1、 陜西省西安經(jīng)發(fā)中學(xué)高中英語(yǔ) Book 5 Unit 2 Reading the united kingdom puzzles in geography教學(xué)設(shè)計(jì) 新人教版必修5一、教材內(nèi)容分析1. 教材分析本單元以The United Kingdom為中心話(huà)題。通過(guò)學(xué)習(xí)，使學(xué)生了解英國(guó)的歷史、地理、政治、文化、宗教、社會(huì)習(xí)俗及名勝古跡等有關(guān)知識(shí)。1.1 Warming Up 通過(guò)一個(gè)小測(cè)試考查學(xué)生對(duì)英國(guó)的了解情況。1.2 Pre-reading通過(guò)三個(gè)有關(guān)英國(guó)的小問(wèn)題，讓學(xué)生進(jìn)一步加深對(duì)英國(guó)的了解。1.3 Reading本單元的閱讀材料 PUZZLES IN GEOGRAPHY(“地理之迷”)

2、，從地理、歷史、政治、文化、體育等方面簡(jiǎn)要介紹了聯(lián)合王國(guó)的形成和發(fā)展、風(fēng)土人情和人文景觀。1.4 Comprehending通過(guò)回答問(wèn)題、解析地圖中的信息、劃分課文段落寫(xiě)出大意以及歸納課文內(nèi)容寫(xiě)出小結(jié)等練習(xí)，加強(qiáng)學(xué)生對(duì)課文深層次的理解，培養(yǎng)學(xué)生歸納、概括、總結(jié)能力。1.5 Learning about Language分詞匯和語(yǔ)法兩部分。詞匯部分設(shè)置了“短文填空”和“句子填空”兩個(gè)內(nèi)容；語(yǔ)法部分由兩個(gè)部分組成：一是讓學(xué)生自己通過(guò)在課文中尋找含有相關(guān)語(yǔ)法項(xiàng)目（過(guò)去分詞用作賓語(yǔ)補(bǔ)足語(yǔ)）的句子；二是對(duì)該語(yǔ)法項(xiàng)目進(jìn)行操練。形式有語(yǔ)法結(jié)構(gòu)講練、趣味性游戲等。1.6 Using Language 通過(guò)增加

3、閱讀篇目“SIGHTSEEING IN LONDON”，讓學(xué)生了解英國(guó)首都倫敦的名勝古跡；該部分還提供了聽(tīng)力材料（conversation between Zhang Pingyu and a tourist guide），設(shè)計(jì)了“說(shuō)” 的話(huà)題（讓學(xué)生表演游客和導(dǎo)游之間的對(duì)話(huà)），并設(shè)置了寫(xiě)作練習(xí)，要求學(xué)生用“恰當(dāng)?shù)男稳菰~和動(dòng)詞”來(lái)描寫(xiě)他們熟悉或參觀過(guò)的某一建筑或景觀。1.7 SUMMING UP 讓學(xué)生用選擇的形式來(lái)小結(jié)本單元所學(xué)的主要內(nèi)容。1.8 LEARNING TIP就“如何修改自己的作文”給學(xué)生提出了幾點(diǎn)建議。二、教材內(nèi)容處理2.1 將Warming Up, Pre-reading,

4、Reading和Comprehending四部分整合為一節(jié)“閱讀課”。2.2將Using Language中的Reading和Work-book中的READING TASK整合為一節(jié)“泛讀課”。2.3將Learning about Language中的Discover-ing useful words and expressions，Discovering useful structures；Workbook中的USING WORDS AND EXPRESSIONS和USING STRUCTURES整合為一節(jié)“語(yǔ)言學(xué)習(xí)課”。2.4 將 Using Language中的Speaking和Work

5、book中的TALKING， SPEAKING TASK以及Learning about Language中的Discovering useful structures 整合為一節(jié)“口語(yǔ)課”。2.5將Using Language中的Writing和Workbook中的WRITING TASK整合為一節(jié)“寫(xiě)作課”。三、學(xué)生情況分析學(xué)生對(duì)英國(guó)地理位置，及國(guó)家構(gòu)成有基本了解。通過(guò)warming-up 部分練習(xí)，加深對(duì)這個(gè)話(huà)題的理解。但文中涉及了政治文化方面的內(nèi)容，學(xué)生對(duì)此知之不多。學(xué)科能力：因詞匯量的原因，當(dāng)堂解決閱讀任務(wù)估計(jì)會(huì)有問(wèn)題。四、設(shè)計(jì)思路Step 1. Lead-in Task 1: Fr

6、ee talk about the topic: The United Kingdom. Task 2: Ask the students to do the quiz on page 9 and then check the answers. Step II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map. Task 2: Ask the students to talk about the different

7、 flags of the countries of the UK. Task 3: Scanning Task 4: SkimmingStep Post-readingStep HomeworkAsk the students to: 1. Get ready to retell the text in your own words.2. Go over “Learning about Language” 1, 2 and 3 on pages 12.3. Do “Discovering useful structures” 1 and 2 on pages 13.五、教學(xué)目標(biāo)知識(shí)與技能目標(biāo)

8、1.Enable the students to learn about one of the most famous historical sites in London: the Tower of London.2.Help the students learn how to talk about the historical sites in the UK. 過(guò)程與方法目標(biāo)1.Talk about the historical sites in the UK.2.Help the students know more about the historical sites in Londo

9、n.3.Help the students identify different kinds of tour and talk about the most interesting place for the tour.情感態(tài)度與價(jià)值觀目標(biāo)1. Arouse students interests in the UK.2. Cultivate students team work spirits.六、教學(xué)重點(diǎn)、難點(diǎn)教學(xué)重難點(diǎn) Help the students identify different kinds of tour and talk about the most interesting

10、 place for the tour.七、教學(xué)流程Step 1. Lead-in Task 1: Free talk about the topic: The United Kingdom. Task 2: Ask the students to do the quiz on page 9 and then check the answers. Step II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.

11、Task 2: Ask the students to talk about the different flags of the countries of the UK. Task 3: Scanning Task 4: SkimmingStep Post-readingTask 1: Ask the students to write down a short summary of the passage.Task 2: Ask the students to paraphrase the following sentences. Task 3: Ask the students to a

12、nswer the following questions.Task 4: Ask the students to analyze the text. 2. Ask some of the students to retell the text. 3. Ask the students to analyze the writing techniques of the text: What is the writing style? What is the main idea of the text? Sample answers:1. Writing style2. Main ideaStep

13、 HomeworkAsk the students to: 1. Get ready to retell the text in your own words.2. Go over “Learning about Language” 1, 2 and 3 on pages 12.3. Do “Discovering useful structures” 1 and 2 on pages 13.八、教學(xué)方法Task-based activities. 九、教學(xué)用具A computer and a projector.十、教學(xué)設(shè)計(jì)Step I Revision and Lead-inTalk ab

14、out London with the students. T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Pauls Cathedral. But most visitors

15、 also want to see the House of Parliament, Buckingham Palace, which is the Queens London home. S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the worlds major cities with more than 7 million people. Different areas of London seem to be like di

16、fferent cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is Londons favorite color. London is at its best

17、when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine if its not raining, of course! However, it is often foggy. Thats why its called “fog city”.Ask the students to read the passage and do the exercises after the passage. T: “Sights

18、eeing in London” is about a Chinese girls first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text. 1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip. 2. The buildi

19、ngs mentioned in the text were: Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Pauls Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead p

20、oets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle. Task 2: Ask the students to study the structure of the text “Sightseeing in London”.Show the following. The firstday1. The Tower of London2. St Pauls Cathedral3. Westminster Abbey4. Big Ben5. Buckingham Pala

21、ceThe second day1. High gate Cemetery2. The Library of the British Museum3. Windsor CastleThe thirddayGreenwichTask 3: Deal with reA particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text aga

22、in carefully to obtain some details and do the exercises after the text. T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration

23、comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises. Sample answers to Exercise 1:Oct. 10: one o

24、f Fawkes Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament. Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored th

25、em in the cellar. Nov. 6: the king and all his advisers would be in the parliament for the meeting. Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people bel

26、ieving in Catholic. S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Princ

27、e of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder and stored them in a cellar, just under the House of Lords. S3: I would be an eyewitness: As the group worked on the plot, it

28、 became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away

29、from the Parlia-ment on November 5th. S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be k

30、illed. S5: If King James had kept his promise, nothing would have happened. Step HomeworkAsk the students to review the words learnt in this unit.十一、板書(shū)設(shè)計(jì)1.Fast-reading Let Ss read the text quickly to find out the answer to the following question:What does the National flag stand for? (skimming)(The Union Jack flag unites the three flags of three countries in the United Kingdom.)Then ask Ss to scan the article to find out the answer. Ask Ss to pay attention t