高三英语必修五第二单元教案设计
必修五英语unit2说课稿
必修五英语unit2说课稿在准备必修五英语Unit 2的说课稿时，我们需要确保内容覆盖了教学目标、教学内容、教学方法、教学过程、教学评价以及教学反思等方面。
以下是一份说课稿的示例：必修五英语Unit 2说课稿一、教学目标1. 知识目标：学生能够掌握本单元的核心词汇和短语，理解并运用相关语法结构。
2. 技能目标：提高学生的听力理解能力，口语表达能力，以及阅读理解和写作能力。
3. 情感目标：通过学习与本单元主题相关的文化背景，培养学生跨文化交际的意识和能力。
二、教学内容本单元的主题是“Travel”，主要包括以下几个部分：- 词汇：与旅行相关的词汇和短语。
- 语法：一般过去时和现在完成时的用法。
- 听力：理解有关旅行的对话和短文。
- 阅读：阅读关于不同旅行经历的文章。
- 写作：撰写一篇关于个人旅行经历的短文。
三、教学方法1. 任务型教学法：通过设计与旅行相关的任务，激发学生的学习兴趣。
2. 合作学习：学生分组合作，共同完成学习任务。
3. 情景教学法：创设旅行情景，让学生在实际语境中学习和使用语言。
四、教学过程1. 导入（Lead-in）：通过展示世界各地的风景图片，激发学生对旅行话题的兴趣。
2. 词汇学习（Vocabulary Learning）：教授与旅行相关的词汇和短语，并通过游戏和练习加深记忆。
3. 语法讲解（Grammar Explanation）：讲解一般过去时和现在完成时的用法，并通过例句和练习进行巩固。
4. 听力训练（Listening Practice）：播放有关旅行的对话和短文，训练学生的听力理解能力。
5. 阅读理解（Reading Comprehension）：阅读文章，回答相关问题，提高阅读理解能力。
6. 口语表达（Speaking Practice）：组织学生进行角色扮演或小组讨论，练习口语表达。
7. 写作训练（Writing Practice）：指导学生撰写关于个人旅行经历的短文，提高写作能力。
人教版高中英语必修5Unit2Speakingandwriting优秀教案
人教版高中英语必修5Unit2Speakingandwriting优秀教案Unit2 Speaking and writing参考教案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 repea t 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 thefirst 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.。
高中英语人教版必修5unit2theunitedkingdom教学设计
高中英语人教版必修5Unit 2 The United Kingdom教学设计The first period: Warming up and readingImportant points:Let students learn about the countries of the United Kingdom and the Union Jack.Get students to read the passage and know about how the UK was formed and the four groups of invaders.Have students learn different reading skills.Difficult points:Enable students to learn how the UK was formed geographically and historically in order to develop students` reading abilities.Knowledge aims:Get students to learn the useful new words and expressions by doing some exercises and talking about the UK.Step 1 Lead-in and Warming up1. Ask students to work in pairs and do the quiz on page 9. Find out how much they know about the UK.2. Let students discuss and answer the following questions:1). Can you name the capital cities of the countries of the UK? What do you know about any other cities or towns in the UK?2). England can be divided into three main areas. Do you know what are they?3. Show some pictures or play a piece of video news.Some reference:Geography: Scotland, England, Wales, Northern IrelandLiterature: William Shakespeare, Percy Bysshe Shelly, Charles Dickens….Sports: Manchester United, Beckham, Owen….Politics: Karl Marks, capitalism….Step 2 Reading1. Skimming: Ask students to read the text and try to get its general idea.2. Scanning: Get students to scan the passage, try to get detailed information and then do the following.1). Which of the following is the national flag of England?A. Cross of St GeorgeB. Cross of St AndrewC. Cross of St PatrickD. Union Jack2). When people refer to England, you find Wales included as well. This is because _____.A. England and Wales are actually the same country.B. King James of Scotland became King of England and Wales.C. England and Wales were joined to Scotland in the 13th century AD.D. Wales was linked to England in the 13th century AD.3). What might have been the right order for the invaders to influence London?a. The Viking influenced the vocabulary and place-names of the North.b. The Normans left castles and words for food.c. The Romans left their towns and roads.d. The Anglo-Saxons left their language and their government.A. a,b,c,dB. b,a,d,cC. c,d,a,bD. d,a,b,c4). Which of the following is not true according to the text?A. The oldest castle in London was constructed by later Norman rulers in 1066.B. London has the oldest port built by the Normans in the 1st century AD.C. The oldest building in London was begun by the Anglo-Saxons.D. The greatest historical treasures of all is London with its museums, art collections, theatres, parks and buildings.Let students look through the questions and then read the text silently.(The answers: ADCB)3. Intensive reading:Allow students to read the text carefully, and try to understand the whole text and then finish the following exercises.1). Answer the following questions:(1) The Union Jack flag unites the flags 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 England.)(2). Look at the map of England and Wales. Divide it into three parts. Draw lines across to show the zones of the South, Midlands and North of England. Now put each town or city into its correct zone.North: England. Midlands: Scotland South: Northern Ireland(3). Which group of invaders did not influence London?(The Vikings did not influence London.)4. Divide the text into three parts and write down the main idea of each part.Part 1(paragraph 1-3): what England includes; about Great Britain; the UKPart 2(paragraph 4): the geographic division of England into zones; their similarities and differences.Part 3(paragraph 5-6): the cultural importance of London.5. Use the information above to make a summary:The writer examines how the UK developed as administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.Step 5 Post-reading1. Encourage students to discuss the following questions about the writing style.(The passage is written to explain facts. It is composed in the third person and in a plain style of the prose. So it expresses no point of view or personal opinions.)2. How is the passage structured?Para. 1 states the topic to be examined in the reading.Para. 2 explains the joining of England and Wales.Para. 3 explains what the term “Great Britain” means and how it came about.Para. 4 explains differences in the four countries.Para. 5 explains how England is divided into three zones.Para. 6 explains the importance of London as the cultural and political centre in the UK3. Let students divide the passage into three parts and write down the main idea of each part.Part 1 (paragraph 1-3): Wales England includes; about Great Britain; the UKPart 2(paragraph 4): The geographical division of England into four zones; their similarities and differences.Part 3 (paragraph 5-6): the cultural importance of LondonStep 6 Consolidation1. Ask the students to complete the following two forms without looking at the textbook, using the information from the reading passage.The UK Consists of England, Wales, Scotland and Northern IrelandIn the 13th century Wales was linked to EnglandIn the 17th century England and Wales were joined to ScotlandIn the early 20th century Southern Ireland broke away and Northern Ireland joined with England,Wales and Scotland to become the UKEngland The largest of the four countries, consists of the South, Middles and Northof England.London The greatest historical treasure of all, has museums, art collections,theaters, parks and building.The four groups of invaders Are the Romans, Anglo-Saxons, Vikings and Normans.根据课文内容填空：The United Kingdom consists of four parts. In the 13thcenturyWales was linked to England.In the 17thcentury“Great Britain” was formed when England and Wales were joined toScotland without conflict.I the early 20thcenturyThe southern part of Ireland broke away to form its own governmentand Northern Ireland joined with England ,Wales and Scotland tobecome the UK.England is divided into three zones. The south ofEnglandMost people settled here.The Middle ofEnglandMost of the industrial cities lie in the two zones.But they do not have historical architecture.London ----the greatest historical treasures of all The oldestconstructionsThe oldest port was built in the first century AD.The oldest building was begun in the 1060s.The oldest castle was constructed in 1066.The influence ofsome invadersThe Romans left towns and roads.The Anglo-Saxons left their language and governmentThe Vikings influenced the vocabulary and place-names of theNorth.The Normans left castles and introduced new words for food.2. Let students retell the text in their own words with the help of the form above.Step 7 DiscussionAsk students to discuss the following question in small group.Why are the most of British large industrial cities in the Midlands and North of England? Step 8 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and try to retell it in your own words.The second period: Learning about language: Important language pointsThe emphasis of this period is to be placed on the important language points, new words, expressions and sentence patterns in the part Warming-up, re-reading and comprehending. In order to make students understand the important language points thoroughly, we will first get students to understand their meanings in the context, the give some explanations about them, and later offer some practice to make them master their usage.Important points:Enable students to grasp the usages of such important new words and expressions as consist, accomplish, attract, clarify, collection, consist of, break away, leave out, etc.Get students to master the following pattern:1). Now then people refer to England you find Wales included as well.2). To their credit the four countries do work together in some areas……Difficult points:Let students learn the usage of the word “accomplish” and the expression “consist of” and the pattern “Now when people refer to England you find Wales included as well.Get students to learn and understand some difficult sentences.Knowledge aims:Important new words and expressions: unite, kingdom, consist, province, clarify, accomplish, conflict, unwilling, union, credit, currency, institution, convenience, rough, roughly, nationwide, attract, architecture, collection, administration, port, countryside, enjoyable, consist of, divide…into, break away from, the Union Jack, to one`s credit, leave out.Some useful sentence patterns:1). Now when people refer to England you find Wales included as well. (find + O. +O.C.; the past participle as the object complement)2). To their credit the four countries do work together in some areas. (do / does / did + v.)3). …Northern Ireland, England and Scotland have different educational and legalsystems as well as different football teams for competitions. (….as well as….)4). It is pity that the industrial cities built in the nineteenth century do not attract visitors. (It is a pity that….)Step 1 RevisionCheck the homework exercises.Ask students to talk about the United Kingdom.Step 2 Reading and findingGet students to read through Warming-up. Pre-reading and comprehending to underline all the new wordsand useful expressions or collocations in these parts: consist of, the Prime Minister, the River Thames, be divided into, be used to do, Northern Ireland, British history, be linked to, refer to, as well as, be joined to, Great Britain, in the early twentieth century, the United Kingdom, break away, join with, the Union Jack, toone`s credit, international and legal system, the World Cup, for convenience, historical architecture, historical treasure, look around, keep one`s eyes open, make one`s trip to, leave out, write a short summary of the passage, compare…with, be prepared to do sth, geographical factors.Let them read and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discovering useful words and expressionsTurn to page 12 to go through the exercises with students and make sure they know what to do.Step 4 Studying important language points1. consist: not used in the continuous tensesConsist of: to be composed or made up ofThe UK consists of Great Britain and Northern Ireland.Coal consists mostly of carbon.Consist in: to have sth. as its chief or only element or featureThe beauty of the plan consists in its simplicity.Consist with: to agree withThe report consists with facts.2. divide….intoStudents in the class were divided into four groups before they started the game.How can you divide this line into 20 equal parts?The Taiwan Strait separates Taiwan from Fujian.Oxygen can be separated from water.3. clarify: become clear or easier to understandCould you clarify the question?His mind suddenly clarified.The government has time and again clarified its position on equal pay for women.4. be linked to: be connected to / be joined toHe found two other deaths that were linked to the Broad Street outbreak.The solitary old man was suspected to be linked to the crime.5. refer to: to mention or speak of; to be relevant to; for informationWhen I said someone was stupid, I was not referring to you.This incident in his childhood is never again referred to.What I have to say refers to all of you.If you don not understand a word, you can refer to your dictionaries.6. get sth. done: to have sth. doneI just get these dishes washed and then I will come.Do you think you will get the work finished on time?I could not get my car started this morning.Go and get your hair cut!7. unwilling: not willing; reluctantTony was unwilling to pay the rent.8. break away from: to escape from suddenly; to leave a political party, state, etc.The prisoner broke away from the jail.(break down, break in / into, break out, break off, break the ice, break the rules, break the records) 9. to one`s credit: be worth praisingIt is greatly to his credit that Arthur gave back the money he found.10. convenience: quality of being convenient or suitable; freedom from trouble or difficultyfor (the sake of) convenienceWe bought the house for its convenience.When and where will it suit your convenience for our next meeting?I keep my reference kooks near my desk for convenience.at one1s convenience:Please come at your convenience.Our house is convenient for the shops.11. It is a pity that …..It is pity that the weather is not better for our outing today.It is a pity that you can not go to the theater with us tonight.12. attract: pull by unseen force; arouse; promptA magnet attracts iron.She was attracted by the novel advertisement.13. attraction / attractive / attractivelyHe can not resist the attraction of the sea on hot days.A big city offers many and varied attractions.Several beautiful old vases were attractively arranged in the room.14. keep one`s open:It is a difficult job; we must keep our eyes open.15. worthwhile: important, interesting or rewarding enough to justify the time, money or effort that is spent Nursing is a very worthwhile career.It is worthwhile taking the trouble to do that.16. leave out: to exclude; to omit; to fail to acceptYou have left out the most important word in the sentence.No one speaks to him. He is always left out.17. take the place of: to replaceElectric trains have taken the place of steam trains in England.I will take the place of Jane today, as she can not come to the meeting herself.Step 5 ConsolidationDo exercises 1 and 2 in the Using words and expressions on page 49-50.Step 6 Closing down by a quiz1. As we joined the big crowd, I got ____ from my friends.A. separatedB. sparedC. lostD. missed2. It was foolish of him to ____ his notes during that important test, and as a result, he got punished.A. stick toB. refer toC. keep toD. point to3. Come and see me whenever _____.A. you are convenientB. you will be convenientC. it is convenient to youD. it will be convenient to you4. John was so sleepy that he could hardly keep his eyes _____.A. openB. to be openedC. to openD. opening5. The sentence is not correct because you ____ the verb out.A. lostB. leftC. reduceD. forgot6. The opening province which _____ thirteen counties and three coastal cities will quicken its paces o f economic development.A. consists ofB. makes upC. is includedD. is contained7. Over-heating development might have bad ____ on the national economy.A. causeB. influenceC. resultD. factor8. A cook will be immediately fired if he is found _____ in the kitchen.A. smokeB. smokingC. to smokeD. smoked9. The computer system ____ suddenly while he was searching for information on the Internet.A. broken downB. broke outC. broke awayD. broke in10. Who will ____ the manager of the largest company in our city?A. in place ofB. take placeC. take the place ofD. take place of11. The man was disappointed to find his suggestions ____ down.A. turnB. turningC. to be turnedD. turned12. I was very pleased to see the problem ____ so quickly.A. settlingB. be settledC. settledD. to be settled13. Professor King wants to have his eyes ____ tomorrow afternoon.A. to examineB. to examineC. examinedD. to be examined14. That woman will use what she has ___ a computer for her daughter.A. gotB. to getC. gettingD. to getting15. When I came into the classroom, I found a strange man ____ on my chair.A. seatedB. seatingC. seatD. being seated16. The football player had his leg ___ in the match and he missed the rest of the tournament.A. brokeB. brokenC. breakingD. to break17. Having studied French for only two weeks, Mary cannot make herself fully _____ when talking with people.A. understandingB. understoodC. understandD. being understood18. Almost all the people in this company wish the question ____ in the near future.A. solvingB. solvesC. to solveD. solved19. ____ the room, the young man immediately found his personal digital assistant _____.A. Entering; stealingB. To have entered; being stolenC. Entering; stolenD. Having entered; to be stolen20. With many beautiful flowers ____ around the house, it looks like a beautiful garden.A. plantedB. to plantC. being plantedD. having been planted(Suggested answers: ABCAB ABBAC DCCBA BBDCA)Step 7 HomeworkFinish off the workbook exercise.Learn all the useful words and expressions by heart.The third period: Learning about Language: GrammarThis teaching period mainly deals with the grammar: The Past Participle(2) as the object complement.Important points:Get students to learn and master the new grammar item: The Past Participle(2) as the object complement.Difficult points:Enable students to learn how to use the past participle as the object complement correctly.Step 1 RevisionCheck the homework exercises.Let students dictate some new words and expressions: unit, kingdom, consist, province, clarify, accomplish, conflict, unwilling, union, credit, convenience, rough, nationwide, attract, collection, administration, port, countryside, enjoyable, consist of, divide....into, break away from, leave out, to one`s creditStep 2 Discovering useful structures1. Look and think:Now when people refer to England you find Wales included as well.In this sentence, the past participle is used as the object complement and is formed with have / get / find/ + object + past participle2. Some more such examples in the reading passage:1). Finally the English government tired….by getting Ireland connected in the same peaceful way.2). You find most of the population settled in the south.3). When I got home, I found the flower pots broken.Step 3 PracticeComplete the sentences by using the words in brackets and the structure have / get / find something done1). We have got the house mended (the house / mend) now.2). You look different today. Have you had your hair cut (you / your /cut)?3). Do you want to have the dictionary delivered (the dictionary / deliver) to your house or would you preferto come to the shop for it?4). A: Could I have a look at the photographs you took when you were in Europe?B: Sorry, I have not had the film developed (not / the film / develop) yet.5). On my way to the station my car broke down. When I got to the repair shop I found it closed (it / close).6). The computer does not seem to work well, you had better get it repaired (it / repair).7). Jill and Eric got all their money stolen (all their money / steal) while they were on holiday.8). The listening text might be easier for the students if you have it divided (it / divide) into two parts.9). At yesterday`s meeting Tony had some of his points clarified (some of his points / clarify).10). Chris had some flowers sent (some flowers / send) to Sarah on her birthday. Then Chris asked Sarah to marry him and they had it announced (it / announce) in the newspaper. They had no time to arrange their own wedding, so they had it arranged (it / arrange) by a company.Step 4 Answer these questions using the past participle as the object complement.1.What did you find had happened to you flower pots when you got home?2.What did you do when the paths were covered with snow and you were away?3.How can you use your computer since it is broken?4.How did you get those trees to appear in your garden when you were away?5.When you came back, how did you find the street after the storm?6.When did he say he would finish the work?7.How did you find Shanghai after such a long time?8.What are you going to do at the hairdresser`s tomorrow?Step 5 Group workDiscuss the following sentences and find out the differences.1. I have had my bike repaired.2. The villagers had many trees planted just then.3. My elder sister had her wallet stolen on a bus last month.4. The old man had his wrist broken in the accident.Step 6 You are a policeman writing a report about a house that has been broken into. Use the past participlesof the verbs below as the object complement to describe what you found.Steal, disconnect, wash, repair, mend, check, open, lock, examine, clean, break, insureReport of a House Break-in at 26 Mount pleasant Road, CambridgeWhen I entered the house I found the telephone _____, the windows _____and the door _____. I was overcome by the smell. I had to get the kitchen _____ , the cooker _____ and the floor ____ before I could look into the problem. Mrs. Smith had had the house _____ and _____ a few months ago, so it should have been safe. Nobody should have been able to enter without permission. I had the locks ____ and the windows _____ before I left. Mrs. Smith was very grateful. She had only had three valuable jewels _____ and as she had had them_____ she was not too upset. She thinks the gardener may have stolen a key and be the person who broke into the house.Signed: Police Constable Stephen BridgeDate: 21/ 6 /2011(Suggested answers: disconnected, broken, opened, cleaned, repaired, washed, examined, locked, tested, mended, stolen, insured)Step 7 Group workClarify the following sentences into three groups and tell why.1.When we got to school, we saw the door locked.2.The boss would not like the problem discussed at the moment.3.The thief was brought in with his hands tied behind his back.4.He felt himself cheated. I wish the problem settled.5.with everything well arranged, he left the office.6.We can hear the windows beaten by the heavy rain drops.7.I want the suit made to his own measure.8.With many brightly-colored flowers planted around the building, his house looks like a beautiful garden.9.I would like my house painted white.10.He walked into the room, with his head held down.11.He did not notice his wallet stolen.12.The manager ordered the work finished at the end of this week.Step 8 Get into groups and play the game “What did they find?”. Write about what Mr and Mrs Smith found when they came home from work one day. Remember to use the ast participle as the object complement.Examples: They found the window broken.The first person in each group writes a sentence a nd folds the paper over his / her writing, so the next person cannot see it. Pass the paper to the next person in the group. When the last one in the group has finished writing, he / she comes to the front of the class to read all the ideas of his / her group. The one with the most interesting ideas wins.Step 9 Evaluation1. How do you like the class? ________________2. What have you leant in the class? _________________3. Did you feel interested in the class? ____________________4. Did you feel happy in the class？＿＿＿＿＿＿＿＿＿＿＿5. What progress have you made in the class?______________Step 10 Homework1. 佳句欣赏The city found itself flooded over a night. So many terrified people were walking on the water-covered road. They found a frightened girl before a pub, trembling. All the drivers found their car engines. ……2. Write a passage like the one above, using past participles as object complements.语法体验过去分词做宾语补足语一.作宾语补足语的过去粉刺与宾语之间的关系1. 作宾语补足语的过去分词多数来自及物动词，表示被动和完成的意义.作补足语时，和它前面的宾语构成“宾语+过去分词”复合结构，在这个结构中，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动关系.I want the letter posted.2. 也有少数用法中来自不及物动词如go, change, fall等的过去分词作宾语补足语时，仅表示动作完成. 因此, 宾语与过去分词之间不存在逻辑上的被动关系：She found her necklace gone on her way home.3. 动词seat, hide, dress等的过去分词作宾语补足语一般表示状语而不表示被动的意义，因此，虽然宾语与他们存在逻辑上的主动关系，但只能用它们的过去作宾语补足语：When I came in, I found a strange girl seated in the corner.二. 能够接过去分词作宾补的四类动词：1. 表示感觉或心理状态的动如see, watch, observe, look at, hear, listen to, feel, notice, think等I heard the song sung in English.He found his hometown greatly changed.She saw the wounded man carried into the capital.2. 表示“致使”意义的动词如have, make, get, keep, leave等I will have my hair cut tomorrow.He got his tooth pulled out yesterday.Don’t leave those things undone.He managed to get the task finished on time.注意：在“have+ 宾语+ 过去分词”中，过去分词作宾语补足语, have可以用get 代替的结构有以下几种含义：1). 意为“主语请别人做事情”He wants to have his eyes examined stolen.2). 意为“主语遭遇, 遭受某一种不愉快、不测的事情”.Be careful, or you’ll have your hand hurt.He had his leg broken.3). 意为“使完成某事”，事情既可以是别人，也可以由主语参与完成.He had the walls painted this morning.3. 过去分词作宾语补足语时，句子的谓语动词通常表示“希望”，“要求”意义的动词，like , order, want, expect, wish等后可用分词作宾语补足语(或过去分词前加to be)She didn’t wish it mentioned.4. “wish + 宾语+ 过去分词”结构中, 过去分词作为介词with的宾语补足语, 这一结构通常在句子中表示时间, 方式, 条件, 原因等状语.The murderer was brought in, with his hands tied behind his back. (方式)With water heated, we can see the steam. (条件)With the matter settled, we all went home. (原因)The day ended with nothing settled. (条件)语法延伸注意：在这一结构中, 当宾语为某一身体部位, 且作宾补的动词是及物动词时, 身体部位通常是过去分词的逻辑宾语, 因而过去分词不可换用现在分词：She stood in front of him, with her eyes fixed on his face.He stood for an instant with his hand still raised.当某些不及物动词的分词形式作身体部位的宾补时, 用现在分词的形式.She felt her heart beating fast.三.过去分词、现在分词、不定式作宾语补足语的区别它们的主要区别表现在语态和时间的关系上：语态(与宾语之间的关系) 时间过去分词被动关系动作已完成现在分词主动关系动作正在进行不定式主动关系强调动作发生的过程一般说来, 过去分词作宾语补足语时, 宾语是动作的承受者; 现在分词作宾语补足语时, 宾语是动作的执行者:I found him knocked down by a car.I found him lying on the grass just now.高考试题：1. Alexander tried to get his work ____ in the medical circles.A. to recognizeB. recognizeC. recognizeD. recognized2. Lucy has a great sense of humour and always keeps her colleagues ___ with her stories.A. amusedB. amusingC. to amuseD. to be amused3. Now that we have discussed our problem, are people happily with the decisions _____?A. takingB. takeC. takenD. to take4. To learn English well, we should find opportunities to hear English _____ as much as we can.A. speakB. speakingC. spokenD. to speak5. Jenny hopes that Mr. Smith will suggest a good way to have her written English _____ in a short period.A. improvedB. improvingC. to improveD. improve6. She wants her paintings _____ in the gallery, but we don’t think they would be very popular.A. displayB. to displayC. displayingD. displayed7. John received an invitation to dinner, and with his work ____, he gladly accepted it.A. finishedB. finishingC. having finishedD. was finished8. ----- Did Peter fix the computer himself?----- He ____, because he doesn’t know much about computers.A. has it fixedB. had fixed itC. had it fixedD. fixed it9. In the dream Peter saw himself ____ by a fierce wolf, and he woke suddenly with a start.A. chasedB. to be chasedC. be chasedD. having been chased10. You should understand the traffic rule by now. You have had it ____ often enough.A. explainingB. to explainC. explainD. explained(Suggested answers: DACCA DACAD)The forth period: Using language: Extensive readingImportant points:Develop students` reading skills by extensive reading.Let students read and understand the two passages.Difficult points:Enable students to learn to use reading strategies such as skimming, scanning, and so on.Get students to understand and learn some difficult words and sentences.Knowledge aims:Get students to learn some useful new words and expressions in this part: sightseeing, delight, royal, uniform, splendid, statue, communism, thrill, pot.Let students know about famous sites in London and more about the UK.Step 1 Revision1. Check the homework exercises.2. Ask students to translate the following sentences using the past participle as the object complement.1). 我们看见哪个小偷被警察抓住了.。
人教版高英必修五Unit2 Reading教学设计(全英文)
Teaching Plan 教学设计The Subject:New Senior English for China students Book 5Unit 2 The United KingdomReading --Puzzles in GeographyI: Teaching Material AnalysisMy lesson is New Senior English for China students Book 5, Unit2 The United Kingdom., the part of reading---“Puzzles in Geography”, which is an introduction to the United Kingdom about its foundation and development based on geography, history, politics and culture etc. It contains most of vocabulary and grammar points that students should learn in this unit. Therefore, this lesson plays an important part in this unit. If the students can master it well, it will help them to learn the rest of this unit.II: Students' analysisthe second termjust adapt to the senior middle school lifemuch enthusiasm on Englisha good English basisseek ways to learn English wellknow a little about the United Kingdom in their history classIII: Teaching Objectives1. Knowledge aims:◆know how the UK formed and more detailed information about the four countries in theUK;◆the geographical division of England;◆the historical sites in London and some relevant history of England.2. Ability aims:◆improve reading ability such as skimming, scanning and intensive reading;◆summary ability.3. Emotional aims:◆maintain their interest and enthusiasm;◆get the sense of achievement of using English;IV: The key and difficult points1. The key points:◆know how the UK formed and more detailed information about the four countries in theUK;◆the geographical division of England;◆the historical sites in London and some relevant history of England.2. The difficult points:◆use the information to write a short summary of this passage.V: Teaching Methods & Learning Methods & Teaching Aids1. Teaching methods:⑴Task-based Teaching Method ⑵Communicative Teaching approach2. Learning methods:⑴Reading strategy application ⑵Summary method3. Teaching aids:Multi-media computer and blackboardVI: Teaching proceduresStep1. Lead-in (3')Show some pictures about England to the students. At the same time, present two questions connected with the pictures, in order to let students think about them.Intention: arouse students' interest; desire to know more about UK.Step2. Pre-reading (5')Introduce the UK according the map by doing a quiz on page 9.⑴How many countries does the UK consist of?(2)How long does it take to fly from Beijing to London Heathrow Airport?(3)Who rules the country: the Prime Minister or the Queen(4)What are the provinces called in England?(5)Which is the longest river in England?Students will work in pairs to think of these questions, then give the answers.Intention:to activate students' general knowledge about UK so as to pave the way for the following study, at the same time practice their oral English.Step3. While-reading (30’)1. Skimming (6')Task : To find out the answers as soon as possible.⑴The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?(Wales. It's usually considered to be part of England.)⑵What three countries does British Airways represents?(England, Scotland and Wales.)⑶Which group of invaders did not influences London?(Vikings)Intention:In this part, I'll invite individuals to give answers so as to improve their ability of grasping key information in a limit time as well as independent learning ability.2. Scanning (8')Part 1(para.1-3) What the UK includes and how the UK formed and more detailinformation about four countries in the UK politics, culture ectpart 2(para.4) The geographical division of England into three zones.part 3(para.5-6) The cultural and political importance of London and Some Englandinvaded history.Intention: to have a clear picture to the frame of this text; improve their ability of scanning as well as the induction ability.3. Intensive reading (16’)Activity 1: Discussion (a group of four)(4')Questions: How do you understand the title of the text "Puzzles in geography"?Why is it called “puzzles”?Get the students to discuss about the questions in groups.Intention: learn to make clear of puzzles by discussing with others; encourage their cooperative awareness; learn to communicate with others in English;Activity 2: Role-play(8’)Make up a dialogue. The visitor is asking the native about the geography of the UK. Work in pairs. Intention: to further understand the UK as well as this text; cultivate ss' ability of intensive reading;Activity 3: Deal with the language points (4’)Let students find out the language points in the text, and write down the useful words and expressions on the notebook.Intention: to learn and understand the usage of some important words and expressions.Step4.Post-reading (6')Task: Use the information to write a short summary of the passage. Ss can work in pairs to do it. Then it's show-time.Intention: to enhance what we have learnt in this class; cultivate ss' summary ability and get a sense of achievement of using English.Step5: Homework (1')Let students write a composition as follow.You want to visit London on holiday in order to know something about the western culture, so you will write an email to your net friend, Tom. Please make you email contains your travel intention, your plan and your need.Intention: improve the independent learning ability; feel learning joys.VII: Blackboard DesignUnit 2 The United KingdomPuzzles in GeographySkimming vocabularyScanning puzzlethree parts clarifybreak away Intensive reading to their creditVIII: Teaching ReflectionOverall, the goals of this class can mostly be reached. Most Ss can be engaged in this class. But in the post-reading part, some students didn't finish the summary in the giventime. Maybe I should distribute a little more time to this part.。
必修5Unit2教学设计
Instructional DesignUnit 2 The United KingdomI. Analysis of the StudentsThe 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 MaterialThis 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 DemandsA. 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 guideC. 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 TeachingA. Important Points1. Have a basic comprehension of the UK from geography, history, culture, etc.2. To manage the reading skills on various reading purposes.B. Difficult Points1. 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 applythem correctly and flexibly.V. Teaching AidsMultimedia, blackboard, and textbookVI. Teaching Methods1. 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 ProceduresStep 1 Word StudyStep 2 Warming up & Pre-Reading1. First ask students to finish the questions of Warming-up in five minutes alone.2. BrainstormingT: 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 UKTo play a video that introduces the UK in class.Step 3 Reading1. 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 readingPart 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 andNorthern 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 educationaland 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 isdivided 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 therereally 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 UKCountries /Brief information from the textCapital ofUKEnglandWalesGreat BritainNorthernIrelandLondonIreland3. Summary of the textGo over the passage again significantly on the geographical position and historicalinfluence of the UK.4. Emphasize some important sentences, structures, expressions, grammar points. Step 4 Post-Reading1. Task 1: Role-playTwo 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 theVikings?(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 Exercise1.Ask the students to preview and try to finish the exercise—Learning aboutLanguage and Using Language(Reading, Listening)2.Pick out some important and difficult sentences in Sightseeing in London to helpthe students better understand the reading passage.Step 6 Homework1. 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 EvaluationIn 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.。
高中英语必修5教案-Unit2
人教版高中英语必修5教案Unit 2 The United Kingdom Period 1 Warming up and readingLearning aims: 1. share the information about the United Kingdom. 2. Foster the Ss’ reading ability (predicting, skimming and scanning)Important Points: share the information about the United Kingdom. Difficult Points: F oster the Ss’ reading ability (predicting, skimming and scanning)Foster the Ss’ reading ability (predicting, skimming and scanning) Teaching Procedures: Step 1 Warming upAsk the students to work in pairs and do the quiz on P9 Keys: 1.C 2. B 3. B 4. A 5.B 1. The United Kingdom consists of England, Wales, Scotland and Northern Ireland. 2. It takes ten hours to fly from Beijing to London Heathrow Airport if you take the direct flight. 3. The The Prime Prime Prime Minister Minister Minister together together together with with with his his his most most most important important important ministers ministers ministers and and and Member Member Member of of Parliament make the important political decisions and laws. 4. The counties of Britain are much smaller than provinces in China. They have local government powers for their area. 5. The River Thames is 338km, which is the longest one in England. Step 2 Pre-reading Have the students share the information about the geography of the UK 1. The UK consists of four countries, what are they? England, Scotland, Wales, Northern Ireland 2. Can you name the capital cities of the countries of the UK? London, Edinburgh, Cardiff, Belfast Step 3 Reading 1. Fast-reading Ask the students to read the map and the text on P10 and answer the following the questions 1) The Union Jack flag unite the flags of three countries in the United Kingdom. Which country is left out? Why? Wales. It is usually considered to be part of the England. 2) What three countries does British Airways represent? England, Scotland and Wales 3) Which group of invaders didn’t influence London?The Vikings didn’t influence London2. Text structure analysis Have the students find out the topic sentences of each paragraph 1st paragraph Why are different words used to describe England, Wales, Scotland and Northern Ireland? 2nd paragraph First there was England. 3rd paragraph Great Britain was the name given when England and Wales were joined to Scotland. 4th paragraph The four countries are still very different. 5th paragraph England is the largest of the four countries. 6th paragraph The greatest historical treasure of all is London. 3. Careful reading Ask the students to divide the passage into three parts and write down the main idea of each part Part1 (para1-4) What What the UK includes the UK includes and how the UK formed and more detailed information about the four countries in the UK Part2 (para5) The geographical division of England into three zones: their similarities and differences Part3(para6) The cultural importance of London Task 1： Have the students put the events happening to the form of the UK into the right order. Task 2：Have the students identify the invaders and their influences on The United Kingdom Kingdom——the UK. The The Romans Romans Romans in in the 1st century AD The The Anglo-Saxons Anglo-Saxons Anglo-Saxons in in the 1060s The Vikings The Normans Towns and roads Language and government V ocabulary and place-names Castles Castles and and and words words words for for food Task 2： Have the students look at the map of England and Wales. Draw lines across to show the zones of the South, Midlands and North of England. North: Leeds, York, Sheffield, and Manchester Midlands: Coventry, Birmingham South: Reading, London, Brighton, Plymouth Step 4 Group discussion Answer the questions (Finish exercise 2 on Page 3) 1. John Snow believed Idea 2 was right. How did he finally prove it? (John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.) 2. Do you think John Snow would have solved this problem without the map? First First there there there was was England. In In the the the 1313th century century AD, AD, Wales was linked to England. In 1603 England and Wales were joined to Scotland. The name Great Britain came into being. Three centuries later Northern Ireland joined with England, Wales and Scotland to become the United Kingdom.(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.) 3. Cholera is a 19th century disease. What disease do you think is similar to cholera today? (Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.) Step 5 SummaryHave the students use the information to write a short summary of the passage Possible Possible version: version: version: The The The writer writer writer examines examines examines how how how the the the UK UK UK developed developed developed as as as an an an administrative administrative unit. It shows how England is also divided into three zones. It explains why London became the cultural capital of England. Period 2&3 Language focusLearning aims:T o help students learn to use some important words and expressions To help students learn to use some important words and expressions Important Important Points:To Points:To Points:To help help help students students students learn learn learn to to to remember remember remember some some some important important important words words words and and expressions Difficult Points:To help students learn to use some important words and expressions Teaching Procedures:Warming up Consist of 由…组成，由….构成（不用进行时）构成（不用进行时）The team consists of one hundred men and women athletes. =The team is made up of one hundred men and women athletes. There is a big family, consisting of ten people. 拓展：拓展：Consist in 在于，决定于在于，决定于 (不用被动态)= be based on/ depend on/ upon What does happiness consist in? 什么才算是幸福？什么才算是幸福？The beauty of the town consists in the style of its ancient buildings. Pre-reading divide “把…..分成；分开”指将一个整体分成若干部分，常与介词 between ,among, by ,into 等搭配等搭配He divided the cake into three= The cake was divided into three. Divide this line into 20 equal parts. Divide this line in half. We’ll have to divide the work between (among) us.6 divided by 3 is 2. 辨析：separate 多指把原来连在一起或者是靠近的人或事物分离开，常与介词多指把原来连在一起或者是靠近的人或事物分离开，常与介词 from, by 搭配搭配The Channel separates England from France. The two towns are separated by the river. She doesn’t want to be separated from this man.I have got separated from him for a couple of years. 分开，分居分开，分居Reading 1. puzzle n something that is difficult to understand or explain 难题，迷/ 益智玩具(游戏) Programming is really a puzzle to me. 我搞不懂编程。
高中英语人教版必修5 教学设计 Unit 2
Unit 2 The United Kingdom本单元话题是“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。
“阅读”(reading)部分从地理，历史，政治，文化等多角度说明了联合王国的形成，发展以及它的风土人情和人文景观。
使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。
以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多地直观的向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。
老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。
1. Target language 目标语言a. Key words and expressions：consist of , puzzle, clarify, convenience, convenient, attraction, influence, worthwhileb. Key sentences重点句子：1. How many countries does the UK consist of?2. England can be divided into three main areas.3. There is no need to debate any more about why different words are used to describe the four countries: England, Wales, Scotland and Northern Island ．4. You can easily clarify any problems if you study British history.2. Ability goals 能力目标a. Students will be familiar with some background knowledge of the UK.b. Students are expected to get the main idea of the text.c. Students will understand the text and answer the following questions:d. Students are able to master the details about the passage, choosing the correct answer according the text and fill in the form about the passage and the diary.e. Students can learn the reading skill of getting the main idea of each paragraph/ part & each passage.3. Learning ability goals 学能目标a. Help students to discuss:How to describe a place of interest.How to introduce a countryb. Let the Ss know how to get the main idea of the text.c. Get the Ss to learn how to find the relative key words from the passage to choose the correct answers.d. Enable the Ss to retell the passage using the first person.a. Studentsto learn different reading skills, especiallygist reading and comprehending beyond lines.b. Students have a general idea of what the scientific research is and set a positive attitude towards it.c. To learn about the past participle used as the object complement.a. Skimming and scanningb.Elicitatingc. Individual, pair or group work to finish each task.d. Discussion.A tape-recorder, the multimedia, a projectorStepI. BrainstormingWhen you mention England, what or who will you think of?StepII. PresentationShow Ss some typical pictures about the UK.StepIII. A quiz。
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。
人教版高中英语必修五：Unit+2教案+
Unit 2 warming up, listening, speaking内容的教学设计一、设计思想笔者把“以新课程理念为先导，以师生共同发展为根本，以课堂教学改革和创新为核心”作为本课教学内容设计的指导思想，把建构主义理论作为本课教学设计的理论依据。
本课的设计特色为：紧扣“英国的地理构成和旅游景点”，自然过渡，层层递进，以任务设计和真实情景为教学载体，全面发展学生的语言综合素质。
笔者从单元整体教学的角度出发，本着提高课堂教学效率的原则，对教材内容大胆地加以删减和整合。
本课是本单元的第一课时，笔者将重点放在了英国的地理构成和旅游景点上，这样能使学生对本单元的主体教学内容有大致的了解，也为后续课文内容的深入打下基础。
由于教材中的listening和speaking部分均和历史内容联系颇多，笔者故将其放在第一篇阅读文章结束后再行处理。
二、教材分析根据《普通高中英语课程标准》（实验）的要求，教师在设计本课教学任务时，要根据教学目标和学生的实际水平，通过设计和实施各种教学活动提高学生的语言运用能力，培养学生的自主学习、合作探究的学习策略，发展学生的听、说、写的语言技能。
Unit2 The United Kingdom是新课标高中英语第二册的第二个单元。
本单元教学内容主要由两大块阅读材料组成：英国的历史沿革及英国的旅游景点。
因而本单元的教学一方面为学生熟悉和了解英国这个国家的地理、历史、文化等知识提供了一个学习的平台，另一方面也对培养学生的跨文化意识起到了积极的促进作用，是一个有着重要意义的学习模块。
三、学情分析高二学生有一定的英语语言学习基础和英美国家概况的基本知识，有明确和持续的学习动机和自主学习意识，能够理解口头或书面材料中表达的观点，提出问题并陈述自己的意见和建议。
能够在教师的帮助下策划、组织和实施英语学习活动，但口语表达、信息重组的能力上还略显薄弱。
在本课教学中学生可能采用的学习策略有：自主学习，合作探究、信息整合、有效交际。
高中英语必修五第二单元教案
高中英语必修五第二单元教案教学目标1. 理解并掌握第二单元的核心词汇和短语。
2. 通过阅读和分析文本，提高学生的阅读理解能力。
3. 培养学生的听说能力，特别是在模拟对话和小组讨论中。
4. 引导学生学会使用正确的语法结构进行写作。
教学内容- 核心词汇与短语- 阅读理解练习- 听力训练- 口语交流活动- 写作技巧指导教学过程引入新课- 通过提问学生对上一单元内容的回顾，激发学生对新单元的兴趣。
- 利用多媒体展示本单元的主题图片或视频，让学生预测本单元的内容。
词汇与短语学习- 教师呈现本单元的核心词汇和短语，结合例句进行讲解。
- 学生跟读并在小组内进行词汇的应用练习。
阅读理解- 学生独立阅读课文，标记不熟悉的单词和句子。
- 教师带领学生分析课文结构和主旨大意。
- 分组讨论课文中的关键信息，并进行汇报。
听力训练- 播放与课文相关的听力材料，学生完成听力理解题目。
- 讨论听力材料中的关键信息，并与课文内容进行对比。
口语交流- 设计情景模拟对话，让学生运用所学词汇和表达进行角色扮演。
- 开展小组讨论，鼓励学生就相关话题发表自己的见解。
写作技巧指导- 分析范文，指出好的句型和段落结构。
- 学生根据给定主题，运用所学知识撰写短文。
- 教师对学生的作文进行点评，提出改进建议。
课堂小结- 总结本节课所学的重点词汇和语法点。
- 强调阅读理解和听力训练的重要性，鼓励学生在日常学习中多加练习。
- 提醒学生准备下一节课的预习内容。
作业布置- 完成课后的词汇和语法练习题。
- 阅读额外的英文文章，提高阅读量。
- 准备一个小组讨论，主题与本单元内容相关。
必修五 第二单元教案
Unit 2 The United Kingdom全单元教案1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 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 C urrent; more than one-half of the days are overcastNatural resources: Coal, petroleum (石油), natural gas, iron ore, lead (铅), zi nc (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. 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 ho w England is also divided into 3 zones. It explains why London became the cultu ral 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 Revision Retell 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 IV. Language 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:separate …from (把联合在一起或*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.Ø 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 toØ 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.ØIt 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 o ne’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….”Ø 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ØNews 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.Ø come and see me whenever ___________.A. you are convenientB.. you will be convenientC.it is convenient to yoD. 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 int eresting 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, influe nce2. whispered, asked, smiled, screamed, begged, agreed, answered, shouted, compl ained, 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 f our-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.Day 1Comments Day 2 andcommentDay 3 and comment1. Tower 1. delight Greenwich with: shipsLongitude line clock(GMT) Karl Marx’s statue“strange he lived and died in London”British Museum“thrilled to see Chinese pottery”2. St Paul’s cathedral 2.splendid3. Westminster Abbey 3. interesting, full ofstatues of poets andwriters4. Big Ben 4. famous and very loudStep 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 o bject 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.²keep /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.²have /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.²make + 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.²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 beautifu l garden.²with + 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’ speak ing 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 Ed ward IV,_____. He was only thirteen years old. His wicked uncle, Richard, was s upposed to ___________them both, but instead he had them _______while they were _________.In the 1550s when queen Elizabeth I was still a___________, her sister, Queen M ary, brought her to the Tower as a ________because she thought Elizabeth was a traitor. She ________through a special gate________ “Traitors Gate” . That on ly ___________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 bec ome 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 y our 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 area British citizen.3. If you were born in the UK (even though your parents have a different nation ality) 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 app ly 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. Group 1Group2Group 3Born in the old British Empire and asked to be a British citizenHaving parents one of whom isBritish or having been born in theUKAsking to become British after livingin the UK for five yearsStep IV. Homework assignmentu I beg your pardon? Pardon?u What did you mean by…?u I didn’t understand…u 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 wr ite 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 attra ction in your hometown.Writing tips:Ø Ss look at the model on page 16.Ø Ss make a writing plan.Ø Ss collect the words they will use.Ø Ss begin to write their guide book.Ø Read through their guide book and correct the mistakes.Ø 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 52October November 10 Catesby asked Guy Fawkes to join a plot to blow up the government. 5 King James had the cellars searched when he heard of the plan. He found Fawkes27 The two bought a house close to the Housesof Parliament6 Parliament was opened and there werecelebrations because the plot had failed.28-31 They stored gunpowder in the cellars forthe next three days.Step 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? Th e 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 answ er. Discuss this problem in fours and make notes of your ideas. Then decide who gets your sympathy and give a reason.Reasons for King James’ action Reasons for Guy Fawkes’ action1. Fear at the number of Catholics 1. King James kept changing his mind2. All friends on the Continent were Protestant2. Loyalty to the Catholic cause3. Worried Catholics might want to change the3. Believed what he was doing was rightreligion of EnglandStep IV. Homework assignmentThe 7th Period (Speaking and writing)Teaching Aims:Improve the student s’ writing & speaking skills.Teaching Important Points:Enable the students to write a short passage about a place of interest they hav e 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 hometow n or home village. One of you will be the tourist and the other the tour guide. Try to use the following expressions while speaking:u Excuse me… I’m afraid I can’t follow you.u Please, can you speak more slowly?u I beg your pardon? Pardon?u What did you mean by…?u I didn’t understand…u 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 wr ite 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 attra ction in your hometown.Writing tips:Ø Ss look at the model on page 16.Ø Ss make a writing plan.Ø Ss collect the words they will use.Ø Ss begin to write their guide book.Ø Read through their guide book and correct the mistakes.Ø Rewrite it again.参考答案一. 1. convenience 2. arranged 3. influenced 4.available 5. splendid6. settle7. relations8. attraction9. uniforms 10. thrills 11. delighted 12. collection 13. project 14. influence 15.evidence二．Leave out 2. take the place of 3. consist of 4. break away from 5. mak e a list of 6.be/feel proud of 7. attract one’s attention 8. be under cons truction 9. 受到…的影响 10. 提及，指的是 11. 在你方便的时候 12. 使某人惊奇的是 13. 没有必要做… 14. 世界杯 15. 使…旅行值得三． 1. instead of 2. as well as 3. in memory of 4. referred to 5. was / felt proud of 6. make a list of / leave out 7. broke down 8. clarify 9. on show 10. reading 11. make herself heard 12. smoking 13. closed 14. seatec四． CACBD/DABCB（一阵激动）/DABBB/ DDCAA/ BDBCD五．1. What will you do if you find your house broken into ?2. E-mail can’t take the place of letters completely.3. To the delight of the children, their parents would go camping with him.4. It’s unfair for you to treat your child like that.5. What you say is not consistent with what you do.六. 单句改错，在错误处划线，然后写出正确的句子。
高中英语人教版必修5第二单元教学设计
高中英语人教版必修5第二单元教学设计教学内容分析：人教版新课标高中英语必修5 第二单元(The United Kingdom ) 让学生了解英国历史及其英国国旗含义教学重难点(Teaching important & difficult points)Help the students master the key words and expressions in the passage by reading the text and improve the ability of comprehension.教学方法(Teaching methods )1、任务型教学法(Task-based teaching method)。
读之前，教师设定阅读任务，学生在阅读过程中思考，分析，讨论，最终解决问题。
最后通过任务的完成而实现对所学知识的意义建构。
2、交际法教学:让学生在完成任务的活动中提高阅读能力3、多媒体辅助教学法。
教具准备(Teaching aids)A computer and a projector.六、教学过程与方式(Teaching procedures & ways)Step I Revision and Lead-inAsk the students to read the vocabularies and think about something about The UK.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.The union jack flag unites the flag of three countries in the UK.Which country is left out? Why?2.How many countries are there make up "Great Britain" and what are they?3.How many parts is England divide into? What are they?4.Which city is the greatest historical treasures of all?5.How many sets of invaders were there in England? How did they influence the England?Task 2: Ask the students to think about these questions for several minutes and then give them seven to eight minutes to discuss in groups.Task 3 .Ask the students to answer these questions.Task4. SummaryMy dear students we have learned more about The UK. Let look at what we can say about it.1. ____ and ____ were joined to ___ in the seventeenth century and the name was changed to ____.2.However, the ___ part of Ireland was unwilling and broke away(脱离，摆脱)to form its own government. So only _____ ___ joined with ____,_____ and Scotland to become the UK, and this was shown to the world in a new flag called the ____ ____.3.The zone(区域)nearest France is called ____, the middle zone is called ____ and the one nearest to Scotland is known as______.4.The greastest historical treasure of all is ______ with its museums, art collections, theatres,parks and buildings.5.There have been ___ sets of invaders of England. The first invaders, ____, left their ___ and ___. The second, the ____ _____, left their ____ and _____. The third, the ___, influenced the ____ and _______ of the North England, and the fourth, ______, left ____ and introduced new words for food.Ask students to fill in the blanks together.…七、Homework:Ask the students to review the words and shorten the text.。
(新课标)高中英语Unit2五步教学设计(2)新人教版必修5
（新课标）高中英语Unit2 五步教课方案（ 2）新人教版必修5必修五 : Unit 2 the United Kingdom五步教课方案教教案SectionⅡ Warming Up & Reading (Ⅱ)一、教课目的：让学生掌握本单元要点词汇和短语和句型教课要点：切记并学会使用这些短语和句型。
教课难点：学生对要点词汇和短语的掌握和运用二、预习导学正确拼写单词( Ⅰ) 依据所给词性和汉语意思写出单词1．credit n．相信；学分；赞誉；信贷2．currency n．钱币；通货3．institution n．制度；体制；公共机构4．consist vi .构成；在于；一致5．clarify vt .澄清；说明6．accomplish vt .达成；达到；实现→accomplishment n．达成；实现7．unwilling adj .不肯意(的)；不愿意(的)→willing(反义词 )8．roughadj . 粗拙的；粗暴的→ roughly. 大略地；粗拙地adv( Ⅱ) 用所给词的适合形式填空9. The painting comes from his private collection_(collect)．10． The two countries are united (union) by the common interests.11． The Belgian language is closely related (relation) to French.12． I keep my reference books near my desk for convenience (convenient)．13． This festival attracts (attraction) thousands of visitors every year.14． I don't like the architecture (architect) of the eighteenth century.15． Our school is under construction (construct)．三、问题引领，知识研究高频词汇打破考点 1consist vi.构成；在于；一致How many countries does the UK consist of?教材原句英国由几个国家构成？A week consists of seven days.一礼拜由七天构成。
人教版高中英语必修5 Unit2 听说课名师教学设计
Ss: They are the Queen and the prince of the United Kingdom.
T: Yes. You see that day is the Queen’s birthday. They are having a formal celebration for it.
S: Learn the story of the goddess peak and learn the words and sentence structure about describing a place and telling a story.
2.T: Choose one more famous place for students to practice and give them some hints such as pictures and words.
训练学生聚焦关键信息的听力能力。
训练学生关注细节问题，抓住关键词周边的细节信息，把握故事发展的大意，并综合分析问题。
训练学生快速记忆的能力和速记能力。
通过不同听力任务和练习训练听力能力。
DELC6
3
深度加工知识
Step 4
Post-
listening（听后）(17mins)
1.T: Introduce another Chinese tourist attraction and its story. For example, the goddess peak in ChongQing.
Unit2听说课名师教学设计
教材版本：人教版册数：必修5单元：Unit 2课型（课时）：听说课（第4课时）
高中英语必修五第二单元教案
高中英语必修五第二单元教案教案标题：高中英语必修五第二单元教案教案目标：1. 通过本课学习，学生将能够掌握有关环境保护和可持续发展的相关词汇和短语。
2. 学生将能够理解并运用本单元的核心语法结构：虚拟语气。
3. 学生将能够运用所学知识，参与到环境保护和可持续发展的讨论中。
教学重点：1. 掌握本单元的核心词汇和短语。
2. 理解并正确运用虚拟语气的用法。
3. 运用所学知识参与到环境保护和可持续发展的讨论中。
教学难点：1. 正确理解和运用虚拟语气的用法。
2. 运用所学知识参与到环境保护和可持续发展的讨论中。
教学准备：1. 教材：高中英语必修五教材第二单元。
2. 多媒体设备。
教学过程：Step 1：导入（5分钟）1. 引入话题：通过展示一些关于环境污染和可持续发展的图片或视频，引起学生对环境保护的兴趣和思考。
2. 提问学生：你认为环境保护对我们的生活有什么重要性？Step 2：词汇和短语学习（15分钟）1. 教师通过多媒体展示并讲解本单元的核心词汇和短语，如pollution, renewable energy, carbon footprint等。
2. 学生跟读并模仿发音，理解词汇和短语的意思。
3. 教师设计一些词汇和短语的练习，如填空、选择题等，以巩固学生的记忆和理解。
Step 3：语法学习（20分钟）1. 教师引导学生回顾和复习虚拟语气的用法，并通过多个例句让学生理解其用法和结构。
2. 学生进行虚拟语气的练习，如改写句子、填空等，以巩固所学知识。
Step 4：阅读理解（15分钟）1. 学生阅读课本中的一篇关于环境保护的文章，并回答相关问题。
2. 学生之间进行小组讨论，分享自己的观点和看法。
Step 5：口语实践（15分钟）1. 学生分成小组，讨论如何在日常生活中减少碳排放量。
2. 学生展示自己的讨论结果，并与其他小组进行交流和互动。
Step 6：拓展活动（10分钟）1. 教师提供一些与环境保护和可持续发展相关的新闻报道或视频，让学生进一步了解现实中的环境问题和解决方法。
人教版高中英语必修五教案unit2TheUnitedKingdom(2)
必修5 Unit2 Using LanguageSightseeing in LondonTeaching goals1. Target Languagea. Important words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb. Important sentenceWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.4.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.5.Teaching methodsTask-based activities.Teaching aids教具准备A computer and a projector.Teaching procedures & waysStep I Lead-inShow some pictures to students and talk about London with them.设计意图：利用名人图片引入目的在于引起学生的学习兴趣，引导学生谈论关于伦敦的相关知识内容Step Ⅱ ReadingAsk the students to read the text by themselves.设计意图：限时阅读文章，培养学生的阅读意识和习惯Step Ⅲ DiscussingAsk the students to discuss with their partners about the travel routing of Zhang Pingyu in London.设计意图：本环节要求学生根据课文内容讨论Zhang Pingyu在伦敦的旅游行程，这样可以更进一步让学生深入了解课文的内容，并且能从课文中提取相应的信息，从而培养学生从语篇中提取信息的能力。
高中英语人教新课标必修五 Unit2 The United Kingdom教案
Unit 2 The United Kingdom Ⅰ. 单元教学目标Ⅲ. 教材分析与教材重组1. 教材分析本单元以The United Kingdom为中心话题。
通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。
1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。
1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。
1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。
1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。
1.5 Learning about Language分词汇和语法两部分。
词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。
形式有语法结构讲练、趣味性游戏等。
1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。
1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。
1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。
新人教版高中英语必修5Unit 2 The United Kingdom教案
6.进一步引导学生思考：哪些景点作者进行比较详细的介绍？为什么？---从作者的角度出发；（critical thinking）
7.
5.阶段复习以上所学，给学生分发贵州旅游景点的小册子，让其以一个旅游者的身份来口头描述在贵州（贵阳）看过的某处（或几处）风景的感受及细节；
6.书面表达。基于以上口头描述，模仿文章的手法，以一个旅游者的身份来描写在贵州（贵阳）你看过的某处（或几处）风景的感受，用简单的描述来说明．
7.
二教学目标及重难点
Knowledge aims:
Ss will be able to pick out and further understand the words and expressionsin the textused to describe the girl’s impressions and feeling towards different sites of historical and tourists’ interest.
Emotional aims:
1. To strengthen the Ss’ cultural awareness by understanding and perceiving the culture ofLondonthrough studyingitshistorical sites and tourist attractions;
10.
StepⅡReading---Skimming
T: Well, a Chinese student, Zhang Pingyu went toLondonfor sightseeing. Let’s follow her to visit some historical sites and tourist attractions there. Skim the passageSIGHTSEEING IN LONDONand make a list of the sites or places Zhang Pingyu visited inLondon.
人教新课标高中英语必修5Unit2教案
Contents(目录)【课程标准要求掌握项目】 (1)【单元重点内容与教学目标】 (1)【教学设计】 (2)【教案设计】 (3)Peroid 1 & 2 Warming up & Reading (3)Period 3 Language Study (6)Period 4 Grammar (9)Period 5 Sightseeing in London (13)Period 6 Writing (16)【本单元补充写作内容】 (19)【教学反思】 (21)【关于英国的小知识】 (21)【课程标准要求掌握项目】【单元重点内容与教学目标】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。
Warming Up 部分要求学生完成一项小测试任务，了解学生对英国的了解，并调动学生积极的思维，激发学生的学习动机。
Pre-reading 部分通过三个有关英国的小问题，让学生预测本文的内容，使其大概了解阅读内容。
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、以及它的风土人情和人文景观。
使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。
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。
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同义和近义词的练习。
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。
Using Language 部分涵盖了听、说、读、写几个部分。
听的部分通过张萍玉与导游之间的对话使学生亲身体验去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。
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高三英语必修五第二单元教案设计SENIOR ENGLISH FOR CHINASTUDENTS’ BOOK5Unit2 The United Kingdom年级：高三课时：1课时任课老师：王爽Unit2 The United KingdomⅠ、 Material analysisThe topic of this unit is the United Kingdom, which helps students to gain a better understanding of history and geography of the UK and its constitution as well as some sights and historic ruins、 The reading part of this unit talks about how the four countries combined into the UK, which makes students have a clear clue ofits history、 And it also tells us ab out the UK’s main sights、 All of these will help students know more about the UK、Ⅱ、 Teaching objectives1、Knowledge objective: to share the information about the United Kindom、2、 Ability objective: to foster students’ reading ability(prediction, skimming, scanning)、3、 Emotion objective: to stimulate the students’interest for learning more about the UK、Ⅲ、Teaching points and teaching difficulties1、Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s credit, currency, institution, convenience, roughly, attract, architecture, administration, enjoyable2、 Key points: to show the position, direction and distance3、Difficult points: Wales was linked to… England and Wales were joined to… England is devided into three zones、Ⅳ、 Teaching aidsText book, blackboard, pictures about the UK’s mapⅤ、 Teaching methodTask-based language teachingⅥ、 Teaching proceduresStep1 Pre-reading (10 mins)Task1 Warming up① Ask the students to work in pairs and do the quiz on page9、Keys:1、C2、 B3、 B4、 A5、 B1、The United Kingdom consists of England, Wales, Scotland and Northern Ireland、2、 It takes ten hours to fly from Beijing to London Heathrow Airport、3、 ThePrime Minister together with his most important ministers and Member of Parliament make the important political decisions and laws、 And the UK is a constitutional monarchy country, which means that the Queen doesn’thave the real right、4、 The counties of Britain are much more smaller than provinces in China、 They have local government powers for their areas、5、 The River Thamesis338km, which is the longest in England、② Show thefour countries’ map to students and ask them to put the pictures together to make a map of the UK、Task2 PredictionAsk the students to predict what the reading passage talks about according to the title and thepicture of the passage、 Design a simple match、England CardiffWales BelfastScotland LondonNorthern Ireland EdinburghStep2 While-reading(20 mins)Task1 Fast-readingAsk the students to read the map and the text and answer the following questions、(Devide students intothree groups and each group answer one question)Question1: The Union Jack flag unite the flags of three countries in the United Kingdom、 Which country is left out?Why?Wales、 It is usually considered to be part of the England、Question2: What three countries does BritishAirways represent?England, Scotland and Wales、Question3: Which group of invaders did not influence London?The Vikings did not influence London、Task2 Text structure analysis1、Have the students find out the topic sentences of each paragraph、1st paragraphThe reason why different words are used to describe England, Wales, Scotland and Northern Ireland、2nd paragraphThe procedure how four countries joined together to be the UK、3rd paragraphThe four countries are still very different、4th paragraphEngland is the largest of the four countries、5th paragraphThe greatest historical treasure of all is London、6th paragraphKeep your eyes open if you are going to travel to the UK、2、 Ask the students to devide the passage into three parts and write the main idea of each part、Part1 (para、1-3): What the UK includes and how the UK formed and more detail information about the four countries in the UK、Part2 (para、4-5): The geographical division of England into three zones; their similarities and differences and the cultural importance of London、Part3 (para、6): When you visit the UK, keep your eyes open、Step3 Post-reading(15 mins)Task1 Have the studentsput the events happening to the form of the UK into the right order、In1603 England and Wales were joined to Scotland、 The name Great Britain came into being、Three centuries later Northern Ireland joined with England, Wales and Scotland to become the United Kingdom、First there was England、In the13th centuryA、D、, Wales was linked to England、Task2 Have the students identify the invaders and their influences on the United Kingdom、The Romans in the1st century A、D、The Anglo-Saxons in the1060sThe VikingsThe NormansTowns and roadsLanguage and governmentVocabulary and place-namesCastles and words for foodTask3 Have the students look at the map of England and Wales on page11、Draw lines across to show zones of South, Midlands and North of England、North: Leeds, York, Sheffield and ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthStep4 Homework1、Finish exercise1 on page11、2、 According to what you like, find more information about the UK and share it with yourclassmates next class、Ⅶ Teaching reflectionClear clues will help students to grasp the important information easily and they can also give a right direction to the students、And teachers’ task is not only to teach the language point but also to cultivate their interests and their ability to learn something、Ⅷ Blackboard designUnit2 The United KingdomMatchEngland Cardiff Wales Belfast Scotland London NorthernIreland Edinburgh Questions1、Which country is left out? Why?2、What three countries……?3、Which group… not…?StructurePart1 (para1-4): What the UK includes and how the UK formed and more detail information about the four countries in the UK、Part2 (para5): The geographical division of England into three zones; their similarities and differences、Part3 (para6): The cultural importance of London、Chart。