人教版高中英语必修5第二单元The United Kingdom第一课
(PUZZLES IN GEOGRAPHY)教学设计
1. Analysis of the teaching material
This is the first teaching period of this unit, which is an introduction to the United Kingdom.
The Warming Up section is designed as a quiz to test how much students know about the UK. In this part, some more activities (e.g. Brainstorming) can be added to further arouse students' interest.
Pre-reading takes the form of questions to introduce the geography of Britain. The terminologies (e.g. The United Kingdom and Britain) can be quite confusing. This part stimulates students' schemata and prepares them for the reading passage by asking them to predict what will be talked about in the next part Reading.
The reading passage, Puzzles in Geography, explains how the UK was formed
geographically and historically. The four invaders who have influenced the country in different ways are introduced as well. Long and complicated as it seems, this passage can be approached paragraph by paragraph or part by part so as to make it more comprehensible. Various kinds of tasks/exercises can be used to check students' understanding of the reading material. This passage is conducive to the development of students' skimming and scanning skills. After reading it, students should be able to finish the exercises in the Comprehending
In order to strengthen understanding, students are expected to introduce the UK freely. Speaking tasks can be added in the end to encourage informed output.
2. Analysis of the students
Senior two students have a considerably large vocabulary and knowledge of the world, so they should have the ability to understand this lesson. It is believed that most of them are interested in the topic of other countries. They are eager to learn more about foreign lands and cultures, especially the geography and history of an English-speaking country.
3. Teaching objectives
1) Knowledge objectives:
? Help students to learn the new words and expressions: clarify, accomplish, conflict, unwilling, break away (from), divide...into, attract, consist, collection, influence
? Enable students to identify examples of "The past participle as the object complement" in the passage.
2) Ability objectives:
? Get students to learn more about the UK in geography and history.
? Assist students in applying effective reading skills, including predicting, skimming
for main ideas and scanning for specific information. Meanwhile, students' listening and
speaking skills are to be enhanced through this lesson.
3) Emotional objectives:
To broaden students' horizon and help them to get better understanding of the different
aspects of English-speaking countries and societies. Raise students' interest in different
cultures and the awareness of cross-cultural communication.
4. Important and difficult points:
? How to help students to understand the geographic puzzles and the development of UK.
? How to improve students' different reading skills.
? How to enable them to talk about the UK freely and logically.
5. Teaching methods
Task-based method, cooperative learning
6. Teaching aids
Multi-functional teaching equipment (CAI), blackboard
7. Teaching procedures
STEP 1: Warming up
1) Brainstorming: What occur to you when we mention the United Kingdom?
(Offer hints if necessary. e.g. the famous sight spots, British celebrities, the whether,
sports, education, literature.)
2) Work in pairs and do the quiz on page 9.
? How many countries does the UK consist of?
A. two B. three C. four
? How ling does it take to fly from Beijing to London Heathrow Airport?
A. about six hours B. about ten hours C. about sixteen hours
? Who rules the UK: the Prime Minister or the Queen?
A. the Queen B. the Prime Minister C. both
? What are the provinces called in England?
A. counties B. department C. states
? Which is the longest river in England?
A. the River Avon B. the River Thames C. the River Severn
STEP 2: Pre-reading
1) Discuss and answer the following questions (Pre-reading, page 9)
? 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?
? England can be divided into three main areas. Do you know what they are? 2) Read the title and pictures in the reading passage and predict what it is about.
(Inform students the importance of predicting the main idea from titles and pictures.)
STEP 3: While-reading
1) First reading
? Read the passage quickly to get the main idea of the text. (Multiple Choice)
What is the main idea of the text?
A. How many countries make up the UK.
B. Explain how England is divided into three zones.
C. The reason why London became the cultural capital of England.
D. A brief introduction to the UK about its foundation and development based on geography, history and culture, etc.
? Divide the passage into 3 parts and write down the main idea of each part within 3 minutes (Exercise 4 on page 11).
Part 1 (paras. ____—____ ) : ________________________________________
Part 2 (para. _______ ) : ____________________________________________
Part 3 (para. _______ ) : ____________________________________________
2) Second reading
Read the passage paragraph by paragraph under the guidance of the teacher for the answers to given questions.
Read for details:
Para 1 Which countries make up the UK?
? Which countries form Great Britain?
? When was Wales linked to England?
? When were England and Wales joined to Scotland?
? When did Southern Ireland break away and Northern Ireland join with England, Scotland and Wales to form the UK?
? Complete the form
thIn the 13 Century ________ was linked to England.
thIn the 17 Century England and Wales were joined to _______.
thIn the early 20 _________ Ireland broke away and _______ Ireland joined with Century ______, Wales and ______ to become _____________________.
1. Which areas do the four countries work together?
2. What are the four countries' differences?
1. England can be divided into ______ parts.
They are: ____________________________________________________
2. What are the features of the South?
3. What are the features of the Midlands and North of England?
4. Where can you find more about historical architecture?
Para 5 mainly tells us __________.
A. museums B. invaders C. government D. the Vikings
In the history of England, there has been four sets of invaders. They are _________, __________, __________, __________.
3) Third reading
Read the passage again while you are listening to the tape. Then fill in the blanks with proper words.
England is the __________ of the four countries. It consists of _________, __________ and ______________.
London has ________, ________, ________, ________ and ________. It is the greatest _________ treasure of all and also the centre of national government and _________.
The four groups of invaders are ________, _______, _______ and ________. The Romans left their ______ and ______. The Anglo-Saxons left their _____ and their ______. The Vikings influenced the _______ and _______. The Normans left _______ and ______.
STEP 4: Post-reading
Discuss the questions in pairs (exercise 5 on page 11) . Be prepared to report to the class.
? Can you work out why London is the capital of England, Great Britain and the UK?
? What geographical factors make it difficult to invade England successfully? 2) Oral work:
Imagine that you are elected as Miss/Mr. England, please introduce England to others.
STEP 5: Homework
1) Rewrite the passage in your own words in 100 words.
2) Show and tell: Work in pairs. Collect anything you can find from or about the UK, for
example, postcards, pictures, books, newspaper articles, souvenirs, songs. Bring them to
class for a display and talk about them.
8. Blackboard design
the South of England
the North Great Britain Wales
the United Kingdom Scotland
the four sets of invaders: Romans, Anglo-Saxons, the Vikings, the Normans
Para 2 part 1
Para 4 part 2
part 3 Para 6
This passage is quite long and some students may find it a little complicated.Therefore, I plan to approach it paragraph by paragraph. Various kinds of exercises are given to help and check students' understanding. Group competitions can be used to get students fully involved, depending on their reaction in class. Guidance from the teacher should be given whenever necessary.