人教版必修五Unit2TheUnitedKingdom教案.doc

Unit 2 The United Kingdom
Ⅰ. 单元教学目标
技能目标Skill Goals
▲ Talk about the United Kingdom
▲ Talk about language difficulties in communication
▲ Talk about space: position, direction and distance
▲ Learn to use the past participle as the object complement
▲ Learn to write a non-chronological report: tourist guide
Ⅱ. 目标语言

功
能
句
式

Talk about language difficulties in communication:
Can you speak more slowly please?
I beg your pardon? / Pardon?
What did you mean by ... (or by saying ...)?
Excuse me ... I’m afraid I can’t follow you.
I didn’t understand ...
I’m sorry but could you repeat that?
Talk about space: position, direction and distance:
Wales was linked to ...
England and Wales were joined to
The zones nearest ... is called ...
The middle zone is called ...

词 汇
1． 四会词汇
unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, sightseeing, available, delight, tower, expand, royal, uniform, splendid, statue, communism, thrill, pot,
2． 认读词汇
the United Kingdom, London Heathrow Airport, River Thames, River Severn, Wales, Scotland, Northern Ireland the Union Jack, educational, roughly, Midlands, industrial, historical, Roman, Norman, Anglo-Saxon, invader, Viking, site, occasion, St Paul’s Cathedral, Westminster Abbey, Big Ben, Buckingham Palace, Greenwich, longitude, navigation, Karl Marx, Highgate Cemetery, Library of the British Museum, original, Windsor Castle
3． 词组
consist of, divide ... into, break away (from), leave out, break down

结
构
The past participle as the object complement ... the three countries found themselves united peacefully ...
However, just as they were going to get Ireland connected to form ...
You find most of the population settled in the South, ... .

重
点
句
子
1. Now when people refer to England you find Wales included as well. P9
2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10
3. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P10
4. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P10
5. Her first delight was going to the Tower.
P14
6. There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P14
7. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52
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。
2. 教材重组
2.1 将Warming Up, Pre-reading, Reading和Comprehending四部分整合为一节“阅读课”。
2.2将Using Language中的Listening与Workbook 中的LISTENING和LISTENING TASK整合为一节“听力课”。
2.3将Using Language中的Reading和Work-book中的READING TASK整合为一节“泛读课”。
2.4将Learning about Language中的Discover-ing useful words and expressions，Discovering useful structures；Workbook中的USING WORDS AND EXPRESSIONS和USING STRUCTURES整合为一节“语言学习课”。
2.5 将 Using Language中的Speaking和Workbook中的TALKING， SPEAKING TASK以及Learning about Language中的Discovering useful structures 整合为一节“口语课”。
2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为一节“写作课”。
3． 课型设计与课时分配
1st Period Reading
2nd Period Listening
3rd Period Extensive Reading
4th Period Language Study
5th Period Speaking
6th Period Writing
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out
b. 重点句式
1. Now when people refer to England you find Wales included as well. P10
2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10
3. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10
2. Ability goals能力目标
Enable the students to learn about the United Kingdom (the UK).
3. Learning ability goals 学能目标
Enable the students to know the UK in geography and history.
Teaching important & difficult points
教学重难点 How to understand the geographic puzzle of the UK.
Teaching methods 教学方法
Skimming and task-based activities.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways教学过程与方式
Step ⅠLead-in
Task 1: Free talk about the topic: The United Kingdom.
Reference topic:
1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?
2. What is the capital of the UK? And what is the language?
3. Does England, Britain or the Great Britain mean the same as the UK? If not, tell the difference between them.
4. What is the money used there? And what is the largest banknote? What are the other denominations (币值单位) of banknotes? What is the coin with the largest value? And what are the other denominations of coins?
5. What else do you know about the UK?
Task 2: Ask the students to do the quiz on page 9 and then check the answers.
T: In this unit, we are going to learn something about the United Kingdom. Now let’s work in pairs, do the quiz in the Warming Up and find out how much you know about the UK. There are five questions with three choices A, B and C for each one. Now please look them through quickly and choose the answers. You may discuss these questions with your partners.
Step II Pre-reading
T: Next let’s talk about the three questions in the Pre-reading. First of all, I’d like to ask you one more question before we deal with the Pre-reading questions. What’s the official or full name of the UK?
S: The United Kingdom of the Great Britain and Northern Ireland.
T: Now who’d like to answer the first question in the Pre-reading?
S: Well. London is the capital city of the UK and also the capital of England. Cardiff is the capital of Wales, Edinburgh is the capital of Scotland and Belfast, the capital city of Northern Ireland.
I’d like to tell you something about Glasgow, a city in Scotland, where my cousin has been studying in the University of Glasgow for 3 years. He often writes to tell me something about the city and the University. Glasgow is a city with a population of 620,000. It lies 68 miles of west central Scotland along both banks of the River Clyde. The city occupies much of the lower Clyde valley combining suburbs — with an overall population of 1.4 million — which extend into surrounding districts. Glasgow is the largest city in Scotland and its industrial centre; it has an excellent harbour with modern port facilities.
T: Very good. Now the next question is a little bit more challenging. Who’d like to have a try?
S: England can be divided into the following three main areas: North England, Midlands and South England.
T Great! Is there anyone else who’d like to have a try?
S: Yes. I’d like to tell you something about a city in the south of England. Can you guess which city it is? Yes, It is Dover, where many people have been trying again and again to swim across the English Channel. It is a port city in the far southeast of England. It has a long history. People have lived in what is now called Dover since the Stone Age. The first settlements in Dover were made around 6,000 years ago by Stone Age people. So it is one of the oldest cities in the world. There are a lot of cultural relics in Dover. So few other towns or cities can boast such a unique collection of relics and monuments dating back from the Bronze Age, the Roman Empire, the Saxon era, and in fact every other important historic periods. While modern developments have seen many of Dover’s important historical buildings swept away, there are still many important sites that must be preserved for future generations. The story of Dover is as old as civilization itself.
Step III While-reading
Task 1: Ask the students to describe briefly the UK according to the following map.

A sample description:
We can see from the map that the UK is surrounded by water in all sides. On the west of the Great Britain lies the Irish Sea, which is on the east of Ireland. On the south of England lies the English Channel, through which the Allies landed the continent during the World War II. On the northeast, lies the North Sea. And on the north is the North Atlantic Ocean.
Task 2: Ask the students to talk about the different flags of the countries of the UK.

Cross of St George (England) Cross of St Patrick (Ireland) Union Jack
A sample description:
The flag of England is a cross, the flag of Scotland and Ireland are both like a fork. The flag of the Union Jack is the flag of the UK, which is the combination of the three flags. That is to say, the UK is a combination of the three countries: Scotland, England and Ireland.
Task 3: Scanning
1. Look through the passage as fast as possible;
2. Try to find the answers to the questions given in the Comprehending.
Sample answers:
S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.
S2: It represents England, Scotland and Northern Ireland.
S3: The Vikings. They only influenced the vocabulary and the place names of the North.
Task 4: Skimming
T: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).
Sample answers:
Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.
Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.
Part 3 (Para. 5-6): The cultural importance of London.
T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, why does the writer use “Puzzles in Geography” as the title? Get the students to discuss about it in pairs.
Then ask the students to fill in the following form.
Countries / Capital of UK
Information from the text
England

Wales

Great Britain

Northern Ireland

London

Ireland

Sample answers:
Countries / Capital of UK
Information from the text
England
The first country people think of when speaking of the UK and the largest of the four countries. It is roughly divided into three zones: the South of England, Midlands and the North.
Wales
The first country that was linked to England in the 13th century and it is included when people refer to England.
Great Britain
The name given and used when England, Wales and Scotland were joined together, which took place in 1603, when Scotland King James became King of England and Wales.
Northern Ireland
The Northern part of Ireland that was joined to the Great Britain to become the United Kingdom, which was shown to the world in the flag called Union Jack.
London
The capital of the UK and England as well. It contains the greatest historical treasures of all, with its museums, art collections, theatres, parks and buildings. It has the oldest port, building and castle and it has been influenced by some invaders of London.
Ireland
The southern part of that country — Ireland or Southern Ireland, which broke away to form its own government and a country independent of Northern Ireland, which is part of the UK.
T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.

Sample answers:
North: York, Leeds, Sheffield, Manchester
Midlands: Coventry, Birmingham
South: Reading, London, Brighton, Plymouth
Step Ⅳ Post-reading
Task 1: Ask the students to write down a short summary of the passage.
The passage mainly clarifies how the UK developed as an administrative union and shows how England is divided into different zones according to its geographical position. It also explains how London was influenced by some invaders and turned out to be the cultural capital of England as well as the UK.
Task 2: Ask the students to paraphrase the following sentences.
1. Now when people refer to England you find Wales included as well.
2. The greatest historical treasure of all is London with its museums, art collections, theatres and buildings.
Sample answers:
1. Now when people mention or talk of England, Wales is included in it, too.
2. London includes the greatest historical treasure of all, with its museums, art collections, theatres and buildings. If you want to make the most of your trip to the United Kingdom and know more about it, you should be very alert.
Task 3: Ask the students to answer the following questions.
Show the following on the screen.
1. How did the UK come about?
2. What is the relationship between the Republic of Ireland and the Northern Ireland?
3. Why is London the capital of England, Great Britain and the UK as well?
4. What else do you know about London?
5. How do the four countries of the UK work together and how do they differ?
6. What does the Union Jack show to you?
7. What is the typical geographical feature of England?
8. Where can you find more about British history and culture?
Sample answers:
1. First, there was England and then Wales joined to England in the 13th century AD. Later on in 1603 when King James of Scotland became the King of England and Wales as well, Great Britain was formed peacefully including the three countries. Then they tried to get Ireland connected to form the United Kingdom but the southern part of Ireland broke away to form its own government. That was how the UK came about.
2. At first the Republic of Ireland and the Northern Ireland were of the same country. But when the UK intended to get the country included into the union, the southern part broke away and formed its own government. So now the Republic of Ire