Unit2TheUnitedKingdom全单元教案1
Unit 2 The United Kingdom 教学设计1
Unit 2 The United Kingdom 教学案1The First Period ReadingTeaching goals 教学目标1. Target language目标语言a. 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 goals能力目标Enable the students to learn about the United Kingdom (the UK).3. Learning ability goals 学能目标Enable the students to know the UK in geography and history.Teaching important & difficult points教学重难点How to understand the geographic puzzle of the UK.Teaching methods 教学方法Skimming and task-based activities.Teaching aids 教具准备A recorder，a computer and a projector.Teaching procedures & ways教学过程与方式Step 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 youtell 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 combining suburbs —with an overall population of 1.4 million —which extend into surrounding districts. Glasgow is the largest city in Scotland and its industrial 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 combination of the three flags. That is to say，the UK is a combination 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 Comprehending.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. 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 they？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.Sample answers:T: Now let’s do “Comprehending” 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 come 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 and 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 have developed different educational and legal systems as well as different football teams for competitions like the World Cup.6. The Union Jack shows the combination 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 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，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.The Second Period ListeningTeaching goals 教学目标1. Target language目标语言重点词汇和短语crown，Protestant，hurt the king2. Ability goals能力目标Enable the students to learn about one of the most famous historical sites in London: the Tower of London.3. Learning ability goals学能目标Help the students learn how to talk about the historical sites in the UK.Teaching important & difficult points 教学重难点Talk about the historical sites in the UK.Teaching methods 教学方法Listening and cooperative learning.Teaching aids 教具准备A recorder，a computer and a projector.Teaching procedures & ways 教学过程与方式Step ⅠRevision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate；after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape，please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.1. Which king on the list was one of the princes in the Tower？How do you know？2. Who had the two princes killed？And then check the answers.Step ⅡListening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1，2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step ⅢHomeworkT: Boys and girls，today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom，its past history，some popular tourist sites，the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Language目标语言a. 重点词汇和短语sightseeing，available，delight，tower，royal，uniform，splendid，statue，communism，thrillb. 重点句式Worried about the time available，Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goals能力目标Enable the students to plan a tour around certain places.3. Learning ability goals 学能目标Help the students know more about the historical sites in London.Teaching important & difficult points教学重难点Help the students identify different kinds of tour and talk about the most interesting place for the tour.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Step I Revision and Lead-inTalk 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. But most visitors also want to see the House of Parliament，BuckinghamPalace，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 ⅡReadingTask 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 four-day 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 text “Sightseeing in London”.Show the following.Task 3: Deal with reading task:A particular British celebrationAsk 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 accompanied by firework displays ， the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes 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 Catesby arranged to buy a house close to the Houses of Parliament.Oct. 28-31: 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 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 started having second thoughts. One of the group members even sent an anonymous letter warning his friend，Lord Monteagle，to stay away from the Parlia-ment 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 the 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 ⅢHomeworkAsk the students to review the words learnt in this unit.The Fourth Period Language StudyTeaching goals 教学目标1. Target language目标语言重点词汇和短语unite，consist，divide，puzzle，clarify，relation，legal，convenience，attraction，collection，construct，influence，project，arrange，fold，available，delight，royal，splendid，statue，thrill，unfair，smart，suggestion，consistent，consist of，divide ... into，break away (from)，leave out，take the place of，break down2. Ability goals能力目标Enable the students to use the past participle as the object complement.3. Learning ability goals学能目标Learn how to use the past participle as the object complement.Teaching important & difficult points 教学重难点Learn to use the past participle as the object complement.Teaching methods 教学方法Task-based activities.Teaching aids 教具准备A projector and a computer.Teaching procedures & ways教学过程与方式StepⅠRevision and Lead-inCheck the students’ homework.T: In the previous period，we’ve learned some new words and expressions. Now let’s review them. Look at the screen，please. Try to think of their meanings and their usages，and then complete the sentences on the screen to check if you can use them correctly.Show the following on the screen.1. Water c__________ of hydrogen and oxygen.2. The question p__________ me. It took me a long time to work it out.3. My mind suddenly c__________. It worked very fast and efficiently.4. A big city offers many and varied a___________. They are worth visiting.5. These wheels are c___________ smaller.6. In a dictionary，all the words are a____________ in alphabetical order.7. Movies give d____________ to millions of people. So people enjoy going to the cinema.8. The tour guide t___________ us with his stories. They were really full of fun.Sample answers:1. consists2. puzzled3. clarified4. attractions5. constructed6. arranged7. delight8. thrilledStep ⅡUsing about languageDoing “Learning about language” on page 12.Step ⅢHomeworkAsk the students to:1. Do Exx. 1 and 2 of “USING WORDS AND EX-PRESSIONS” on pages 49 and 50.2. Do “USING STRUCTURES” on pages 50 and 51.The Fifth Period SpeakingTeaching goals 教学目标1. Target language目标语言重点词汇和短语attraction，collection，influence，project，arrange，available，delight，splendid，statue，thrill，unfair，smart，suggestion，consistent2. Ability goals能力目标Enable the students to describe the directions and locations using the functional sentences.3. Learning ability goals学能目标Help the students learn how the disagreements can be resolved.Teaching important & difficult points 教学重难点Let the students learn how to resolve the disagreements.Teaching methods 教学方法Discussing，debating and task-based learning.Teaching aids 教具准备A projector and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevision and Lead-inAsk the students to talk about the UK.A sample talk:The UK，the dominant industrial and maritime power of the 19th century，played a leading role in developing parliamentary democracy and in advancing literature and science. At its zenith，the British Empire stretched over one-fourth of the earth’s surface. The first half of the 20th century saw the UK’s strength seriously depleted in the two World Wars. The second half witnessed the dismantling of the Empire and the UK rebuilding itself into a modern and prosperous European nation. As one of five permanent members of the UN Security Council，a founding member of NATO，and of the Commonwealth，the UK pursues a global approach to foreign policy；it currently is weighing the degree of its integration with continental Europe. A member of the EU，it chose to remain outside the Economic and Monetary Union for the time being. Constitutional reform is also a significant issue in the UK. The Scottish Parliament，the National Assembly for Wales，and the Northern Ireland Assembly were established in 1999，but the latter is suspended due to bickering over the peace process.Step ⅡSpeakingTask 1: Ask the students to work in pairs to make dialogues about language difficulties.T: Suppose one of you will be the tourist and the other the tour guide. You may have a few problems in understanding each other. Now please make up dialogues. These phrases may help you.Show the following to the students.A sample dialogue:(T=tourist；G=guide)T: Excuse me. Could you please tell me some places of interest in your province？G: Well. Mount Wutai；Ancient City in Pingyao；Yungang Grottoes；Hukou Waterfall；Mount Lingkong，etc.T: Thanks. Could you please tell me how I can get to Mt. Wutai？G: Well. You can take No. 365，No. 543 or No. 263 bus there.T: I’m sorry，but I can’t follow you.G: Take No. 365，543 or 263 bus at the Jiannan Bus Stop.T: Good. No. 365，543 or 263 bus，thanks. And in what direction can I find the station？G: Hmmm. You can take a taxi and it will take you right there.T: Thanks. How long will it take me to get to the station？G: About forty minutes if the traffic is not busy as what we see now.T: Excuse me. Could you speak more slowly？You know，I only came here three days ago. G: Well. About ... forty ... minutes.T: Fifty minutes. Thanks.G: Sorry，forty.T: Forty. Sorry. Thanks. Bye！Task 2: Ask the students to describe the landscape they are familiar with.Show the following to the students.Position:Type of land:Geographical features:Places of interest:Season:A sample description:Mt. EmeiMt. Emei lies in the southern area of Sichuan basin in China. Mt. Emei is one of the four sacred Buddhist Mountains in China. It is said that Mt. Emei derived its name from two peaks which face each other and look like eyebrows. The whole mountain range extends over 200 kilometers in length and breadth. Ever since the introduction of Buddhism into China in the 1st century AD，Buddhist buildings have been built on the mountain. Now there are more than one hundred temples and monasteries. It is known as the place of Buddhist Rites of Puxian.Mt. Emei is rich in natural and cultural heritage and carries several monikers: “Kingdom of Plants”，“Paradise of Animals”，“Geological Museum”，“Buddhist Celestial Mountain” and is particularly famous for the title，“Elegance of Mt. Emei Under The Sun”. The Four Wonders of Mt. Emei are the Golden Summit Sunrise，sea of clouds，Buddha’s Halo and the Holy Lamp. The main attractions include the Baoguo Temple，Fuhu Temple，Leiyin Temple and many other spots. In 1996，Mt. Emei and the Grand Buddha in Leshan were included in the List of the World Famous Cultural Relics.One passes through four seasons in a day in the 5 kilometers from the base to the summit. The hike takes most people a full day up and a full day back down；the monasteries along the way and at the top offer overnight accommodations for travelers at reasonable prices. As you make your way up，you may be expected to encounter plenty of pilgrims trudging their way steadily upward. The stamina of some of the older pilgrims is sure to surprise you. The monkeys aren’t really dangerous，but it’s probably better to appease them.Mt. Emei is one of the most attractive tourist attractions. It lies 150 kilometers away from Chengdu，130 kilometers from the Shuangliu International Airport and only 28 kilometers from Leshan city.Step ⅢHomeworkAsk the students to write a poster using persuasive writing with the title: Why not visit ...The Six Period WritingTeaching goals 教学目标。
人教英语必修五Unit2TheUnitedKingdom教案1
Unit 2 The United Kingdom(Reading)Teaching goals1.To learn about The past Participle (2)as the Object Complement2.To discover useful words and expressionsProceduresStep 1 Lead-in1. London becomes the focus of the world.Video News：Jacques Rogge announced: “The games of the 30th Olympiad in 2012will be held in the city of London.”News: London Hit By Several Terrorist Bomb Blasts b:2. Ask Ss(1) Why was Great Britain able to beat out four other world class cities?(2) Have you ever been to the UK?(3) What’s the full name of the UK?(the United Kingdom of Great Britain and Northern Ireland)(4) Can you give us some information about the UK in geography, literature, politics, sports, sightseeing and so on?Possible answers and new words:Geography: Scotland, England, Wales, Northern IrelandLiterature: Shakespeare, Shelly, Charles Dickens…Sports: Manchester United, Beckham, Owen…Politics: Karl Marx(communism),capitalism…3. The importance of Great Britain especially as an English-speaking country.Work in pairs. Do this quiz and find out how much you know about the UK. (Page 9 Warming Up)1). How many countries does the UK consist of? What are they?2). Who rules the UK: the Prime Minister or the Queen?3). What are the provinces called in England?4). Which is the longest river in the England?5). Does South Ireland belong to Britain?Answers:1). Four. They are: England, Wales, Scotland and Northern Ireland.2). The Prime MinisterFurther information: It may appear to an outsider that the Queen has an important role in ruling the country. However, this is not so. Her position is ceremonial: opening Parliament, welcoming Heads from other countries, going on tours to other countries to encourage trade withBritain, etc. The Prime Minister together with his most important ministers (called the Cabinet) and his Members of Parliament each from a different part of the country make the important political decisions and the laws.3). Counties (further information: The counties of Britain are much smaller than provinces in China. They have local government powers for their area. Counties have several Members of Parliament，depending on the size of their population. Large towns such as Reading have two MPs and the largest city in England outside London, which is Birmingham, has ten MPs.)4). The River Thames.Step 2. Guessing and common knowledge of Britain1. Gather some brief information from Ss about Warming Up. Then show the following pictures to the whole class to lead in the text.Queen Elizabeth II; Michael Owen; Big Ben; the River Thames;London Tower Bridge; National Flag;multicultural society; British Commonwealth2. National anthem —God Save the Queen(Song from:/britainintro/ukanthem.htm)3. National flower—roseStep 3. Guessing the main idea of the text.1. National flagThe main colors are blue red and white.The design looks like the Chinese character“ mi”.The Union Jack flag unites the flags of three countries in the UK. Which country is left out? Why? Read the text quickly to find out the answer.Show the flags:Union Jack or Union Flag; Cross of St Andrew (Scotland)Cross of St Patrick (Ireland); Cross of St George (England)2．Ask the Ss to read the title “Puzzles in Geography”and look at the pictures, then guess what the passage may be abou t.Ask one or two Ss to give their point of view.Step 4. Reading1. Fast-readingLet Ss read the text quickly to find out the answer to the following question:What does the National flag stand for? (skimming)(The Union Jack flag unites the three flags of three countries in the United Kingdom.)Then ask Ss to scan the article to find out the answer. Ask Ss to pay attention to the four parts of Great Britain.( scanning)2. Let Ss read the text once again.(1) Task1: Ask Ss to name the four parts of the UK.(2) Task2: Divide GK into three parts. Draw lines in the to show the zones of theSouth, Midlands and North of England.(North: Leeds, York, Sheffield, Manchester; Midlands: Coventry, Birmingham; South:Reading, London, Brighton, Plymouth)(3) Task3: ScanningAccording to the text, join lines to the right answers.Para. 1 Explains the joining of England and Wales.Para. 2 States topic to be examined in the reading.Para. 3 Explains the importance of London as cultural and political centre in the UK.Para. 4 Explains what the term “Great Britain” means and how it came about.Para. 5 Explains differences in the four countries.Para. 6 Explains how England is divided into three zones.3. Let Ss have an intensive reading and answer the questions:(1) What three countries does British Airways represent? (England, Scotland Northern Ireland)(2) Which group of invaders did not influence London? (The Vikings. They only influenced the vocabulary and the place names of the North.)4. If you want to write to someone in Edinburgh, which lies in Scotland, you should write the address as______.(B)A. Edinburgh, EnglandB. Edinburgh, Great BritainC. Scotland, Edinburgh, EnglandD. Great Britain, Scotland, Edinburgh5. “The British commonwealth” has taken the place of“the British Empire”, from which we can see ______.(C)A. the British Empire is separatingB. the national liberation movements are risingC. both A and BD. neither A nor B6. Ask Ss to find the four parts and the important cities in the map.Step 5. Discussion活动（一）(四人活动)1．Why did terrorists strike London?2．Do you think it is time British troops were pulled out of Iraq?（according to the present political situation and the role of the UK in international affairs, try to find useful information from the text, for instance, as a cultural capital）活动(二)Ask the students to do Exercise 3 on Page 11 and exchange their information in pairs.Step 6. HomeworkTask 1:Write a short summary of the passage.(The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.)Ss can choose one of the following task as their homework.Task 2:Do some research on the geography or history of the United Kingdom, or a European or African country. Make a poster or give a talk to the class. They develop their research and study skills by searching through the internet or from a library.Task 3:Ask Ss to surf the net to look for information about one parts of Britainand make an introduction about it.Task 4:Ask Ss to surf the net to look for information about David Beckham or Wayne Rooney and make an introduction about them.。
Unit 2 The United Kingdom 教案1
Unit 2 The United Kingdom 教案2(SIGHTSEEING IN LONDON<PART 2>) IntroductionYou are advised to lead in by talking about farming. Then help students with their reading of SIGHTSEEING IN LONDON. Translation of the text into Chinese is proposed.ObjectivesTo help students make use of what they learned in this unit in communicationTo help students use the language by reading, listening, speaking and writingTeaching ProceduresStep1. SkimmingHave the students read the passage quickly and answer the two questions.1.How did Zhang Pingyu plan her tour?First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2.What were the buildings mentioned in the text?The buildings mentioned in the text were: Tower; St Paul’s Cathedral; Westminster Abbey;Greenwich; Big Ben; Highgate Cemetery; Winsor Castle.Step2. ScanningAsk the students to locate the passage and answer the following questions.1. Who built the Tower of London? When was it built?2. Who guarded the Queen’s je wels? What kind of clothes did they wear?3. When was St Paul’s Cathedral built?4. What did Westminster Abby contain?5. Did she visit the Big Ben?6. How did Zhang Pingyu finish the first day in London?7. What could Pingyu see in Greenwich?8. What interested her most in Greenwich? What kind of line is it?9. Which places did she visit on the third day?10. What seemed strange to her?11. What made her thrilled? Step3. Information transferringMake a list of Zhang Pinyu’s tour of London and a comment o n each place she visited. Step4. Language points Step5. Speaking and WritingT: In our hometown, there are also some interesting buildings or attractions. Work in pairs and choose one of them. One of you is the tourist and the other is the tour guide. The tourist may have a few problems understanding the guide. If so, you may use some expressions on Page 15 to help you. Now work in pairs and five minutes later, I will ask pairs of you to come to the front to demonstrate your dialogues.(Ss work in pairs; meanwhile, the teacher goes round the classroom and helps the students to deal with any question that they may meet with.)(After about five minutes.) T: Are there any volunteers?Ss: Let us have a try.T: Good.A: Welcome to Xishan Town.B: Thanks. Would you please recommend some famous scenery in your hometown?A: I suggest you should go to Linwu Cave in our town. It is in the east of our town. B: Why is the cave famous?A: The cave, which is also known as Dragon Cave, is faced to Taihu Lake. In the cave staglites stand like a forest under smooth ceilings.Day 1Comments Day2Day3Tower of London Delight, fancyGreenwich with shipsKarl Marx’s statue “strange he lived and died in London British Museum “thrilledtoseeChinese potterySt Paul’s Cathedral Splendid and interesting Clock (GMT) Westminster AbbeyInterestingfullof statues of poets and writersLongitude lineBig BenFamous and very loudB: Pardon? What did you mean by“staglites”?A: I mean, in the cave there are lime rocks. It is said that the cave is below the bottom of Taihu Lake. The cave is acclaimed by Taoist believers as No.9 Cave under Heaven. There are also some Taoist cultural relics in the cave.B: How deep is the cave?A: It has a depth of more than hundreds of meters.B: I feel like going there at once. Then what’s the price of the ticket?A: It’s about 30 yuan including the Plum Blossom Garden.B: Really? You mean I can also visit the Plum Blossom Garden?A: Yes. Wish you a pleasant journey in our town.B: Thanks.T: Excellent. You have done a very good job.T: Next use the information you have collected about this building or attraction and write about it in your local guide book. You want to encourage people to visit it so you should write in an exciting way. Think about the verbs and adjectives you can use. Now I will give you several minutes to finish writing the introduction.(The students write the introduction, and the teacher goes around the classroom and helps the students to solve any problem that they may meet with.)Example:Why not visit our Linwu Cave?Linwu Cave, which is also called Dragon Cave, is located in the east of West Hill, an island in Taihu Lake. The Cave has a long history. In the cave staglites stand like a forest under smooth ceiling. There are also some Taoist cultural relics in it, and the cave was acclaimed by Taoist believers as No.9 Cave under Heaven. On the way here, you will also cross Taihu Bridge, the longest bridge over the inland lake in China. It is the lake that has linked the island withSuzhou. Having bought a ticket of 30 yuan, you can also enjoy the Plum Blossom Garden.Step6. HomeworkIf the students haven’t finished writing the introduction to one of the attractions in their hometown, they can go on to do it after class. Even if the students have finished writing, they should try to beautify the words and sentence structures that they have used.。
人教版高二英语必修5Unit2TheUnitedKingdom全单元教案
Unit2 The United Kingdom教学内容分析:本单元主要话题是“英国〞。
通过阅读使学生理解英国的历史和地理位置，国家的构成及名胜古迹。
本单元所涉及的要点是：〔1〕理解，认识英格兰，威尔士，苏格兰和北爱尔兰。
〔2〕理解伦敦的一些著名景观。
〔3〕学习过去分词作宾语补足语的句型。
〔4〕掌握与人交流语言理解有困难时恳求别人重复的几种表达方式。
The 1st Period ( Reading )Teaching Aims:Enable the students to know the UK in geography and history.Teaching Important Points and Difficult Points:How to understand the geographic puzzle of the UK.Teaching Methods:Skimming and task-based activities.Teaching Procedures:Step I Warming up1.Background knowledge:Name: The United Kingdom of Great Britain and Northern IrelandCountries:England, Scotland, Wales, Northern IrelandCapital: LondonLocation: Western EuropePopulation: 60,441,457 (July 2005)Language: English, Welsh, ScottishEthnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8%Area: Tota l 244,820 sqk.Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcastNatural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)Task 1: Describe briefly the UK according to the map.1.The UK is surrounded by water in all sides.2. On the west of the Great Britain lies the Irish Sea .3. On the south of England lies the English Channel .4. On the northeast lies the North Sea .5. On the north is the North Atlantic Ocean .2.Task 2Ss do the quiz on page 9.Step II.Pre- readingTask 3. Ss discuss and answer the following questions.1.Can you name the capital cities of the countries of the UK?2.England can be divided into three main areas. Do you know what they are?3. What do you know about any cities or towns in the UK?Step III. While-readingTask 4. Read the title and predict what the text will tell you.Task 5. Talk about the different flags of the countries of the UKTask 6. SkimmingAccording to the text, join lines to the right answer.Para. 1. Explains the joining of England and Wales.Para. 2. States topic to be examined in the reading.Para. 3. Explains the importance of London as acultural and political centre in the UK.Para. 4. E xplains what the term “Great Britain〞means and how it came about.Para. 5. Explains differences in the four countries.Para. 6. Explains how England is divided into threezones.Task 7. Answer the questions1. The Union Jack flag unites the three flags of three countriesin the United Kingdom. Which country is left out? Why?__________________________________________________2. What three countries does British Airways represent?1.________2. ________3. __________3. Which group of invaders did not influence London?________________________________________________Task 8. Ss read and get the general idea of the partsStep IV. After-readingWrite a short summary of the passage.The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.Step VI. Homework assignment1. Read the whole passage and retell.2. Go to the net to get more information about UK.The 2nd Period (Language points) Teaching Aims:1.Learn expressions & phrases2.Learn language pointsTeaching Important Points:Language pointsTeaching Difficult Points:Have /get sth. DoneTeaching Methods:Presentation & PracticeTeaching Procedures:Step I RevisionRetell the passage.Step II. Expressions & phrasesExpressions & phrases (1)1.consist of 由…组成2.divided into 分开3.There is no need (for sb.) to do…4.debate about sth. 为…争辩〔争论〕5.refer to 提及，谈到6.connect to /link to 连接7.as well (as ) 也，还有8.to one’s (great) surprise 使…吃惊9.find sb./ sth. done (doing) 发现某人〔物〕处于某种状态下10.get sb. / sth. done11. break away (from) 挣脱12. break down 〔机器、车辆〕坏13. for convenience 为了方便14. be known as/ for /to /by15.keep one’s eyes open 睁大眼睛16.make sth. worthwhile 使… 值得17.leave out 省去；遗漏；不考虑18. find out 发现19. on the phone 在里20. be on holiday 在度假21. in memory of 为了纪念22. leave for 动身去某地23. ring out 发出响声，响起24. make a list of 列出…的清单25. pass through 通过26. be on show 在展出27. take the place of 代替，取代28. remain doing 仍然在做…29. on (special) occasions 在〔特殊〕场合30. feel / be proud of 为…而自豪31. fall asleep 睡觉Step nguage Points1.consist of ＝be made up of 由….组成(没有进展时〕eg: The UK consists of Great Britain and NorthernIreland.＝Great Britain and Northern Ireland make up the UK.The soup consists of tomatoes, meat and peas.consist in = lie in 存在与；在于(无被动形式)eg: The beauty of air travel consists in its speedand ease.consist with: 一致The report consists with facts.2. 区别:separate …from (把结合在一起或靠近的人或物别离出来〕divide…into 把…分开〔把整体分为假设干局部〕eg: The teacher divided the class into two groups.eg: The Taiwan Strait separates Taiwan from Fujian.➢As we joined the big crowd, I got ______ from my friends.A. separatedB. sparedC. lostD. missed3. There is no need to do sth 没必要做某事eg: There is no need for you to help him.There is no need to worry at all.4. debate about sth.eg. They debate about the proposal for three days.debate /argue/ quarrel5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；说明;清楚；明了eg. I hope what I say will clarify the situation.Can you clarify the question?6. be linked to = be connected to /be joined to➢This wire connects _____ that one.A. withB. toC. ofD. on7. refer to1)提及，指的是…eg: When he said “som e students〞, do you think hewas referring to us?2) 参考；查阅;询问eg: If you don’t understand a word you may refer toyour dictionaries.Please refer to the last page of the book foranswers.3) 关系到；关乎eg: What I have to say refers to all of you.This rule refers to everyone.➢It was foolish of him to _____ his notes during thatimportant test, and as a result, he got punished.A.stick toB. refer toC. keep toD. point toreference: n. reference book8. join A to B /link A to B 把A和B连接eg: The Channel Tunnel will join Britain to Europeby road.9. included /including10. name: n. v.11. to one’s surprise(prep)“to one’s +名词〞表“令某人…〞常见的名词有“ delight, disappointment, enjoyment; astonishment 等eg: I discovered, to my horror, that the goods wereentirely unfit for sale.To John’s great relief they reached the house atlast.12. …found themselves united peacefully“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；不定式〕〞eg: A cook will be immediately fired if he is foundsmoking in the kitchen.You’ll find him easy to get along with.They found themselves trapped by the bush fire.When I woke up, I found myself in hospital.I called on him yesterday, but I found him out.13. get sth done =have sth done 使某事被做eg: I'll just get these dishes washed and then I'llcome.get + n. + to doget + n. + doingeg. You’ll get her to agree.l’ll get the car g oing.get done: 用于意想不到、突然或偶尔发生，意为“被….〞➢Be careful when you cross this very busy street.If not, you may _____ run over by a car.A. haveB. getC. becomeD. turn14. break away (from sb / sth) 脱离；破除…eg: It is not easy for him to break away from badhabits.The man broke away from his guards.break down (会谈)破裂，失败；(汽车等)出故障;(人的安康状况)变得恶劣；〔情感〕失控eg. His car broke down on the way to work thismorning.His health broke down under the pressure of work.He broke down and wept when he heard the news.Talks between the two countries have completelybroken down.区别：break in 闯入;打岔break off 中断，折断break into 闯入break out 爆发;发生break up 驱散;分散,拆散➢News reports say peace talks between the twocountries_____ with no agreement reached.A. have broken downB. have broken outC. have broken inD. have broken up15. as well as 不仅…而且; 既…又…eg: He is a teacher as well as a writer.The children as well as their father were seen playing football in the street.16. relation: 关系；亲戚eg. The cost of this project has no relation to the results.He is a close relation of mine.17. convenience: n.方便；便利We bought this house for its convenience.convenient: adj.be convenient to sb.➢come and see me whenever ___________.A.you are convenientB. you will be convenientC. it is convenient to youD. it will be convenient to you.18. be known as 作为…(身份)知名be known for 因…而知名be known to 为…所知be known by 根据… 得知eg: Fu Biao is known to everyone as a good actor.He was known for his frankness.19. attraction:un. 1). 吸引；引力cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目Eg. attraction of gravitation 重力He can’t resist the attraction of the sea on a hot day.A big city offers many and varied attractions.What are the principle attractions this evening? attract : v.attractive: adj.unattractive: adj.attractively: adv.20. influence1)(v) 对…产生影响eg: What influence you to choose a career in teaching?2) (可数n) 产生影响的人或事eg: He is one of the good influences in the school. 3) (不可数n) 影响eg: A teacher has great influence over his pupils. 21. invader: n. 入侵者；侵略者invade: vt. 侵入；侵略；挤满；涌入eg. Doubts invade my mind.Disease invades the body.22. evidence (不可数n) 证据;迹象a piece of evidence 一项证据eg: He got many pieces of evidence from the internet for his theory.evidence: 指谋事的真伪proof: 指令人信服的、无可置疑的证据There wasn’t enough ________ to prove him guilty. His fingerprints were ________of his guilt.23. keep one’s eyes open 睁大双眼24. Which country is left out?*leave out: 省略;遗漏;排除eg: Do you know which word in this sentence has been left out?Don’t leave me out when you’re givin g out theinvitations!25. take the place of 取代，代替=take one’s place / replacein place ofinstead of insteadgive place to 让位于…in place / out of place 在适当/ 错误的位置a place of interestStep VI Homework assignmentThe 3rd Period (Learning about language & reading)Teaching Aims:1.Enable the students to plan a tour around certain places.2.Help the students know more about the historical sites in London.Teaching Important Points and Difficult Points:Help the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Discovering useful words and expressions1.Ss do Ex 1 on page 11.2.Ss finish Ex 2 on page 12.Suggested answer:1.debate, puzzle, conveniences, clarify, legal, kingdom, attraction, influence2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, complained, suggested, decided, advisedStep II. ReadingTask 1: Read and answer the following questions.1.How did Zhang Pingyu plan her tour?2.What were the buildings mentioned in the text?What were they famous for? Who built them?What happened to them?Keys:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2.1).Tower, built by Norman invaders of AD 1066, it is aSolid, stone, square tower which remained standingfor one thousand years.2). St Paul’s Cathedral, built after the terrible fire ofLondon in 1666, looked splendid;3). Westminster Abbey, contains statues in memoryof dead poets and writers;4). Greenwich, the longitude line;5). Big Ben;6). Highgate Cemetery;7). The library of the British Museum8). Windsor CastleStep III. Language points1. available: adj.(物) 可用的，可得到的〔人〕可会见的，可与之交谈的eg. These tickets are available today.The doctor are available now.be available for 有空做…；可供…利用2. make a list of 列…的清单3. delight :n. 快乐，愉快v. 给人乐趣，使愉快; 引以为了eg. He laughed with delight.I was delighted to be invited to her party.She delights in cooking.delighted: adj. 快乐的delightful: adj. 令人喜悦的，令人快乐的be/feel delighted at/with/by 因…而快乐to one’s delight /joy 令人快乐的是…4. remain doing sthremain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然Much work remained to be done.I’ll remain to see the end of the match.The door remained closed.It remained raining.5. on special occasions 在特殊场合6. in memory of … 纪念…eg: He founded the charity in memory of his latewife.7. ring out: 发出响声，响起8. It s eemed strange that …should have lived…He seems to be …There seems to be ….9. feel proud ofStep IV. Homework assignmentThe 4th Period (Grammar )Teaching Aims:Enable the students to use the past participle as the object complement.Teaching Important Points and Difficult Points:Learn to use the past participle as the object complement.Teaching Methods:Task-based activities.Teaching Procedures:Step I. lead-inTask 1: Ss try to analyse the following sentences1.I think the job easy.2.We make him monitor.3.I saw a boy crying over there.4.We heard someone go into the room.5.My mother allows me to watch TV after I finish my homework.Step II. Grammar: The Past Participle as the Object ComplementTask 2: Try to find the function of the italic words.1.So many thousands of terrified people died.2.The polluted water was to blame.3.He became inspired when he thought about helping ordinary people.4.He got interested in the second theory.5.She found the door broken in when she came back.6.He kept the door locked for a long time.7.I have my hair cut.Task 3: Please find the sentences from the text with past participles used as the object complement.1.Now, when anyone refers to England you find Wales included as well.2.So to their surprise the three countries found themselves united…3.…they were going to get Ireland connected to the other three….Step III. PracticeTask 4: PracticeSs finish the Ex 2 on page 12.Suggested answers:1.have got the house mended2.have you had your hair cut?3.have the dictionary delivered4.haven’t had the film developed5.found it closed6.put it repaired7.got all their money stolen8.had some flowers sent, had it announced, had it organizedStep IV. SummaryTask 5: Summary：Past participle used as the object complementSs use the following words to make up sentences with past participles as the object complement and summarize the structures.1.keep the door ( lock);leave the window (break )I will keep the door locked when I leave my room.Don’t leave the window broken like this all t he time.✧2. have the bike (repair);get the work (do);I have had my bike repaired.We had better work harder to get the work done on time.✧3. make yourself (hear);make myself (understand)Can you raised your voice to make yourself heard?I managed to make myself understood.✧4. see the door (lock);hear the windows (beat)When we got to the shop, we saw the door locked.We can hear the windows beaten by the heavy rain drops.✧感官动词：watch/ notice/ see/ hear/ listen to/ feel /find 等5. with his hands (tie);with many flowers (plant) around the buildingThe thief was brought in with his hands tied behind his back.With many flowers planted around the building, his house looks like a beautiful garden.✧with + 宾语+ 宾补〔pp/ -ing/adj. / adv./ to do…〕Task 6: Practice1. Do Wb. Ex 1 on page 50.2. Do Ex 2. on page 51.Step V. Homework assignmentStep IV. Homework assignmentThe 5th Period (Listening & speaking)Teaching Aims:1.Improve the students’ listening skills.2.I mprove the students’ speaking skills.Teaching Important Points:ListeningTeaching Difficult Points:Help Ss overcome the difficulties in listening material.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Pre-listeningShow the Ss a map about the relations of the Kings.King Edward IV 1457-1483King Edward V 1486-1486King Richard III 1483-1485King Henry VII 1485-1509King Henry VIIIEdward VI Mary Elizabeth I1547-1553 1553-1558 1558-1603Step II. ListeningTask 1. Listen and finish Ex 1 on page 15.Task 2. Listen and fill in the blanks in the following passage.These two princes were _________and _______six hundred years ago. They had come to London for the older brother to be crowned _______after his father, King Edward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was supposed to ___________them both, but instead he had them _______while they were_________.In the 1550s when queen Elizabeth I was still a___________, her sister, QueenMary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate〞. That only ___________to very bad people.Keys:Brothers, lived ,King, died, look after, killed, asleepPrincess, prisoner, went in, called, happenedTask 3 : Ss listen to the tape again and answer the questions on page 15.Step III. Speaking and Listening (page 48)The aim of this exercise is to show how history has affected those who can become British citizens.Task 4: Ss in groups discuss what kind of person can be British.The rules are fixed in this way:1. If your parents were born in the old British Empire and they chose to become British when that country gained independence, you are a British citizen. If your parents chose to become citizens of the new country, then you have to apply for British citizenship.2. If one of your parents is British and they were married at the time, you are a British citizen.3. If you were born in the UK (even though your parents have a different nationality) you are a British citizen.4. If you have no connection with Britain (either through your parents or the country your were born in) but have lived in the UK for five years, you can apply to become a British citizen.Task 5: Ss listen to the tape and do Ex 2Step IV. Homework assignment◆I beg your pardon? Pardon?◆What did you mean by…?◆I didn’t understand…◆I’m sorry but could you repeat that?Step II.WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first person write the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team.Possible changes:•The old temple was built long ago.•The old temple was built two hundred years ago.•The old temple was constructed two hundred years ago.•The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attraction in your hometown.Writing tips:➢Ss look at the model on page 16.➢Ss make a writing plan.➢Ss collect the words they will use.➢Ss begin to write their guide book.➢Read through their guide book and correct the mistakes.➢Rewrite it again.The 6th Period (Reading , listening and speaking )Teaching Aims:1.Improve the students reading skills.2.Learn something about Guy Fawkes Night.3.Improve the students listening and speaking skill.Teaching Important Points and Difficult Points:1.Reading Comprehension.2.Talk about the history story about UK.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Reading (page 51)Reading taskStep II. Listening task (page 52)Task 2. Listen and finish Ex 1 on page 52.1.King James was a Catholic.2.King James was frightened of Catholic.3.King James supported Protestants.4.He punished Guy Fawkes.5.Guy Fawkes talked to King James.6. The king thought the Catholics wanted to kill him.7. The king rewarded Guy Fawkes.8. The king thought there were too few Catholics.9. The king’s friends abroad were Protestants.Keys: F, T, T, T, F, T, F, F, T.Task 3 : Ss listen again and answer the questions of Ex 2 on page 53Step III. Speaking taskDo you think Guy Fawkes or King James were right to behave the way they did? The purpose of this exercise is to help you understand the storyand then decide who you feel most sympathy for. There is no right or wrong answer. Discuss this problem in fours and make notes of your ideas. Then decide who getsStep IV. Homework assignment。
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--period1教案 新人教版必修5 教
Unit 2 The United Kingdom教学资源说明Section 1 Background 背景围绕单元话题“联合王国”我们提供了若干实用性背景材料。
这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2 Explanation 解析重点针对“阅读课型”中的课文难句，我们提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3 Vocabulary 词汇按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。
所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分教学测评说明围绕单元词法、句法项目，我们提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。
有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(PUZZLES IN GEOGRAPHY)IntroductionIn this period, after the warming up, students willfirst be guided to answer questions about UK. Then theyshall be helped to read the text Puzzles in geographyby the following procedures: reading aloud the text,reading and underlining, reading and circling, readingfor type of writing and summary of the ideas, makinga chain of events happening to The United Kingdom—the UK, reading to list invaders and their influences on The United Kingdom—the UK, transforming information. And the period will be closed down by students taking a quiz.Objectives■To help students learn to see language difficulties in munication■To help students learn to read an exposition about the UK■To help students better understand “the UK”■To help students learn to use some important words and expressions■To help students identify examples of “The past participle <2>as the object plement” in the textFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up⑴Warming up by sharing informationToday we are to learn about the United Kingdom. What do you know about it?Look at the photos and listen to me telling you about it.⑵Warming up by brainstormingGood morning, class. We shall take Unit 2 The United Kingdom today. But first let’s have a brainstorming. What occur to you ifyoue cross the United Kingdom?⑶Warming up by watching a video showHello, class! I am your travel guide today. We shall go to visit London for this weekend. Now let’s watch a video show about London attractions first. You may alsoread the caption in English.(For detailed information, go to: )2. Pre-reading by answering questionsSince you have learned something about the U.K., you are to answer the three questions about her on page 9.3. Reading⑴Reading aloud the textNext we are to read aloud the text to the recording. Pay attention to the pauses found in the sentences. You may slash the sentences into parts, that is, the sense groups.⑵Reading and underliningYou are to read the text the second time. This time you have to underline all the expressions found in the sentences. Copy them into your Expression Book after school and write a short passage, making use of the expressions.⑶Reading and circlingNext you are to read the text once again to circle all the cohesive words used to link the sentences and paragraphs together.⑷ Reading for type of writing and summary of the ideas⑸ Making a chain of events happening to The United Kingdom—the UK⑹ Reading to list invaders and their influences on The United Kingdom—the UK⑺Transforming informationYou are to go over the text again to look for any necessary information to pletethe form below.4. Closing down by taking a quiz。
高中Unit2TheUnitedKingdom教案英文教案.doc
Unit2 The United Kingdom.Period 1 Warming up and listeningTeaching 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 andIreland.3. Help the students learn to get information by listening. Teaching methods1). Skimming & scanning methods to make the Ss get a goodunderstanding of the text.Discussion methods to make the Ss understand what they 've learned in class.Pair work of group to get every student to take part in the teaching-and-learning activities.Competition and role-play method to arouse the Ss'interest Teaching proceduresStep 1 Warming up1. Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words you?1l need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.4. (1) Ask the following question: Do you know how many partsthe UK is made up of? (Scotland/ England/ Wales ----- Britain + Northern Ireland ----- the UK + the Republic of Ireland --------- theBritish Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland.Then ask the students to talk more about the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in ourcountry and the UK and also tell the differences between them. Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.Period 2&4 ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages.Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles. Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map. Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.()3. The island of Britain is separated from France by the English Chann el. ()4. Scotland is colder throughout the year, but receives less rain.()5. People from different parts of northerin Europe settled in England, so the culture of the people of the British Isles was in flue need by them.()6. The souther n part of Irela nd is now an in depe ndent republic.()7. In modern time, people throughout the British Isles only speak En glish. Step 4 Discussi onShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countriesof the British Isles, which country will you choose and why?Imag ine that you are going on a four-week trip through the UK.Make a travel pla n in which you describe where you go, how long you will stay and why, and what clothes and things you will take. Step 5 Lan guage points【解释】Keys: 1) affected 2) in flue need 3) in flue needIV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con sist 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。
[推荐精选]Unit2《The United Kingdom》上课学习上课学习教案_1
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Unit2《The United Kingdom》教案Unit2《TheUnitedkingdom》教案（新人教版必修5）★学习目标：.复习，学习并运用本单元话题语言表达2.发展阅读技巧（推断作者态度）★自学导航：.单词表检测&navigationn.splendidadj.communismn.thrillv.delightn.imaginaryadj.Greenwichuniformn.originaladj.royaladj.longituden.potn.errorn.sightseeingn.consistentadj.tensen.statuen.HighgatecemeteryStPaul'scathedaralwestminsterAbbeyBuckinghamPalace2.LondonwillholdtheXXolympicGames.whatdoyouthinkisi tsadvantageoverothercities?★上课流程：Step1).whatdoesthelongitudelinemean?Itmeans____B____ _A.itisalinethatdividestheEastandthewestB.itisanimaginarylinedividingtheeasternandwesternha lvesoftheworldc.itisalinethatshipsneedD.itpassesbyGreenwich2).ZhangPingyufeltveryproudofhercountrybecause___c____A.shesawmanywonderfultreasuredisplayedinthemuseumB.shesawkarlmarx’sstatueinHighgatecemeteryc.shesawmanyvisitorsenjoyinglookingatthebeautifulol dchinesepotsandotherobjectsonshowD.shewasgoingtoseetheQueenthenextday3).ZhangPingyu’scommentonBigBenis____D___A.delightedB.splendidandinterestingc.fullofstatuesofpoetsandwritersD.famousandveryloudStep2makealistofZhangPingyu’stourofLondonandacommentoneachplaceshevisited.sitesofLondoncommentsDay1TowerStPaul’scathedralwestminsterAbbyBigBenDelightsplendidandinterestinginterestingfamousandveryloudDay2GreenwichfamousandinterestingDay3karlmarx’sstatueBritishmuseumfamousandinterestingthrilledStep3IfyouhavethechancetogotoLondoninXX,whichplacesdoyouliketogotomost,andwhy?makeadialogue withyourpartner.Thedialogueshouldcontaintheinformat ion:whatarethehistoricalattractionmentionedfamousfo r?whobuiltthem?whathappenedtotheminthehistory?whydo youwanttovisittheseplaces?Step4.sightseeingn.&a.观光的gosightseeing观光游览sightseev.观光sightseern.观光客游客2.worriedaboutthetimeavailable,ZhangPingyuhadmadeal istifthesitesshewantedtoseeinLondon.由于担心时间不够，张萍玉早就把她想要在伦敦参观的地点列了一张单子。
《Unit2TheUnitedKingdom》第一课时教学设计
《Unit 2 The United Kingdom》第一课时教学设计第一课时听说课（一）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 中的 Speaking Task 和 Project 相结合，设计成本单元的开放性作业。
第一步引入话题Jacques Rogge1. London becomes the focus of the world.Video News：Jacques Rogge announced:“The games of the 30th Olympiad in 2012 will be held in the city of London.”2. Ask students1) Why was Great Britain able to beat out four other world class cities?2) Have you ever been to the UK?3) What's the full name of the UK?(the United Kingdom of Great Britain and Northern Ireland)4) Can you give us some information about the UK in geography, literature, politics, sports, sightseeings and so on?Possible answers and new words:Geography: Scotland, England, Wales, Northern IrelandLiterature: Shakespeare, Shelly, Charles Dickens...Sports: Manchester United, Beckham, Owen...Politics: Karl Marx(communism),capitalism...3. The importance of Great Britain especially as an English-speaking country.Work in pairs. Do this quiz and find out how much you know about the UK. (Page 9 Warming Up)1. How many countries does the UK consist of? What are they?2. Who rules the UK: the Prime Minister or the Queen?3. What are the provinces called in England?4. Which is the longest river in the England?5. Does South Ireland belong to Britain?Answers:1. Four. They are: England, Wales, Scotland and Northern Ireland.2. The Prime Minister.Further information: It may appear to an outsider that the Queen has an important role in ruling the country. However, this is not so. Her position is ceremonial: opening Parliament, welcoming Heads from other countries, going on tours to other countries to encourage trade with Britain, etc. The Prime Minister together with his most important ministers (called the Cabinet) and his Members of Parliament each from a different part of the country make the important political decisions and the laws.3. counties (further information:The counties of Britain are much smaller than provinces in China. They have local government powers for their area. Counties have several Members of Parliament，depending on the size of their population. Large towns such as Reading have two MPs and the largest city in England outside London, which is Birmingham, has ten MPs.)4. The River Thames.5. No.第二步看一看猜一猜Gather some brief information from students about Warming Up. Then show the following pictures to the whole class to lead in the text.Queen Elizabeth II Michael Owen Big Benthe River Thames London Tower Bridge National Flag 第三步听力训练(双人活动)1. Finish P15 Listening.Ask students to read Question 1 so that they are familiar with the new names. Practice the pronunciation.2. Build up two family trees to help them the family relationships.3. P15 ListeningTask 1. Listen and finish Ex1 on page 15.Task 2. Listen and fill in the blanks in the following passage.These two princes were ______ and ______ six hundred years ago. They had come to London for the older brother to be crowned ______ after his father, King Edward IV, ______. He was only thirteen years old. His wicked uncle, Richard, was supposed to ______them both, but instead he had them ______ while they were ______.In the 1550s when queen Elizabeth I was still a ______, her sister, Queen Mary, brought her to the Tower as a ______ because she thought Elizabeth was a traitor.She ______ through a special gate _____“Traitors Gate”. That only _____ to very bad people.Suggested answers:brothers, lived, King, died, look after, killed, asleep, princess, prisoner, went in, called, happened4. Listen again and answer the questions in Exercise2.第四步口语活动：(双人活动)The purpose of this talking activity is to give detailed directions to another person.1. （WB Page 48）Put the students into pairs. Ask the students to sit facing each other, give one student map A, and the other map B.2. The student with map A wants to get to St Paul's Cathedral. He needs the student with map B for help to reach his/her destination.3. When this has been achieved to student A's satisfaction, then it is the turn of student A to give direction to student B, who wants to go to the Globe Theatre.4. Let the students practice their directions and be ready to do this role-play in front of the class.第五步作业布置1. Task OneWB Page 54 ProjectDo some research on the geography or history of the United Kingdom or a European or African country. Make a poster or give a talk to the class. Then develop their research and study skills by searching through the internet or from a library.2. Task Two让学生根据自己的兴趣从英国的四个“王国”中选择一个并收集它的资料，然后根据所选的王国进行自然分组，每组按人数制作信息卡，所有信息卡汇总后可在全班举办竞赛，也可编辑成册资源共享。
人教版高中英语必5-Unit-2-The-United-Kingdom教学设计
人教版高中英语必5 Unit 2 The United Kingdom第一课时教学设计一．教学内容：人教版新课标高中英语必 5 第二单元 (The United Kingdom ) 第一课时阅读课 Reading Puzzles in Geography.二．课型结构本课时阅读Puzzles in Geography 一文，文章从地理，历史，政治及文化等层面向学生简明扼要地阐述了英国的概况。
本课时是本单元的第一课时，内容包括热身 (warming up)、读前 (Pre-reading)、阅读 (Reading)、和理解(Comprehending) 四个部分。
这篇阅读是本单元的主要阅读语篇，载有本单元话题“英国”的主要信息，且呈现了本单元的大部分词汇和主要语法结构。
三．学情分析1. 学生对“英国”的地理，历史，文化了解较少，学生对文章涉及词汇比较陌生，看到这个题目，文章的篇幅，产生惧怕心理。
教师先要先通过 Warming up, Pre-reading 唤起学生的阅读兴趣，教学设计要由浅入深，消除学生对本文的恐惧感，引导学生参与到教学活动中，在参与中学会学习。
2. 针对本班学生英语基础较弱，不敢主动用英语表达自己这一现状，教师采用视，听，说，读的教学方法，提供图片，地图，帮助学生从感性认识逐渐上升到理性认识，培养学生运用英语进行思维、表达的能力。
四．教学目标设计1. 知识目标①通过阅读Puzzles in Geography 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①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(Summary)。
3. 情感价值观了解英语国家概况，激发学生对英语的学习兴趣。
五．教学重点，难点教学重点：阅读能力的培养和阅读技巧的训练，快速阅读找出主旨大意，精读课文获取相关信息。
Unit2 《The United Kingdom》教案
Unit2 《The United Kingdom》教案Unit2TheUnitedkingdomTeachingGoals:1.Getthestudents toknowtheinformationabouttheUnitedkingdom.2.Encoura gethestudentstotalkoutwhattheyknowabouttheUkandIrel and.3.Helpthestudentslearntogetinformationbylisteni ng.Teachingmethods1).Skimming&scanningmethodsto maketheSsgetagoodunderstandingofthetext.1.DiscussionmethodstomaketheSsunderstandwhatthey’velearnedinclass.2.Pairworkofgrouptogeteverystudenttotakepartintheteac hing-and-learningactivities.3.competitionandrole-playmethodtoarousetheSs’interestTeachingproceduresPeriod1Step1.Newwordsstud y.GetSsreadthenewwordsfromP93-94bythemselves.Ssread thenewwordstogether.Tcorrectsomemis-pronounciationf orthestudents.Step2IntroductionoftheUk.Area:244,820sq.km.Population:59,113,439Languages:English,kymric,GaelicReligion:catholicismcomposingcountries:EnglandwalesScotlandNorthernIrelandcapitals:LondoncardiffEdinburghBelfastStep3.warmingup.:Sscompeteinansweringtheques tionsasquicklyaspossible.Step4Pre-reading.Q:England canbedividedintothreemainareas.Doyouknowwhattheyare?Thesouth,themidlandsandthenorthStep5Fastreading.Ssr eadthepassagewithin4minutestofindtheanswerstocompre hending1.1TheUnionjackflagunitestheflagofthreecountriesintheU nitedkingdom,whichcountryisleftout?why?Thecountryle ftoutiswales.ItisusuallyassumedtobepartofEngland2whatthreecountriesdoesBritishAirwaysrepresent?1Engl and2.Scotland3NorthernIreland3whichgroupofinvadersdidnotinfluenc eLondon?TheVikingsdidn’tinfluenceLondon,itinfluencethevocabularyoftheNorth .Period2Step1:IntensiveReading.SsReadthetextcareful lyanddividethepassageintothreeparts.writedownthemai nideaofeachpart.Part1:whatEnglandincludes;aboutGrea tBritain;theUk.Part2:thegeographicaldivisionofEngla ndintozones;theirsimilaritiesanddifferences.Part3:t heculturalimportanceofLondon.Step2.Teachingnewwords andstructures1.consistvi.组成；在于；存在于常用搭配：consistof=bemadeupof由……组成；由……构成Eg.TheteamconsistsoffourEuropeansandtwoAmericans.Thecommitteeconsistsofsevenmembers.consistin=liein 在于；存在于eg.whatdoeshappinessconsistin?ThebeautyofVeniceconsistinthestyleofitsancientbuild ings.2puzzle1)n.迷；难题；玩具；迷惑（只用单数）achinesepuzzle（中国玩具）【比喻】复杂难懂之事across-wordpuzzle（纵横填字游戏）常用搭配：beinapuzzleabout对……大惑不解Iaminapuzzleaboutthematter.我对这件事大惑不解。
Unit2《TheUnitedKingdom》教案
Unit2《TheUnitedKingdom》教案Lesson plan of Unit2 the United Kingdom
Unit2《TheUnitedKingdom》教案
前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校
选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据
英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定
合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本
文下载后内容可随意修改调整及打印。
unit2《the united kingdom》教案
（新人教版必修5）
★学习目标：
1.复习，学习并运用本单元话题语言表达
2.发展阅读技巧（推断作者态度）
★自学导航：
1.单词表检测
should made b what; had
made c.that;should make d.that;had made
5.i can’t see my gr andmother __c___ alone in the country, so i’ll have her ____ with me in the city.
a.leave;staying
b.leaving; to
stay c.left;stay d.left;stayed
-------- Designed By JinTai College ---------。
高中英语人教版必修5unit2TheUnitedKingdomReading教案(系列一)
Talk about the United Kingdom
Enable the students to learn about the United Kingdom (the UK).
Enable the students to know the UK in geography and history.
（2）过程方法：
Skimming and task-based activities.
Group work and individual work.
（3）情感、态度、价值观：
让学生了解英国的历史，地理概况和人文风情，使学生在学习时训练学生的阅读，交流和表达的技能及搜寻文本信息的能力。
使学生了解每一个国家的发展要经历一个长期演变的过程富学生有关世界英语的知识，激发学生对英语发展历史的兴趣。并明白世界是一个融合的，统一的一个整体。
2. Read para4 carefully and do the following activities:
(1) To have the students work in pairs to complete the blanks.
(2) To have the students fill in the blanks and then retell the paragraph (3min)
3. Read para.5 -6 together and then answer questions. (1min)
Ss are instructed to read the paragraphs 1-3carefully and answer questions.
(5min)
Students read para4,5 and then fill in the blank in blanks in pairs
2019-2020年高中英语Unit2TheUnitedKingdom教案(1)新课标人教版必修5
2019-2020年高中英语Unit2TheUnitedKingdom教案(1)新课标人教版必修5Teaching 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.petition 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: Catholicismposing countries: England Wales Scotland Northern IrelandCapitals: London Cardiff Edinburgh BelfastStep 3. Warming up.: Ss pete 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 prehending 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 eachpart.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 mittee 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 Unit 2 The United Kingdom教案
Unit 2 The United Kingdom教材分析I．教学内容分析本单元的话题是“英国”。
通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
热身(Warming Up) 部分要求学生完成一项小测试任务，看看学生对英国有多少了解，并调动学生积极的思维，激发学生的学习动辅机。
读前(Pre-reading) 部分通过三个有关英国的小问题，让学生预测课文的内容，使其大概了解阅读内容。
阅读(Reading) “Puzzles in Geography”从地理、历史、政治、文化等多角度说明了联合王国的形成、发展，以及他的风土人情和人文景观。
使学生对英国有了一个比较详实的认识，拓宽了知识面，有助于深入的理解和领悟英国语言和英国文化习俗。
理解(Comprehending) 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。
语言学习(Learning about Language) 部分主要突出通过语境运用本单元生词、设计了有关构词法的练习和各种与动词say同义或近义词的练习。
语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。
练习册还设计了具有实际意义的活动——完成一份调查报告。
语言运用(Using Language) 部分涵盖了听、说、读、写几个部分。
听的部分通过听张萍玉和导游之间的对话使学生亲身体验去英国伦敦旅行的真实情景，既训练他们的听力，又通过回答问题训练他们的分析能力。
读的部分主要介绍英国伦敦的一些名胜。
通过图片展示，使学生感受异国文化，增强学生文化意识，培养学生跨文化理解的能力。
说的部分主要通过学生表演游客和导游之间的对话的形式完成。
通过练习，学生可以熟练的掌握因没有听清或听懂而请求别人复述的几种表达方式。
写的部分要求学生参考所给的形容词和动词，发散思维，把自己收集到的有关某一建筑物或迷人的景观的资料写进学生所在地旅游手册。
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Unit 2 The United Kingdom教学内容分析:本单元主要话题是“英国”。
通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
本单元所涉及的要点是：（1）了解，认识英格兰，威尔士，苏格兰和北爱尔兰。
（2）了解伦敦的一些著名景观。
（3）学习过去分词作宾语补足语的句型。
（4）掌握与人交流语言理解有困难时请求别人重复的几种表达方式。
The 1st Period ( Reading )Teaching Aims:Enable the students to know the UK in geography and history. Teaching Important Points and Difficult Points:How to understand the geographic puzzle of the UK.Teaching Methods:Skimming and task-based activities.Teaching Procedures:Step I Warming up1.Background knowledge:Name: The United Kingdom of Great Britain and Northern Ireland Countries:England, Scotland, Wales, Northern IrelandCapital: LondonLocation: Western EuropePopulation: 60,441,457 (July 2005)Language: English, Welsh, ScottishEthnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8% Area: Tota l 244,820 sqk.Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcastNatural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zinc (锌), gold, tin, limestone (石灰岩), gypsum (石膏)Task 1: Describe briefly the UK according to the map.1.The UK is surrounded by water in all sides.2. On the west of the Great Britain lies the Irish Sea .3. On the south of England lies the English Channel .4. On the northeast lies the North Sea .5. On the north is the North Atlantic Ocean .2.Task 2Ss do the quiz on page 9.Step II.Pre- readingTask 3. Ss discuss and answer the following questions.1.Can you name the capital cities of the countries of the UK?2.England can be divided into three main areas. Do you know what theyare?3. What do you know about any cities or towns in the UK?Step III. While-readingTask 4. Read the title and predict what the text will tell you.Task 5. Talk about the different flags of the countries of the UK Task 6. SkimmingAccording to the text, join lines to the right answer.Para. 1. Explains the joining of England and Wales.Para. 2. States topic to be examined in the reading.Para. 3. Explains the importance of London as acultural and political centre in the UK.Para. 4. Explains what the term “Great Britain”means and how it came about.Para. 5. Explains differences in the four countries.Para. 6. Explains how England is divided into threezones.Task 7. Answer the questions1. The Union Jack flag unites the three flags of three countriesin the United Kingdom. Which country is left out? Why?__________________________________________________2. What three countries does British Airways represent?1.________2. ________3. __________3. Which group of invaders did not influence London?________________________________________________Task 8. Ss read and get the general idea of the partsStep IV. After-readingWrite a short summary of the passage.The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.Step VI. Homework assignment1. Read the whole passage and retell.2. Go to the net to get more information about UK.The 2nd Period (Language points) Teaching Aims:1.Learn expressions & phrases2.Learn language pointsTeaching Important Points:Language pointsTeaching Difficult Points:Have /get sth. DoneTeaching Methods:Presentation & PracticeTeaching Procedures:Step I RevisionRetell the passage.Step II. Expressions & phrasesExpressions & phrases (1)1.consist of 由…组成2.divided into 分开3.There is no need (for sb.) to do…4.debate about sth. 为…争辩（争论）5.refer to 提及，谈到6.connect to /link to 连接7.as well (as ) 也，还有8.to one’s (great) surprise 使…吃惊9.find sb./ sth. done (doing) 发现某人（物）处于某种状态下10.get sb. / sth. done11. break away (from) 挣脱12. break down （机器、车辆）坏13. for convenience 为了方便14. be known as/ for /to /by15.keep one’s eyes open 睁大眼睛16.make sth. worthwhile 使… 值得17.leave out 省去；遗漏；不考虑18. find out 发现19. on the phone 在电话里20. be on holiday 在度假21. in memory of 为了纪念22. leave for 动身去某地23. ring out 发出响声，响起24. make a list of 列出…的清单25. pass through 通过26. be on show 在展出27. take the place of 代替，取代28. remain doing 仍然在做…29. on (special) occasions 在（特殊）场合30. feel / be proud of 为…而自豪31. fall asleep 睡觉Step nguage Points1.consist of ＝ be made up of 由….组成 (没有进行时）eg: The UK consists of Great Britain and NorthernIreland.＝Great Britain and Northern Ireland make up the UK.The soup consists of tomatoes, meat and peas.consist in = lie in 存在与；在于(无被动形式)eg: The beauty of air travel consists in its speedand ease.consist with: 一致The report consists with facts.2. 区别:s eparate …from (把联合在一起或靠近的人或物分离出来）divide…into 把…分开（把整体分为若干部分）eg: The teacher divided the class into two groups.eg: The Taiwan Strait separates Taiwan from Fujian.➢ As we joined the big crowd, I got ______ from my friends.A. separatedB. sparedC. lostD. missed3. There is no need to do sth 没必要做某事eg: There is no need for you to help him.There is no need to worry at all.4. debate about sth.eg. They debate about the proposal for three days.debate /argue/ quarrel5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了eg. I hope what I say will clarify the situation.Can you clarify the question?6. be linked to = be connected to /be joined to➢ This wire connects _____ that one.A. withB. toC. ofD. on7. refer to1)提及，指的是…eg: When he said “some students”, do you think hewas referring to us?2) 参考；查阅;询问eg: If you don’t understand a word you may refer toyour dictionaries.Please refer to the last page of the book foranswers.3) 关系到；关乎eg: What I have to say refers to all of you.This rule refers to everyone.➢It was foolish of him to _____ his notes during thatimportant test, and as a result, he got punished.A.stick toB. refer toC. keep toD. point toreference: n. reference book8. join A to B /link A to B 把A和B连接eg: The Channel Tunnel will join Britain to Europeby road.9. included /including10. name: n. v.11. to one’s surprise(prep)“to one’s +名词” 表“令某人…”常见的名词有“ delight, disappointment, enjoyment; astonishment 等eg: I discovered, to my horror, that the goods wereentirely unfit for sale.To John’s great relief they reached the house at last.12. …found themselves united peacefully“find +宾语＋宾补( adj; adv; v-ing; pp; 介词短语；不定式）”eg: A cook will be immediately fired if he is foundsmoking in the kitchen.You’ll find him easy to get along with.They found themselves trapped by the bush fire.When I woke up, I found myself in hospital.I called on him yesterday, but I found him out.13. get sth done =have sth done 使某事被做eg: I'll just get these dishes washed and then I'llcome.get + n. + to doget + n. + doingeg. You’ll get her to agree.l’ll get the car going.get done: 用于意想不到、突然或偶然发生，意为“被….”➢ Be careful when you cross this very busy street. If not, you may _____ run over by a car.A. haveB. getC. becomeD. turn14. break away (from sb / sth) 脱离；破除…eg: It is not easy for him to break away from badhabits.The man broke away from his guards.break down (会谈)破裂，失败；(汽车等)出故障;(人的健康状况)变得恶劣；（情感）失控eg. His car broke down on the way to work thismorning.His health broke down under the pressure of work.He broke down and wept when he heard the news.Talks between the two countries have completelybroken down.区别：break in 闯入;打岔 break off 中断，折断 break into 闯入 break out 爆发;发生break up 驱散;分散,拆散➢News reports say peace talks between the twocountries_____ with no agreement reached.A. have broken downB. have broken outC. have broken inD. have broken up15. as well as 不仅…而且; 既…又…eg: He is a teacher as well as a writer.The children as well as their father were seenplaying football in the street.16. relation: 关系；亲戚eg. The cost of this project has no relation to theresults.He is a close relation of mine.17. convenience: n.方便；便利We bought this house for its convenience.convenient: adj.be convenient to sb.➢ come and see me whenever ___________.A. you are convenientB. you will be convenientC. it is convenient to youD. it will be convenient to you.18. be known as 作为…(身份)出名be known for 因…而出名be known to 为…所知be known by 根据… 得知eg: Fu Biao is known to everyone as a good actor.He was known for his frankness.19. attraction:un. 1). 吸引；引力cn. 2). 吸引人的东西；喜闻乐见的东西；精彩节目Eg. attraction of gravitation 重力He can’t resist the attraction of the sea on a hot day.A big city offers many and varied attractions.What are the principle attractions this evening?attract : v.attractive: adj.unattractive: adj.attractively: adv.20. influence1) (v) 对…产生影响eg: What influence you to choose a career inteaching?2) (可数n) 产生影响的人或事eg: He is one of the good influences in the school.3) (不可数n) 影响eg: A teacher has great influence over his pupils.21. invader: n. 入侵者；侵略者invade: vt. 侵入；侵略；挤满；涌入eg. Doubts invade my mind.Disease invades the body.22. evidence (不可数n) 证据;迹象a piece of evidence 一项证据eg: He got many pieces of evidence from theinternet for his theory.evidence: 指谋事的真伪proof: 指令人信服的、无可置疑的证据There wasn’t enough ________ to prove him guilty.His fingerprints were ________of his guilt.23. keep one’s eyes open 睁大双眼24. Which country is left out?*leave out: 省略;遗漏;排除eg: Do you know which word in this sentence hasbeen left out?Don’t leave me out when you’re giving out theinvitations!25. take the place of 取代，代替=take one’s place / replacein place ofinstead of insteadgive place to 让位于…in place / out of place 在适当/ 错误的位置a place of interestStep VI Homework assignmentThe 3rd Period (Learning about language & reading) Teaching Aims:1.Enable the students to plan a tour around certain places.2.Help the students know more about the historical sites in London. Teaching Important Points and Difficult Points:Help the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Discovering useful words and expressions1.Ss do Ex 1 on page 11.2.Ss finish Ex 2 on page 12.Suggested answer:1.debate, puzzle, conveniences, clarify, legal, kingdom, attraction,influence2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, complained, suggested, decided, advisedStep II. ReadingTask 1: Read and answer the following questions.1.How did Zhang Pingyu plan her tour?2.What were the buildings mentioned in the text?What were they famous for? Who built them?What happened to them?Keys:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2.1).Tower, built by Norman invaders of AD 1066, it is aSolid, stone, square tower which remained standingfor one thousand years.2). St Paul’s Cathedral, built after the terrible fire ofLondon in 1666, looked splendid;3). Westminster Abbey, contains statues in memoryof dead poets and writers;4). Greenwich, the longitude line;5). Big Ben;6). Highgate Cemetery;7). The library of the British Museum8). Windsor CastleTask 2: Read and fill the information in the form.Step III. Language points1. available: adj.(物) 可用的，可得到的（人）可会见的，可与之交谈的eg. These tickets are available today.The doctor are available now.be available for 有空做…；可供…利用2. make a list of 列…的清单3. delight :n. 高兴，愉快v. 给人乐趣，使愉快; 引以为了eg. He laughed with delight.I was delighted to be invited to her party.She delights in cooking.delighted: adj. 高兴的delightful: adj. 令人喜悦的，令人快乐的be/feel delighted at/with/by 因…而高兴to one’s delight /joy 令人高兴的是…4. remain doing sthremain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然 Much work remained to be done.I’ll remain to see the end of the match.The door remained closed.It remained raining.5. on special occasions 在特殊场合6. in memory of … 纪念…eg: He founded the charity in memory of his latewife.7. ring out: 发出响声，响起8. It seemed strange that …should have lived…He seems to be …There seems to be ….9. feel proud ofStep IV. Homework assignmentThe 4th Period (Grammar )Teaching Aims:Enable the students to use the past participle as the object complement. Teaching Important Points and Difficult Points:Learn to use the past participle as the object complement.Teaching Methods:Task-based activities.Teaching Procedures:Step I. lead-inTask 1: Ss try to analyse the following sentences1.I think the job easy.2.We make him monitor.3.I saw a boy crying over there.4.We heard someone go into the room.5.My mother allows me to watch TV after I finish my homework. Step II. Grammar: The Past Participle as the Object ComplementTask 2: Try to find the function of the italic words.1.So many thousands of terrified people died.2.The polluted water was to blame.3.He became inspired when he thought about helping ordinary people.4.He got interested in the second theory.5.She found the door broken in when she came back.6.He kept the door locked for a long time.7.I have my hair cut.Task 3: Please find the sentences from the text with past participles used as the object complement.1.Now, when anyone refers to England you find Wales included as well.2.So to their surprise the three countries found themselves united…3.…they were going to get Ireland connected to the other three…. Step III. PracticeTask 4: PracticeSs finish the Ex 2 on page 12.Suggested answers:1.have got the house mended2.have you had your hair cut?3.have the dictionary delivered4.haven’t had the film developed5.found it closed6.put it repaired7.got all their money stolen8.had some flowers sent, had it announced, had it organizedStep IV. SummaryTask 5: Summary：Past participle used as the object complementSs use the following words to make up sentences with past participles as the object complement and summarize the structures.1.keep the door ( lock);leave the window (break )I will keep the door locked when I leave my room.Don’t leave the window broken like this all the time.✧keep /leave + n. /pron. + p.p2. have the bike (repair);get the work (do);I have had my bike repaired.We had better work harder to get the work done on time.✧have /get + n. /pron. + p.p3. make yourself (hear);make myself (understand)Can you raised your voice to make yourself heard?I managed to make myself understood.✧make + oneself + p.p4. see the door (lock);hear the windows (beat)When we got to the shop, we saw the door locked.We can hear the windows beaten by the heavy rain drops.✧感官动词：watch/ notice/ see/ hear/ listen to/ feel /find 等+ n. /pron. + p.p5. with his hands (tie);with many flowers (plant) around the buildingThe thief was brought in with his hands tied behind his back.With many flowers planted around the building, his house looks like a beautiful garden.✧with + 宾语+ 宾补（pp/ -ing/adj. / adv./ to do…）Task 6: Practice1. Do Wb. Ex 1 on page 50.2. Do Ex 2. on page 51.Step V. Homework assignmentStep IV. Homework assignmentThe 5th Period (Listening & speaking)Teaching Aims:1.Improve the students’ listening skills.2.Improve the students’ speaking skills.Teaching Important Points:ListeningTeaching Difficult Points:Help Ss overcome the difficulties in listening material. Teaching Methods:Task-based activities.Teaching Procedures:Step I. Pre-listeningShow the Ss a map about the relations of the Kings. King Edward IV 1457-1483King Edward V 1486-1486King Richard III 1483-1485King Henry VII 1485-1509King Henry VIIIEdward VI Mary Elizabeth I1547-1553 1553-1558 1558-1603Step II. ListeningTask 1. Listen and finish Ex 1 on page 15.Task 2. Listen and fill in the blanks in the following passage.These two princes were _________and _______six hundred years ago. They had come to London for the older brother to be crowned _______after his father, King Edward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was supposed to ___________them both, but instead he had them _______while they were_________.In the 1550s when queen Elizabeth I was still a___________, her sister, Queen Mary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate” . That only ___________to very bad people.Keys:Brothers, lived ,King, died, look after, killed, asleepPrincess, prisoner, went in, called, happenedTask 3 : Ss listen to the tape again and answer the questions on page 15.Step III. Speaking and Listening (page 48)The aim of this exercise is to show how history has affected those who can become British citizens.Task 4: Ss in groups discuss what kind of person can be British.The rules are fixed in this way:1. If your parents were born in the old British Empire and they chose to become British when that country gained independence, you are a British citizen. If your parents chose to become citizens of the new country, then you have to apply for British citizenship.2. If one of your parents is British and they were married at the time, you are a British citizen.3. If you were born in the UK (even though your parents have a different nationality) you are a British citizen.4. If you have no connection with Britain (either through your parents or the country your were born in) but have lived in the UK for five years, you can apply to become a British citizen.Task 5: Ss listen to the tape and do Ex 2Task 6 : Ss listen again and fill in the following form on page 48.Step IV. Homework assignment◆I beg your pardon? Pardon?◆What did you mean by…?◆I didn’t understand…◆I’m sorry but could you repeat that?Step II.WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first personwrite the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team. Possible changes:•The old temple was built long ago.•The old temple was built two hundred years ago.•The old temple was constructed two hundred years ago.•The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attraction in your hometown.Writing tips:➢Ss look at the model on page 16.➢Ss make a writing plan.➢Ss collect the words they will use.➢Ss begin to write their guide book.➢Read through their guide book and correct the mistakes.➢Rewrite it again.The 6th Period (Reading , listening and speaking )Teaching Aims:1.Improve the students reading skills.2.Learn something about Guy Fawkes Night.3.Improve the students listening and speaking skill.Teaching Important Points and Difficult Points:1.Reading Comprehension.2.Talk about the history story about UK.Teaching Methods:Task-based activities.Teaching Procedures:Step I. Reading (page 51)Reading taskTask 1: Ss read the passage and fill in the Timeline on page 52Step II. Listening task (page 52)Task 2. Listen and finish Ex 1 on page 52.1.King James was a Catholic.2.King James was frightened of Catholic.3.King James supported Protestants.4.He punished Guy Fawkes.5.Guy Fawkes talked to King James.6. The king thought the Catholics wanted to kill him.7. The king rewarded Guy Fawkes.8. The king thought there were too few Catholics.9. The king’s friends abroad were Protestants.Keys: F, T, T, T, F, T, F, F, T.Task 3 : Ss listen again and answer the questions of Ex 2 on page 53 Step III. Speaking taskDo you think Guy Fawkes or King James were right to behave the way they did? The purpose of this exercise is to help you understand the story and then decide who you feel most sympathy for. There is no right or wrong answer. Discuss this problem in fours and make notes of your ideas. Then decide who gets your sympathy and give a reason.Step IV. Homework assignmentThe 7th Period (Speaking and writing)Teaching Aims:Improve the students’ writing & speaking skills.Teaching Important Points:Enable the students to write a short passage about a place of interest they have visited.Teaching Difficult Points:How to describe a famous building or a place of interest.Teaching Methods:Task-based approach.Teaching Procedures:Step I . SpeakingTask 1: In pairs choose an interesting building or attraction in your hometown or home village. One of you will be the tourist and the other the tour guide.Try to use the following expressions while speaking:◆Excuse me… I’m afraid I can’t follow you.◆Please, can you speak more slowly?◆I beg your pardon? Pardon?◆What did you mean by…?◆I didn’t understand…◆I’m sorry but could you repeat that?Step II.WritingWritingTask 2: Ask the Ss to rewrite the sentence:The temple was build long ago.Ss work in groups of five. Each group has a sheet of paper. The first person write the sentence with one improvement (either a verb or an adjective.) pass it to the next person who keeps the first change and makes a second one. Then the third person does the same. And so on to the end of the team. Possible changes:•The old temple was built long ago.•The old temple was built two hundred years ago.•The old temple was constructed two hundred years ago.•The temple was burnt down early last century.•The temple was rebuilt in 1980’s.Task 3:Ss in groups write a guide book about an interesting building or attraction in your hometown.Writing tips:➢Ss look at the model on page 16.➢Ss make a writing plan.➢Ss collect the words they will use.➢Ss begin to write their guide book.➢Read through their guide book and correct the mistakes.➢Rewrite it again.。