高二英语科第二周集体备课教案教材分析：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。
Comprehending 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。
学情分析：运用现代教育信息技术与高中英语课堂教学相结合，使用多媒体课件 the United Kingdom 演示辅助教学，在这一项研究性学习的实施过程中，学生的合作意识加强了，主体精神得到了培养和锻炼。
这种合作学习的教学方式使学生由“被动”的学转变为“主动”的学。
他们的素材在老师的帮助下，被整合成了几个既相互独立、又互为补充的板块，做成演示课件，在多媒体教室里向学生展示，创造了一个在普通教室里，用书本、粉笔、录音机根本无法实现的英语环境，加深了学生对课文的理解和记忆，取得了很好的效果。
另外，这样的课可以使各个学科的相互联系更为紧密。
如进行本课的教学时，还涉及到了地理、历史学科的内容，这样，英语教学就与这些学科内容的教学融为一体了。
Unit 2 The United KingdomⅠ. 单元教学目标Ⅱ. 目标语言Ⅳ. 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. 重点句式1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goals能力目标Enable the students to learn about the United Kingdom (the UK).3. Learning ability goals 学能目标Enable the students to know the UK in geography and history.Teaching important & difficult points教学重难点How to understand the geographic puzzle of the UK.Teaching procedures & ways教学过程与方式Step ⅠLead-inTask 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-readingT: Next let’s talk about the three questions in the Pre-reading. First of all, I’d like to ask you one more question before we deal with the Pre-reading questions. What’s the official or full name of the UK?Step 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 flags of the countries of the UK.Task 3: Scanning1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the Comprehending.Task 4: SkimmingTo divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.Step Ⅳ 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.1. Now when people refer to England you find Wales included as well.2. The greatest historical treasure of all is London with its museums, art collections, theatres and buildings.Task 3: Ask the students to answer the following questions.1.Ask the students to fill in the following chart.Step Ⅴ 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.The Second Period ListeningTeaching goals 教学目标1. Target language目标语言重点词汇和短语crown, Protestant, hurt the king2. Ability goals能力目标Enable the students to learn about one of the most famous historical sites in London: the Tower of London.3. Learning ability goals学能目标Help the students learn how to talk about the historical sites in the UK.Teaching important & difficult points 教学重难点Talk about the historical sites in the UK.Teaching procedures & ways 教学过程与方式Step Ⅰ Revision and Lead-inCheck the students’ homework.Step Ⅱ Listening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkThe Third Period Extensive ReadingTeaching goals1. Target Language目标语言a. 重点词汇和短语sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb. 重点句式Worried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goals能力目标Enable the students to plan a tour around certain places.3. Learning ability goals 学能目标Help the students know more about the historical sites in London.Teaching important & difficult points教学重难点Help the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching procedures & ways教学过程与方式Step I Revision and Lead-inTalk about London with the students.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.Task 2: Ask the students to study the structure of the text “Sightseeing in London”.Show the following.Task 3: Deal with reading task:Ask the students to read the passage quickly for the first time to find out the main idea of the text. Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.The Fourth Period Language StudyTeaching goals 教学目标1. Target language目标语言重点词汇和短语unite, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, fold, available, delight, royal, splendid, statue, thrill, unfair, smart, suggestion, consistent, consist of, divide ... into, break away (from), leave out, take the place of, break down2. Ability goals能力目标Enable the students to use the past participle as the object complement.3. Learning ability goals学能目标Learn how to use the past participle as the object complement.Teaching important & difficult points 教学重难点Learn to use the past participle as the object complement.Teaching procedures & ways教学过程与方式StepⅠ Revision and Lead-inCheck the students’ homework.1. consists2. puzzled3. clarified4. attractions5. constructed6. arranged7. delight Step Ⅱ Using about languageDoing “Learning about language” on page 12.Step Ⅲ HomeworkAsk the students to:1. Do Exx. 1 and 2 of “USING WORDS AND EX-PRESSIONS” on pages 49 and 50.2. Do “USING STRUCTURES” on pages 50 and 51.The Fifth Period SpeakingTeaching goals 教学目标1. Target language目标语言重点词汇和短语attraction, collection, influence, project, arrange, available, delight, splendid, statue, thrill, unfair, smart, suggestion, consistent2. Ability goals能力目标Enable the students to describe the directions and locations using the functional sentences.3. Learning ability goals学能目标Help the students learn how the disagreements can be resolved.Teaching important & difficult points 教学重难点Let the students learn how to resolve the disagreements.Teaching procedures & ways 教学过程与方式Step ⅠRevision and Lead-inAsk the students to talk about the UK.Step Ⅱ SpeakingTask 1: Ask the students to work in pairs to make dialogues about language difficulties.Task 2: Ask the students to describe the landscape they are familiar with.A sample description:Step Ⅲ HomeworkAsk the students to write a poster using persuasive writing with the title: Why not visit ...The Six Period WritingTeaching goals 教学目标1. Target Language 目标语言重点词汇sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error2. Ability goals 能力目标Enable the students to write a short passage about a place of interest they have visited.3. Learning ability goals 学能目标Help the students learn how to describe one of the places of interest they have visited.Teaching important & difficult points 教学重难点How to describe a famous building or a place of interest.Teaching procedures & ways 教学过程与方式Step Ⅰ Revision and Lead-inAsk some students to read their work to the class.Step Ⅱ WritingTask 1: Ask the students to write a tour plan.Task 2: Ask the students to write a complaint letter.A sample letter:Dear Mr. Sam,I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.Sincerely,HarlanStep Ⅲ HomeworkAsk the students to do the task in PROJECT on page 54.。