人教新课标高中英语必修5《Unit2》教案

《人教新课标高中英语必修5《Unit2》教案》由会员分享，可在线阅读，更多相关《人教新课标高中英语必修5《Unit2》教案（26页珍藏版）》请在七七文库上搜索。

1、 Contents(目录)【课程标准要求掌握项目】 1【单元重点内容与教学目标】 1【教学设计】 2【教案设计】 3Peroid 1 the history of the UK. ; Union Jack; famous sites in London; 词汇：unit kingdom consist divide clarify accomplish conflict unwilling union credit currency institution convenience rough roughly nationwide attract architecture collection

2、administration port countryside enjoyable description furnished fax possibility plus quarrel alike wedding sightseeing royal uniform splendid statue communism thrill pot error tense consistentconsist of. . divide . . into break away (from) to ones credit leave out take the place of break down功能：1. L

3、anguage difficulties in communicationExcuse me. I am afraid I can not follow you. Can you speak more slowly, please?I beg your pardon? / Pardon?What did you mean by. . I didnt understand . . I am sorry, but could you repeat that?2. Space: position, direction, distanceWales was linked to . . England

4、and Wales were joined to / connected . . England is divided into three zones. The zone nearest . . is called . . The middle zone is called . . 语法：过去分词做宾语补足语 （the Past Participle as the Object Complement）【单元重点内容与教学目标】本单元的话题是“英国”。通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。Warming Up 部分要求学生完成一项小测试任务，了解学生对英国的了解，并调动

5、学生积极的思维，激发学生的学习动机。Pre-reading 部分通过三个有关英国的小问题，让学生预测本文的内容，使其大概了解阅读内容。Reading (Puzzles in Geography)从地理、历史、政治、文化等多角度说明了联合王国的形成、发展、以及它的风土人情和人文景观。使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。2Comprehending 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。Learning about Language 部分主要突出通过语境运用本单元生词、设计了有关构词法的练习和各种与动词 say 同义和近

6、义词的练习。语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。练习册还设计了具有实际意义的活动完成一份调查报告。Using Language 部分涵盖了听、说、读、写几个部分。听的部分通过张萍玉与导游之间的对话使学生亲身体验去伦敦旅行的真实情景，既训练他们的听力，又通过回答问题训练他们的分析能力。读的部分主要介绍英国伦敦的一些名胜。通过图片展示，学生图文并茂感受异国文化，增强学生文化意识，培养学生跨文化理解的能力。说的部分主要通过学生表演游客和导游之间的对话的形式完成。通过练习学生可以熟练地掌握因没有听清或听的听懂而请求别人复述的几种表达形式

7、。写的部分要求学生参考所给的形容词和动词，发散思维，把自己收集到的有关某一建筑物或迷人的景观的资料写进学生所在地旅游手册。学生需要用最生动的语言进行描述，以鼓励人们前来旅游观光。Summing Up 部分让学生对本堂课的学习内容进行总结、对学习效果进行评价，判断出哪些部分已经掌握，哪些还需要更多的练习。Learning Tip 部分要求学生在写作之后，主动将所写的文章读给别人听，进行自评和他评，检查文章是否语义通顺，是否有时态和拼写上的错误。【教学设计】Period 1 The Anglo-Saxons; the Vikings; the Normans. T: What did they l

8、eft in England?S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food. Step 4. Post-Reading1. Task 1 Role-playTwo students act as tourist guides, and two students act a

9、s the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK. 2. Task 2 Discussion of ideasThis is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every gr

10、oup choose 1 topic. At last the group leader should give a representation of their ideas. 1) What similarity is there between the invasions of the Romans and the Normans?2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?3) Why does London only have evidence from t

11、hree of the four invaders?4) What geographical factors make it difficult to invade England successfully?62. Task 2 DebateIn the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they

12、also brought something new to the country, which is important for the making up of its history. “Is the inventions good or bad to the country Britain?”Step5 Homework1. Read the text and try to find out some important or difficult words and expressions. 2. Write a short summary of the passage. (The w

13、riter examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England. )3. Preview “Learning about LanguageDiscovering useful words and expressions”. Period 3 Language StudyI. Teaching aims:Enab

14、le the students to understand the new expressions in the text, and mast them through practicing. II. Teaching difficult and important points:Enable the students to use the new expressions and phrases. III. Teaching procedure:Step 1 Revision1. Remind students of what they learnt in the reading passag

15、e. 2. Check their homework: “Discovering useful words and expressions”. Step 2 Ask students to look for useful words and expressions in Warming up, Pre-reading and Reading. Step 3 Language points:How many countries does the UK consist of?1) consist of : 由组成，构成 (无进行式/被动式)The committee consists of sev

16、en members. 委员会由七名成员组成。7中华民族由 56 个民族组成。The Chinese people consists of 56 ethnic groups. 2) consist in :在于；存在于；以为主what does happiness consist in? 什么才算是幸福呢？The beauty of Venice consists in the style of its ancient buildings. England can be divided into three main areas. 1) divide sth (up) into sth. :

17、把某物分开你怎样把这先端分成 20 等份？How can you divide the line into 20 equal parts?孩子们被分成四组，开始做游戏。The children were divided into 4 groups before they started the game. 2) divide A from B: 将两者分隔开The English Channel divides England and France. 英吉利海峡把英法两国分隔开来。 辨 separate / divide divide 意为“ 分开”“分成”，指把具有统一性的东西分成几部分，往

18、往还有自然划分的意思，并能按比例“划分”“分隔”成若干部分 Separate 意为“ 使分开 ”“使分离” 分手”，指把原来结合在一起或混杂的东西分开，被分隔的东西没有任何统一性，有时含有用暴力强行分开之意。 Separate 还可以做形容词，意为 “分开的”“ 个别的” 。You can easily clarify any problems if you study British history. 如果你学习了英国历史，很容易就能弄清楚任何问题。Clarify : vt. 澄清，讲清楚；阐明vi. 澄清，清楚；明了；易懂Could you clarify the question? 你能

19、解释这个问题吗？His mind suddenly clarified. 他的头脑突然清醒了。Wales was linked to England in the 13th century . 1) link v. link A with B link A and B (together)The newspaper linked his name with hers. 报纸报道把他的名字和她的联系在一起。From then on, his fate was linked to the companys. 从那以后，他的命运就和公司的命运连在一起了。这条新路连接了这个偏远的小镇和首都。The n

20、ew road linked the remote town with the capital. 2) Link n. 联系两者的人或事物；关系；联系The police thought there was a link between the two murders. (警察认为这两起谋杀案之间有联系) broke away to form its own government. 8break away (from):挣脱；脱离；改掉，破除Nowadays many farmers want to break away from rural life and make a living in

21、 cities. 现在许多农民都想离开农村到城里谋生。美国南方各洲想脱离联邦。The American southern states wanted to break away from the union. You should break away from the bad habit. 你应该改掉这个坏习惯。1) When we were out, a thief_ our house. 2) She _ a piece of chocolate and gave it to me. 3) Unluckily, our car _ on the high way. 4) The two

22、companies decided to _ the partnership. 5) A big earthquake _ in Tangshan. and for convenience it is divided roughly into three zones. 1) for convenience: 为了方便 I keep my reference books near my best for convenience. 我把参考书放在书桌旁边用着方便。2)【习语 】at ones convenience 在方便的时候或地方With my own car, I can stop at m

23、y convenience. 开着私家车，我可以随意停下。3) adj. convenient 方便的；省事的；合适的4) rough 粗略的大概的；粗糙的不平的；令人不快的rough cloth, rough behaviour, a rough voiceYou must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile. keep ones eyes open make ones trip toWhich country is left out?leave out

24、 忽略，不提及，排除在外 【拓】 leave 词组leave sb. alone 让某人独处，不要打扰某人leave sth. aside 忽视，不提及某事leave sth behind 忘记带某物leave off stop There followed St Pauls Cathedral built after the terrible fire of London in 1666. 1) There/ Here / now / then 位于句首时可引起全部倒装. 例句： There goes the bell. Here is a cup of tea for you. Then

25、came a new problem. Now comes your turn. 【注意】 There it comes. 若主语为代词，则无需倒装。2) 以 up / down / on / off / in /out / away 开头的句子，可引起全部倒装。 break out / break down / break up / break in / break off9例句：Away went the runners. Down came the rain. Up went the arrow into the air. Out rushed the children. 3) 为强调表

26、语而引起的全部倒装，是修辞上的需要。表语be 主语。例如：Around the fire were 5 tents. Inside the pyramid were the kings and queens burial rooms and the long passages to these rooms. 4) 一些以地点状语开头的句子中，也用这种全部倒装语序。例如：Under the tree was sitting an old farmer. Near the sea lived an old fisherman. 海边住着一位老渔夫。Round the corner walked a

27、 young policeman. 转弯角处有个年轻警察在走着。At the foot of the hill lies a small village. 在山脚下有一个小村庄。ring out the hourA pistol shot rang out. 响起了手枪的声音。Ring out the old year and ring 辞旧岁迎新年。 should have lived and died in London. Should :表示惊讶， “竟然”To my surprise, he should say such words to the teacher. 他竟然昨天晚上没回

28、家！He should havent went back home last night. 【辨】should have done 原本应该做但没有做You should have studied hard. Step 4 Homework1. SB 中的练习 2. Finish WB Exercise 3. Try to make up a short passage or a dialogue using as many new words and expressions as possible. 4. Preview “Discovering useful structure”. Per

29、iod 4 GrammarI. Teaching aims:Enable the students to understand the use of the past participle. Improve Ss observing and summarizing ability. Enable the students to use the past participle. II. Teaching difficult and important points:Enable the students to understand the use of the past participle.

30、III. Teaching procedures:10Step 1. Homework checking1Remind students of what they learnt in the last period. 2Get students to read out their dialogue or short passage in front of the class. Step 2. Observing1. Ask students to find out the sentences with past participles used as object complement. 1)

31、 Now when people refer to England you find Wales included as well. 2) To their surprise, the three countries found themselves united peacefully instead of by war. 3) However, just as they were going to get Ireland connected to form its own government. 2. Get students to work in pairs to translate th

32、ese sentences. Step 3. Summarize and understand1. Page12. Discovering useful structures Exercise One. 2. Ask students to read the examples and draw a conclusion and some general usages of past participle as object complements. Teacher gives necessary explanations and how to use past participles as o

33、bject complements. Object complement英语中有些动词，除了有一个直接宾语外，还要有一个宾补，句子才完整。一、作宾语补足语的过去分词与宾语之间的关系 1. 及物动词（短语）的过去分词用作宾语补足语时，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动关系。例如：I want the letter posted. 我想把这封信寄出去。 2. 少数不及物动词如 go, change, fall 等的过去分词作宾语补足语时，仅表示动作完成。因此，宾语与过去分词之间不存在逻辑上的被动关系。例如： She found her necklace gone on

34、her way home. 在回家的路上，她发现项链不见了。3. 动词 seat, hide, dress 等的过去分词作宾语补足语一般表示状语而不表示被动的意义，因此，虽然宾语与它们存在逻辑上的主动关系，但也只能用它们的过去分词作宾语补足语。例如：When I came in, I found a strange girl seated in the corner. 我进来时，发现一个陌生的女孩坐在角落里。二、需用过去分词作宾语补足语的情况1. 表示“意欲；命令 ”的动词如 like, want, wish, order 等，可用过去分词作宾语补足语。The father wants his

35、 daughter taught the piano. 这位父亲想让女儿学钢琴。2. 感官动词 see, hear, notice, observe, watch, feel, find 等后，可用过去分词作宾语补足语。11Eg：I saw an old man knocked down by a car just now. 刚才我看到一位老人被车撞倒了。3. 使役动词 have, get, make, leave, keep 等后，可用过去分词作宾语补足语。Have you got your films developed? 你拿胶卷去冲洗了没有？ 4. “with 宾语过去分词” 结构中，

36、过去分词用作介词 with 的宾语补足语。这一结构通常在句中作时间、方式、条件、原因等状语。例如：The murderer was brought in, with his hands tied behind his back. 凶手被带进来了，他的双手被绑在背后。（表方式）With water heated, we can see the steam. 水一被加热，我们就会看到水蒸气。（表条件）With the matter settled, we all went home. 事情得到解决，我们都回家了。（表原因）注意：在这一结构中，当宾语为某一身体部位，且作宾补的动词是及物动词时，身体部

37、位通常是过去分词的逻辑宾语，因而过去分词不可换用现在分词。She stood in front of him, with her eyes fixed on his face. 她站在他面前，眼睛注视着他（ fix ones eyes on 为固定短语，因此，不可将句中 fixed 换为 fixing ）He stood for an instant with his hand still raised. 他仍然举着手站了一会儿。当用某些不及物动词的分词形式作身体部位的宾补时，用现在分词的形式。She felt her heart beating fast. 她觉得心跳很快。（beat 意为“

38、 心跳”，是不及物动词）三、掌握“使役动词 have + 宾语过去分词”的几种含义在“ have 宾语过去分词”结构中，过去分词作宾语补足语， have 也可用 get 。这一结构具有以下几种含义：1. 意为“主语请别人做某事” 。例如：He wants to have his eyes examined tomorrow. 他明天想去检查眼睛。（“检查” 的动作由医生来进行）2. 意为“主语遭遇、遭受某一不愉快、不测的事情” 。例如：Be careful, or youll have your hands hurt. 当心，否则会弄伤手的。3. 意为“使完成某事 ”，事情既可以是别人做完，也

39、可以由主语参与完成。例如：He had the walls painted this morning. 他今早把墙漆了。（主语自己可能参与）四、区分过去分词作宾语补足语与现在分词作宾语补足语一般说来，过去分词作宾语补足语时，宾语是动作的承受者；现在分词作宾语补足语时宾语是动作的执行者。试比较：I found him lying on the grass just now. 我刚才发现他躺在草坪上。I found him knocked down by a car. 我看到他被车撞了。五、过去分词与不定式，现在分词作宾语补足语的区别12三者与宾语逻辑上都是主谓关系,但是过去分词强调他们之间的被动

40、关系,不定式强调动发生的全过程,现在分词强调它们之间的主动关系. I saw her come into the classroom. I saw her coming into the classroom. I saw her taken out of the classroom. The missing boys were last seen near the river. A. playing B. to be playing C. play D. to playStep 4. Consolidation（work in groups of 4, and have a competiti

41、on）Page 50. Using structures Exercise 11. Ask students to work in pairs of four. 2. Give them five minutes to finish the work and ask each group to choose the best answers. Let leader of each group read the best sentences they have written. 3. Ask students to choose the best sentences. Exercise 21.

42、Give them five minutes to finish the work. 2. Two in pairs exchange and talk about their answers. 3. Teacher gives the keys. Step 5. A quizI. Choose the best answers. 1. With trees, flowers and grass_ everywhere, my native town had taken on a new look. A. planting B. planted C. to plant D. to be pla

43、nted2. Is this the recorder you want_?A. to have repaired B. to repair it C. to have it repaired D. it repaired3. She was glad to see her child well care of. A. take B. to be taken C. taken D. taking4. He found them_ at a table chess. A. sat; to play B. sitting; to play C. seated; playing D. seat; p

44、lay the5. I can make you w hat I say, but you cant make yourself in English. A. understand; understand B. understand; understood C. to understand; understand D. understand; to be understood6. John rushed out in a hurry, the door . A. leaving; unlocked B. leaving; unlocking C. left; unlocked D. to le

45、ave; unlocking137. I have had my bike , and Im going to have somebody my radio tomorrow. A. repair; to repair B. repairing; to be repaired C. repaired; repair D. to repair; repairing8. the room ,the nurse found the tape recorder. A. Entering; stealing B. Entering; gone C. To have entered; being stol

46、en D. Having entered; to be stolen9. We are pleased to see the problem so quickly. A. settled B. settling C. be settled D. having been settled10. I have often heard the ABC Song, but I have never heard Alice it. A. to be sung; to sing B. being sung; sang C. sung; sing D. sang; singing11. Good mornin

47、g. Can I help you?Id like to have this package. A. be weighed B. to be weighed C. to weigh D. weighed12. Mrs. Brown was much disappointed to see the washing machine she had went wrong again. A. it B. it repaired C. repaired D. to be repaired13. The murderer was brought in, with his hands behind his

48、back. A. being tied B. having tied C. to be tied D. tied14. With a lot of difficult problems, the newly-elected president is having a hard time. A. settled B. settling C. to settle D. being settled(keys: BACCB，ACBAC ， DCDC)II. Can you make sentences with past participles?Examples:1. I was very lucky to have my wallet picked in the street last weekend while I was doing so