88教案网

你的位置: 教案 > 高中教案 > 导航 > The United Kingdom Period 6 Reading and Writing教案

高中教案教案

发表时间:2020-11-14

The United Kingdom Period 6 Reading and Writing教案。

俗话说,凡事预则立,不预则废。作为高中教师就要好好准备好一份教案课件。教案可以让学生们能够更好的找到学习的乐趣,让高中教师能够快速的解决各种教学问题。写好一份优质的高中教案要怎么做呢?为了让您在使用时更加简单方便,下面是小编整理的“The United Kingdom Period 6 Reading and Writing教案”,仅供参考,欢迎大家阅读。

Period6ReadingandWriting

TheGeneralIdeaofThisPeriodInthisperiod,teacherwillhelptotrainthestudents’integratingskills,includingreading?,listeningandspeakingandwritingskills.?AlmostalltheactivitiesinthisperiodarebasedonthestoryofGuyFawkes’planningtoreplacethethengovernment.IntheReadingpart,thestudentsshouldfirstlearnaboutthestoryandtheoriginofthecelebration.Thentheywilltalkaboutthethreemaincharacters?inthestory.Thestudentswillfinishthistaskingroupsoffour,withthefourthstudentactingasawitness.Inthispart,thestudentsareaskedtofullyunderstandthemaincharacteristicsofthepersonthattheychoosetoact.InListeningpart,thestudentscangetmorerelatedbackground.Theywilldosometrue-or-falseexercises,answersomequestionsandfillinthechart.ThenthestudentswillhaveadiscussioningroupsaboutthereasonsforKingJames’andGuyFawkes’actions.Theyshouldalsochooseoneofthemtofeelsympathyforandfindoutthereasons.Thisstepdoesn’tonlyprovidethestudentsachancetotraintheirlisteningabilitybutalsoprovide?themknowledgeaboutaparticularcelebrationintheUK.Aboveall,thestudentsaregiventhechanceandtopicstopracticespeakingandcooperatingwithothers.?Thenthestudentswillchooseoneoftheseriousthingsintheirlives.Theyshouldanalyzetheproblemsandputforwardsomesuggestionstodealwiththeproblems.Theyshouldwritealettertosomeonetoaskforhelp.Thispartisjusttotrainthestudents’writingability.TeachingImportantPointsLearnapassageaboutaparticularcelebrationintheUK.?Trainthestudents’listeningability.?TeachingDifficultiesTrainthestudents’writingability.?Learntofindreasonsfortheirchoices.?TeachingAidsataperecorder?aprojector?theblackboard?

ThreeDimensionalTeachingAimsKnowledgeAimsLearnapassageaboutaparticularcelebrationintheUK.?Learnthebackgroundofthecelebration.?AbilityAimsTrainthestudents’listeningability.?Trainthestudents’speakingability.?Trainthestudents’writingability.?Learntofindreasonsfortheirchoices.?EmotionalAimsLearntocooperatewithothers.?Learntosupportjustice.?Learntofeelsympathyfortheweak.?

TeachingProcedureStep1Greetings?Teachergreetsthestudentsasusual.?Step2RevisionT:Inthelastperiod,welearnedthepastparticipleusedastheobjectcomplement.Canyoutellmethebasicstructure??S:have/get/find/see/feel/notice/hear/etc+object+pastparticiple?T:Youareright.Solet’sfirstcheckyourhomeworkonPage51.Iwillaskoneofyoutoreadthepassage.?(Onestudentreadsthepassage.)?(Teachercorrectsthemistakesifthereareany.)?T:Wealsocomparedthepresentparticipleandthepastparticiple.Canyoutellmethedifferencesbetweenthem??S:Theyaredifferentwhentheyareusedastheattributive,objectcomplement,predicateandadverbial.?T:Yes.Ialsogaveyousomesentencestofinish.Nowlet’scheckyouranswers.?Ss:1)caught2)seated3)beingtaken4)tohavemade5)heated?6)towrite7)Compared8)toleaveT:Youdidaverygoodjob.?Step3Reading?T:Whentalkingaboutacountry,besidesitsgeography,historicalattractionsandleaders?,whatshouldwealsotalkabout??S:Itspeople.?S:Itsclimate.?S:Itsholidays.?S:...?T:Yes.Sonowlet’stalkaboutsomeBritishcelebrations.Doyouknowanyholidaysin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Britain?S:NewYear’sDayonJanuary1st.?S:Valentine’sDaycelebratedonFebruary14th.?S:AprilFools’DayonApril1st.?S:...?T:Yes,youknowalotofBritishholiday.ButthereisonecelebrationthathappensonlyinBritainandnowhereelseintheworld.ItiscalledGuyFawkesNightorBonfireNight.2005isthe400thanniversaryoftheGunpowderplot.Todaywewilllearnaboutitsorigin.Lookataposterofthecelebrationfirst.

BonfireNight

5thNovember“Remember,remember,thefifthofNovember,Gunpowder,treasonandplot.WeseenoreasonwhyGunpowdertreasonShouldeverbeforgot!”??WordstoGuyFawkesrhymeT:Whatinformationdidyougetfromtheposter??S:ThecelebrationtakesplaceonNovember5th.?S:IthassomethingtowithapersonnamedGuyFawkes.?S:Peoplecelebratethedaybylettingoffalotoffireworks.?T:Youareveryclever.Nowreadthepassage“AParticularBritishCelebration”onPages51-52andtrytofillinthefollowingtimeline.?October10November1272283294305316(Studentsreadthepassageandtrytofinishthetask.)(Teacherasksonestudenttocometoblackboardandfillinthetimeline.)?(Afterseveralminutes,Teachercheckstheanswerswiththeclass.)?October10plantochangethegovernmentNovember1wait27

buyahouseclosetotheHouseofParliament

2wait28

buylargecontainersofgunpowderandstoretheminthecellar

3wait294wait305

besearchedbytheyKingandfound;bekilled

31wait6

theopeningofParliament

T:Nowreadthepassageagain.Thistime,pleasepayspecialattentiontothecharactersinthestory.(Studentsreadthepassage.)?T:Whatarethemaincharactersinthestory??S:GuyFawkes,RobertCatesbyandKingJames.?T:Hereisapictureofallthepeoplethattookpartintheplan.

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--T:Whatdidthemaincharactersinthepassagedointhestory?Let’stalkaboutKingJamesfirst.S:KingJamesofScotlandbecamekingofEnglandin1603.HeseemedhappytobefriendlytobothCatholicsandProtestantsandletthembothpracticeChristianityintheirownways.Laterhechangedhismind.BeforetheopeningoftheParliamenthewastoldaboutGuyFawkes’splananddecidedtosearchthosecellars,wherehediscoveredsomegunpowder.HehadGuyFawkeskilledattheTowerofLondon.Laterhedecidedthathedidnotwanthispeopletoforgethowclosethegovernmenthadcometodisaster.SohemadeNovember5thintoayearlycelebration.S:GuyFawkeswasonekindofChristian,aCatholic,butthegovernmentofEnglandusuallysupportedtheProtestantcause.OnOctober10th,1605RobertCatesbyaskedhimifhewouldsupportaplantochangethegovernmentandreplaceitwithanotherthatsupportedtheCatholiccause.Fawkesagreed.ThentheyboughtahouseclosetotheHousesofParliamentandboughtlargecontainersofgunpowderandstoredtheminthecellar.HewaitedbythegunpowdertostartthefireonNovember6th,whentheParliamentopened.ButhewasfoundbythesoldierssentbyKingJames.GuyFawkeswastakentotheTowerofLondontobekilled.S:RobertCatesbywasGuyFawkes’sfriend.ItwashethatpersuadedFawkestotakepartintheplantoreplacethegovernment.HeboughtthehouseandgunpowderwithFawkes.WhenKingJamessentthesoldierstosearchthosecellars,hetookflightandranaway.T:Yes,thesearethemainthingsthattheydid.?Step4GroupWork(Teacherdividesthewholeclassintogroupsoffour.)T:Youaregoingtoretellthisstoryinagroup.DecidewhetheryouwouldliketobeGuyFawkes,RobertCatesby,KingJamesoraneyewitness.Thinkaboutwhatyourcharacterwouldsayordo.Whenyouareready,practiceyourspeechsothatyoutellthestoryasagroup.Whiledoingthis,remembertointroduceyourcharacterandexplainreasonsforyourbehaviour.?(Studentsworkingroups.Meanwhile,theteachergoesaroundtheclassroomandhelpsthemsolveanyproblemthattheymayhave.)(Afterafewminutes,theteacherasksonegrouptocometothefronttodemonstratetheirstory.)Step5ListeningT:Inordertoknowtherelatedbackgroundbetter,wearegoingtodoalisteningtest.Firstlistentothetape,anddecidewhichsentencesaretrueandwhicharefalse.Tickthecorrectboxes.(Teacherplaysthetapeonceandcheckstheanswerswiththewholeclass.)?(Ifpossible,theteachercanaskthestudentstocorrectthewrongstatements.)?T:Nowdiscussthefollowingquestionswithapartner.?1.WhatwastheKing’sattitudetotheCatholics??2.Whydidhechangehismind??3.WhatwastheKing’sattitudetotheProtestants??4.WhydidGuyFawkesandCatesbywanttoblowuptheHousesofParliamentandkilltheKing?5.WhatwouldyouhavedoneifyouweretheKing?WhatwouldyouhavedoneifyouwereGuyFawkes??(Studentsdiscussthesequestionsinpairs.)?(Teachercheckstheanswerswiththewholeclass.Ifthestudentsmakeanymistakes,thereisnoneedtocorrectthem,becausethestudentswilllistentothepassageagain.)?T:Nowlistentothetapeagainandfillinthechart.?(Teacherplaysthetapeforthestudentstolistenandfinishthetask.Ifnecessary,theteacherplaysthetapeagain.)?(Teachercheckstheanswerswiththewholeclass.)?Step6Speaking?T:DoyouthinkGuyFawkesorKingJameswererighttobehavethewaytheydid?Discuss?thisprobleminfoursandmakenotesofyourideas.Thendecidewhogetsyoursympathyandgiveareason.?T:Thepurposeofthisexerciseistohelpyouunderstandthestoryandthendecidewhoyoufeelmostsympathyfor.Thereisnorightorwronganswer.?T:NowIwillasksomeofyoutoshowtheclassyourideas.Whilesomebodyisspeaking?,listencarefullyandtrynottorepeatwhathasbeensaid.Makeyourpointsclearlyandspeakloudlyenoughtobeheardbyeveryoneintheclass.Attheendofthediscussionwewillhaveavoteotseewhoseideaisthebestofall.?(Studentsworkingroupsoffour.Meanwhiletheteachergoestheclassroomtohelpthemsolveanydifficultiestheymayhave.)?S:IsympathizewithGuyFawkesbecauseKingJameshadpromisedtotreattheCatholics?andProtestantsequally,butlaterhebrokehispromiseandtreatedtheCatholicsunfairly.GuyFawkeswantedtoreplacethegovernmentnotonlyforhimself,butalsoforotherCatholics.Ithinkhewasahero.?Step7Writing?T:Isthereanythingatschoolorathomethatyoufeelverystronglyabout?Makealistofthingsthatyoufeelareimportant.Chooseoneyouthinkisthemostseriousproblem.Makeaplantotryandsolveitpeacefully.Doitwithyourpartner.?(Sspracticeinpairs.)?(Afterseveralminutes.)?S:Problem:moreandmoreseriousairpollution?Reason:Themainreasonisthatsomeoneburnssomeplastics.Theyhavegotsomewiresandtheywanttogetthecoppercore,sotheyburntheplasticsoutside.?Myideasforaction:?Thegovernmentshouldtakesomemeasurestostopsuchkindofphenomenon.?Thesepeopleshouldbetoldabouttheeffectontheburning.?Theyshouldlearnsomeskillstoearntheirliving....T:Youareverygoodatobservation.Nowwritealettertodrawattentiontotheseproblemsandbegintosolvethem.Remembertobeginyourletterpolitely.Thenexplaintheproblemclearlyandsetyourideastosolveit.Finally,finishtheletterpolitely.(Studentswritetheletter.Teachergoesaroundtheclassroomanddealswithanydifficulties.)(Afterabouttenminutes.)?T:Nowwho’dliketoreadyourletterinfrontoftheclass??S:Letmehaveatry.?S:DearSirorMadam,?Thereisaveryseriousprobleminmyneighborhood.Everyafternoon,thereisaterriblesmellintheair.Peopleinmyneighborhoodevendarenotopenthewindows.Later,wefindsomepeopleareburningsomeplastics.Theytrytogetsomewiresduringtheday,andburntheoutsidepartofthewiresinordertogetthecoppercoretosellthem.Thisistheirwayofearningsomemoney.Ithinkthegovernmentmushpayspecialattentiontothisphenomenon.Thesmellfromtheburntplasticsisdisgusting.Itisverybadtopeople’shealth.Thegovernmentshouldtakesomemeasurestostopsuchphenomenon.Inordertopreventthesepeoplefromdoingso,Ithink,peopleshouldalsotellthemabouttheeffectoftheburning.It’salsobadtotheirownhealth.Andthirdly,thesepeopleshouldlearnsomeskillstoearnaliving,insteadofpickinguprubbishandsellingit.Thankyouforanyhelpyoucangive.?

Yourssincerely,

JimT:Excellent.?Step8Homework?T:Afterclassgooverwhatwehavelearnedinthewholeunitandgetwellpreparedforatesttomorrow.

TheDesignoftheWritingontheBlackboard

Unit2TheUnitedKingdom

Period6ReadingandWritingⅠ.Homework1.caught2.seated3.beingtaken4.tohavemade5.heated6.towrite7.Compared8.toleaveⅡ.TimelineOctober10November1272283294305316

ResearchandActivities?Post-makingDosomeresearchonthegeographyorhistoryoftheUnitedKingdom,oraEuropeanorAfricancountry.Makeaposterorgiveatalktotheclassonyourresearchsothattheycanhavethebenefitofyourwork.Hereareafewhintsfordrawingasuccessfulposter.?·usebulletpointstogiveinformation?·writeinphrasesandnotfullsentences?·divideyoursheetofpaperintothreeparts:?thefirstparttogiveashortdescriptionofthecountry?thesecondparttoexamineoneparticularaspect?thethirdparttoexplainwhyyouchoosethecountryandwhatyoulearned?

ReferenceforTeaching

WhatdowedoinEnglandonNovember5th?Everyyearon5thNovember,theanniversaryoftheGunpowderPlot,GuyFawkesisremembered.ThroughoutEngland,townsandvillageslighthugebonfires,letoffmagnificent?fireworks,burnaneffigyofGuyFawkesandcelebratethefacttheParliamentandJamesIwerenotblownskyhighbyGuyFawkes.?AswellasburningeffigyofGuyFawkes,thebonfiresareusedtocookpotatoeswrappedinfoilandheatupsoupforthecrowdsthatcometowatchthefireworks.?Inmaintownandcities,torch-litprocessionsarealsopopularonthisnighttoo.?DuringthedaysbeforeBonfireNight,childrenusedtotaketheirhome-madeguysoutonthestreetandaskfor“apennyfortheGuy”forfireworks.?Alsochildren,insomeareas,blackentheirfacesasGuyFawkesmighthavedonewhenheplottedtoblowupparliament.?FlamingBarrelsInOtteryStMary,teamsofstalwartmencarryflamingtarbarrelsontheirshouldersdownthelengthofthetown’sHighStreet.Whenoneman’s50-poundbarrelgetstoohottohandle,anothermantakesover—thenanother,andthenanother,untiltheflamesdieoutandthebarrelcrumblesintoashes.FoodJacketpotatoesarebakedinthebonfireandeatenwithamugofhotsoup.ParkinCake,astickycake,istraditionallyeatenonthisday.??

TherearemanyrhymesassociatedwiththeGunpowderPlot.?Remember,rememberthefifthofNovember?Gunpowder,treasonandplot.?Iseenoreason,whygunpowdertreason?Shouldeverbeforgot.??Rumour,rumour,pumpandderry,?Prickhisheartandburnhisbody,?AndsendhissoultoPurgatory.??Remember,remember,thefifthofNovember,?Gunpowder,treasonandplot!?AstickorastakeforKingJames’sake?Willyoupleasetogiveusafaggot?Ifyoucan’tgiveusone,we’lltaketwo;?Thebetterforusandtheworseforyou!??

SomeBritishFestivalsandHolidays?

Whatistheholiday??1.It’scelebratedonJanuary1st.(NewYear’sDay)?2.It’scelebratedontheTuesday40daysbeforeEaster.(ShroveTuesday—PancakeDay)?3.ThisfestivalisthefirstdayofLent,40daysbeforeEaster.(AshWednesday)?4.It’scelebratedonFebruary14th.(Valentine’sDay)?5.ThissolemndayistheFridaybeforeEaster.(GoodFriday)?6.It’scelebratedonthefirstSunday,afterthefirstfullmoon,afterMarch21st.(EasterSunday)7.ThisfestivalisheldonApril1st.(AprilFoolsDay)?8.ThisisabankholidayheldonMay1st.(MayDay)?9.Thisholidayusedtobeheld50daysafterEasterbutnowitisheldthelastweekendofMay.(Whitsun)?10.ThiscelebrationisheldthesecondSaturdayinJune.(TroopingoftheColour)?11.It’scelebratedonOctober31st.(Halloween)?12.It’scelebratedonNovember5th.(BonfireNight)?13.ThisanniversaryisheldonNovember11thorthenextSunday.(RemembranceSunday)14.It’scelebratedonDecember25th.(Christmas)?15.ThisholidayisheldonDecember26th.(BoxingDay)?

PoliticsoftheUnitedKingdomTheUnitedKingdomisaconstitutionalmonarchy,withexecutivepowerexercisedbyagovernmentheadedbythePrimeMinisterandtheotherMinistersofStatewhoformtheCabinet.ThecabinetistheoreticallyasubcommitteeofthePrivyCouncil,theancientcouncilthatofficiallyadvisesthemonarch.Executivepowerisvestedinthemonarch,whoservesasHeadofState,butinrealityHer(His)Majesty’sGovernmentisanswerableandaccountabletotheHouseofCommons,thelowerandonlydirectlyelectedhouseinBritain’sbicameralParliament.Byconstitutionalconvention,MinistersofStatearechosenlargelyfromamongmembersoftheCommonswithasmallnumberchosenfromthemainlyappointedupperhouse,theHouseofLords.MinistersofStateareautomaticallyappointedtothePrivyCouncilandhavetheabilitytoexercisetobothprerogativeandlegislativepowers.ThePrimeMinisterisusuallytheleaderofthelargestpartyintheHouseofCommonsandiscommissionedbythemonarchtoformagovernmentbasedonhisorherabilitytocommandthesupportoftheCommons.ThecurrentPrimeMinisterisTonyBlairoftheLabourParty,whohasbeeninofficesince1997.

TheBritishsystemofgovernmenthasbeenemulatedaroundtheworldbecauseoftheUnitedKingdom’scoloniallegacy.NationsthatfollowBritish-styleparliamentarism,withanexecutivechosenfrom,and(theoretically)answerabletothelegislature,aresaidtooperateundertheWestminstersystemofgovernance.?ThecurrentmonarchisQueenElizabethⅡwhoaccededtothethronein1952andwascrownedin1953.InthemodernUnitedKingdom,themonarch’sroleismainly,thoughnotexclusively,ceremonial.HerMajestyhasaccesstoallCabinetpapersandisbriefedweeklybythePrimeMinister.ConstitutionalwriterWalterBagehotassertedthatthemonarchhadthreerights:tobeconsulted,toadviseandtowarn.Theserightsareexercisedrarelybuthaveprovedimportantatkeytimes—suchaswhenthereisa“hungparliament”.Eachyear,normallyinNovember,ontheoccasionoftheStateOpeningofParliament,themonarchofficiallyopensParliament,andmakesaspeechannouncingwhatthegovernmentplanstododuringthenextyear.?ThemonarchisanintegralpartofParliament(asthe“Crown-in-Parliament”)andtheoreticallygivesParliamentthepowertomeetandcreatelegislation.AnActofParliament?doesnotbecomelawuntilithasbeensignedbytheQueen(beengivenroyalassent),althoughnomonarchhasrefusedtogiveroyalassenttoabillthathasbeenapprovedbyParliamentsinceQueenAnnedidsoin1708.TheQueenalsoconferstitlesandhonourstopeoplewhohaverenderedoutstandingservicestothecountry,astheFountofHonour.?Themonarchistheheadoftheexecutive,aswellasbeingHeadofState,andtheBritishgovernmentisofficiallyknownasHer(His)Majesty’sGovernmentoftheUnitedKingdom.ThePrimeMinister,whoistechnicallyappointedbytheQueen,istheheadofthegovernment.Allforeignpolicy,suchasthesigningoftreatiesandthedeclarationofwar,isdoneinHerMajesty’sname.ThemonarchistheFountofJusticeintheUKandallcriminalcasesarebroughtforwardinthemonarch’sname(“Rexversus”ifaKing,“Reginaversus”ifaQueen;inScotland,“His”or“HerMajesty’sAdvocatev.”).ThemonarchisalsotheCommander-in-ChiefoftheBritishArmedForces,knownasHer(His)Majesty’sArmedForces.Themonarchy’spopularityremainsstrongintheUK,despiteanumberofrecentscandals?anddebates.ItisfeltbymanyintheUKthathavinganon-politicalperson,despiteachievingthepositiononhereditaryprinciples,asHeadofStateisabetteralternativetoapoliticalPresidentialsystem.Currently,supportforarepublicis23%(accordingtoarecentpollbytheDailyTelegraph).

TheBritishmonarchalsoreignsin15othersovereigncountriesthatareknownastheCommonwealthRealms.AlthoughtheUKhasnopoliticalorexecutivepowerovertheseindependentnations,itretainsinfluence,throughlong-standingcloserelations.InsomeCommonwealthRealmsthePrivyCouncilisthehighestCourtofAppeal.ThemonarchisforbiddentobecomeortomarryaRomanCatholicbytheActofSettlement.ThePalaceofWestminster,onthebanksoftheRiverThamesinWestminster,London,isthehomeoftheHouseofCommonsandtheHouseofLordsParliamentisbicameral,composedofthe646-memberelectedHouseofCommonsandthemainlyappointedHouseofLords.TheHouseofCommonsismorepowerfulthantheHouseofLords.Its646membersaredirectlyelectedfromsinglememberconstituencies,basedonpopulation,fromthefourpartsoftheUnitedKingdom.TheHouseofLords,alsoknownastheLords,hascurrently706members.Noneofthesehavebeenelected,andtheyarealleitherhereditarypeers,lifepeers,orbishopsoftheChurchofEngland.Historically,theHouseofLordshasfeaturedmembersofnobilitywhoweregrantedseatsbynatureofbirthright,althoughthisfeaturehasbeenabolished.Furthermore,theHouseofLordsAct1999severelycurtailedthenumberofthehereditarypeerswhocouldsitintheupperchamber—only92outofseveralhundredretaintheright,byeitherbeingelectedbytheirfellowpeersorbyholdingeitheroftheroyalofficesofEarlMarshalorLordGreatChamberlain.ReformsoftheHouseofLordsoriginallycalledforallofthehereditarypeerstolosetheirvotingrights,howeveracompromisewasreachedwhichwillallowthemtobegraduallyphasedout.TheconstitutionoftheUnitedKingdomisbasedontheprinciplethatParliamentistheultimatesovereignbodyinthecountry.TheUnitedKingdomhasbeenacentralised,unitarystateformuchofitshistory.However,therehaslongbeenquiteawidespreadsenseofregional?identityintheCelticnations,whicharticulateditselfpoliticallyinthe20thand21thcenturies.ThroughoutthelatenineteenthcenturytheUKdebatedgivingIrelandhomerule.HomerulewasgiventoNorthernIrelandin1920:itwaseventuallyabolishedbyLondonin1972,aftermuchcivilstrife.ReferendumsfordevolvedassembliestoScotlandandWalesfailedtopassin1979,butsimilarproposalswerepassedinreferendumsin1998inScotland,WalesandNorthernIreland.In1999,theScottishParliamentandtheNationalAssemblyforWaleswereestablished,theformerhavingprimarylegislativepower.ThereisalsoadegreeofregionalidentityinCornwall,butmuchsmallerthanScotlandandWales.ApetitionendorsingadevolvedCornishAssemblyreceived50000signatures(10%oftheelectorate),buttheissuereceiveslittleattentioninnationalpoliticsorthemedia.RegionalAssemblieswereproposedforNorthEngland,butafterareferenduminthe‘NorthEast’regionwhere78%votedagainstthescheme,theplansforregionalgovernmentswereabandoned.TheOfficeoftheDeputyPrimeMinisterstated,however,that“theGovernmentcontinuestohaveaclearpolicytodecentralisepowerandimproveperformancethroughreforminlocalgovernmentandstrengtheningalltheEnglishregions.”NorthernIreland’smostrecentattemptathomerule,withadirectlyelectedpower-sharingAssemblyemergedfromtheGoodFridayAgreement,butitiscurrentlysuspended.Unlikefederalism,however,homeruleparliamentshavenoconstitutionalstatusorrightstoexist.TheyarecreatedbyParliamentand,asNorthernIrelandexperiencedin1972,canbeabolishedbyParliament.

精选阅读

The United Kingdom Period 2 Reading


Period2Reading

TheGeneralIdeaofThisPeriodThisperiodisthehighlightofthewholeunit.Itlaysemphasisonreadingandunderstanding.Firsttheteachershouldcheckifthestudentshavemasteredthenewwordsandexpressions?byaskingthemtofillintheblanksofsomesentencesbyusingsomeofthewordsandphrasesthatwillappearinthereadingpassage.Thispartcanhelpthestudentstolearnwordsandexpressionsbyheartinacertainlanguagesituation.?TheninPre-readingpart,thestudentsareaskedtodistinguishthedifferencesbetweentheUK,GreatBritainandEngland.Hence,theteachercanleadtothetopicofthehistoricalinfluence?ongeographyinthecountry.Providedwithtwosimplequestions:“Didthecountries?oftheUKunitepeacefullyorbywar?Whereshouldwegoifwewanttoappreciate?somehistoricalattractionsoftheUK?”,thestudentswillreadthepassagefastandfindtheanswersdirectlyinthepassage.Next,thestudentswillfirstlistentothetapewiththeirtextbooksclosed.Inordertomakethisstepefficient,theteacherwillprovidethemwithfivestatementsbasedonthepassage.Whilelistening,thestudentsshouldjudgewhetherthesestatementsaretrueorfalse.Ifitisfalse,thestudentsshouldcorrectit.?Thenthestudentswillbegivenseveralminutestoreadthepassagesilently.Theyshoulddividethepassageintothreepartsandwritethemainideasofeachpart.Inordertohelpthestudentsunderstandthepassagebetter,theteachercanprovidesomecomprehendingexercises?,includingansweringsomequestions,paraphrasingsomedifficultsentences.Astothesecond?,thirdandsixthparagraphs,thestudentswillfinishtwotables,analyzingthedetails?.Thepurposeofthisstepistotrainthestudents’abilityofreadingcomprehension,whichisaveryimportantskill.Atlast,thestudentswilldoaspeakingtaskinpairs.OneactsasavisitortoEnglandandtheotheractsasanativeEnglishman.Thevisitorisaskingthenativesomequestionsabout?thegeographytheUnitedKingdom.ThispartnotonlyhelpsthestudentstorevisewhatthehavelearnedinthispartbutalsoprovidesthemwithanopportunitytospeakinEnglish.?TeachingImportantPointsImprovethestudents’readingability.?Trainthestudents’abilitytograspkeyinformationwhilelistening.?TeachingDifficultiesKnowaboutthe!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--UK’shistoricalinfluenceonthegeography.?Knowaboutthehistoricaltreasuresleftbytheinvaders.?TeachingAidsataperecorder?aprojector?theblackboard?

ThreeDimensionalTeachingAimsKnowledgeAimsdebate,clarify,legal,relation,convenience,attraction,influence,collection,construct,puzzle,educational,roughly,industrial,historical?breakawayfrom,leaveout,divide...into...,belinkedto,toone’ssurprise,aswellas,beknownas,lookaround,keepone’seyesopen,makeone’stripworthwhile?Thereisnoneedtodebateanymoreaboutwhydifferentwordsareusedtodescribethefourcountries:England,Wales,ScotlandandNorthernIreland.?YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomworthwhile!?AbilityAimsLearnsomedetailedinformationabouttheUnitedKingdom.?Improvethestudents’readingability.?Trainthestudents’abilitytograspkeyinformationwhilelistening.?Trainthestudents’speakingability.?EmotionalAimsTrainthestudents’abilitytocooperatewithothers.?KnowabouttheUK’shistoricalinfluenceonthegeography.?Knowaboutthehistoricaltreasuresleftbytheinvaders.?

TeachingProcedureStep1GreetingsGreetthestudentsasusual.?Step2RevisionT:Atthebeginningofthisperiod,Iwillcheckifyouhavemasteredthenewwordsandphrasesinthisunit.Pleasefinishthefollowingsentencesusingsomewordsandphraseinthisunit.Pleasepayattentiontotheformsofthewordsandphrases.1.TheUK__________fourcountries.?2.ManypeoplefindthegeographyoftheUK__________.?3.Unlessthemoneyispaidimmediatelyweshallbeforcedtotake__________action.?4.Theprinterhas__________twolinesfromthisparagraph.?5.Janethasaverygood__________offoreigncoins.?6.Idon’twantto__________you.Youmustdecideforyourself.?7.Itisdifficultto__________abadhabit.?8.Theexplanationinthenote__________thedifficultsentence.?9.Shoppingbagsareprovidedforthecustomers’__________.?10.Ittakesabouttwoyearsto__________alargebridge.(Givethestudentsseveralminutestothinkaboutthem.)Suggestedanswers:1.consistsof2.puzzling3.legal4.leftout5.collection6.influence?7.breakawayfrom8.clarified9.convenience10.construct?Step3Pre-reading?T:Inthefirstperiod,youhavelearnedabriefintroductiontotheUK.DoyouknowthedifferencebetweentheUnitedKingdom,GreatBritain,andEngland??S:Ifindtheirrelationshippuzzling.?T:Theofficialnameofthecountryis“TheUnitedKingdomofGreatBritainandNorthernIreland.”TheUnitedKingdomconsistsofGreatBritainandNorthernIreland.GreatBritainisthenameoftheislandnorthwestofFranceandeastofIrelandthatcanbedividedintothreeregions:England,WalesandScotland.Therefore,EnglandispartofGreatBritain,whichispartoftheUnitedKingdom.Thepuzzlingsituationwascausedbythehistory.Inthisunitwewilllearnaboutthehistoricalinfluenceonthegeographyofthecountry.Step4FastReadingT:Readthepassageentitled“PuzzlesinGeography”,andanswerthefollowingquestions.1.DidthecountriesoftheUKunitepeacefullyorbywar??2.WhereshouldwegoifwewanttoappreciatesomehistoricalattractionsoftheUK??(Givethestudentsseveralminutestoreadthepassagesilently,andanswerthequestions.)?(Theteachercheckstheanswerswiththewholeclass.)?S:Thecountriesunitedpeacefullyinsteadofbywar.?S:Weshouldgotosomeolderbutsmallertownstoappreciatesomehistoricalattractions.T:Excellent.??Step5ListeningandUnderstanding?T:NowI’llplaythetapeforyoutolisten.Whilelistening,pleasefindoutwhetherthefollowingstatementsaretrueorfalse.?TrueorFalseQuestions:1.WhenWalesandEnglandunited,thecountrywasnamedGreatBritain.?2.ThenorthernpartofIrelandbrokeawaytobecomeanindependentcountry.?3.ThecountriesintheUKhavedevelopedtheirowneducationalandlegalsystems.?4.MostpeopleinLondonliveintheSouth.?5.TheNormansinfluencedthevocabularyandplace-namesoftheNorthofLondon.(Theteacherplaysthetape.)?Suggestedanswers:1.FalseBecauseGreatBritainwasthenamegivenwhenEnglandandWaleswerejoinedtoScotland.?2.FalseBecauseitwasthesouthernpartofIrelandthatbrokeawaytoformitsowngovernment.?3.True.?4.True.?5.FalseBecausetheNormansleftcastlesandwordsforfood,whiletheVikingsinfluenced?thevocabularyandplace-namesoftheNorthofLondon.?T:Youhavedoneaverygoodjob.?Step6DetailedReadingT:NowIwillgiveyouseveralminutestoreadthepassageagain.Whilereading,pleasetrytodividethepassageintothreepartsandwritedownthemainideaofeachpart.?(Studentsreadthepassageandfinishthetask.)?S:Part1:Paragraph1Theintroductiontothetopic.?Part2:Paragraph2-5Thehistoricalinfluenceonitsgeography.?Part3:Paragraph6Historicaltreasureleftbytheinvaders.?T:LookatthefirstsentenceinParagraph1,“Thereisnoneedtodebateanymoreaboutwhydifferentwordsareusedtodescribethefourcountries:England,Wales,ScotlandandNorthernIreland.”Canyousayitinanotherway?Trytofillintheblanksinthesentence:?Itis__________to__________anymoreaboutwhypeople__________differentwordstodescribethefourcountries.?S:Itisunnecessarytoargueanymoreaboutwhypeopleusedifferentwordstodescribethefourcountries.T:Readthesecondpart.T:HereisthenationalflagoftheUnitedKingdom.Whatisitcalled??S:TheUnionJack.

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--T:Herearethedescriptionsoftheflag.Readit.?BluefieldwiththeredcrossofStGeorge(England)edgedinwhitesuperimposedonthediagonalredcrossofStPatrick(Ireland),whichissuperimposedonthediagonalwhitecrossofStAndrew(Scotland).ItisproperlyknownastheUnionFlag,butcommonlycalledtheUnionJack.Thedesignandcolors(especiallytheBlueEnsign)havebeenthebasisforanumberofotherflagsincludingotherCommonwealthcountriesandtheirconstituentstatesorprovinces,aswellasBritishoverseasterritories.?T:Whichcountryisleftout?Why??S:Wales.WaleswaslinkedtoEnglandinthe13thcenturyAD,sowhenpeoplerefertoEngland,itisincludedaswell.T:Haveyoufoundouthowthefourcountriesjoinedtogether?Usetheinformationfromthepassagetofillintheblanks.TheFormationoftheUnitedKingdom:?__________→__________→__________→__________S:England→WalesjoinedEngland(13thcenturyA.D.)→England,WalesjoinedScotland(1603)→England,Wales,ScotlandgotNorthernIrelandconnectedT:OftenwilluseEnglandtostandfortheUK.OneofthereasonsisthatEnglandisthelargestofthefourcountries.SoEnglandisdividedintothreezones.Doyouknowthethreezones?S:TheSouth,theMidlandsandtheNorth.?T:Yes.Lookatthemapinpart2onPage11.DrawlinesacrosstoshowthezonesoftheSouth,MidlandsandNorthofEngland.Thenputeachtownorcityintoitscorrectzone.?S:York,Leeds,ManchesterandSheffieldbelongtotheNorth.?S:BirminghamandCoventrybelongtotheMidlands.?S:Plymouth,Brighton,ReadingandLondonbelongtotheSouth.?T:Youdidquiteagoodjob.?T:DoyouhaveanyquestionsaboutPart2??S:Whatdoes“those”meaninthesentence“ForthoseyouhavetogotoolderbutsmallertownsfirstbuiltbytheRomans.”??T:Inordertoanalyze“those”,youhavetoreadthesentencebeforeit.“...theseindustrial?cities...donothavethehistoricalattractionsofotherplaces.”Sonowdoyouknowwhat“those”refersto?S:Yes.Itmustreferto“thehistoricalattractions”.?T:Youareveryclever.Nowtrytoparaphrasethesentencebyfinishingthefollowingsentence.__________youwantto__________some____________________,youhavetogotoolderbutsmallertowns____________________firstbuiltbytheRomans.?S:Ifyouwanttoseesomehistoricalattractions,youhavetogotoolderbutsmallertownswhichwerefirstbuiltbytheRomans.T:Youareright.?T:Thelastparttellsusabouttheinvaders’influenceonEnglandandLondon.Readitandtrytofillinthetablebelow.?EnglandLondonTheRomansTheAnglo-SaxonsTheVikingsTheNormans(Afterafewminutes.)?T:Nowlet’scheckyouranswers.?EnglandLondonTheRomanslefttheirtownsandroadsbuilttheoldestportinthe1stcenturyADTheAnglo-Saxons

lefttheirlanguageandgovernment

builttheoldestbuildinginthe1060sTheVikingsinfluencedthevocabularyandplace-namesNoneTheNormansleftcastlesandwordsforfoodconstructedtheoldestcastlein1066Step7PairWorkThestudentsworkinpairstomakeadialogue.OneofthemisanativeEnglishman,whiletheotherisavisitortoEngland.ThevisitorisaskingthenativeEnglishmanaboutthegeographyoftheUnitedKingdom.(Theteachergivesthestudentstopracticeinpairsforafewminutes.)?(Thentheteacherasksoneortwopairstocometothefronttodemonstratetheirdialogues.)Oneexample:A:WelcometoEngland.IsthisyourfirstvisittoEngland??B:Yes.I’mverygladtomeetyou.WouldyoumindifIaskedyousomequestions??A:Ofcoursenot.Goahead.?B:IsyourcountrycalledEnglandorBritain?Iamreallypuzzled.?A:Actually,thewholecountryiscalledtheUK,whichstandsfortheUnitedKingdomofGreatBritainandNorthernIreland.TheGreatBritainismadeupofthreecountries,thatis,England,WalesandScotland.?A:WhataboutthesouthernpartofIreland??B:Thesouthernpartofthatislandbrokeawaytoformitsowngovernment.?B:ThenwhydopeoplecallyourcountryEnglandsometimes??A:Oh,that’sbecauseEnglandisthelargestoneofthefourcountries.?B:Isee.Ihaveanotherquestion.LasttimewhenIwatchedtheWorldCup,InoticedthereisafootballteamofEngland.ButtherearealsoteamsofNorthernIrelandandScotland.Canyouexplainthistome??A:Thefourcountriesdoworktogetherinsomeareas,buttheyarestillverydifferent.Forexample,NorthernIreland,EnglandandScotlandhavedevelopeddifferenteducationalandlegalsystemsaswellasdifferentfootballteamsforcompetitionsliketheWorldCup.?B:Isee.Thankyouforyourkindness.?A:Youarewelcome.HaveagoodstayinEngland.?B:Thanks.Bye.?A:Bye.?Step8Homework1.Trytowriteashortsummaryofthepassageinabout50words.?2.FinishPart1inLearningaboutlanguageonPage11.?

TheDesignoftheWritingontheBlackboardUnit2TheUnitedKingdomPeriod2ReadingⅠWordsthereisno“dryseason”.SnowfallsinScotlandeverywinterandsometimesinEnglandandWalestoo.FallsofsnowinIrelandaremostunusual.?*Questionfordiscussion:BothpassagesareabouttheUnitedKingdom,butthetwowritersfocusedondifferentthings.Whatarethemajordifferencesbetweenthetwopassages??

ReferenceforTeaching

AnIntroductiontotheUnitedKingdomTheUnitedKingdomofGreatBritainandNorthernIrelandisacountryinwesternEurope?.ItisaCommonwealthRealm,andamemberoftheEuropeanUnionandNATO.UsuallyknownsimplyastheUnitedKingdomortheUK,itisalsoofteninaccuratelynamedGreatBritain,BritainorEngland(themostpopulousofthehomenations).TheUKhasfourconstituentparts,threeofwhich—theancientnationsofEngland,WalesandScotland—arelocatedontheislandofGreatBritanin.ThefourthpartisNorthernIreland,whichislocatedontheislandofIreland.?TheborderbetweenNorthernIrelandandtheRepublicofIrelandformstheUnitedKingdom’sprincipalinternationallandborder,althoughthereisalsoanominalfrontierwithFranceinthemiddleoftheChannelTunnel.TheUKalsohasoverseasterritoriesthroughoutthe?world,andrelationshipswithseveralCrowndependencies.?TheUKwasformedbyaseriesofActsofUnionwhichunitedtheKingdomofEngland(whichincludedWalesasaprincipality)withthoseof,first,KingdomofScotlandandthenKingdomofIrelandunderasinglegovernmentinLondon.ThegreaterpartofIrelandlefttheUnitedKingdom(thencalledtheUnitedKingdomofGreatBritainandIreland)in1922toformanindependentstate(inwhich,until1949,theKingoftheUnitedKingdomwasalsoKingofIreland).ThisstatelaterbecametheRepublicofIreland.Sixcountiesinthenorth-easternportionoftheisland,meanwhile,remainedapartoftheUnitedKingdom,formingNorthernIrelandtothisday.TheUKissituatedoffthenorth-westerncoastofcontinentalEurope,andhasalandborderwiththeRepublicofIreland,butisotherwisesurroundedbytheNorthSea,theEnglishChannel,theCelticSea,theIrishSea,andtheAtlanticOcean.GreatBritain,orjustBritain,isthegeographicalnameofthelargestoftheBritishIsles(oftenalsoincludingitssmallerneighboringislands,thoughneverIreland).Politically,thetermGreatBritainreferscollectivelytothenationsofEngland,WalesandScotland(i.e.,theUnitedKingdomexceptforNorthernIreland).Thispoliticalusageof“GreatBritain”datesfromthepersonalunionoftheCrownsofScotlandandEngland(includingWales)in1603,withthetermbeingusedinthesense“allofBritain”.Intheearlyyearsofthe“UnitedKingdomofGreatBritain”,formedbytheActofUnionof1707,itwascustomarytoreferofficiallytoScotlandandtoEnglandandWalesas,respectively,“NorthBritain”and“SouthBritain”,thoughtheusageneverreallycaughton.Itshouldbenotedthatthepracticebysome,theinformalmediainparticular,ofusing“(Great)Britain”asshorthandfortheUnitedKingdomisaninaccuracy,whichcancauseoffence.TheBritishIslesisatermfrequentlyusedtorefertothearchipelagowhichincludesthemainlandofGreatBritain,themainlandofIreland,andthesmallerislandsassociatedwiththesetwo,suchastheChannelIslands,theHebrides,theIsleofMan,theIsleofWight,Orkney,theShetlandIslands,etc.Thetermis,however,oftenavoided,especiallyinIreland,bythosewhoareconsciousthatitissometimesmisunderstoodinternationallytomean“theislandsbelongingtoBritain(i.e.theUnitedKingdom)”,adescriptionoutofdateintheIrishcasesince1922.Analternative,theIslandsoftheNorthAtlantic(IONA)hasbeenproposed,butislittleusedoutsidediplomaticcircles.?

GEOGRAPHYLocation:WesternEurope,islandsincludingthenorthernone-sixthoftheislandofIrelandbetweentheNorthAtlanticOceanandtheNorthSea,northwestofFranceGeographiccoordinates:5400N,200WMapreferences:EuropeArea:total:244820sqkmwater:3230sqkmnote:includesRockallandShetlandIslandsland:241590sqkmArea-comparative:slightlysmallerthanOregonLandboundaries:total:360kmbordercountries:Ireland360kmCoastline:12429kmMaritimeclaims:continentalshelf:asdefinedincontinentalshelfordersorinaccordancewithagreeduponboundariesexclusivefishingzone:200NMterritorialsea:12NMClimate:temperate;moderatedbyprevailingsouthwestwindsovertheNorthAtlanticCurrent;morethanone-halfofthedaysareovercastTerrain:mostlyruggedhillsandlowmountains;leveltorollingplainsineastandsoutheastElevationextremes:lowestpoint:Fenland-4mhighestpoint:BenNevis1343mNaturalresources:coal,petroleum,naturalgas,tin,limestone,ironore,salt,clay,chalk,gypsum,lead,silica,arablelandLanduse:arableland:26.41%?permanentcrops:0.18%?other:73.41%(1998est.)Irrigatedland:1080sqkm(1998est.)Naturalhazards:winterwindstorms;floods

Environment-currentissues:

continuestoreducegreenhousegasemissions(hasmetKyotoProtocoltargetofa12.5%reductionfrom1990levelsandintendstomeetthelegallybindingtargetandmovetowardsadomesticgoalofa20%cutinemissionsby2010);by2005thegovernmentaimstoreducetheamountofindustrialandcommercialwastedisposedofinlandfillsitesto85%of1998levelsandtorecycleorcompostatleast25%ofhouseholdwaste,increasingto33%by2015;between1998-1999and1999-2000,householdrecyclingincreasedfrom8.8%to10.3%Environment-internationalagreements:partytAirPollution,AirPollution-NitrogenOxides,AirPollution-Sulphur94,AirPollution-VolatileOrganicCompounds,Antarctic-EnvironmentalProtocol,Antarctic-MarineLivingResources,AntarcticSeals,AntarcticTreaty,Biodiversity,ClimateChange,Desertification,EndangeredSpecies,EnvironmentalModification,HazardousWastes,LawoftheSea,MarineDumping,MarineLifeConservation,NuclearTestBan,OzoneLayerProtection,ShipPollution,TropicalTimber83,TropicalTimber94,Wetlands,Whalingsigned,butnotratified:AirPollution-PersistentOrganicPollutants,ClimateChange-KyotoProtocolGeography-note:liesnearvitalNorthAtlanticsealanes;only35kmfromFranceandnowlinkedbytunnelundertheEnglishChannel;becauseofheavilyindentedcoastline,nolocationismorethan125kmfromtidalwaters

KingJamesⅠ

BIOGRAPHY

ANINFANTKING.JamesCharlesStuartwasbornonJune19,1566atEdinburghCastleinScotland.Hisfather,LordDarnley,wasmurderedinearly1567beforeyoungJameswas1yearold.Hismother,MaryQueenofScots,subsequentlyascended(上升)totheScottishthrone.Herreign(统治),howeverwasshortlivedandshewasforcedtoabdicate(退位)infavorofhersononJuly24,1567.LittleJameswascrownedKingJamesⅥofScotlandfivedayslateratthetenderageof13months.ReformationleaderJohnKnoxpreachedthesermonathiscoronation(加冕礼).?

James’mother,Mary,wasimprisonedinEnglandbyhercousinQueenElizabethand19yearslater,inFebruaryof1587,wasexecutedforherpartintheconspiracy(阴谋)toassassinate?(暗杀)QueenElizabeth.KingJamesneverknewhismother.?Andso,likemanymonarchsofthetime,KingJameswasrearedbyneitherfathernormotherbutratherbytutors.Ofhisfourtutors,perhapsoneofthemostinfluentialwasGeorgeBuchanan,astaunch(坚定的)Calvinist.ItwasunderMr.Buchanan’sstrictteachingmethodsthatKingJamesbecameoneofthemostlearnedandintellectuallycuriousmentoeversitonanythrone.Mr.Buchananwas64yearsoldwhenhebegantutoringtheyoungking.KINGJAMESBEGINSTOREIGNINSCOTLAND.

KingJamesbegantorulehisnativeScotlandwhenhewas19yearsold.Afewyearslater,hetookAnneofDenmarktobehisqueen.KingJameslovedhiswifeandwrotebeautifulpoetryforher.Togethertheyhadninechildren.Once,whentheKingandQueenwereouthunting,QueenAnneaccidentallykilledtheKing’sfavoritehuntingdog,Jewell.TheQueenfeltbadlyaboutthisandtheKingboughtheragifttoeasehermindofthisincident.?KingJamesbelievedintheDivineRightofKingsandthemonarch’sdutytoreignaccordingtoGod’slawandthepublicgood.Inordertopassonhiskinglyinstructiontohiseldestson,PrinceHenry,KingJameswroteBasiliconDoronwhichmeans,“theKinglyGift”.BasiliconDoronwasnotmeantforgeneralpublication,butfortheinstructionoftheyoungprinceinthelikelyeventthathisfatherwouldnotsurvivetoinstructhim—KingJameswassicklyandsurvivedanumberofassassinationattempts.TheKingboundhisprinterRobertWaldegravetosecrecyandorderedaneditionofonlysevencopies.Somehow,however,intelligenceofthebookanditscontentsgotabroad.Subsequently,therewassomuchdemandforBasiliconDoronthatforged(稳步前进),corruptedcopieswerebeingdistributed.Withthesepressures,theKingthenhaditpublished?forthegeneralpublicanditbecameabestseller.ItwaspublishedinEnglish,Welsh,Latin,French,SwedishandGermanforaperiodofover50years.?BasiliconDoronisashorttreatise(论文),only153pageslong.Itconsistsofthreeshortvolumes,thefirstofwhichis“AKing’sChristianDuetietowardsGod.”JamesD’israelisaid,“Jameshadformedthemostelevatedconceptionofthevirtuesanddutiesofamonarch.”?InBasiliconDoron,KingJames’understandingofChristiandiscipleship,styleandproseareattheirbest.HeskillfullyintertwinessacredscripturewithgodlyandChristianadvice.TheKingoffershissonthisimportantadviceonknowingGod:?Diligentlyreadhisword,&earnestly...prayfortherightunderstandingthereof.SearchthescripturessaithChristfortheywillbeartestimonyofme.ThewholeScripturessaithPaulareprofitabletoteach,toimprove,tocorrect,andtoinstructinrighteousness,thatthemanofGodmaybeperfectuntoallgoodworks.?“ThewholeScripturecontaynethbuttwothings:acommandandaprohibition.Obeyinboth...TheworshipofGodiswhollygroundedupontheScripture,quickenedbyfaith.”??BasiliconDoron??byKingJames???THEKINGUNITESSCOTLANDANDENGLAND.?KingJames’greataspirationtobethefirstKingofbothScotlandandEnglandwasrealizedin1603uponthedeathofQueenElizabeth.WhenheascendedtotheEnglishthronethatyearhehadalreadybeenkingofScotlandfor36years.HewasnowknownasKingJamesVIofScotland&IofEngland.Thekingplayedamasterlypoliticalgameandkepthiskingdomoutofwar.ForthefirsttimeaScottishmonarchwieldedeffectiveauthorityoverthemorefar-flungareasoftherealm(领域).Hesupportedliteratureboththroughhisownwritingandhispatronage(赞助).Therewaspeaceduringhisreign—bothwithhissubjectsandforeignpowers.THEKINGHADMANYENEMIES.?AsaScotsmanrulingovertheEnglish,theKingenduredmuchracismandslander—especiallyfromtheoncepowerfulEnglishLordsandLadieswhohereplacedwithhisScottishcountrymen.Unfortunately,manyoftoday’shistorianslooktothewritingsofhostilesourcessuchasSirAnthonyWeldonandFrancisOsborneasaccuratedescriptionsofthisgreatking.Oneoftheking’sdetractors(诽谤者),SirAnthonyWeldon,wasknightedbyKingJamesbutwassubsequentlydismissedafterKingJamesfoundracistwritingsbyWeldonabouttheKing’snativeScotland.ManyhistorianstodayquoteWeldonasifhewereareliablehistoricalsource.ExamplesofWeldon’sracismarefoundinhistreatiseentitled,“APerfectDescriptionofthePeopleandCountryofScotland”wherehesaysthattheScotsarea“stinkingpeople”whohold“fornication...butapastime”.Healsosaid,“...theirfleshnaturallyabhorscleanness.Theirbreathcommonlystinksofpottage...tobechainedinmarriagewithoneofthem,weretobetiedtoadeadcarcass,andcastintoastinkingditch...Idowonderthat...KingJamesshouldbeborninsostinkingatownasEdinburghinlousyScotland.”Despitethisobviousbias,historianscontinuetoconsultthewritingsofAnthonyWeldon?whointimatedthatKingJameshadinordinateaffectionstowardsothermen—buthedidnotdothisuntil25yearsafterKingJameswasdeadandcouldnotdefendhimself.Today’ssodomite/homosexualcommunityistoutingtheKingasoneoftheirown,whichhewasnot.Thesemisinformedsources,virtuallywithoutexception,failtomentionthatKingJamesandhisQueenhadninechildrentogether.YoucanreadabouttherumorsinthisarticleorcheckoutanexcellentlyresearchedbookonthesubjectbyStephenCoston,Sr.entitled,KingJames:UnjustlyAccused?Almostprophetically,thekingwroteofhisenemies:?“Theyquarrelme(notforanyevilorviceinme)butbecauseIwasaking,whichtheythoughtthehighestevil,andbecausetheywereashamedtoprofessthisquarreltheywerebusytolooknarrowlyinallmyactions,andIwarrantyouamoatinmyeye,yesafalsereportwasmatterenoughforthemtoworkupon.”??

—JamesI,BasiliconDoronThereligionwasalsoanenemyofkingJames.Papists(asKingJamescalledthem)attemptedtoassassinatehimanumberoftimes.Mostnotably,in1605RomanCatholicGuyFawkesattemptedtoblowupParliamentwhenthekingwastohavebeenpresent.Theconspiracywasdiscoveredandallco-conspiratorswereexecuted.ThisfailedattemptiscelebratedonNovember5inEnglandeachyearandisknownasGuyFawkesNight.?KingJameswasanevangelistofthetruegospel,whichautomaticallymadehimanenemy?ofRome.KingJamesstronglydelineatedtheerrorsofRomansuperstitionandspurnedthemyethetreatedRomanistsubjectsfairly.CatholicambassadorNicoloMolinsaidthisofKingJames:?“HeisaProtestant...theKingtriestoextendhisProtestantreligiontothewholeisland.TheKingisabitterenemyofourreligion.Hefrequentlyspeaksofitintermsofcontempt.Heisalltheharsherbecauseofthislastconspiracyagainsthislife...HeunderstoodthattheJesuitshadahandinit.”SUCCESSINKINGSHIP.?Despitehisdetractors,KingJamestheⅥofScotlandandⅠofEnglandwasahighlysuccessfulKing.?

Asaloverofthetheatre,KingJamesbecamepatrontothetroopofoneofhismostfamoussubjects—WilliamShakespearetheplaywright.Shakespeare’stroopcametobeknownastheKing’sMen.ShakespeareandtheKingheldaspecialrelationshipastheybothlovedliterature.Shakespeareevenwrotehisfamousplay,“Macbeth”specificallyforKingJames.AnotherlittlerecognizedfactisthatKingJamestheⅥandⅠisthefoundingmonarchoftheUnitedStates.Underhisreign,wehavethefirstsuccessfulcoloniesplantedontheAmericanmainland—Virginia,Massachusetts,andNovaScotia(LatinforNewScotland)inSECanada.TheKinghimselfordered,wroteandauthorizedtheEvangelisticGrantChartertosettletheColonyofVirginia:??“Tomakehabitation...andtodeduceacolonyofsundryofourpeopleintothatpartofAmerica,commonlycalledVirginia...inpropagatingofChristianreligiontosuchpeopleasyetliveindarkness...tobringasettledandquietgovernment.”???

Period6reading&writing


俗话说,磨刀不误砍柴工。作为高中教师就要在上课前做好适合自己的教案。教案可以让学生们能够更好的找到学习的乐趣,让高中教师能够快速的解决各种教学问题。那么如何写好我们的高中教案呢?经过搜索和整理,小编为大家呈现“Period6reading&writing”,欢迎大家阅读,希望对大家有所帮助。

Period6readingwriting
Step1Appreciation
Readthefollowingpoemcarefullyandwritedownthepairsofwordsthatrhymeandaddmoresimilarrhymingwords.
Step2.Pre-writing
Howtomakefriendswithothers?
1.ReadaletterfromastudentcalledXiaodong.What’shisproblem?
2.Supposeyouwereeditor,pleasewriteyouradvicetoXiaodong.
Discussingroupsoffour.CollectyouradvicetoXiaodongandyourattitude.
Usefulexpressions:
Inmyopinion,youshould…
Myadviceis…
Ithink/believe…
I’mafraidthat…
Iadviseyouto…
Idon’tthink…
Don’tworry…
Iagree/Idon’tagree.
Ithinkso./Idon’tthinkso.
Step3While-writing
Thisactivityenablesstudentstoexpresstheirfeelingsandtohelpothers.Inotherwords,itgivesstudentsabetterunderstandingofhowtodealwiththiscommonsituation.Thisisasmucharoleplayasawritingactivity,soitisimportantforstudentstodiscusstheirideasfirst.Inthiswaytheycancollecttheirideas,sortthemoutandpreparetowrite.
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Writingtips
Contents(Thelettershouldcontainthefollowingpoints)
1.Makeanefforttochangethesituation.
2.Starttalkingtopeopleaboutwhatyoubothlike.
3.Joininpeople’sdiscussion.
4.Showyourinterestintheirtalk.
5.Trytomakefriendswithoneortwoclassmates.
Structure
Topicsentence(yourpointofview)
Body(youradvice)
Conclusion(yourwishes)
Tense:Asitisaletter,SimplePresentTensewillbeappliedtothewriting.
Connectors:
Illustration(阐述)Ithink,Ibelieve,Isuggest,inmyopinion…
Addition(递进)secondly,andthen,besides,inaddition…
Contrast(转折)but,however,ontheotherhand…
Summary(总结)inshort,inaword,therefore,so…
Step4.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Samplewriting:
DearXiaodong,
Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.
Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.
Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudont,youshouldntfeelafraidtosay,forexample,”Thatsoundsinteresting,whatisitabout??Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.
Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.
Goodluck!
Editor

Homework:writethecomposition

The United Kingdom Period 5 Grammar?教案


一名合格的教师要充分考虑学习的趣味性,作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更好的吸收课堂上所讲的知识点,帮助高中教师提高自己的教学质量。我们要如何写好一份值得称赞的高中教案呢?下面是小编为大家整理的“The United Kingdom Period 5 Grammar?教案”,但愿对您的学习工作带来帮助。

Period5Grammar?
TheGeneralIdeaofThisPeriod
Thisperiodlaysemphasisongrammar,thatis,thepastparticipleusedastheobjectcomplement,whichisalsooneofthedifficultpointsinSeniorEnglishgrammar.?
First,revisewhatthestudentshavelearntinthelastperiodbycheckingtheirhomework?,includingsomeimportantphrasesandtranslatingsomesentencesfromChineseintoEnglish.?
Inthisunitthestudentsshouldlearnaboutthepastparticipleusedastheobjectcomplement.First,theteacherpresentsonesentencecontainingapastparticipleusedtheobject?complement,whichwastakenfromthereadingpassage.Teachertriestoanalyzethefunctionofthepastparticipleandhelpthestudentshaveageneralideaaboutit.ThenthestudentsareaskedtofindallthesentencesthatcontainapastparticipleusedastheobjectcomplementintheReadingpassage.Thenthestudentscancometoaconclusionofthebasicstructureofthepastparticipleusedastheobjectcomplement,thatis,have/get/find/...+object+pastparticiple.Nexttheteacherwillexplainthedifferencesbetweenthepresentparticipleandthepastparticiple.Theteachercomparesthemwhenareusedastheattributive,predicate,objectcomplementandadverbial.Inordertodoso,theteacheralwaysshowssometypicalexamples.Afterthat,thestudentswillfindoutthedifferencebetweenthem.Thentheyareprovidedwithsomeexercisesforthemtoconsolidatewhattheyhavelearned.?
Inordertoconsolidatethegrammarpoints,thestudentswilldosomeoralpractice.Inthispractice,thestudentswillaskandanswersomequestionsinpairs,usingthepastparticipleastheobjectcomplement.Thestudentsshouldnotonlylearnaboutthegrammar,butalsolearnhowtousethem,whichismuchmoreimportant.Alsothispartcanhelpthestudentstocommunicatewitheachotherusingthelanguagethattheyhavelearned,andthisistherealpurposeoflearningthetargetlanguages.
TeachingImportantPoint?
Learngrammar:thepastparticipleusedastheobjectcomplement.?
TeachingDifficulties
Knowthedifferencesbetweenthepresentparticipleandthepastparticiplewhentheyareusedastheattributive,predicate,objectcomplementandadverbial.?
Learntomakeachoicebetweenthepresentparticipleandthepastparticipleaccordingtothedifferentcontext.?
TeachingAids
ataperecorder?
aprojector?
theblackboard
ThreeDimensionalTeachingAims
KnowledgeAims
Learnthepastparticipleusedastheobjectcomplement.?
Knowthedifferencesbetweenthepresentparticipleandthepastparticiplewhentheyareusedastheattributive,predicate,objectcomplementandadverbial.?
AbilityAims
Learntomakeachoicebetweenthepresentparticipleandthepastparticipleaccordingtothedifferentcontext.?
Learntocommunicatewitheachotherbyusingthelanguagethattheyhavelearned.?
EmotionalAims
Learntocooperatewitheachother.?
TeachingProcedure
Step1Greetings?
Teachergreetsthestudentsasusual.?
Step2Revision
T:Atthebeginningofthisperiod,let’scheckyourhomework.First,pleasewritedownthephrasesaccordingtotheChineseexplanations.?
S:1)与……连结belinkedto
2)令某人惊讶的是toone’ssurprise?
3)到处寻找,观光lookaround
4)睁大眼睛keepone’seyesopen?
5)在特殊的场合onspecialoccasions
6)为了纪念……inmemoryof?
7)拍一张照片haveaphototaken
8)展出onshow?
9)为……感到骄傲beproudof
10)遗留,漏掉leaveout
T:Good.Now,let’scheckyourtranslationsofthefivesentences.?
S1:WhenDavidBeckhamarrivedinJapan,thethrilledfansallwenttomeethim.?
S2:Inordertocelebratemycousin’swedding,myauntandunclehadaneveningpartyarranged.
S3:Itisprobablypuzzling,buttosetanexamplecanhelptoclarifythepuzzle.?
S3:Don’tbeinfluencedbyherwords.Youmustdecideforyourself.?
S4:Polartooktheplaceofherfathertotreattheguestsattheparty,sinceherfatherwasnotavailableto.
Step3DiscoveringUsefulStructures?
T:Inthelastunitwelearntaboutthepastparticipleusedastheattributive.Nowlet’slookatthefollowingsentencetakenfromthepassage.Pleasetellmewhatfunctionisthepastparticiple.
NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.??
S:Itisusedastheobjectcomplement.?
T:Youareright.Sointhisunitwewilllearnaboutthepastparticipleusedastheobjectcomplement.Thestructureisoftenformedwithhave/get/find/...+object+pastparticiple.Pleasefindthreemoresentencesfromthereadingpassagewithpastparticiplesusedastheobjectcomplement.
(Afterseveralminutes.)?
S1:Totheirsurprise,thethreecountriesfoundthemselvesunitedpeacefullyinsteadofbywar.(Para.3)?
S2:However,justastheyweregoingtogetIrelandconnectedtoformtheUnitedKingdom,thesouthernpartofthatcountrybrokeawaytoformitsowngovernment.(Para.3)?
S3:YoufindmostofthepopulationsettledintheSouth,butmostofthelargeindustrialcitiesintheMidlandsadNorthofEngland.(Para.5)?
T:Yes,youareveryclever.Now,lookatPart2(Discoveringusefulstructures)onPages12-13.Completethesentencesbyusingthewordsinbracketsandthestructurehave/get/findsomethingdone.
T:Let’sdoNo.1asanexample.Wearehavingthehousemendednow.?
(Afterseveralminutes.)?
S1:No.2Youlookdifferenttoday.Haveyouhadyourhaircut??
S2:No.3Doyouwanttogetthedictionarydeliveredtoyourhouseorwouldyouprefertocometotheshopforit??
S3:No.4Sorry,Ihaven’thadthefilmdevelopedyet.?
S4:No.5Onmywaytothestationmycarbrokedown.WhenIgottotherepairshopIfounditclosed.?
S5:No.6Thecomputerdoesn’tseemtoworkwell.You’dbettergetitrepaired.?
S6:No.7JillandErichadalltheirmoneystolenwhiletheywereonholiday.?
S7:No.8ChrishadsomeflowerssenttoSarahonherbirthday.ThenChrisaskedSarahtomarryhemandtheyhaditannouncedinthenewspaper.Theyhadnotimetoarrangetheirownwedding,sotheyhaditorganizedbyacompany.?
T:Excellent.Pastparticipleusedastheobjectcomplementcanalsobeputaftersuchwordsassee,hear,notice,watch,keep,make,feel,etc.PleaseputthefollowingsentencesintoEnglish.
1.她高兴地看到孩子们在托儿所受到很好的照顾。?
2.我感到心里轻松了好些。?
3.我们应该让他知道这儿发生的情况。?
4.你说话至少要让别人听懂。?
5.他曾听人用德语唱过这支歌。?
Suggestedanswers:
1.Shewasgladtoseeherchildrenwelltakencareofinthenursery.?
2.Ifeltagreatweighttakenoffmymind.?
3.Weshouldkeephiminformedofwhatisgoingonhere.?
4.Whenyoutalk,youhavetoatleastmakeyourselfunderstood.?
5.HeonceheardthesongsunginGerman.?
T:Youdidaverygoodjob.Nowlet’slookatthreesentenceswith“have/getsth.sth.done”.Pleasetrytofindoutthedifferencesbetweenthem.?
1.Ihad(=got)myteethfilledyesterdayafternoon.?
2.Wemusthave(=get)theworkfinishedbyTuesday.?
3.IhadmylegbrokenwhenIgotoffthebus.?
T:Doyouthinkthestructure“have/getsth.done”hasthesamemeaninginthethreesentences
Ss:No.?
T:Thencanyouexplainthedifferences??
S:Inthefirstsentence,“have/getsth.done”means“toasksomeoneelsetodosth.”.Inthesecondsentence,thesubjecthimselforherselfmaytakepartinthework.Butinthethirdsentence,“have/getsth.done”means“tomeetwithsomethingunpleasant”.?
T:Youareveryclever.?
T:Now,let’scomparetheusebetweenthepresentparticipleandthepastparticiple.Lookatthefollowingexamples:?
Theboilingwaterishot.?
Youcanusetheboiledwatertomaketea.?
T:Canyoutellmethedifferencesbetweenboilingwaterandboiledwater??
S:“Boilingwater”referstothewaterthatisboilingatthemoment,while“boiledwater”refertothewaterthathasbeenboiled.?
T:Yes,theyaredifferentbothinvoicesandtime.Trytofinishthefollowingsentencesusingtheproperformsoftheverbs.?
1.Cometomorrowandgivetheapplicationtotheman__________(sit)atthatdesk.?
2.Isthisthebook__________(recommend)byourteacher??
3.Wehavetopaydutiesongoods__________(import)fromabroad.?
4.Thehouse__________(stand)atthecornerofthestreetwasbuiltin1955.
(Teachergivesthestudentsseveralminutestothinkaboutthesesentences.)?
T:Now,let’scheckyouranswers.?
Suggestedanswers:
1.sitting?
2.recommended?
3.imported?
4.standing?
T:Youareright.Pleaselookatthefollowingtwosentences.?
1.ThisisthemostconfusingsystemIhaveeverseen.?
2.Thechildrenwillgetconfusedifaskedtolearntoomuchatatime.?
T:Whatarethemeaningsof“confusing”and“confused”??
S:“Confusing”means“令人困惑的”and“confused”means“感到困惑的”.
T:Youareright.Whenreferringtosomething,weoftenusethepresentparticiple,withthemeaningof“令人……的”.Whenreferringtosomebody,weoftenusethepastparticiple,withthemeaningof“感到……的”.Lookatthefollowingwordsandwritedowntheirmeaningsinthebrackets.
amazing()amazed()?
annoying()annoyed()?
boring()bored()?
surprising()surprised()?
S:amazing(令人惊讶的)amazed(感到惊讶的)?
annoying(令人生气的)annoyed(感到生气的)?
boring(令人厌倦的)bored(感到厌倦的)?
surprising(令人惊讶的)surprised(感到惊讶的)?
T:Youareright.Nowlet’slookatanothertwosentences:?
1.Don’tkeepthevisitorwaiting.?
2.Wheredidyougetyourbookprinted??
T:Both“waiting”and“printed”areusedasobjectcomplement.What’sthedifferencebetween?them??
S:Inthefirstsentenceitisthevisitorthatiswaiting.Inthesecondsentenceyourbookisprinted.?
T:Sowecansummarizethedifferenceasfollows:iftheobjectisthelogicalsubjectoftheparticiple,weoftenusethepresentparticiple.Iftheobjectistheobjectoftheparticiple,weoftenusethepastparticiple.Now,trytotranslatethefollowingsentencesintoEnglish,usingthepresentparticipleandthepastparticipleastheobjectcomplement.?
1.忽然他听见有人轻轻敲窗子。?
2.我进屋时发现他在朗读什么。?
3.你还是请人把鞋子补一补吧。?
4.他惊奇地发现房间给彻底地打扫了。
(Teachergivesthestudentsseveralminutestofinishthetask.)?
T:Now,let’scheckyouranswers.?
Suggestedanswers:
1.Suddenlyheheardsomeoneknockinggentlyonthewindow.?
2.WhenIenteredtheroom,Ifoundhimreadingsomethingaloud.?
3.You’dbetterhaveyourshoesmended.?
4.Hewassurprisedtofindhisroomthoroughlycleaned.?
T:Youdidanexcellentjob.Asweallknow,thepresentparticipleandthepastparticiplecanalsobeusedasadverbial.Lookatthefollowingtwosentences:?
1.Enteringtheroom,shefoundthewallnewlypainted.?
2.Writteninhaste,theessayhadsomeerrors.
T:Now,Iwillexplainthedifferencebetweenthem.Whentheactthattheparticiplereferstoisdonebythesubjectofthemainclause,weoftenusethepresentparticiple.Whenthesubjectofthemainclauseistheobjectoftheparticiple,weoftenusethepastparticiple.Nextfinishthefollowingsentencesbyfillingintheblanksaccordingtothetranslationsinthebrackets.
1.__________(顺大路往前走)shesawatallbuilding.?
2.__________(由于不知道她的地址),wecouldn’tgetintouchwithher.?
3.__________(由于在农民中工作多年),heknewthemverywell.?
4.__________(如果管理得好一些),thecabbagescouldhavegrownbetter.?
5.__________(在他事迹的影响下),theyperformedcountlessgooddeeds.
(Afterafewminutes.)?
Suggestedanswers:
1.Walkingdowntheroad?
2.Notknowingheraddress?
3.Havingworkedamongthepeasantsformanyyears?
4.Givenbetterattention?
5.Influencedbyhisexample?
T:Yes,youhavedoneaverygoodjob.?
Step4Consolidation?
T:TurntoPage50,andlookatExercise1inUsingStructure.Answerthefollowingquestionsusingthepastparticipleastheobjectcomplement.Dothemwithyourpartner.Ifyouhaveanytrouble,Iwillcometohelpyou.
(Thestudentspracticeinpairs;meanwhiletheteachergoesaroundtheclassroomandhelpsthemiftheyhaveanytrouble.)
T:NowIwillaskpairsoftoaskandanswerthesequestions.?
S:Whatdidyoufindhadhappenedtoyourflowerpotswhenyougothome??
S:Ifounditbroken.?
S:Whatdidyoudowhenthepathswerecoveredinsnowandyouwereaway??
S:Ihadthemclearedup.?
(Teacherasksotherpairstodemonstratetheirdialogues.)?
Step5Homework?
1.FinishExercises2inUsingStructuresonPage51.?
2.Finishthefollowingsentencesbyfillingintheblankswiththecorrectformoftheverbsinthebrackets.?
1)Idon’tknowthegirl__________(catch)inthesnowstorm.?
2)Doyouknowthegirl__________(seat)onthestone??
3)Doyoustillremember__________(take)toyourhometowntenyearsago??
4)CharlieChaplinisconsidered__________(make)agreatcontributiontothefilmindustry.
5)When__________(heat),icechangesintowater.?
6)ProfessorLiisoftenseen__________(write)somethinginhisoffice.?
7)__________(compare)withyou,westillhavealongwaytogo.?
8)Theyhaven’tdecidedwhen__________(leave)forShanghai.?
Suggestedanswers:
1.caught2.seated3.beingtaken4.tohavemade5.heated6.towrite?7.Compared8.toleave
TheDesignoftheWritingontheBlackboard
Unit2TheUnitedKingdom?
Period5Grammar?
Ⅰ.Example:?
NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.?
Ⅱ.have/get/find...+object+pastparticiple?
Ⅲ.Comparingpresentparticiplewithpastparticiple?
ResearchandActivities
Playthegame“Whatdidtheyfind?”?
WriteonesentenceaboutwhatMrandMrsSmithfoundwhentheycamehomefromworkoneday.Remembertousethepastparticipleastheobjectcomplement.?
Example:Theyfoundthewindowbroken.?
Dividetheclassintogroupsoffive.Giveapieceofpapertothefirstpersonineachgroupwhofoldsthepaperoverhis/herwriting,sothenextpersoncannotseeit.Passthepapertothenextpersoninthegroup.Whenthelastoneinthegrouphasfinishedwriting,he/shecomestothefrontoftheclasstoreadalltheideasofhis/hergroup.Theonewiththemostinterestingideaswins.?
ReferenceforTeaching
havesth.done,havesb.do,havesb./sth.doing与havesth.todo等四种句型的区别?
(1)havesth.done常用来表示“(主语)请别人完成某事”或表示“(主语)遭受某种不幸的情况”,其中have可用get替换。
例如:?
①Whydon’tyouhave(=get)thatsuitcleaned??
你为什么不请人把那套衣服洗一洗??
②Ican’thave(=get)thecarstarted.我不能启动这辆车。?
③Ihad(=got)mywatchbroken.我的手表给弄坏了。?
“havesth.done”用于否定句中时,表示“不允许……”“不让”。?
例如:①Iwon’thaveanythingsaidagainsther.我不会允许有任何反对她的言论。?
②Iwon’thavemyhouseturnedintoahotel.我不会让我的房子变成一个旅馆。?
(2)havesb.do表示“请某人完成某事”,可以用“getsb.todo”结构来替换。?
例:①Ihadhimrepairmybike.(=Igothimtorepairmybike.)我请他修理自行车。?
②Don’tforgettohavehimcome.别忘了叫他来。?
“havesb.do”结构还有以下用法:?
1)表示主语无意识的行为,这时“have”作“有”解。?
例:Thesesmallanimalsseemgladtohavepeoplevisitthem.?
这些小动物很高兴有人看他们。?
2)主语“经历”某事。?
例:Hehadhismotherdie.他遭丧母。?
3)在否定句中,作“容忍”“允许”。?
例:Iwon’thaveyousaysuchthingsabouther.我不允许你说她这样的话。?
(3)havesb./sth.doing常表示“让某人做某事”,“让某情况发生”之意,含有动作正在进行之意。?
例:①Hesoonhadthemalllaughing.他很快让他们都笑了起来。?
②Ihaveacarwaitingforme.我让一部车在等我。?
在否定结构中,表示“不能让”“不允许”。?
例:Wecan’thavethatsortofthinghappening.我们不能让那类事情发生。?
(4)havesth.todo表示“有某事要完成”,其中不定式作定语,且常用主动形式。?
例:①Ihavesomeletterstowrite.我有几封信要写。?
②Hehasalargefamilytosupport.他有一大家人要养活。?
如果不定式所表示的动作不是由句子的主语来完成,该不定式则须用被动形式。?
例:“Doyouhaveanyclothestobewashedtoday?”theservantasked.?
佣人问道:“你今天有没有衣服要(我)洗?”?
SomethingabouttheUK
EnglishMannersandEtiquette
ThefirstruleEnglishchildrencomeacrossatanearlyageistheimportanceofsaying“please”and“Thankyou.”Supplication,gratitudeand,mostimportantofall,apologyarecentraltoEnglishsocialintercourse.
“Excuseme,”“I’msorrytotell...”whenapology,regretorfearhavenothingtodowithitareallformsofsociallubricationwhichspareothers’feelingsandmakelifealittleeasier.
Itisdifficultforoutsiderstolearnhowtowieldthevocabularynecessary,butthestartingpointistounderstandthatitisalmostimpossiblelinguisticallytobeover-grateful,over-apologeticorover-politewhenitcomestothepoint.Thus,theEnglishmanorwomanwhosetoeyoutreadonwillbe“sosorry”presumablyearlier.Heorshewillthankyou“somuch”whenyoustoptreadingonitor,ifyoudonot,askyoutowitharoutineofpleasesandthank-yousthatwouldlastanyothernationalhalfalifetime.It’sjusttheEnglishway.
TheEnglishSenseofHumour
TheEnglishhaveanislandculture-quirky(古怪的)andself-contained(持重的,有自制力的).Muchoftheirhumourishighlysophisticatedandelusively(难以理解地)subtle(隐晦的,深奥难测的).
TheEnglishrarelysaywhattheymeanandtendtowardsreticence(节制)andunderstatement.So,whileinconversationtheyavoidtruthswhichmightleadtoconfrontation,intheirhumourtheymock(嘲笑)thatavoidance.Forinstance:
Atdinnerinagreatcountryhouse,oneoftheguestsdrinkstoomuchwine,andslumps(陷落)acrossthetable.Thehostringsforthebutlerandsays:“Smithers,couldyoupleasepreparearoom.Thisgentlemanhaskindlyconsentedtostaythenight.”
TheEnglishoftenhappilypokefunatthemselves.ComplainaboutsomeaspectofEnglishlifethatisquiteawfulandtheywillgleefullytellstoriesoftrainsthatneverarrive,ofbureau-craticbunglingthathasdrivenhonestcitizenstosuicide,oroffoodsodisgustingevenadogwouldn’teatit.
TheEnglishloveironyandexpectotherstoappreciateittoo.Forexample,onehillwalkertoanother:“It’sonlysixmilesbythemap,yetyournavigationmadeitten.”Yes,butdoingitintengivesoneamuchgreaterfeelingofaccomplishment.”
EnglishHomesandGardens
ItislargelythankstothevariableclimateinEnglandthattheEnglishlavishsomuchattentionontheirhomesandgardens.Theyemploytheirleisurehourswithanendlesscycleof“homeimprovements”withoutwhichnohomecaneverbeconsideredfullyimproved.
Insideandouttheybusythemselvesinstallingelectronicgadgets,shower,andbuilt-infurniture.
TheEnglishmandriveshisimpeccablypolishedvehicleupontoramp,whichhebuysfromtheDIYshop,andtinkersaroundunderneathitforhoursonend.?
Youmightthinkthat,withalltheseself-servicing,self-decoratingandimproving,English?skilledlabourerswouldbeoutofajobortwo.Butthisisnotthecase.Soonerorlater,theseexpertshavetobecalledintomakegoodforthedamagecausedbytheamateur?.??
TheEnglishAdoreAnimals
ItisanEnglishmaximthatapersonwholikesanimalscannotbeallbad.TheEnglishadoreanimals—allkindsofanimals.Theykeepthem,not,asothernationsdo,primarilytoguardtheirproperty,forscientificinterestorforstatus,butforcompany.?
Animals,especiallypets,arevitaltoEnglishlife.Theyarenotalwaysverygoodattalkingtoeachother,buttheyexcelinconversationwiththeiranimal.?
Petowners’homesareshrinestotheiranimals.Thebestseats,thewarmestspots,thechoicestmorselsarehandedovertothesehouseholdgodsasamatterofcourse.TheBritishspendaround1.7billionannuallyonpetfood,twiceasmuchasthetotalmarketforteaandcoffee.?
Catsanddogs,parrotsandguineapigsareexcusedbehaviourwhichifseeninthechildren?ofthehouseholdmightwellendinassault.Theyaredeemedtobeincapableofalmostanymisdemeanour.Sowhendogbitesman,itisalwaysman’sfault,evenifheisjustapasser-by.
MargaretThatcher
MargaretThatcherwasBritain’sfirstfemaleprimeminister.AgraduateofSomervilleCollege,Oxford,withamasterofartsdegreefromtheUniversityofOxfordsheworkedasaresearchchemistandabarrister,concentratingontaxlaw,beforebeingelectedtotheHouseofCommonsin1953.Sheheldseveralministerialappointmentsincludingeducationminister(1970-1974).ElectedleaderofherParty(theOpposition)in1975,shebecameprimeministerin1979.Knownasastrongleaderandan“astuteParliamentarytactician,sheknewhowtohandledisagreement,nomatterfromwhichbenchitissued.?
In1982sheorderedBritishtroopstotheFalklandIslandstoretakethemfromArgentina.Shetookastrongstandagainstthetradeunionsduringtheminer’sstrike(1984-1985),andmovedBritaintowardprivatization,sellingminorinterestsinpublicutilitiestothebusinessinterests.Shealsointroduced“ratecapping”whicheffectivelytookcontrolofexpendituresoutofthehandsofcitycouncils,partofherpoliciesaimedatreducingtheinfluenceoflocalgovernments.In1989,sheintroducedacommunitypolltax.In1990,hercabinetwasdividedoverissuesincludingtheEuropeanCommunitywhichforcedherresignation.In1992,sheenteredtheHouseofLords,createdBaronessThatcherofKesteven.HermemoirsarebeingpublishedbyHarperCollins.Thefirstvolume,“TheDowningStreetYears”waspublishedin1993.??
OxfordUniversity
Oxford,UniversityofEnglishautonomousinstitutionofhigherlearningatOxford,Oxford?shire,Eng.ItliesalongtheUpperRiverThames,50miles(80km)north-northwestofLondon.
SketchyevidenceindicatesthatschoolsexistedatOxfordassoonastheearly12thcentury.Bytheendofthatcenturyauniversitywaswellestablished,perhapsresultingfromthebarringofEnglishstudentsfromtheUniversityofParisabout1167.OxfordwasmodeledontheUniversityofParis,withinitialfacultiesoftheology,law,medicine,andtheliberalarts.?
DuringtheearlyhistoryofOxforditsreputationwasbasedontheologyandtheliberalarts.ButitalsogavemoreserioustreatmenttothephysicalsciencesthandidtheUniversityofParis:RogerBacon,afterleavingParis,conductedhisscientificexperimentsandlecturedatOxfordfrom1247to1257.Intheearly16thcenturyprofessorshipsbegantobeendowed,andinthelatterpartofthe17thcenturyinterestinscientificstudiesincreasedsubstantially.DuringtheRenaissance,DesideriusErasmuscarriedthenewlearningtoOxford,andsuchscholarsasWilliamGrocyn,JohnColet,andSirThomasMoreenhancedtheuniversity’sreputation.SincethattimeOxfordhastraditionallyheldthehighestreputationforscholarshipandinstructionintheclassics,theology,andpoliticalscience.
Inthe19thcenturytheuniversity’senrollmentanditsprofessorialstaffweregreatlyexpanded.Thefirstwomen’scollegeatOxford,LadyMargaretHall,wasfoundedin1878,andwomenwerefirstadmittedtofullmembershipintheuniversityin1920.Inthe20thcenturyOxford’scurriculumwasmodernized.Sciencecametobetakenmuchmoreseriouslyandprofessionally,andmanynewfacultieswereadded,includingonesformodernlanguages,politicalscience,andeconomics.Post-graduatestudiesalsoexpandedgreatlyinthe20thcentury.
OxfordhousestheBodleianLibraryandtheAshmoleanMuseum.TheOxfordUniversity?Press,establishedin1478,isoneofthelargestandmostprestigiousuniversitypublishersintheworld.
OxfordhasbeenassociatedwithmanyofthegreatestnamesinBritishhistory,fromJohnWesleyandCardinalWolseytoOscarWildeandSirRichardBurtontoCecilRhodesandSirWalterRaleigh.TheastronomerEdmondHalleystudiedatOxford,andthephysicist?RobertBoyleperformedhismostimportantresearchthere.PrimeMinisterswhostudiedatOxfordincludeWilliamPitttheElder,GeorgeCanning,SirRobertPeel,WilliamGladstone,LordSalisbury,H.H.Asquith,ClementAttlee,AnthonyEden,HaroldMacmillan,EdwardHeath,SirHaroldWilson,andMargaretThatcher.?
UniversityofCambridge
UniversityofCambridgeisanEnglishautonomousinstitutionofhigherlearningatCambridge,Cambridgeshire,50miles(80km)northofLondon.
Thestartoftheuniversityisgenerallytakenas1209,whenscholarsfromOxfordmigratedtoCambridgetoescapeOxford’sriotsof“townandgown”(townpeopleversusscholars).Toavertpossibletroubles,theauthoritiesinCambridgeallowedonlyscholarsunderthesupervisionofamastertoremaininthetown.Itwaspartlytoprovideanorderlyplaceofresidencethat(inemulationofOxford)thefirstcollege,Peterhouse,wasfoundedin1284.Overthenextthreecenturiesanother15collegeswerefounded,andin1318CambridgereceivedformalrecognitionasastudiumgeneralefromPopeJohnⅩⅫ.
Cambridgeremainedfairlyinsignificantuntilabout1502,whenaprofessorshipofdivinitywasfounded—theoldestintheuniversity.In1546HenryⅧfoundedTrinityCollege(whichwasandstillremainsthelargestoftheCambridgecolleges).In1570ElizabethⅠgavetheuniversityarevisedbodyofstatutes,andin1571theuniversitywasformallyincorporatedbyactofParliament.Thenewstatutes,whichremainedinforcefornearlythreecenturies,vestedtheeffectivegovernmentoftheuniversityintheheadsofcolleges.
In1663theLucasianprofessorshipofmathematicswasfoundedunderthewillofaformermemberoftheuniversity,andsixyearslaterthefirstholderresignedinfavourofIssacNewton,thenayoungfellowofTrinity.Newtonheldthechairforover30yearsandgavethestudyofmathematicsauniquepositionintheuniversity.
In1871theuniversityestablishedtheCavendishprofessorshipofexperimentalphysicsandbeganthebuildingoftheCavendishLaboratory.JamesClerkMaxwellwasthefirstprofessor.Here,too,theteamofMaxFerdinandandPerutzandJohnCowderyKendrewandtheteamofFrancisCrickandJamesWatsonelucidatedthestructuresofproteinsandofthedouble-helixDNA,tofoundthemodernscienceofmolecularbiology.EarliercametheworkofSirFrederickGowlandHopkins,who,morethanperhapsanyotherman,canbehailedasthefounderofbiochemistry.NotedCambridgescholarsinotherfieldshavebeenthenaturalistCharlesDarwin,theeconomistJohnMaynardKeynes,andthehistorianG.M.Trevelyan.
Manyofthecollegebuildingsarerichinhistoryandtradition.King’sCollegeChapel,begunin1446,isoneofBritain’smostmagnificentbuildings.ThemulberrytreeunderwhichthepoetJohnMiltonisreputedtohavewrittenLycidasisonthegroundsofChrist’sCollege.SamuelPepys’slibrary,hosedintheoriginalcases,isatMagdaleneCollege.
Theuniversitylibrarywithwellover3000000volumesisoneofahandfulinthecountrythatisentitledtoacopyofeverybookpublishedinGreatBritain.

Great scientists Period 4 Reading and Writing教案


古人云,工欲善其事,必先利其器。教师要准备好教案,这是教师工作中的一部分。教案可以让学生能够在课堂积极的参与互动,使教师有一个简单易懂的教学思路。您知道教案应该要怎么下笔吗?下面是小编帮大家编辑的《Great scientists Period 4 Reading and Writing教案》,仅供参考,希望能为您提供参考!

Period4ReadingandWriting

TheGeneralIdeaofThisPeriodInthisperiodtheteachingandlearningwillcenteronreadingandwriting.Asusual,theteachercanbegintheteachingwithreviewingtheformerknowledge.Thefollowingpartisthelead-in—talkingaboutsomescientists,becausethisunittalksaboutgreatscientistsandthispassageisaboutNicolausCopernicusandhistheory.?Astoreadingtraining,theteachershouldstilldevelopthestudents’abilityofscanningandskimming.Soatthebeginning,getthestudentstopreparesomeknowledgeforreading.Forthatpurpose,theteacherwillfirstlyaskforinformationaboutCopernicusaccordingtowhatthestudentsalreadyknow.?Thentheteachercanhavethestudentslistentothetapeandfindoutwhetherthestatementsaretrueorfalse.Itisdesignedtotrainthestudents’listeningandtocheckwhetherthestudentshavepreviewedthepassagewell.Later,theteacherwillaskthestudentstoskimitandfindoutthemainideaforeachpart.Thepurposeofdoingtheseistohelpthestudentstoformthegoodhabitofreadingwithsomestrategy.Whenreadingapassage,wehadbetterfirstreaditasawhole,thatis,understandthestructureofthepassageandcatchthemainideawiththehelpofthestructureandtitle.Thefollowingstepistoreadthepassageforthedetails.Theteachercandesignsometeachingactivitiestohelpthestudentstoknowaboutmoreandmoreinformationbytakingpartinthereadingactivities.Asaresult,theteachershouldbecareful,cautiousandcreativewhendesigningthereadingactivities.Thereadingactivitieshadbetterbevarious,whichcancatchmorestudents’attention.?Attheendofreading,someactivitiesshouldbedesignedtocheckthestudents’understanding?bysayingsomethingaboutCopernicusandmakingupadialoguebetweenCopernicusandhisfriend.Thepracticinghelpsthestudentsimprovetheirspeakingandarousetheircreativity.Thecompetitionisheldtomakethestudentstakepartintheclassactivitiesactively.Atthesametime,letthestudentsconsiderthewritingpurpose.Besidesreading,thestudentsarealsoexpectedtolearnandpractisetheirwritingskill.Bystudyingthepassage,thestudentsshouldlearntodopersuasivewritingtochangesomeoneelse’sdecision.Theteachershouldgivethestudentssomeadviceonhowtoplanthewritinganddevelopthewriting—beginning,bodyandconclusion.TeachingImportantPointsHelpthestudentsknowaboutCopernicusandhistheory.?Developthestudents’readingability.?Improvethestudents’writingability.?TeachingDifficulty?Developthestudents’readingability.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAimsGetthestudentstoknowaboutCopernicusandhistheory.?Learnaboutpersuasivewriting.?AbilityAimsMastertheskillofgistreading.?Developthestudents’readingability,suchasskimmingandscanning.?Improvethestudents’writingability.?EmotionalAimsArousethestudents’interestinscienceanddevotiontoscience.?

TeachingProcedureStep1GreetingT:Hello,everyone.?Ss:Hello,MissWang.?Step2ReviewingT:LastclasswetalkedaboutQianXuesenandCarlLinnaeus.Canyousaysomethingabout?them?S:QianXuesenisafamousChinesephysicist.?S:QianXuesenoncestudiedinthe!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--USAandthenreturnedtoChina.?S:QianXuesenmadegreatcontributionstospaceresearch.?S:CarlLinnaeusdevelopedasystemtoclassifyplantspeciesaccordingtothemaleandfemaleorgansinthefollowers.?S:CarlLinnaeusearnedthetitle“Fatherofclassification”.?Ss:...?Step3Pre-readingT:Youhavedoneagoodjob.Sowehavelearnedaboutalotaboutgreatscientists,suchasJohnSnowandQianXuesen.Whoelsewouldyouliketolearnabout?Why??S1:I’dliketoknowsomethingaboutMadameCurie,becauseshewasoneofthegreatwomenscientists.?S2:I’dliketoknowaboutAlbertEinstein,becauseheplaysanimportantpartinthedevelopmentofPhysics.?S3:StephenHawkingbecausehehasmadegreatachievementsalthoughheisdisabled.?Ss:...?T:Ifindyouareinterestedinscienceandscientists.Buttodaywearegoingtoreadabout?Copernicus.Doyouknowsomethingabouthim??S1:HewasborninPoland.?S2:Hebelievedtheearthmovesaroundthesun.?S3:Itwassaidthathewasburnedtodeathbecauseofhistheory.?Ss:...?T:Doyouwanttoknowmoreabouthim??Ss:Ofcourse.?T:Solet’scometothepassageCopernicus’revolutionarytheory.?Step4ListeningT:FirstI’dlikeyoutolistentothetapeandfindoutwhetherthestatementsareTorF.?(Givethestudentsoneminutetoreadthestatementsandthenplaythetape.)??()1.WhenCopernicusfoundthattheearthwasnotthecenterofthesolarsystem,hewasveryexcited.?()2.Someastronomersfounditstrangethatsomeplanetsappearedbrighteratsometimes.?()3.Copernicusworkedoutthetheorybyobservationandcalculation.?()4.Copernicusdidn’tpublishhisideasuntilhediedin1543.?()5.AccordingtotheChristianideaofgravity,thingsfelltothegroundbecause?theearthisthecenteroftheuniverse.?(Afewminuteslater.)?T:Areyouready?Who’dliketohaveatry.Ifthesentenceistrue,pleasereadit.Ifitisfalse,correctit.S1:Thefirstsentenceisfalse.WhenCopernicusfoundthattheearthwasnotthecenterofthesolarsystem,hewasfrightened.?S2:Thesecondstatementistrue.?S3:Thethirdstatementisalsotrue.?S4:Thefourthstatementisfalse.Copernicusdidn’tpublishhisideasuntilhelaydyingin1543.S5:Thefifthstatementistrue.?Suggestedanswers:1.F;2.T;3.T;4.F;5.T?Step5GistReadingT:Youhavedoneagoodjob.Inthinkyoupreviewedthepassagewell.Tounderstandthepassagebetter,Idividethepassageintofourparts.Readthepassagequicklyandfindoutthemainideaofeachpart.(Afterthreeminutes.)?T:Haveyougotit?Generallyspeaking,ifwewanttointroducesomething,first,weusuallygiveabriefintroduction.Whataboutthemainideasofotherparts?(Askthestudentstogivetheiropinionsandintheendtheteachergivesthemtheanswer.)Suggestedanswers:Para1Briefintroduction?Para2ThecauseofCopernicus’theory?Paras3-4TheprocessofCopernicus’theory?Para5ThesignificanceofCopernicus’theory?Step6DetailedreadingT:ThispassagemainlytalksaboutCopernicus’theory.Solet’scomparehistheoryandthetheorybeforehim.Workinpairs.Readthepassageagainandfillinthefollowingform.?BeforeCopernicus’theoryCopernicus’theory1.Godmadetheearth.2.Theearthwasthecenterofthesolarsystem.1.Thesunisthecenterofthesolarsystemandtheplanetsgoarounditexceptthemoon.2.Theearthisspinningasitgoesroundthesun.(Twominuteslater.)T:Haveyoufoundoutthedifferenttheories?Who’dliketohaveatry??S:BeforeCopernicus’theory,theybelievedGodhadmadetheearth,soitwasthecenterofthesolarsystem.?T:Verygood.WhataboutCopernicus’theory??S:Copernicusfoundthatthesunisthecenterofthesolarsystemandtheplanetsgorounditexceptthemoon.?T:That’sright!Anythingelse??S:Healsofoundtheearthisspinningasitgoesroundthesun.?T:Great!(Showthecompleteformtothestudentsandletthemreadit.)Justnow,weknewCopernicusdidn’tpublishhistheoryimmediatelyhefoundit.Canyoutellmewhy??S:Becausehedidn’twanttobeattackedbytheChristianChurch.Hepublisheditmanyyearslater.T:Yes.Atthattime,anyonewhowantedtochallengethetheoryoftheChristianChurchwouldbepunished,evensometimesbesentencedtodeath.IfyouwereCopernicus,wouldyouhavehiddenyourtheorysoformanyyears?Pleasegiveareason.(Twominuteslater.)?T:I’dliketoknowaboutyourideas.Areyouready?Anyvolunteers??S:IfIwereCopernicus,Iwouldhavedonethesame,becauseatthattime,peopledidn’tenjoythefreedomofspeech.WhoeverchallengedtheChristianChurchwouldbepunished.Whilethereislife,thereishope.Therewouldbemorechanceformetomakemytheoryknowntothepublic.?T:Itsoundsreasonable.Thankyou.Anyoneelse??S:IfIwereCopernicus,IwouldhavepublishedmyideasassoonasIfoundthem.SinceIfoundmyideaswereright,Iwouldmakethemknowntomorepeople,regardlessofdanger.Asascientist,Ishouldbebravetochallengeanddevotemyselftoscience.?Ss:...?T:Youhavedoneaverygoodjob.Iappreciateyourgoodideasandopinions.?Step7PractisingT:Sincewehavelearnedthewholepassage,I’dlikeyoutodosomepractice.?(Showthefollowingonthescreen.)?1.SaysomethingaboutCopernicus.?Copernicus____________________.?2.MakeupadialoguebetweenCopernicusandoneofhisfriends.Copernicusshowedhisideasprivatelytohisfriendandhisfriendencouragedhimtopublishhisideas.?T:FirstpleasesaysomethingaboutCopernicus.Giveasmuchinformationaspossibleabout?himbymakingsentencesbeginningwithCopernicus.?S1:CopernicusisaPolandastronomer.?S2:Copernicusfoundtheearthisnotthecenterofthesolarsystem.?S3:Copernicusdidn’tpublishhistheoryuntil1543.?S4:Copernicusmadeagreatcontributiontoastronomy.?Ss:...?T:I’mdeeplyimpressedbyyoursentences.Youareexcellent.FromthepassageweknowCopernicusshowedhistheorytohisfriendsandhisfriendsencouragedhimtopublishhistheory.Pleasemakeupadialogueinpairsbasedonthissituation.Wewillholdacompetitiontoseewhichgroupactsthebest.?(Afterafewminutes,theteachergetsseveralpairstoactitoutanddecideswhichgroupisthebestone.)?Step8WritingT:JustnowwelearnedthatCopernicusdidn’tpublishhisideasassoonashefoundhistheory.WealsotalkedaboutwhatyouwouldhavedoneifyouwereCopernicus.NowwriteashortletteraskingCopernicustopublishhisideassoeveryonecanreadthem.Firstyouneedtocollectyourideas.TherearesomesuggestedinformationonPage7.Thenyouneedtoarrangetheseideas.Thereisaplanforit.?Beginning:TellCopernicuswhoyouareandwhyyouwanthimtopublishhisideas.?Paragraph2:Reason1andevidence.?Paragraph3:Reason2andevidence.?Summingup:Askhimtothinkagainaboutpublishinghisideas.?(GiveSssometimetodoit.Askthemtodrawanoutlinefirst,anditwillhelpthemtodeveloptheirwritingskill.Thepassagewillbeclear.Iftheyhavefinishedwriting,getthemtoexchangewiththeirdeskmates.Finallyasksometoreadtheirwritingstothewholeclass.Whiledoingthis,theteachercandesignacompetitiontoarousetheirexcitement.)?Step9HomeworkT:Youdidverywellinclass.There’sthehomeworkforyou.?1.Previewthereadingpassageandunderlinethephrasesyouthinkimportantanduseful.2.Finishthewritingifyouhaven’tfinishedandimproveitifyouhave.?

TheDesignoftheWritingontheBlackboard

Unit1Greatscientists

Period4ReadingandWritingCopernicus’revolutionaryworkMainideaofeachpart:?Para1Briefintroduction?Para2Thecauseof?Copernicus’theory?Paras3-4Theprocessof?Copernicus’theory?Para5Thesignificanceof?Copernicus’theory??BeforeCopernicus’theoryCopernicus’theory1.Godmadetheearth.??2.Theearthwasthecenterofthesolarsystem.1.Thesunisthecenterofthesolarsystemandtheplanetsgoarounditexceptthemoon.2.Theearthisspinningasitgoesroundthesun.

ResearchandActivitiesThethemeoftheactivityis“agreatscientistinoureyes”.Getthestudentstoworkingroupsandintroduceagreatscientistintheirminds.First,theyneedtodecidewhichscientisttheythinkisthegreatest.Then,collectasmuchinformationaspossibleaboutthescientist,suchashis/herlife,achievements,andsoon.Intheend,eachgrouppresentsittothewholeclass.Theactivityisdesignedtoarousethestudents’interestinscience,cultivatetheirteamspiritandlearnsomethingfromthesegreatscientists.Italsohelpsthemlearntosearchforinformationandorganizeitwell.

ReferenceforTeaching

NicolausCopernicus

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--BornonFeb.19,1473,inThorn(Torun),Poland,NicolausCopernicuswasdestinedtobecome,throughthepublicationofhisheliocentrictheory70yearslater,oneoftheseminalfiguresinthehistoryofscientificthought.Thesonofaprosperousmerchant,hewasraisedafterhisfather’sdeathbyamaternaluncle,whoenabledhimtoentertheUniversityofKrakow,thenfamousforitsmathematics,philosophy,andastronomycurriculum.ThisexperiencestimulatedtheyoungCopernicustostudyfurtherliberalartsatBologna(1496-1501),medicineatPadua,andlawattheUniversityofFerrara,fromwhichheemergedin1503withthedoctorateincanonlaw.ShortlyafterwardhereturnedtoPolandandeventuallysettledpermanentlyatthecathedralinFrauenberg(Frombork),lessthan100milesfromhisbirthplace.Throughhisuncle’sinfluencehehadbeenelectedacanonofthechurchevenbeforehisjourneytoItaly.Copernicusnotonlyfaithfullyperformedhisecclesiasticalduties,butalsopracticedmedicine,wroteatreatiseonmonetaryreform,andturnedhisattentiontoasubjectinwhichhehadlongbeeninterested-astronomy.?ByMay1514CopernicushadwrittenDerevolutionibusorbiumcoelestium(OntheRevolutionsoftheHeavenlySpheres,1543).ThisclassicworkchallengedthegeocentriccosmologythathadbeenacceptedsincethetimeofAristotle.Copernicusproposedthattheearthgoesroundthesunwiththeotherplanets.?ThenewtheorythatCopernicusespousedinDerevolutionibusexhibitsapeculiarmixtureofbothradicalandconservativeelements.Inthemidstofhisradicalreorderingofthestructureoftheuniverse,CopernicusstilladheredtotheancientAristoteliandoctrinesofsolidcelestialspheresandperfectcircularmotionofheavenlybodies,andheheldessentiallyintacttheentireAristotelianphysicsofmotion.Moreover,withsignificantinnovations,heclungtothePtolemaicrepresentationofplanetarymotionbymeansofcomplicatedcombinationsofcirclescalledepicycles.AlthoughCopernicusrealizedthathistheoryimpliedanenormousincreaseinthesizeoftheuniverse,hedeclinedtopronounceitinfinite.TheseaspectsoftheCopernicantreatisedonotmitigatethenoveltyortheimpactofthefinaltheory,ortheauthor’sfirmconvictionthathissystemwasanaccuraterepresentationofphysicalreality.Rather,theyindicatethescopeoftheworkthatlayaheadandthatwaseffectivelyaddressedinthenextcenturywhenKeplerdeterminedtheellipticityofplanetaryorbits,Galileoformulatedhisnewconceptofmotion,andNewtonespousedhistheoryofuniversalgravitation.TheenunciationoftheheliocentrictheorybyCopernicusmarkedthebeginningofthescientificrevolution,andofanewviewofagreatlyenlargeduniverse.Itwasashiftawayfromthecomfortableanthropocentrismoftheancientandmedievalworld.Ascientifictheorythatreflectedsoprofoundlyonhumanitywasnotwelcomedbythechurch,anditwasonlyafterthepublication(1540)ofNarratioprima(AFirstAccount),byanenthusiasticsupporternamedRheticus,thattheagedCopernicusagreedtocommittoprintthetheoryalreadyoutlinedin1514.Anundocumented,butoftenrepeated,storyholdsthatCopernicusreceivedaprintedcopyofhistreatiseonhisdeathbed.HediedonMay24,1543.

ShenzhouⅥtouchesdown

BEIJING,Oct.17(Xinhua/chinadaily.com.cn)—ThereturnmoduleofChina’ssecondmannedspacecraftShenzhouⅥhasreturnedtotheEarth,andtheastronautsaresafe.?ThemoduleandastronautstoucheddowninthemainlandingfieldinCentralInnerMongoliaAutonomousRegionat4:33A.M.Mondayafterafive-dayflight.?FeiJunlonggotoutofthereturnmodulebyhimselffirst,followedbyNieHaisheng.?Thetwosaidtheywereingoodconditionwhenansweringquestionsfromjournalists.?ThetwoPeople’sLiberationArmycolonelsreceivedahero’swelcome.JubilantresidentsinNie’shometownincentralHubeiprovincesetofffirecrackersandperformedtraditionalliondances.Fei’smotherweptonlearningofhissafereturn,andhisfatherdeclared,“Themotherlandissogreat!”StatetelevisionshowedtheastronautsemergingfromShenzhouⅥunaided,pausingatopthecharredreentrycrafttowavetotherecoveryteam.?ChenBingde,chiefofChina’smannedspaceproject,declaresthemissionacompletesuccess.Thereturnmoduellandedonekilometerawayfromthetarget,andsixkilometersfromtheShenzhouV’slandingsite.?

ThetwomenareexpectedtobetakenbyahelicoptertoalocalairporttoboardaflighttoBeijing.Bothwillbeinisolationforobservationfor14daysafterthemission,butfamilymemberswillbeallowedtovisit,theBeijingYouthDailynewspapersaidSunday.?FeiandNieblastedoffWednesdayonChina’ssecondmannedspacemission.ItcamealmostexactlytwoyearsafterChina’sfirstmannedspaceflight.?Chinaisonlythethirdcountrytosendhumansintoorbitonitsown,afterRussiaandtheUnitedStates.StatetelevisionshowedscoresoftechniciansmonitoringthelandingatcomputerscreensataBeijingcontrolcenter.Theyshowednoreactionwhenanannouncersaidthecapsulehadlandedbutbrokeintocheersafterwordcamethattheastronautsweresafe,theAssociatedPressreported.ChineseleadersincludingthetoplegislatorWuBangguowereshownontelevisionwatching?thelandingfromthecontrolcenter.?Themissionhad“accomplishedtheplannedexperimentsandaccumulatedvaluabletechnicaldata,”XinhuasaidSunday.?“Wefeelgood,ourworkisgoingsmoothlyandourlifeishappy,”FeiwasquotedassayingSundayeveningbeforethecraftbeganitsre-entrymaneuvers.“Wewilldoourutmosttofulfillthemission.”?“We’regratefulforthedeeploveandconcernbyallChinesepeople,theHongKong,MacaoandTaiwancompatriots,”Niesaid.?Shenzhou6orbitedtheEarth76timesandtraveledmorethan1.9millionmiles.Themissionwassubstantiallylongerandmorecomplexthanthe2003flight,whenastronautYangLiweiorbitedfor211/2hoursbeforehiscapsulelandedbyparachute.?