人教版高中英语必修 5
NEW SENIOR ENGLISH FOR CHINA
STUDENTS’ BOOK 5
Unit 2 The United Kingdom
年级: 高三
课时: 1课时
任课老师: 王爽
Unit 2 The United Kingdom
Ⅰ、Material analysis
The 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 bined into the UK, which makes students have a clear clue of its history、And it also tells us about the UK’s main sights、All of these will help students know more about the UK、
Ⅱ、Teaching objectives
1.Knowledge objective: to share the information about the United Kindom、
2.Ability objective: to foster s tudents’ reading ability(prediction, skimming,
scanning)、
3.Emotion objective: to stimulate the students’interest for learning more about the
UK、
Ⅲ、Teaching points and teaching difficulties
1.Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s credit,
currency, institution, convenience, roughly, attract, architecture, administration, enjoyable
2.Key points: to show the position, direction and distance
3.Difficult points: Wales was linked to…
England and Wales were joined to…
England is devided into three zones、
Ⅳ、Teaching aids
Text book, blackboard, pictures about the UK’s map
Ⅴ、Teaching method
Task-based language teaching
Ⅵ、Teaching procedures
Step 1 Pre-reading (10 mins)
Task 1 Warming up
① Ask the students to work in pairs and do the quiz on page 9、
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、
3.The Prime 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’t have 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 Thames is 338km, which is the longest in England、
② Show the four countr ies’ map to students and as k them to put the pictures together to make a map of the UK、
Task 2 Prediction
Ask the students to predict what the reading passage talks about according to the title and the picture of the passage、Design a simple match、
England Cardiff
Wales Belfast
Scotland London
Northern Ireland Edinburgh
Step 2 While-reading(20 mins)
Task 1 Fast-reading
Ask the students to read the map and the text and answer the following questions、(Devide students into three groups and each group answer one question) Question 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、
Question 2: What three countries does British Airways represent?
England, Scotland and Wales、
Question 3: Which group of invaders did not influence London?
The Vikings did not influence London、
Task 2 Text structure analysis
1.Have the students find out the topic sentences of each paragraph、
2.Ask the students to devide the passage into three parts and write the main idea of
each part、
Part 1 (para、1-3): What the UK includes and how the UK formed and more detail information about the four countries in the UK、
Part 2 (para、4-5): The geographical division of England into three zones; their similarities and differences and the cultural importance of London、
Part 3 (para、6): When you visit the UK, keep your eyes open、
Step 3 Post-reading(15 mins)
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、
Task 3
Have the students look at the map of England and Wales on page 11、Draw lines across to show zones of South, Midlands and North of England、
North: Leeds, York, Sheffield and Manchester
Midlands: Coventry, Birmingham
South: Reading, London, Brighton, Plymouth
Step 4 Homework
1、Finish exercise 1 on page 11、
2、According to what you like, find more information about the UK and share it with your classmates next class、
Ⅶ Teaching reflection
Clear 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 design
高二英语必修五Unit2 The United Kingdom教学设计 乐东民族中学桂端饶Warming Up and Vocabulary----the First Period Teaching goals教学目标 I Language goals语言目标 a. Important words and phrases 重点词汇和短语 b. Important sentences 重点句子How many countries does the UK consist of? II. Ability goals 能力目标Enable the students to talk about great scientists. III. Emotional goals 情感目标1.Stimulate students’ love and respect for great scientists. 2.Develop students’ sense of cooperative learning Teaching aids 教具准备the Media Teaching steps 教学过程Step1.Vocabulary Step2.Leading-in Step3. Warming up Step4. Pre—reading Step5. Language points(Look at the screen) Step6. Exercises consist vi. 组成, 一致divide vt. 分配, 分开puzzle n. 难题;谜v t.使迷惑 clarify vt. 澄清, 阐明accomplish vt. 完成；达到；实现union n. 同盟; 联盟 influence vt.影响, 改变break away挣脱;脱离construct vt.建造;构造;创立collection n.收藏品; 珍藏;收集convenience n.便利; 方便 onwide adj. 全国性的; 全国范围的legal adj.法律的;合法的 Leading-in 1)Do you know something about the United Kingdom? Warming up S tudents learn something about the UK according to the QUIZ. 【学习新知】新新学案:1P19课时要点1,2,3 4
高二英语必修五第一单元集体备课整体教案（定稿) 主备人：容容 一，教材分析和教材重组 1. 教材分析 本单元主要话题是How to organize scientific research。旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质，使学生懂得科学探究的基本步骤和要素；指导学生如何对科学家及其所从事的科研工作进行描述、发表看法，并针对自己的个性特征和兴趣专长，畅谈个人的职业志向和人生规划。 1.1 Warming Up 通过问答形式使学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。 1.2 Pre-reading 通过对几个问题的讨论，使学生了解传染病和“霍乱”的基本常识，并了解科研过程中验证某些观点的基本程序和方法。 1.3 Reading 介绍英国著名医生John Snow是如何通过考察分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过课文学习，使学生了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架。 1.4 Comprehending 共设计了四个题型。 1.5 Learning about Language 共设计了两大部分，8个练习，对本单元的重点词汇和主要语法项目进行训练。第一部分的1-4题旨在训练学生对重点词汇、短语的运用；第二部分旨在练习过去分词作定语和表语的用法。 1.6 Using Language 由两部分组成：Listening and speaking 是一段关于中国著名科学家钱学森先生的生平介绍的听力材料；Reading and writing是
Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly
人教版高中英语必修 5 NEW SENIOR ENGLISH FOR CHINA STUDENTS’ BOOK 5 Unit 2 The United Kingdom 年级: 高三 课时: 1课时 任课老师: 王爽 Unit 2 The United Kingdom Ⅰ、Material analysis The 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 bined into the UK, which makes students have a clear clue of its history、And it also tells us about the UK’s main sights、All of these will help students know more about the UK、 Ⅱ、Teaching objectives 1.Knowledge objective: to share the information about the United Kindom、 2.Ability objective: to foster s tudents’ reading ability(prediction, skimming, scanning)、 3.Emotion objective: to stimulate the students’interest for learning more about the UK、 Ⅲ、Teaching points and teaching difficulties 1.Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s credit,
新人教版高二英语 必修五第一单元 Great Scientists 教案之 语言点详解 词汇详解： 一．词语辨析 1). character/characteristic n. 【解释】 character 性格，品质（本身具有的）；角色，人物；字体，字符 characteristic 特点，特征（区别于其他事物） 【练习】选择character 或characteristic 并用其适当的形式填空 1）He proved himself true gentleman and the beauty of his _______ was seen at its best when he worked with others. 2）People living in the city are different from those in the countryside in _________ . 3）What are the __________that distinguish the Chinese from the Japanese? 4）Chinese __________ attract a great number of foreigners all over the world. 5）The main purpose of a play is to let the ________ speak for themselves as much as possible. Keys: 1) character 2) character 3) characteristics 4) character 5) character
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.
1.知识目标 1) Review the words and phrases learned in the last two periods. 2) Master some important language points. 2.能力目标 1) Improve the Ss’ ability in reading. 2) Train the Ss to grasp the meaning of the words from the context. 3.情感目标 1) Learning to love the new high school life. 2) Form positive attitude towards language learning in new surroundings. 1. How to understand the passage better. 2. Master some important language points. 1. Greet the whole class as usual. 2. Review the new words in this module. Give the students Chinese meanings and let them pronounce and spell the words.
1.Require Ss to listen to the tape carefully and then tick the words that appear in the text. 2.Show the following language points on the screen and explain in detail. 1)Enthusiastic adj.热情的,热烈的 be enthusiastic for/over/about sth.对某事热心 an enthusiastic discussion热烈的讨论 enthusiasm n.热情, 积极性 2)Fun不可数名词,“娱乐,快乐” a lot of fun 3)By oneself=alone, on one’s own独自一人,独自地 4)time倍数表达法 ...times + as...as...相当于……的……倍 ...times + the size (width, length) of...相当于……倍 ...times + upon (over)...超过……倍 5)“word”相关短语 keep one’s word 守约，守信 in a/one word 简而言之，一句话，总之 break one’s word 失信 have a word with sb. 同某人谈话 6)look forward to“盼望”,to是介词，后接名词、代词或 动词的-ing形式 7)介词“to”短语 stick to 坚持come to 谈到，涉及 lead to 通向，导致refer to 提及，谈到，涉及 object to 反对belong to 属于
Period 2Reading The General Idea of This Period This period is the highlight of the whole unit.It lays emphasis on reading and understanding. by asking them to fill in the blanks of some sentences by using some of the words and phrases that will appear in the reading passage.This part can help the students to learn words and expressions Then in Pre-reading part, the students are asked to distinguish the differences between the UK, Great Britain and England.Hence, the teacher can lead to the topic of the historical some historical attractions of the UK?”, the students will read the passage fast and find the answers directly in the passage. Next, the students will first listen to the tape with their textbooks closed.In order to make this step efficient, the teacher will provide them with five statements based on the passage.While listening, the students should judge whether these statements are true or false.If it is false, the students should correct it. Then the students will be given several minutes to read the passage silently.They should divide the passage into three parts and write the main ideas of each part.In order to help the students understand the passage better, the teacher can provide some c of this step is to train the students’ability of reading comprehension, which is a very important skill. At last, the students will do a speaking task in pairs.One acts as a visitor to England and the geography the United Kingdom.This part not only helps the students to revise what the have Teaching Important Points Improve the Teaching Difficulties Teaching Aids a Three Dimensional Teaching Aims Knowledge Aims debate, clarify, legal, relation, convenience, attraction, influence, collection, construct, puzzle, break away from, l eave out, divide...into..., be linked to, to one’s surprise, as well as, be
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY
Unit 5 Nelson Mandela——a modern hero
教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使 学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。 提示： 1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此， 教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。 2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和 积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。 3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？ 学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何 才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。 Teaching aims: 1. To arouse Ss’ interest in learning about heroes in history 2. To develop Ss’ listening and speaking ability. Teaching procedures: Step1 warming up
●Describe yourselves First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.) ●Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities. Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? ●Look at page 33 and then ask the Ss if these famous people are great people. ●Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman. A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person. Step2 language points: 1． devote vt oneself to 献身于、致力于。。。 devote one’s life/one’s time to….把生命、时间献给。。。 …to …把。。。用于。。。 E.g. He devoted his life to promoting world peace. He devoted his life to the promotion of world peace. devoted adj 忠实的, 深爱的 be devoted to 对…忠实, 对…深爱 a devoted friend She is devoted to her husband. 即学即练 The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D. for practising 2. fight for 为……而战 fight against 与……作斗争；与…作战
Unit 1 great scientists 教案 using language Teaching procedures & ways: Step 1 Revision Check the homework. Step 2 Teaching the new words(from “N icolaus Copernicus ”t o “l ogical ”) Step 3 Reading 1. Fast reading Read the passage and do Ex 1 on Page 7. Before Copernicus ’t heory Showing Copernicus ’t heory A diagram showing the solar system A diagram showing the solar system with the earth at its centre with the sun at its centre 2. Careful reading Read the passage carefully and answer the following questions. (1) Why was Copernicus frightened and cautious? (Para 4) (2) Why could he not tell about his theory? (Para 1) (3) What was his theory about? (Para 1) (4) What had the astronomers noticed in the sky? (Para 2) (5) When did Copernicus complete his theory? (Para 3) (6) How did he explain changes in the movement of the planets and in the brightness of the stars? (Para 4)(7) When did he publish his idea? (Para 4) (8) Why do people think there is a link between his theory and the work? 3. Post reading If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason. Step 4 Language points 1. lead to导致 Too much work and little rest often lead to illness. Only working hard leads to your success. 2. only if 只有，只要（only 放句首时，主句要倒装。） Only if a teacher gives permission is a student allowed to enter the room. Only in this way can you learn English well. Only when one is away from home does one realize how nice home is. If only ：(expressing a wish) 如果??就好了(多用虚拟语气) If only she would come! 要是她来了,就好了。 3. make sense / make sense of 懂；理解make no sense 毫无意义 This sentence doesn’t make sense. I can’t make sense of this sentence. Can you make sense of what the speakers says? What he says makes no sense. 4. would have done (1)表示对过去的某种情况进行猜测,或本来要做某事却因某种原因未做成，通常用来说