高中英语Unit 2 The United Kingdom学案(新人教版必修5) 教案

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人教版高中英语必修5 Unit 2 The United Kingdom 学案

Unit 2 The United Kingdom【学习目标】1．再读课文,进一步了解与英国有关得知2．在读的过程中学习相关词汇和短语,通过小组合作学会理解分析疑难句型.【学习方法】自主学习【学习重难点】1.锻炼学生的自主学习能力2.学生对课文的重点内容的理解能力3.锻炼学生的合作协调能力【学习内容】●合作探究1. How many countries does the UK consist of?大不列颠由多少个国家组成？consist vi. 在于, 存在于; 组成, 构成●习惯搭配：1）consist of由...组成，由...构成，包括（注意：不能用于被动语态和进行时态）2）consist in 基于。

在于，存在于...之中●活学活用(1).How many students are there in our class?There are 62/59 students in our class.=Our class is made up of 62/59 students. (由…组成)=Our class ____________ 62/59 students.(2).The world is _________________seven continents and four oceans.(3).The beauty of the city _____________its magnificent buildings.(4)________________________ _____________________________.水由氢和氧组成.2. England can be divided into three main areas.英国可以分成三大部分。

divide 意为“把一个整体分成若干个部分” 常与into, among, between 搭配divide into 把…分成divide sth. among sb.在…分配divide A from B使分离; 使分开divide… by…用…除以●辨析: divide 与separate(1)The world is______ into five continents.(2)Let’s_______ the c ake into three.(3) He_______ the big eggs from the small ones●活学活用1). The apple was _______ into two.2). We _______the money equally.3). Oxygen can be ________ from water.4). The Taiwan Strait ________ Taiwan from Fujian.3. puzzle (n.) 1.难题；谜 2.困惑a Chinese puzzle 复杂难懂的事 a cross-word puzzle 填字游戏be in a puzzle about 对…..大惑不解(1)I am in _______-about this matter. Who can clarify it ?puzzle (v.) 1.把… 难住 2.使…迷惑Maybe something __________ him.He looked _________.The question looks_________.4.clarify: 澄清；阐明clarify issues/ a statement/ matters/ one’s standclarify how/ what --clause●活学活用（翻译句子）1)你能解释这个问题吗?________________________________________2)如果你学习了英国历史,很容易就能弄清楚任何问题._______________________________if you study British history.3)______________________ _______________________他的头脑突然清醒了。

高中英语Unit2TheUnitedKingdomLanguagepoints学案新人教版必修

Unit 2 the United Kingdom language points应该掌握的重点单词1．unite vt. & vi.联合；团结→united adj.联合的；团结的→union n．联合；联盟2．consist vi.组成；在于；一致→consistent3．clarify vt.澄清；阐明4．accomplish vt.完成；达到；实现5．credit n．信任；学分；赞扬；信贷6．rough adj.粗糙的；粗暴的7．convenience n．便利；方便→convenient8．attract vt.吸引；引起注意→attraction n．吸引力→attractive9．collection n．收藏品；珍藏；收集→collect10．description n．描写；描述→describe11．furnished adj.配备好装备的；带家具的→furnish vt.用家具布置→furniture n．家具12．possibility n．可能性→possible13．plus prep.加上；和adj.加的；正的；零上的14．quarrel n．争吵；争论；吵架 vi.争吵；吵架15．arrange vt.筹备；安排；整理→arrangement n．安排16．fold vt.折叠；对折→unfold vt.(反义词)17．delight n．快乐；高兴vt.使高兴；使快乐→delighted adj.高兴的；快乐的→delightful18．thrill vt.使激动；使胆战心惊→thrilling应该掌握的重点短语1．consist of 由……组成2．divide...into 把……分成3．break away (from) 摆脱(束缚)；脱离4．to one’s credit 为……带来荣誉；值得赞扬；在……名下5．leave out 省去；遗漏；不考虑6．take the place of 代替7．break down (机器)损坏；破坏8．make a list of 把……列出清单9．on special occasions 在特殊场合10．feel proud of 对……感到骄傲应该掌握的重点句型1．Now when people refer to England you find Wales included as well.如今有人提起英格兰，你就会发现威尔士也是包括在内的。

高中英语 Unit2 The United Kingdom教案新人教版必修5

高中英语 Unit2 The United Kingdom教案Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以The United Kingdom为中心话题。

通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。

1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。

1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。

1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。

1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。

1.5 Learning about Language分词汇和语法两部分。

词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。

形式有语法结构讲练、趣味性游戏等。

1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。

1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。

1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。

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.。

Unit2TheUnitedKingdom学案(新人教版必修5)

Unit 2The United Kingdom课前预习单词拼写1．I Keep my reference books near my desk for (方便).2．She (安排)all her business affairs before going on holiday.3.It’s clear that her painting has been (影响)by Picasso.4.You will be informed when the book becomes (有货的，可用的).5．Now our country has a (辉煌)victory, but we still have a long way to go.6.Children wearing school u look much smarter.7.We were t to hear your wonderful news.8.I’m d to hear of your wonderful news.9.This is a c of Tang-Song poems, which I like very much.10.The Hope P has helped many poor children to go to school.重点短语1．由…组成2．把…分成3．挣脱（束缚）；脱离4．省去；遗漏；不考虑5．代替6．（机器）损坏；破坏7．为…争论（辩）8．发现某人(物)处于某种状态下9．为什么；怎么会…的10．以……命名11．被…连接起来12．提及；指的是13．也14．令人惊讶的是15．关于…，和…相关16．在你方便的时候17．定居;习惯于某种生活或工作18．吸引某人的注意19．在建设中20．受到…的影响21．明显的；显而易见的22．很值得做23．拾起；捡起24．通过；穿过25．在展出26．曾经，一度27．讲得通28．发生29．有时，间或30．为了纪念31．以…为主食32．有足够的（时间/金钱）做33．对…极为讲究小组合作探究课文理解Careful readingMake a list of Zhang Pingyu’s tour of London and a commenton each place she visited.课文重点句子翻译1. There is no need to debate any more about why different words are used to describe the four countries: England, Wales, Scotland and Northern Ireland.2. 于是这三个国家惊奇地发现他们是和平地而没有通过战争联合在一起。

高中英语 Unit2 The United Kingdom学案(无答案)新人教版必修5 学案

Unit 2the United KingdomPuzzles in geographyLearning aims:1. Understand how the UK was formed geographically and historically.2. Practise getting the required information with different reading skills Learning steps:Step1: 读前预测What do you think the author will introduce to us with such an article?Step2:目标浮现Divide the passage into three parts and match the main idea with each part.Part1: (para____________) How the UK came into being.Part2: (para____________) The cultural importance of London Part3: (para____________) England is divided into three zones. Step3: 自主探究Part1. How the UK was formed?UKContains ________, ______, Scotland and_______________.In the 13thCentury______ was linked to ________.In the 17thcentury________ and Wales were joined to ________.In the early 20th century _________ Ireland broke away and _________ Ireland joinedwith ________ ,Wales and ________. Thus _______ e intobeing.Part 2Try to describe the procedure(过程) based on the chart above and the map Firstly,______________________.Secondly,____________________Thirdly, ______________________,and finally_______Union Jack flag unites the flag of three countries in the United Kingdom. What are they? Which country is left out? Why?____________________________________________________________________Step4: 合作解决（Group work）_____________________________________________________________________What are they?_____________________ ___________________ _____________________In England, most of the population lives in _____________;Most of the industrial cities are in ____________ and _______________.Where should you go if you want to enjoy historical architecture in England? __________________________________________________________________Which group of the invaders did not influence London?_____________________________________________________________________Step5: 总结概述Fill in the blanksThe full name of the UK is _______of Great Britain and Northern Ireland. It consistsof four countries---______________ ____________ ____________ and___________________. People always think ______ is a part of England. The flag of the UK is called the _______ ______.The four countries have different ___________ and ____ _______ as well as different ______ ______._______ is the largest of the four countries and it is ______ ____ three parts. Most of the people settled in the ______, but most of the large industrial cities in the _________ and the ______.The capital of the UK is ________, it has many great places of interest.Step6: 练习拓展1 Suppose you are guides in Britain, try to introduce Britain, England and London to us.（three guides, and three visitors）2 Suppose you are having interview show, try to introduce Britain, England and Londonto us.(one is the host, and the others are guests(嘉宾)3 Suppose you are taking question-answer games.AssignmentRead the text again and find out some words, expressions and sentence structures that seem difficult to you.。

Unit 2 The United Kingdom学案(新人教版必修5) .pdf

Unit 2 The United Kingdom核心单词1. conveniencen.便利;方便联想拓展inconvenience n.不方便convenient adj.便利的;适宜的conveniently adv. 便利地，方便地常用结构：at one’s convenience 在某人方便的时候for one’s convenience(of) 为了某人的方便for convenience’s sake 为了方便起见make a convenience of 利用……We bought this house for its convenience.我们买下这所房子是为了方便。

Please come at your convenience.请在你方便的时候来。

Gas is one of the conveniences the newly built apartment building provides.这幢新造的公寓大楼装有煤气等设备。

高手过招（1）单项填空Come and see me whenever .（2010·01·江苏南京检测）A. you are convenient B. you will be convenient C. it is convenient to you D. it will be convenient to you （2）翻译句子（原创）①你如果方便就来看看我。

②你明天方便开始工作吗?解析：(1) 选C。

convenient的主语不可以是人，排除A、B两项。

whenever引导的是时间状语从句，其谓语动词要用一般现在时，不可以用一般将来时。

(2)①Come and see me if it is convenient to you.②Will it be convenient for you to start work tomorrow?2. arrangev.安排；排列；协商常用结构：arrange for 安排,准备arrange with sb. about sth. 与某人商定某事The child was required to arrange his shoes in a neat row by his parents.家长要求这个小孩把鞋放成整齐的一排。

高中英语unit2 the United Kingdom教案(新人教版必修5)

Unit 2 The United KingdomTeaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1. Discussion methods to make the Ss understand what they’ve learned in class.2. Pair work of group to get every student to take part in the teaching-and-learning activities.3. Competition and role-play method to arouse the Ss’ interestTeaching proceduresPeriod 1Step 1. New words study.Get Ss read the new words from P93-94 by themselves.Ss read the new words together.T correct some mis-pronounciation for the students.Step 2 Introduction of the UK.Area: 244,820sq.km.Population: 59,113,439Languages: English, Kymric, GaelicReligion: CatholicismComposing countries: England Wales Scotland Northern IrelandCapitals: London Cardiff Edinburgh BelfastStep 3. Warming up.: Ss compete in answering the questions as quickly as possible.Step 4 Pre-reading.Q: England can be divided into three main areas. Do you know what they are?The south, the Midlands and the northStep 5 Fast reading.Ss read the passage within 4 minutes to find the answers to comprehending 1.1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?The country left out is Wales. It is usually assumed to be part of England2 What three countries does British Airways represent?1 England 2.Scotland 3 Northern Ireland3 Which group of invaders did not influence London?The Vikings didn’t influence London, it influence the vocabulary of the North.Period2Step1: Intensive Reading.Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part.Part1(Para.1-4): what England includes; about Great Britain; the UK.Part2 (Para.5):the geographical division of England into zones; their similarities and differences.Part3(Para.6): the cultural importance of London.Step2. Teaching new words and structures1.consist vi.组成；在于；存在于常用搭配：consist of =be made up of 由……组成；由……构成Eg. The team consists of four Europeans and two Americans.The committee consists of seven members.consist in=lie in在于；存在于eg.What does happiness consist in?The beauty of Venice consist in the style of its ancient buildings.2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）a Chinese puzzle（中国玩具）【比喻】复杂难懂之事a cross-word puzzle（纵横填字游戏）常用搭配：be in a puzzle about对……大惑不解I am in a puzzle about the matter.我对这件事大惑不解。

高中英语Unit2TheUnitedKingdomReading教案新人教版必修

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 taskbased activities.Teaching aidsA recorder, a puter and a projector.Teaching procedures & waysStep ⅠLeadinTask 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 itor 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 PrereadingT: Next let’s talk about the three questions in the Prereading. First of all, I’d like to ask you one more question before we deal with the Prereading 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 Prereading?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 t o 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 Dov er’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 WhilereadingTask 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 the North. 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. 12): What England includes; about Great Britain; the UK.Part 2 (Paras. 34): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 56): 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 textEnglandSample answers: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 andthe 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 Ⅳ PostreadingTask 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 the southern 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 AngloSaxons 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 liein 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 Irelandconnected 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 early invaders 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, placenames, 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 Ⅴ HomeworkAsk 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.。

高中英语新人教版精品教案《Unit 2 The United Kingdom》

人教版高中英语必修五Unit 2 The United Kingdom教学设计1.ing-u ing u①通过Reading局部阅读，了解英国的地理，历史，文化。

②掌握本篇阅读中出现的重点词汇，短语。

2.能力目标 abiit aim①培养训练学生的阅读方法和阅读技巧：快速阅读获取文章大意，仔细阅读获取信息和处理信息的能力，概括文章大意，及概括每段大意。

②运用所学词汇组织语言，口头表达及写出文章大意Summar。

3.情感价值观 emotion aim了解英语国家概况，激发学生对英语的学习兴趣。

教学重难点teaching im ethod1.任务型教学法〔Ta-baed teaching method〕。

上课前，利用学案导学做好课前预习。

阅读之前，设定阅读任务，让学生在阅读过程中思考，分析，讨论，最终解决问题。

最后通过任务的完成而实现对所学知识的意义建构。

2.多媒体辅助教学法。

把有关英国的文本，图片等信息融合在课件中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。

关于英国的形成，英格兰三个区域划分用多媒体用地图呈现很形象生动。

教学过程设计Teaching ing u e qui about the United Kingdom2 Show ome e of the United Kingdom[设计思路] 呈上启下，引出课文ming for the main idea of the ain aboutA How man countrie mae uB Ee the cutura caent baed on geograain idea with e into beingined in the readingE an countrie doe the UK conit of展示评价How wa the UK formedA the grouation about each one在学生答复完该问题之后利用幻灯片在地图上展示出这三个区，帮助学生加深理解。

高中英语Unit2TheUnitedKingdom教案新人教版必修5

Unit2 The United KingdomIntroductionThis unit is an introduction to the UK and the first reading introducesthe different vocabulary used to describe its four parts. It explains howthe UK was formed geographically and historically. It also introduces thefour 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 aboutthe 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 UKto give their impressions to the class. Other students may have pen friends in the UK and know something about the towns or citieswhere their friends live. Let them share their knowledge with the rest ofthe 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 processLead- i n: I nt r oduce t he UK t o t he st udent s by a vi deo “Let's sticktogether. ( David Cameron) ”.T: Class, let ’s enjoy a popular program which movedthousands of the British.I hope you could experience what the UK is from it.............What do you think makes the UK different?Pr esent at i onT: Probably everything has its reason. In this period, we are going to readan article named“ puzzles in geography” . I hope you could know the UKbetter from it.Step1:读前展望T: What do you think the author will introduce to us with such an article?[ 设计说明 ]经过读前展望，能够让学生从整体上阅读文章。

必修BookVUnit2TheUnitedKingdom学案

必修BookVUnit2TheUnitedKingdom学案必修Book V Unit 2 The United Kingdom第一部分基础知识回顾I词汇总览1. 重点词汇及拓展1) vi. & vt. __________ 联合；团结adj. _________团结的；统一的n. _________联合；联盟2) vi. consist _______________________ adj. _______________ 一致的3) vt. accomplish_______________________ n.____________________ 完成；成就4) adj. willing ________________adv. ________乐意地；自愿地n. __________ 乐意；甘心情愿(反义词) adj. ___________ adv. __________ n. ___________ will n. ________________5) n.convenience ___________ adj. _____________ 方便的adv. _____________便利地；合宜地6) adj. _____________粗糙的；粗暴的adv. _____________粗略地；粗暴地7) vt. attract ________________ adj. __________吸引人的；引人注目的n. ___________吸引；吸引力；吸引人的事或物8) n. ____________建筑学；建筑艺术n. _________建筑师adj. ________建筑学的；建筑上的9) vt. & vi. collect ________________ n. ________________收藏品；珍藏；收集10) vt. enjoy_________________ n. ____________ 乐趣；享受；享有adj. ________________令人愉快的；快乐的11) vt. ___________描述；描写n. _______________描述；描写12) adj. ______________ 配备好装备的；带家具的vt. ____________供应；提供；装备n. ______________家具14) adj. possible 可能的adv.______________可能地n. _____________ 可能性（反义词）adj. ________________ 不可能的adv.______________ n. _____________14) vt. _______________筹备；安排；整理n. _____________________安排；整理；布置15 n. & vt. delight __________________ adj. _____________欣喜的；高兴的adv. _____________16) n. ______________共产主义n. & adj. _________________共产主义者；共产主义的17) vt. thrill __________ adj. ________毛骨悚然的；令人兴奋的adv. ________________令人激动地；毛骨悚然地adj. ________________ 非常兴奋的；极为激动的n. ________________毛骨悚然；震颤2. 单词拼写1) A new type of learning machine a______________ a large number of parents.2) Is it true that no two leaves are a___________?3) I’m going for a meeting right now. Could you a___________a car for me?4) The umbrella can be f____________, so it is easy to carry in a bag.5) To her d____________, she passed the examination.3. 重点短语1) 由……组成 __________________________ 2) 把……分成__________________________3) 挣脱（束缚）；脱离____________________ 4) 省去；遗漏；不考虑___________________5) 代替_________________________________ 6) （机器）损坏；（身体）垮下来__________7) 为……带来荣誉；值得赞扬；在……名下___________________________________________8) be linked to ____________________________ 9) be joined to ___________________________10) for convenience ________________________ 11) be known as __________________________12) keep one’s eyes open ____________________ 13) make a list (of) ________________________14) to one’s surprise ________________________ 15) in memory of _________________________4. 用所给短语的适当形式填空2) The criminal _____________________ the policemen who were holding him.3) Carbon dioxide _________________ carbon and oxygen.4) The Ireland _________________ two parts: Northern Ireland and Republic of Ireland.5) Jane was late for work because her car _________________.6) Mr Smith fell ill and Gorge _____________________ his position7) They believe that this illness ______________ the use of chemical pesticides.II重点句型1. 课文原句填空1) 如今人们提到英格兰的时候，你会发现威尔士也包括在内。

高中英语Unit 2 The United Kingdom表格学案(新人教版必修5)教案

Unit 2 The United Kingdom学案一、语言要点IV 重点词汇（旨在提供综合运用所需材料）consist vi.由...组成, 在于, 一致consist of=be made up of 由…组成;由…构成[典例]Substances consist of small particles called molecules. 物质是由叫做分子的微粒组成的。

True charity doesn't consist in almsgiving. 真正的慈善不在于施舍。

[练习]翻译:1) 这支球队由12人组成。

_______________________________________________________________________________ ___________2) 这位艺术家的风格上的美在于它的简朴。

_______________________________________________________________________________ ___________Keys: 1) the team consists of 12 players. 2)The beauty of the artist's style consists in its simplicity.clarify v.澄清, 阐明[典例]1)---Could you clarify the first point please? 请你澄清第一个要点，好吗?---I don’t understand it pletely，either．我也并不完全理解。

2) His mind suddenly clarified. 他的脑子突然清醒过来。

[练习] 翻译句子1)她写信详细说明她的意图._______________________________________________________________________________ ___________2)澄清某人的立场_______________________________________________________________________________ ___________Keys: 1)She wrote a letter to clarify her intentions. 2) clarify one's positionconvenience n.便利, 方便, 有益, 有用的, 方便的用具[典例]1) We bought this house for its convenience．我们买下这所房子是为了方便。

高中英语 Unit2 The United Kingdom 2精品教学案新人教版必修5

英语：Unit2《The United Kingdom 》教案（3）（新人教版必修5）★学习目标：1.学习并欣赏课文中的好词好句2.掌握重点单词，词组，句型的运用 ★自学导航：1.单词表检测union n. accomplish v.Wales enioyable adj.the Union Jack province n.Norman n. *attract v.*break away(from) *consist v.*divide …into currency n.Anglo-Saxon n. Midlandsadministration n. credit n.clarify v. Roman n.unite v. *to one's creditcountryside n. roughly adv.River Thames architecture n.unwilling adj. *consist ofport n. Scotlandkingdom n. conflict n.collection n. *leave outRiver Avon education adj.historical adj. Northern Irelandconvenience n. River SevernViking n. institution n.nationwide adj. rough adj.London Heathrow Airport2翻译下列句子1).如果你学过英国历史，就能弄清楚这个问题。

_____________________________________2)最后在20世纪早期英国政府想通过与联合爱尔兰相同的和平方式一样努力形成联合王国。

__________________________________________________________________________3).值得赞扬的是，这四个国家的确在一些方面共同合作，例如在货币和国际关系方面；但有些制度仍然区别很大。

高中英语：Unit 2 The United Kingdom学案新人教版必修5

Unit 2 The United KingdomPart Two: Teaching Resources (第二部分：教学资源)Section 3: Words and expressions from Unit 2 The United Kingdomv. 1. have or possess in combination: She unites charm with a good business sense.2.be composed of: What does this dish consist of? 3. be consistent in form, tenor, or character; be congruous: Desires are to be satisfied only so far as consists with an approved end.4.have its essential character; be comprised or contained in; be embodied in: The payment consists in food. dividev. 1. separate into parts or portions: Divide the cake into three equal parts.2. perform a division: Can you divide 49 by seven?3.act as a barrier between; stand between: The mountain range divides the two countries.puzzlen. a particularly baffling problem that is said to have a correct solution: He loved to solve chessmate puzzles.v. be uncertain about; think about without fully understanding or being able to decide: We puzzled over her sudden departure.debaten. 1. the formal presentation of and opposition to a stated proposition (usually followed by a vote.)2. a discussion in which reasons are advanced for and against some proposition or proposal v.argue with one another: We debated the question of abortion.clarifyv. 1. make clear by removing impurities or solids, as by heating: Clarify the butter.2. make clear and (more.) comprehensible: Clarify the mystery surrounding her death.relationn. 1. (usually plural.) mutual dealings or connections among persons or groups: international relations2.an act of narration: He was the hero according to his own relation. 3.(law.) the principle that an act done at a later time is deemed by law to have occurred at an earlier time: His attorney argued for the relation back of the amended complaint to the time the initial complaint was filed. 4. a person related by blood or marriage: He has distant relations back in New Jersey.educationaladj. 1. providing knowledge: an educational film 2.relating to the process of education: educational psychologyconveniencen. 1. the quality of being useful and convenient: They offered the convenience of an installment plan. 2. the state of being suitable or opportune: Chairs arranged for his own convenience. roughlyadv. 1. with roughness or violence (`rough’is an informal variant for `roughly’.): He was pushed roughly aside. 2. (of quantities.) imprecise but fairly close to correct: roughly $3,000industrialadj. 1. having highly developed industries: the industrial revolution2. employed in industry: the industrial classes3. of or relating to or resulting from industry: industrial output4.employed in industry: industrial workers5. suitable to stand up to hard wear: industrial carpetingattractionn.the quality of arousing interest; being attractive or something that attracts: Her personality held a strange attraction for him.constructv. 1. draw with suitable instruments and under specified conditions: construct an equilateral triangle 2. make by combining materials and parts: Some eccentric constructed an electric brassiere warmer.3. create by organizing and linking ideas, arguments, or concepts: construct a proof4. create by linking linguistic units: construct a sentence5.reassemble mentally: reconstruct the events of 20 years ago.influencen. 1. a power to affect persons or events especially power based on prestige etc: use her parents’influence to get the job.2.a cognitive factor that tends to have an effect on what you do: Her wishes had a great influence on his thinking.3. one having power to influence another: She was the most important influence in my life. 4. the effect of one thing (or person.) on another: the influence of mechanical action.5. have and exert influence or effect: The artist’s work influenced the young painter.projectv. 1. project on a screen: The images are projected onto the screen. 2. cause to be heard: His voice projects well. 3. communicate vividly: He projected his feelings.4. transfer (ideas or principles.) from one domain into another 5. throw, send, or cast forward: project a missilearrange1. arrange thoughts, ideas, temporal events, etc.: arrange my schedule.2. make arrangements for: Can you arrange a meeting with the President?3. put into a proper or systematic order: Arrange the books on the shelves in chronological order.4. set (printed matter.) into a specific format5. plan, organize, and carry out (an event.)foldn. 1. the act of folding: He gave the napkins a double fold.2. a folded part (as a fold of skin or muscle.) 3. an angular or rounded shape made by folding: a fold in the napkin.v.1. incorporate a food ingredient into a mixture by repeatedly turning it over without stirring or beating: Fold the egg whites into the batter.2. become folded or folded up: The bed folds in a jiffy.3. bend or lay so that one part covers the other: Fold up the newspaper.4. intertwine: fold one’s hands, arms, or legs foldadj.1. obtainable or accessible and ready for use or service: kept a fire extinguisher available.)2. convenient for use or disposal: The house is available after July 1.3.not busy; not otherwise committed: He was not available for comment.delightn. 1.a feeling of extreme pleasure or satisfaction: His delight to see her was obvious to all.2. something or someone that provides pleasure; a source of happiness: The new car is a delight. v. take delight in: He delights in his granddaughter.royaladj. 1. being of the rank of a monarch: of royal ancestry2.of or relating to or indicative of or issued or performed by a king or queen or other monarch: the royal party3.established or chartered or authorized by royalty: the Royal Society 4. invested with royal power as symbolized by a crown: The royal (or crowned) heads of Europe. 5. belonging to or befitting a supreme ruler: treated with royal acclaimoccasionn. 1. reason: There was no occasion for complaint. 2. an opportunity to do something: There wasnever an occasion for her to demonstrate her skill. 3. the time of a particular event: on the occasion of his 60th birthday4. an event that occurs at a critical time: It was needed only on special occasions.5. a vaguely specified social event: an occasion arranged to honor the presidentuniformn.clothing of distinctive design worn by members of a particular group as a means of identification v. provide with uniforms: The guards were uniformed. adj.1. evenly spaced: at regular (or uniform) intervals2. always the same; showing a single form or character in all occurrences: a street of uniform tall white buildingssplendidadj. 1. having great beauty and splendor: splendid costumes2. characterized by or attended with brilliance or grandeur: the splendid coronation ceremonylongituden.an imaginary great circle on the surface of the earth passing through the north and south poles at right angles to the equator: All points on the same meridian have the same longitude. navigationn. 1. the guidance of ships or airplanes from place to place 2. ship traffic: The channel will be open to navigation as soon as the ice melts.originaladj. 1. being or productive of something fresh and unusual; or being as first made or thought of: a truly original approach 2. (of e.g. information.) not secondhand or by way of something intermediary: His work is based on only original, not secondary, sources. 3. not derived or copied or translated from something else: The play is original. 4. preceding all others in time or being as first made or performed: the original inhabitants of the Americasthrilln.something that thrills: the thrills of space travel v.1. cause to be thrilled by some perceptual input: The men were thrilled by a loud whistle blow.2. feel sudden intense sensation or emotion: He was thrilled by the speed and the roar of the engine.3. fill with sublime emotion; tickle pink (exhilarate is obsolete in this usage.): The children were thrilled at the prospect of going to the movies.unfairadj.not fair; marked by injustice or partiality or deception: used unfair methodssmartadj. 1.characterized by quickness and ease in learning: Smart children talk earlier than the average.2. elegant and stylish: a smart new dressconsistentadj. 1.the same throughout in structure or composition: Bituminous coal is often treated as a consistent and homogeneous product.2. (sometimes followed by ‘with’) in agreement or consistent or reliable: testimony consistent with the known facts.3. capable of being reproduced。