必修5Unit2教学设计

Instructional Design
Unit 2 The United Kingdom
I. Analysis of the Students
The target students are in grade two of senior high school and about 17 years old, who’ve got certain amount of words, knowledge and are capable of communicating and expressing in English on some topics. The students are capable of finishing the tasks of reading text under the direction of the teacher.
II. Analysis of the Material
This is the second unit of New Senior English for China Students book 5 which titled The United Kingdom. As we all know, the UK is an English-speaking country, which is the mother-land of English that students are studying now. Because of this very reason of such relationship, to study the geography, history and culture of the UK appears very important. It could arouse students’ interes ts to learn more and help to broaden their horizon towards the world. In this unit, the reading passage is the most important part, including the reading skills and moral aims that students have to obtain besides its knowledge requirement.
III. Teaching Aims and Demands
A. Knowledge Aims
▲ Have a basic understanding of geography, history and culture of the UK.
▲ Learn the useful words and expressions in the text.
B. Ability Aims
▲ Talk about the United Kingdom
▲ Tal k about language difficulties in communication.
▲ Talk about space, position, direction and distance
▲ Learn to use the past participle as the object complement
▲ Learn to write a non-chronological report: tourist guide
C. Feelings and Attitudes
▲Have an enduring attention on learning different reading skills, and try to conquer the difficulties appear on the reading task.
▲To widen students’ vision on the UK.
▲The students will see the point of cooperative work.
IV. Important and Difficult Point of Teaching
A. Important Points
1. Have a basic comprehension of the UK from geography, history, culture, etc.
2. To manage the reading skills on various reading purposes.
B. Difficult Points
1. There are many difficult expressions and senten ces which impact students’
comprehension of the passage.
2. Distinguish the function and usage of different reading skills and able to apply
them correctly and flexibly.
V. Teaching Aids
Multimedia, blackboard, and textbook
VI. Teaching Methods
1. Skimming and task-based activities.
2. Having a discussion to help the students know something about the UK.
3. Fast reading to get the general idea of the text.
4. Careful reading to help the students understand some detailed information.
5. Pair work to develop the students’ cooperative spirit and encourage them to speak English in class.
VII. Teaching Procedures
Step 1 Word Study
Step 2 Warming up & Pre-Reading
1. First ask students to finish the questions of Warming-up in five minutes alone.
2. Brainstorming
T: Now you have a chance to go to the UK, before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?
S: geography, literature, politics, sports, sightseeing, culture, ethnic groups, famous cities, food, history, language, fashion, life styles...
T: How much do you know about these?
3. Video for introduction of the UK
To play a video that introduces the UK in class.
Step 3 Reading
1. Fast reading.
(1) Task 1: Question: What kinds of information are mentioned in the text?
(sports, geography, history, flag, London, The biggest country is England,
invasions)
(2) Task 2: How many parts can this passage be divided into and what the main idea of each part is?
Part 1 (para 1-4): How the UK came into being.
Part 2 (para 5): England is divided into 3 zones.
Part 3 (para 6): The reason why London became the cultural capital of England.
2. Careful reading
Part 1 (para 1-4)
(1) T: Could you tell us how many countries the UK consists of and what they are?
(The UK consists of four countries, they are England, Wales, Scotland and Northern Ireland.)
(2) T: Exactly! Then does these four countries united in one day?
(No)
T: Then how can the UK come into being?
(First there was only England, then in the 13th century AD, Wales was linked to England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK.)
T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack.
Cross of St George (England) Cross of St Andrew (Scotland)
Cross of St Patrick (Ireland) Union Jack or Union Flag
(3) T: By the way, you see, the flag Union Jack only unites England, Scotland and
Northern Ireland, with Wales left out. So do you know why?
(Because it is usually assumed to be part of England)
T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?
(They are different in international relations. They have different educational
and legal systems as well as football teams.)
Part 2 (para 5 )
(1)T: Among the four countries, England is the largest, and for connivance it is
divided into 3 zones. What are they?
(The South of England, the Midlands and the North)
(2)T: Good! And now could you tell me what the feature of each zone?
Most population settled in The South of England.
Most of the large industrial cities are in the North and the Midlands.
Many cities have famous football teams.
Part 3 (para 6)
(1)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.
(2) Ask the students to fill in the following chart.
Information about the UK
Countries /
Brief information from the text
Capital of
UK
England
Wales
Great Britain
Northern
Ireland
London
Ireland
3. Summary of the text
Go over the passage again significantly on the geographical position and historical
influence of the UK.
4. Emphasize some important sentences, structures, expressions, grammar points. Step 4 Post-Reading
1. Task 1: Role-play
Two students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK.
2.Task 2: Discussion
(1) What similarity is there between the invasions of the Romans and the Normans?
(2) What similarity is there between the invasions of the Anglo-Saxons and the
Vikings?
(3) Why does London only have evidence from three of the four invaders?
(4) What geographical factors make it difficult to invade England successfully?
Step 5 Exercise
1.Ask the students to preview and try to finish the exercise—Learning about
Language and Using Language(Reading, Listening)
2.Pick out some important and difficult sentences in Sightseeing in London to help
the students better understand the reading passage.
Step 6 Homework
1. Ask the students to do the exercises of Workbook on page 49-51.
2. Ask the students to write a tour plan.
VIII. Conclusion and Evaluation
In this unit we have talked about the UK. First, we get to know the culture, history, economy, and politics of the UK. Second, as for the grammar points, the teacher emphasizes the importance of Attributive Clause and Non-restrictive Attributive Clause, which are the hot pot in the College Entrance Examination. Third, during the teaching, students and teacher exchange their opinions well. However, there are several problems being exposed, such as a few students may act negatively while some are quite active, the teacher should give some “poor”students more opportunities to show themselves, build their confidence. Fourth, during the discussion the teacher should go around the classroom to look around each group’s task but not show his own idea to them. At last but not least, time management is very important in implementing the task-based language teaching activities, the teacher should be a good time manager and time keeper.。