英语必修五第二单元，以下是小编整理的The United Kingdom 教案及教学设计，里面有详细的教学步骤，同学们跟着教学设计去学习这篇课文一定可以学好《The United Kingdom》这一课。
一、热身（Warming up）
Activity 1pictures and video（视频）appreciation and talking
I will show a video of the UK about 3minutes, ask the students have a short discussion about the video and ask some of them to share their knowledge with us. And then, finish the quiz in warming-up.
: Quiz
1.How many countries does the UK consist of
2. How long does it take to fly from Beijing to London Heathrow Airport
3. Who rules the country: the Prime Minister or the queen
4. What are the provinces called in England
5. Which is the longest river in England
Activity 2：Brainstorming
教师设问:When talking about the UK, what do you think of 学生进行头脑风暴并脱口而出如：Oxford University, Cambridge University, fish and chips, Beckham, Queen ElizabethⅡ, Big Ben, The Buckingham Palace, London Tower Bridge等答案。教师立刻展示学生提到的以上人或物的图片。
二、读前（Pre-reading）
Activity 1：Prediction
在学生掌握了英国的全称、了解了英国的组成后，教师引导学生注意文章插图、标题、首尾段及段落首尾句并设问：What is the passage about学生预测：The history of UK./The geography of UK./The development of UK.
三、读中（While-reading）
Activity1: Skimming
学生对课文预测之后，教师引导学生快速阅读文本材料。教师事先从课文中抽取段落主题句，并打乱顺序，编印在课堂练习上，然后让学生快速阅读这些句子，从而了解文章大意。接着，要求学生将刚阅读的主题句填入课堂练习单上残缺的文章。最后，让学生归纳各段的段落大意，将文章划分为三个层次。在这个环节中，教师在投影上呈现打乱顺序的各段的段落大意，要求学生匹配各段落大意。以下为设空主题句：
Para2 this was shown to the world in a new flag called the Union Jack.
Para3 but they still have very different institutions
Para4 it is divided roughly into three zones.
Para5 The greatest historical treasure of all is London with its museums, art collections ,theatres, parks and buildings.
Activity 2：Scanning
在完成对文章大意及各段落大意理解后，开展以自然段和文章层次为线索的寻读活动。设计的阅读活动有问答、填表、补全信息、画图和判断正误。
Part1:（1）设计表格描述联合王国的形成。（2）以地图形式描述联合王国的形成并要求学生复述。
Part2: 就英格兰区域划分及各自特点填空
Most population settled in ____________.
Most of the large industrial cities are in ___________.
Many cities have famous ____________.
Part3: 英国的四批入侵者是谁？他们各给英国留下了什么？
Activity 3: Careful reading
Task 1: Questions
对文章进行表层理解后，教师设问：
1. Which group of invaders did not influence London
2. Can you work out why London is the capital of England, Great Britain and the UK
3. Look at the language of the writing style of this passage. Is it formal or informal Is it an opinion or a fact
Task 2: Question Designing
教师设问：When was the oldest castle in London built带着问题学生能很快在第五段找到答案。教师提出新的任务: Can you design some questions about para5 just as I did just now See who will be the question designer winner.学生可以随意请一位同学回答他的问题。任务完成后，选出问题设计优胜者。
设计意图：给学生提供一个换位思维的机会，让他们从题目设计者的角度再阅读，体会阅读中应该注意的问题。培养学生的异向思维能力，提高学生综合语言运用能力。
四、读后（Post-reading）
Activity 1：Summary
总结本堂课内容和自我评价。任务有：问题：What have you learnt from the passage？试画英国地图；短文概要填空填空。
Activity 2：Role Play
要求学生分组活动，以导游的身份，设计导游词，用自己的语言介绍英国。
设计意图：创设情境，使学生从语言输入过渡到语言输出，把所学的知识和技能内化成运用英语的能力。既加深了学生对课文的理解，激发了学生的学习兴趣，又训练了学生的口语表达能力，提高了学生综合运用语言的能力。
Activity 3：Writing after class
Write a short passage titled “Journey to the UK”
设计意图：将阅读与写作、课内与课外有机结合起来，既可强化学生对课文的理解及语言知识的积累，又可提高写作能力。
