Unit2 The United Kingdom.doc

高中二年级 Unit2 The United Kingdom Teaching Plan: -教学内容分析：本单元主要话题是“英国”，讲述了英国的历史和地理位置，国家的构成，名胜古迹及英国的文化重要性，通过本单元的学习让学生进一步加深对英国的理解。阅读材料：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。Learning about Language 主要由词汇和语法两部分组成。词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两部分构成：一是让学生自己通过在短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；二是对照语法项目进行操练。形式有语法结构训练、趣味性游戏等等。课程标准对学生通过本单元的学习要求：1 能从文章中获取主要信息并能摘录要点；2 能理解文章主旨、作者意图；3 能提取、筛选和重新组织简单文章中的信息；4 能利用上下文的线索帮助理解。下面看单元知识技能目标：1 单词：kingdom consist divide puzzle clarify relation convenience attraction collection construct influence project arrange wedding fold sightseeing available delight tower royal uniform splendid statue communism thrill pot affair smart suggestion tense consistent error2 词组：consist of divide. into break away(from) leave out take the place of break down3 句型：(1).Now when people refer to England you find Wales included as well(2).However, the southern part of Ireland was unwilling and broke away to form its own government.下面看技能目标：1 培养学生观察、分析等科学探究的能力，增进对英语探究方法的理解。体验探究过程和方法，形成善于发现问题、善于寻找规律、善于找到解决问题的方法的探究能力。现在我们来看情感态度和价值观：1 培养学生探究未知世界的积极态度；2 通过讨论，培养学生敢于创新、善于交流、乐于协作、尊重他人、主动探索的良好品质。下面来看课程设置和课时分配1 Period 1&2 Warming up; pre-reading& reading2 Period 3 Learning about the language3 Period 4 Learning about the grammar4 Period 5 Extensive reading - 5 Sightseeing in London; Listening6 Period 6 Writing & RevisionNow let us come to the first period.第一课时教学目标语言目标：1 单词：United; province, etc.2 词组：consist of, divide into3 句子：(1).How many countries does the UK consist of? (2).How long does it to fly from to技能目标：1 Learn how to analyze the map and the skill of skimming and scanning.2 Learn how to analyze the detailed information about the UK.3 Learn to summarize each paragraph and the main idea of the whole text.情感目标：是学生感受异国文化，增强学生的文化意识，培养学生跨文化理解的能力。Now let us come to the teaching procedureStep1. Lead-in: we can lead in by these two steps1. Show some pictures of the famous buildings and well-known people of Britain.2. Ask the students to talk about what they know about England.And then we come to the warming up. While dealing whit warming up exercise and while answering the following questions: Step2 Warming Up 1. How many countries does the UK consist of?（展示英国地图）A. two B. three C. four2. How long does it to fly from Beijing to London Heathrow Airport?A. about 2 hours B. about 10 hours C. about 16 hours3. Who rules the country: the Prime Minister or the Queen?A. the Queen B. the Prime Minister C. bothFirst we can show the two pictures to students and then explain to them the Queens position is Ceremonial: Opening Parliament welcoming heads from other countries, doing on tours to other countries to encourage trade with Britain. The Prime Minister together with his most important ministers (called Cabinet) and his Member of Parliament make important political decisions and the laws.4. What are the provinces called in England?A. counties B. departments C. states I guess the students can get the answer while learning the vocabulary.5. Which is the longest river in England?A. the River Avon B. the River Thames C. the River Severn We can show the pictures of these three rivers (展示图片Avon Thames Severn), and tell them that the Rivers Thames and Severn are very important in length but the River Thames is slightly longer. The River Thames is 338 km and the River Severn is 290 km. The River Avon is much shorter. And then we come to Step3: Pre-reading1. Can you name the capital cities of the UK?2. England can be divided into three main areas. Do you know what they are?3. What do you know about many cities or towns in the UK?To these three questions we can ask the students to discuss for a while and then try to ask them to tell us what they know about these three questions. After the discussion we will ask the students what puzzles they still have about the UK. Then show them the map of UK (图片展示), and also the title of the Reading “Puzzles in Geography”. While dealing with the reading, we have following steps:Step4 Reading I. SkimmingRead the passage and complete the sentence using the words in the box: England Wales Scotland Northern Ireland Republic of southern Ireland1. The countries that make up Great Britain are_.2. If we speak of England we mean_.3. The United Kingdom includes_.4. The part of Ireland that separated from England is called_.5. London is the capital city of _.The blanks of these five sentences, we can make a conclusion about this exercise to show them a chart. The chart is like this. UK consists of England, Wales, Scotland, and southern Ireland. England is divided into North, Midlands, south. North and Midlands are industrial cities. London is in the south and is the centre of politics and culture.II. Scanning Read the passage and answer the questions.1. The Union Jack flag unities the flags of three countries in the UK, which country is left out? Why? (ANSWER: The country left out is Wales. It is usually assumed to be part of England.) While talking about these questions we can show the students the maps of the UK.The flag of England, Scotland, Great Britain, Northern Ireland, and then we all know Union Jack comes into being.2. What three countries does British Airways represent? (ANSWER: England, Scotland, Wales)3. Which group of invader did not influence London? (ANSWER: The Vikings did not influence London.) From the reading, I think the students can easily find the answer. Now lets come to the third step.III. The passage falls into three parts. Write down the main idea of each part. That is a good exercise. How to analyze the structure of the reading and the textbook has presented us the structure the different part of the reading. Part1: Part1-Para3 What England includes; about Great Britain; the UK.And the main idea we can tell the students to get what England includes about Great Britain, and the UK. Part2: Para4 the geographic division of England into zones, their similarities and differences. While talking about this part, I think a map should be shown to the students for them to be easily get the main idea with it. Then we come to the third part. Part3: Para5 & Para6 the cultural and political importance of London. The Romans-towns and roads Anglo-Saxons-language and government vocabulary and place-namesVikings- vocabulary and place-names of the NorthNormans-castles and words for food. Meanwhile, I think we should tell the students that the four groups of invaders are very important to the development of London. And then we will come to the homework. I will give the students two homework. 1. Use the information to write a short summary of the passage. 2. Find the useful words and expressions in the reading Then we will come to the second period to talk about the new words and expressions in the reading and also discovering useful words and expressions.Step1 Language points The first language point, I think, is “consist of 由组成”，meanwhile, “consist in ” also should be given to the students. The second one is “divide”, it is one of the important words, and ask students to pay more attention to the spelling: is “divide” not “devide”. And the third one is “clarify”. And I usually give the noun-form to the students as well. The fourth is “break away”. I will talk about these phrases and make a conclusion about “break-phrase” like “break down”, “break into”, “break out”, “break off”, “break the rules”, “break the records”. And the fifth one is the very important word “credit” means “信任，学分，赞扬，信贷”. And the important phrase is “to ones credit ” , for example “He is a ” And then come to the sixth important word “convenience” , please give the phrases of like these “at ones convenience ”(在方便的时候), “make a convenience of sb.”(乘机利用某人), “for (the sake of) convenience”(为了方便or起见). And I think the adj. of convenience should be also be given to the students, “convenient”. And then we will come to Step2: Learning about Language. In this part, two exercises are required to be done for the students. Step2: Learning about Language.1. Choose the correct words below to complete the passage, asking the necessary changes.2. Complete these questions or answers using vocabulary from the text. The read them aloud with a partner.3. All of the words below can take the place of “said”, but they are used in the different conditions and in different situations. Choose the correct words from the list to fit these sentences. (whisper; smile; ask; advise; answer; beg; suggest; decide; should; agree; stream; complain ).This exercise is easy to our students, you can do this exercise according to the specific condition of your students. And then lets come to the homework. I usually give the students two jobs to do of this period.Homework1. Finish exercise1,2 and 3 in the workbook exercise at Page49.2. Read the text until they can retell it in their own words.Now so much for the second period, now lets come to the 3rd one .第三课时教学目标语言目标：掌握本课的语法结构：The Past Participle as the Object Complement技能目标：Discovering useful structureBefore doing the exercise about grammar, I think the teacher should give the students the use of each participle in summary. And then lets come to Step1 Summary.Step1 Summary作宾语补足语的过去分词一般来自及物动词，表示被动和完成意义，说明宾语所处的状态，一般跟它前面的宾语在逻辑上形成主谓关系，表被动，其结构形式为：主语+谓语动词+宾语+过去分词。Step2 Finding the following sentence in the reading passage 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 “havegetfind+ object+ past participle”. And then take the students try to find more sentences from the reading passage with The Past Participle as the Object Complement.1. to from the UK by getting Ireland connected in the same peaceful way.2. You find most of population in the southStep3 Complete the sentences by using the words in brackets and the structure “havegetfind sth. done”.Step4 Get into groups and play the game “What did they find?” To this exercises we can take it as a selected one. 我们可以根据学生不同水平或根据教学计划课时目标来完成这一教学目标的联系。Now lets come to the Step5.Step5 Workbook-Using Structures1. Answer these questions using the past participle as the object complement.2. Use the past participles of the verbs below as the object complement to describe what you find.And then we will come to the homework, two jobs:1. Do more exercises using the past participle as the object complement.2. Review Using Language-ReadingAnd then lets come to the 4th period.第四课时教学目标：语言目标1.理解伦敦名胜的介绍 技能目标1. 通过阅读提高学生的理解能力。2. 能用英语介绍景点，尝试做一次导游的情感目标1. 使学生感受异国文化，增强学生的文化意识，培养学生跨文化理解能力Step 1Reading lead in, we can use a famous saying by Samuel Johnson to lead in the new lesson:” when a man is tired of London, he is tired of life, for there is in London, all that life can afford.” Ask the students to tell us what this sentence means. And then we can take them to the new lesson 2 Sightseeing in London(1) Let the students read the text to make a list of Zhang Pingyus tour of London and comment each place she visited.(2) Read and answer the following questions 1) How did Zhang Pingyu plan her tour?2）What were the building mentioned in the text?3) What were they famous for? Who built them?4) What happened to them?Suggested the answers as followings:1) First, she made a list of the sites she wanted to see, and then she planed her four-day trip.2) Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years.3) St Pauls Cathedral, built after the terrible fire of London in1666, looked splendid.4) Westminster Abbey contains statues in memory of dead poet and writer.5) Greenwich, the longitude line6) Big Ben 7) Highgate Cemetery8) The library of the British Museum9) Windsor CastleAnd then take them to go through the language points. In the language points the first word “available” is important and tell the students to remember the phrase”be available for” andThe second is “make a list of ”, the third is “delight” and also ask the students to remember the“ delightful, be /feel delighted at/with/by”. We also have the phrase” to ones delight/joy the fourth is “remains”,” remains” is an important word. In this reading we can find “remain doing sth”. We also have to mention that remain can also be followed by adjective, infinitiveAnd so on.The fifth one is “in memory of”The sixth one is “on special occasions”The seventh is “ring out”Eight one is “It seemed strange that”E.g. He seems to be There seems to be After talking about the language points we should talk the students to do the project. This project is very creative and very interesting for the students to do.Project1） Im a trainer and an examiner.2） Youre having a training class of being a London tour guide. And tell them the task: Examination1: Read and find out the description of each site. Examination2: Organize a trip for different groups First, lets show the students places of interesting in London and ask them to find the description To all these places and then tell them the group the groups:1. A geography teacher with a group of students from Korea 2. a group of teachers in architecture department from China3. some actors and actress from Hong Kong to perform a play called “Diannas death”4. a group newly married couples from Japan And the students are required to act the tour guide of those four groups and ask them to choose one group to be their tour guide OK, suggested words and phrase:Magnificent, breathtaking, royal, historical, old-fashioned, peculiar, flavorSuggested Sentence Pattern: Hi, everyone. Im welcome to There is one thing worth mentioningTo our delight, the decked-buses are availableIts time to farewellThere are fabulous patterns to the students to be a tour guide. In order to stimulate the students interests to this job, we can prepare a certification the class, we can print them and when they did the job we can show them the certification and award them. Thats a very interesting job. Ok, so much for the fourth period. Lets come to the fifth one.第五课时教学目标语言及技能目1. 是学生亲身体验去伦敦旅行的真实情景，训练他们的听力。通过回答问题训练他们的分析能力。2. 掌握与人交流语言理解有困难是请求别人重复的几种表达方式。When doing the listening exercise lead in is a very important job, because without leading in the students may have a lot of difficulties in understanding the meaning of it. We can show the students such kind of sentences like these:1. Lead inThe way to succeed the throne After the queen/king dies, his/her son (generally, the eldest son) will succeed the throne.If the king/queen doesnt have a son, the daughter (generally, the eldest daughter) will succeed the throne.If the king/queen doesnt have any children, his/her brother (or sister) can succeed to the throne.That is a very important knowledge to the students to learn before listening, and then, we come to the listening part.2. Listening 1) Look at the royal family trees on page15. In pairs and in turn ask and answer the questions. a. Who was the sister of Queen Mary? b. Who was Queen Marys father?c. Who was King Edward Vs uncle? d. Who was King Edward VIs son?2) Look again at the name of these English kings and Queens on page15 as you listen to the Part 1 and 2 of the tape. Tick the ones you hear about.3) Listen to