planet
设计意图：侧重培养学生捕捉文章重要细节的能力和通过上下文猜测生词的能力，培养学生良好的阅读习惯。

简单接触和了解分词作定语和状语的句子。

1.Give Ss a few minutes to go through the third paragraph and get some details on
the environment in the future. Encourage them to find out the reasons for the
terrible environment.
设计意图: 进一步加深对课文内容的理解，挖掘文章的内涵，理解作者意图，培养学生获取主要信息、处理信息的能力，对所学知识进行归纳、整理的能力，培养学生的发散性思维。

Post-task (Post-reading activities）
Discussion:
1. Ss work in small groups and discuss the following questions
Did you do anything bad for the environment in you daily life? What should you do to make our world more beautiful?
2. Report their answers to see which group is the best.
设计意图: 采用交际教学法和合作学习法，组织语言实践活动，对所学知识进行巩固和运用，培养学生小组合作能力，用英语思考和交际的能力，创造性思维和创新能力。

依据教学目标，对学生的学习过程进行评价，让学生学会反思自己的学习行为与学习效果，并学会通过反思性学习，不断改进自己的学习方法与策略。

Homework
Write a composition on the item they discussed in this class.
设计意图：提高学生的写作能力。

Unit 5 First Aid for Burns 说课稿
Lesson Plan Interpretation
Unit5 First Aid for Burns（Reading）
The status and the function
The N ew Course focuses on the Ss’ abilities to gather information; deal with information; solve problems and the abilities to think and express in English. The passage is the third period of the unit. In my opinion, it is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is
hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.
About the Ss
As Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.
Teaching goals
一. Knowledge goals
To master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze, symptom, etc.
二. Ability goals
Enable the Ss to have the ability to use what t hey’ve learnt to do first aid treatment for burns correctly and make a first-aid-kit.
Let the Ss learn the reading skill of getting the main idea of each part and each passage
三. Moral goals
Increase the Ss’ awareness of the importance of knowing about first aid.
Key teaching points and difficult points
1. How to help the Ss have the ability to use what they’ve learnt to do first aid treatment for burns correctly.
2. How to improve the Ss’ reading ability.
3. How to grasp the main idea of each paragraph / part & each passage.
Teaching methods
Task-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.
Teaching aids
Multi-media, a first-aid-kit, the contents of a first-aid-kit
Teaching procedures
Step1. Lead-in
Step2. Pre-reading
Step3. Fast reading
Step4. Detailed reading
Step5. Words competition
Step6. Making a first-aid-kit
Step7. Role play
Step8. Summary
Step9. Homework
Step1. Lead-in
I’ll lead-in the passage by telling the Ss a story to attract their interest first, meanwhile, teach them the new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid by using brainstorming to check their vocabulary
Step2. Pre-reading
The pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.
Step3. Fast reading
This task is to check the Ss’ skimming ability. The purpose is to let the Ss get the main idea of the passage and what the text is about.
Step4. Detailed reading
Ask the Ss to finish the following 5 Exx. by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiasm in learning English. These Exx are designed from the easiest one to the most difficult one for different levels’ Ss. The purpose is to the Ss’ reading comprehension.
Step5. Words competition
This is a task-based activity by continuing the competition to check the Ss’ word s spelling. The task is so easy that all of the Ss will show interested in it. So they can learn the words easily.
Step6. Making a first-aid-kit
This is also a task-based activity. It is to let the Ss know what is included in a first-aid-kit. I’ll ask them to make a first-aid –kit after class and show me theirs the next day. The activity not only let the Ss learn knowledge but also develop their abilities. That is, when dealing with an emergency, the Ss can use the contents in the first-aid-kit, they can also have the abilities to act, learn to survive, and be self-preservation.
Step7. Role play
This is an interesting task-based activity. The task is to develop the Ss’ abilities to speak and express in English and their reaction. The purpose is to train the Ss to prepare for an emergency before it happens.
Step8. Summary
From the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid treatment for burns correctly. They also learn to make a first-aid-kit and place an emergency call for help. Through the passage, the Ss’ thinking ability and acting ability are improved. At last, they will be told to remember the following:
While making the summary, I’ll play a background music to match it. The purpose of the step is to increase the Ss’ awareness of the importance of knowing about first aid.
Step9. Homework
The passage doesn’t contain enough information for the Ss to do first aid for others, so they are asked to search as much information as they can about first aid on the Internet.
After class, I’ll also ask the Ss to think of the following:
The passage is a medical science and language. The Ss not only learn language in it, but they also learn some abilities. So we can’t only consider a passage a language passage. We can’t only learn a passage by learning it.
Blackboard design
At last, let me show you my blackboard design: The title is in the middle, on the left side is some important words and expressions, and then on the left of it is the result of the competition.
The Blackboard Design is to let the Ss have a clear idea to get the vocabulary of accidents and first aid and what kinds of headings are also the main idea of each part.
Unit5 First Aid for Burns（Reading）
The status and the function
The New Course focuses on the Ss’abilities to gather information; deal with information; solve problems and the abilities to think and express in English. The passage is the third period of the unit. In my opinion, it is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.
About the Ss
As Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.
Teaching goals
一.Knowledge goals
To master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze, symptom, etc.
二.Ability goals
1.Enable the Ss to have the ability to use what they’ve learnt to do first aid treatment for
burns correctly and make a first-aid-kit.
2.Let the Ss learn the reading skill of getting the main idea of each part and each passage 三．Moral goals
Increase the Ss’ awareness of the importance of knowing about first aid.
Key teaching points and difficult points
1. How to help the Ss have the ability to use what they’ve learnt to do first aid treatment for burns correctly.
2. How to impro ve the Ss’ reading ability.
3. How to grasp the main idea of each paragraph / part & each passage.
Teaching methods
Task-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.
Teaching aids
Multi-media, a first-aid-kit, the contents of a first-aid-kit
Teaching procedures
Step1. Lead-inStep2. Pre-readingStep3. Fast readingStep4. Detailed reading
Step5. Words competitionStep6. Making a first-aid-kitStep7. Role playStep8. Summary
Step9. Homework
Step1. Lead-in
I ’ll lead-in the passage by telling the Ss a story to attract their interest first, meanwhile, teach them the new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid by using brainstorming to check their vocabulary first-aid-kit bandage an ambulance Step2. Pre-reading
What has happened?
What sort of injuries will the child have?
What kind of first aid would you
perform?
( individual
work )
The pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.
Step3. Fast reading
This task is to check the Ss ’ skimming ability. The purpose is to let the Ss get the main idea of the passage and what the text is about.
Fast reading ( class work )
1.What will the passage be about?
2. What do they tell you about the passage?
First aid for burns.
Causes, types, characteristics and first
aid treatment for burns. 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin
____ the symptoms of burns
____ how we get burns
12345 Step4. Detailed reading
Ask the Ss to finish the following 5 Exx. by using competitions. I ’ll divide the Ss into 4 groups.
If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he ’ll be confident and they ’ll surely become more enthusiasm in learning English. These Exx are designed from the easiest one to the most difficult one for different levels ’ Ss. The purpose is to the Ss ’ reading comprehension.
1.Our skin has three layers.
2.We will never get burned by the sun.
3.Burns are divided into three degrees according to the degree of pain.
4.Third degree burns are the most serious and painful.
5.Put cool water on any burns to cool them.
6.Don
’t rub the burns 7.It ’s better that you put some butter or oil on burns.
A_________B_________C_________first degree burn second degree burn third degree burn
3.Mrs Casey ’s sleeve caught fire while she was
cooking. Her arm looked terrible but it didn ’t hurt.
The skin was charred. Her husband took off her
blouse and picked off bits of the blouse stuck to the
burn. He then placed butter on the burn and covered
it with a wet bandage.
4.After an hour in the sun, Lily noticed her arms
were red and hurt a bit. She went home and put them
under running water. Step5. Words competition
This is a task-based activity by continuing the competition to check the Ss ’ words spelling. The task is so easy that all of the Ss will show interested in it. So they can learn the words easily.
Words competition
Example: p s o i o n
t e m e n t r a t
e j l l e y r w e
i u j r n y
p t o m y s m
r a g o n
s e e q u z e
s l l o e n w
i l d m
l e r t e c i c poison treatment jewellery injury symptom organ squeeze swollen mild electric ( task-based activity group work )
Step6. Making a first-aid-kit
This is also a task-based activity. It is to let the Ss know what is included in a first-aid-kit. I ’ll ask them to make a first-aid –kit after class and show me theirs the next day. The activity not only let the Ss learn knowledge but also develop their abilities. That is, when dealing with an emergency, the Ss can use the contents in the first-aid-kit, they can also have the abilities to act, learn to survive, and be self-preservation.
your list of emergency phone numbers fire department police department parent(s) at work, including cell phone & pager
110
Step7. Role play
This is an interesting task-based activity. The task is to develop the Ss ’ abilities to speak and express in English and their reaction. The purpose is to train the Ss to prepare for an emergency
before it happens.
Work in pairs to act out how to place an emergency call for help ( task-based activity, pair work )
Step8. Summary
From the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid
treatment for burns correctly. They also learn to make a first-aid-kit and place an emergency call for help. Through the passage, the Ss’ thinking ability and acting ability are improved. At last, they will be told to remember the following:
While making the summary, I’ll play a background music to match it. The purpose of the step is to increase the Ss’ awareness of the importance of knowing about first aid.
Step9. Homework
The passage doesn’t contain enough information for the Ss to do first aid for others, so they are asked to search as much information as they can about first aid on the Internet.
Search as much information as you can
about first aid
http://www. healthy. net/clinic/first aid/
http://kids health. org/parent/first aid_ safe/
After class, I’ll also ask the Ss to think of the following:
The passage is a medical science and language. The Ss not only learn language in it, but they also learn some abilities. So we can’t only consider a passage a language passage. We can’t only learn a passage by learning it.
Blackboard design
At last, let me show you my blackboard design: The title is in the middle, on the left side is some important words and expressions, and then on the left of it is the result of the competition.
Groups
1 2 3 4
colored ink, heading,
stay calm, operator
The Blackboard Design is to let the Ss have a clear idea to get the vocabulary of accidents and first aid and what kinds of headings are also the main idea of each part.
Unit 2 the United Kingdom Reading 阅读设计方案说课
一，Analysis of teaching aims（教学目标分析）
“Puzzles in geography”, 作为一篇阅读理解课文，从历史、地理、文化、政治等不同角度向读者介绍了英国。

本节内容的目标是：1. 让学生在阅读的过程中抓住主要信息和相关信息；2. 培养和训练学生的阅读技能，如略读，跳读；3.培养学生的团队精神；4. 学习西方国家知识，拓宽学生视野。

5. 尊重别国文化。

二，Analysis of Ss (学习者学习特征分析)
作为高二学生，他们已掌握了阅读的基本技能，但不能很好的将之付诸实践。

他们可以从简单的文章中获取主要信息，但是很少触及外国资料。

本节内容的学习，将会使学生逐渐形成一种跨文化交际意识，同时也将提高他们的阅读技能。

三，Analysis of the teaching materials（教学内容分析）
本节内容的重点是：使学生从总体和细节上掌握英国信息；学生使用阅读技能有效的进行阅读并获取有用信息。

本节的教学难点是：如何提高学生的快速阅读能力；学生如何很好的根据上下文猜测新单词的意思。

四，Analysis of teaching methods （教学方法分析）
在本节内容教学中，我将使用PPT把课程主要内容、英国的地图、英国主要河流的地图、英国国旗图片展示出来，以激发学生的学习兴趣，在教与学的过程中吸引学生用英语来学习。

根据交际教学法和任务教学法，在课堂中，我会给学生布置一定的任务，并分成小组鼓励他们用英语进行讨论。

五Analysis of the teaching procedure（教学过程分析）
我将教学过程分成了四个环节：阅读前；阅读中；阅读后；布置作业。

第一个环节：阅读前，首先，我先复习我们上节课所学内容；接下来，给出两个问题让学生考虑；最后，给学生3分钟进行通篇阅读。

第二个环节：阅读中，我将指导学生一段一段来学习本节内容。

在第一段，我先让学生找出标题中所提到的“puzzle”，然后将学生引入文章的主体部分。

在
第二段，我给出几个填空题，让学生在读的过程中完成，本段学习之后，他们将对英国的历史有一个比较清晰的理解。

接下来，展示英国的国旗图片并回答问题。

在第三段，我指导学生通过略读来找出组成英国的四个国家的相同点与不同点。

在第四、五段，为了抓住主要信息，我要求学生在读的过程中完成两个表格。

最后一段较短，我们一起学习。

第三个环节，阅读后。

我先鼓励学生在小组内对本节所学课文进行划分，归纳段落大意，并对整篇文章进行总结。

然后我给出评论并给予完善补充。

如果时间充分，我将会介绍更多关于英国的信息，然后把我们国家的地图展示给他们，最后让大家小组内讨论并比较我国和英国。

.
最后一个环节布置相应作业。

本节内容到此结束。

教学方案设计Reading
I. 教学目标:
1. Enable the Ss to read effectively under the guide of the teacher, and made them have a better understanding of the United Kingdom.
2. Widen the Ss' international vision.
3. Form the Ss' consciousness of cross–culture communication.
4. Help the Ss think about using some reading skills and methods.
5. Train the Ss’ ability of getting and dealing with information in reading.
6. Keep the Ss’ burning desire and interest.
7. Develop the Ss’ cooperation.
8. Encourage the Ss to infer the main idea of each paragraph.
9. Encourage the Ss to compare China and the UK, and improve their patriotism. II. 教学背景:
1. Ss: a. 50 junior high school students, Grade
2.
b. they have already attained stage 6 ，however they lack of the background knowledge of British, such as history ,geography ,and culture et
c. .
c. the Ss don't have an awareness of using reading strategies ,and don’t know how to use them they've already learnt.
2. Lesson duration: 45 minis.
III. 教学内容:
1. Important points （教学重点）:
a.Have a total and detail comprehension of the UK from history, geography,
politics, and culture etc.
b.Help the Ss to learn different reading skills.
2. Difficult points（教学难点）:
a.Some sentences are hard to understand.
b.How to improve the Ss’ fast reading ability?
c.How to make a summary.
IV. Teaching methods（教学方法）:
1. Skimming ＆scanning methods to make the Ss better understand the whole passage.
2. Discussion methods to make the Ss understand what they've learnt in the class.
3. Pair work and group work to get every student to take part in the teaching and
learning activities.
V. Teaching aids:
Bb, chalk, PPT
VI. Teaching procedure （教学过程）:
1. Pre-reading （阅读前）
导入
a.revision : Last time, we did the quiz in the “Warming up” ,I found that some
of you really know a lot of the UK, while others didn’t. Today, we are going to learn the “Reading”.
b.Look at the title “Puzzles in Geography”, and try to guess what the content of
this passage might be and share it with your partner. Then ask some Ss to speak it out.
c.Teacher reads the following questions and reminds them to remember them:
●What do you want to know about the UK?
●What does the writer mainly talked about in this passage?
d.Fast reading
●T gives the Ss 3 minis to skim the text and try to guess the meaning of
the new vocabularies.
●T encourages the Ss to tell what they've got in class.
2. While-reading （阅读过程）（T：老师Ss:学生）
T leads the Ss to learn the passage one Para. by one Para.
T: Ask the Ss to read para.1 and find the puzzle. After Ss read it,
the teacher broadcast a PPT:
T: show the map of the UK with the PPT
T: In the first Para. the writer gives us a puzzle and the answer (the British history). Then it’s easy to guess what will be talked about nest, ask some to speak their guesses. Now read Para. 2 and fill the following blanks:
On the PPT:
Then ask the Ss to write the answer on the Bb.
T: show the picture of the Union Jack to Ss with PPT.
T: Let them think what's left out in the flag. Why? (Wales is left out. It's usually assumed to be part of England. ) …
In the second Para. , the writer explains the joining of England and Wales and how Great Britain and the UK formed. Now the puzzle becomes clear. Then let's move on to Para.3 . Scan it quickly with the following questions:
T: show the picture of their currency
T: Well, now fill out the table while you are reading Para.4
1.the Midlands
2. nearest to Scotland
3. the middle zone
4.nearest
France 5. older & smaller towns for history & culture ; industrial
cities 6. most of the population
T: Encourage the Ss to summary this Para. (This Para. tell us the geographical division of England and their features.)
Ask the Ss to predict what will be descried after the talking of England?
S1: Scotland? Wales?
S2: Northern Island?
S3: cities in England?
T: Read it by yourself and find out what it is.
One minute later
S: London.
T: ok .listen to me and answer these two questions.
T: Fill out the table
1. the Romans
2. the Vikings
3. the Normans
4. port, towns, and roads
5. the oldest buildings, language and government
6. the oldest castles and new words for food
T: From this Para. , we can conclude that British history has been a history of invasions. Among
all the famous cities, London is the most and the heart of
the country. You must want to visit it, right? If you have time and money, you cam make a list of sites and go there to enjoy a variety of wonders! Let's learn the last Para. together.
3. post-reading （阅读后）
a. division
T: Encourage the Ss to divide the passage in group and try to summary the main idea of each part. Then choose some group leaders to write it on the Bb.
There may be several divisions:
◆ part1 (para.1-2) part2(para.3) part3(para.4-5) part4(para.6)
◆ part1 (para.1) part2(para.2-5) part3(para.6)
◆ part1 (para.1) part2(para.2-4) part3(para.5-6)
T: choose the most proper one and give the main idea of each part.
➢ part1 (para.1): stating the topic.
➢part2 (para.2-4): explaining how the UK came into being, the similarities and differences between the four countries, and three zones of England.
➢part3 (para.5-6): describing London’s role as a culture and political center of the UK.
b. Summary
T: ask the Ss to try to summary, and T give comments.
T: In this class, our aim is to read more about the United Kingdom. We have learnt about the British history four countries and their similarities and differences. At the same time, we have a detail study of England and London.
c.Optional activities (教学补充活动)
✧more information about the UK
●area: 243,610 sq km
●population: 61,383,000 (by mid-2008)
●language: English, Irish, Scottish, etc.
●religion: Christianity (the greatest one), Islam, Scotland, Hinduism(印
度教)，Sikhism（锡克教）
✧Show the map of China ,and encourage the Ss to say something about
China in English.(They can talk from the population, area, history, capital,
and other bid cities) –group work
✧Compare the two countries and ask them to share their feelings.
4.Homework （作业）：
a.Read the passage aloud and carefully.
b.Find more information about the UK and tell them to your desk mate.
Next time, you will tell the information you’ve get from your
desquamate.
c.If you have enough time, find some information about the United States.
Compare them with the UK and China.
5．Reflection（教学反思）
a. Nowadays, the social development is an international and global development.
In order to develop peacefully and not fall behind, it’s necessary to learn more knowledge about other countries and have train the Ss’ international awarene ss.
b. This class went on well and motivated the Ss’ interest and desire to learn more about the UK. AT THE SAME TIME IT TRAINED THE Ss; reading skills and strategies through some reading task and activities. We have achieved the teaching aims, and also improve the Ss' knowledge, ability, and emotion. But not enough time was given to every student to share their thoughts.。