Unit2 The United Kingdom
Introduction
This unit is an introduction to the UK and the first reading introduces the different vocabulary used to describe its four parts. It explains how the UK was formed geographically and historically. It also introduces the four invaders who influenced the UK languages, place-names, vocabulary and system of government.
Warming up employs a quiz to show what the students already know about the UK.
Pre-reading introduces to students the geography of Britain and its terminology which can be very confusing. It is an opportunity to ask students who have visited the UK to give their impressions to the class. Other students may have pen friends in the UK and know something about the towns or cities where their friends live. Let them share their knowledge with the rest of the class.
Teaching aims and demands
1. Help the students understand the main idea of the passage.
2. Try to improve the students’ reading ability.
3. Arose the students great interest to the foreign cultures.
Key and difficult points
1. How to improve the students’ reading skills with efficiency
2. Understand how the UK was formed geographically and historically.
Teaching process
l Lead-in: Introduce the UK to the students by a video “Let's stick together. ( David Cameron)”.
T: Class, let’s enjoy a popular program which moved thousands of the British. I hope you could experience what the UK is from it.
............
What do you think makes the UK different?
l Presentation
T: Probably everything has its reason. In this period, we are going to read an article named “puzzles in geography”. I hope you could know the UK better from it.
Step1: 读前预测
T: What do you think the author will introduce to us with such an article?
[设计说明] 通过读前预测，可以让学生从总体上浏览文章。利用题目、小标题、黑体字以及图画和地图等，对文章的内容有一个大概的猜测；这对于提高阅读的速度和准确性有很好的帮助作用。
Step2: 目标浮现
T: Let’s skim the passage to see whether you have guessed it or not and at the same time, try to divide the passage into 3 parts.
Divide the passage into three parts and match the main idea with each part.
Part1: (para____________) How the UK came into being.
Part2: (para____________) the cultural importance of London
Part3: (para____________) England is divided into three zones.
[设计说明] 本步骤为快速阅读。通过skimming的形式，让学生用最快的速度把握各个段落的大意，不仅可以锻炼学生总结概括的能力，还可以让学生对于文章的结构有一个清晰的把握，为后面的scanning做好准备。
Suggested answer:
Divide the passage into three parts and match the main idea with each part.
Part1: (paras 1, 2, 3) How the UK come into being
Part2: (para 4) England is divided into three zones
Part3: (paras 5& 6) the cultural importance of London
Step3: 自主探究
T: Let’s go into details. Read the first part and finish the following exercise on your own.
Part1. How the UK was formed?
UK
Contains ________, ______, Scotland and _______________.
In the 13th
Century
______ was linked to ________.
In the 17th century
________ and Wales were joined to ________.
In the early 20th century
_________ Ireland broke away and _________ Ireland joined with ________, Wales and ________. Thus _______ come into being.
Part 2 Try to describe the procedure(过程) based on the chart above and the map
Firstly,______________________.
Secondly,____________________
Thirdly, ______________________,and finally_______
[设计说明]通过细读，锻炼学生寻找细节信息的能力。同时，让学生用句子的形式表述相应内容，锻炼他们的语言表述能力。
Part3The Union Jack flag unites the flag of three countries in the United Kingdom. What are they? Which country is left out? Why?
____________________________________________________________________
[设计说明]用幻灯片协助教学，通过对英国国旗的展示和分解，让学生用语言文字进行说明，锻炼学生寻找关键信息的能力。
What is the best way to get united?
[设计说明]自由讨论，升华主题。和平解决统一问题。
Suggested answer:
Part1. How the UK was formed?
Part 2 Try to describe the procedure(过程) based on the chart above and the map
Firstly, there was England.
Secondly, Wales was linked to England in the 13th century AD.
England and Wales were joined to Scotland in 17th century.
Finally, the English government tried in the 20th to form The United Kingdom by getting Northern Ireland Connected.
Part3
The country left out is Wales. It is usually assumed to be part of England.
Step4: 合作解决（Group work）
T: Now let’s come to some more challenging tasks. I hope you could think about these questions by yourselves in the first place and then work in groups to have a better understanding.
Part1.In what ways are the four countries different?
_____________________________________________________________________
Part 2: England is divided into 3 ______.
What are they?
_____________________ ___________________ _____________________
In England, most of the population lives in _____________;
Most of the industrial cities are in ____________ and _______________.
Where should you go if you want to enjoy historical architecture in England?
__________________________________________________________________
Part3 Who are the four invaders of England? What are their influences on England?
Which group of the invaders did not influence London?
_____________________________________________________________________
[设计说明] 通过小组合作的形式，让学生自主合作，在小组中解决大部分问题。通过小组展示，锻炼他们的组织协调能力和表达能力。
Suggested answer:
Part1They have different institutions. They have different educational and legal systems as well as football teams.
Part 2: zones
the North ; the Midlands ; the South of England
the South of England; the North and the Midlands; older but smaller town built by the Romans
Part3 the Romans; the Anglo-Saxons; the Vikings; the Normans
Step5: 总结概述Fill in the blanks
T: Now let’s read the text a third time and try to finish the following passage.
The full name of the UK is _______of Great Britain and Northern Ireland. It consists of four countries---______________ ____________ ____________ and___________________. People always think ______ is a part of England. The flag of the UK is called the _______ ______.The four countries have different ___________ and ____ _______ as well as different ______ ______._______ is the largest of the four countries and it is ______ ____ three parts. Most of the people settled in the ______, but most of the large industrial cities in the _________ and the ______. The capital of the UK is ________, it has many great places of interest.
[设计说明] 通过复述，可以锻炼学生分析句子的能力和选取细节的能力。同时，学生还可以对文章有更加全面的理解。
Suggested answer:
United Kingdom; England; Scotland; Wales; Northern Ireland Wales; Union Jack; educational; legal systems; football teams; England; divided into; South; Midlands; North; London
Step6: 练习拓展
1 Suppose you are guides in Britain, try to introduce Britain, England and London to us.（three guides, and three visitors）
2 Suppose you are having interview show, try to introduce Britain, England and London to us. (one is the host, and the others are guests(嘉宾)
3 Suppose you are taking question-answer games.
l Assignment
Read the text again and find out some words, expressions and sentence structures that seem difficult to you.
板书设计
1. patriotism 5.cruel
2. Being tolerant is a virtue. 6. a bid film
3. Live in peace and harmony with... 7.acknowledge
4. respective 8.royal guards
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