人教版高中英语必修5全册教案

人教版高中英语必修5全册教案

Unit 1 Great scientists

Teaching aims

1.To help students learn to describe people

2.To help students learn to read a narration about John Snow

3.To help students better understand “Great scientists”

4.To help students learn to use some important words and expressions

5.To help students identify examples of “The Past Participle (1) as the Predicative & the

attribute”

Period 1 Warming up and reading

Teaching Procedures

I. Warming up

Step I Lead in

Talk about scientist.

T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?

A scientist is a person who works in science, trying to understand how the universe or other things work.

Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.

Step II

Ask the students to try the quiz and find out who knows the most.

T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.

1. Archimedes, Ancient Greek (287-212 BC), a mathematician.

2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.

3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.

4. Gregor Mendel, Czech, a botanist and geneticist.

5. Marie Curie, Polish and French, a chemist and physicist.

6. Thomas Edison, American, an inventor.

7. Leonardo da Vinci, Italian, an artist.

8. Sir Humphry Davy, British, an inventor and chemist.

9. Zhang Heng, ancient China, an inventor.

10. Stepper Hawking, British, a physicist.

II. Pre-reading

Step I

Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

A.What do you know about infectious diseases?

Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.

B.What do you know about cholera?

Cholera is the illne ss caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.

3. Do you know how to prove a new idea in scientific research?

Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.

Find a problem→ Make up a question→ Think of a method→ Collect results→

Analyse the results→ Draw a conclusion→ Repeat if necessary

III. Reading

Step I Pre-reading

2.Do you know John Snow?

John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.

3.Do you know what kind of disease is cholera?

It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.

L e t’s g e t t o k n o w h o w D r.J o h n S n o w d e f e a t e d“K i n g C h o l e r a”i n1854i n L o n d o n i n t h i s r e a d i n g p a s s a g e:

Step II Skimming

Read the passage and answer the questions.

1.Who defeats “King Cholera“? (John Snow)

2.What happened in 1854? (Cholera outbreak hit London.)

3.How many people died in 10 days? (500)

4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge

Street?

(These families had not drunk the water from the Broad Street pump.)

(Optional)

Skim the passage and find the information to complete the form below.

Step III Scanning

Read the passage and number these events in the order that they happened.

2 John Snow began to test two theories.

1 An outbreak of cholera hit London in 1854.

4 John Snow marked the deaths on a map.

7 He announced that the water carried the disease.

3 John Snow investigated two streets where the outbreak was very severe.

8 King Cholera was defeated.

5 He found that most of the deaths were near a water pump.

6 He had the handle removed from the water pump.

Step IV Main idea and correct stage

Read the passage and put the correct stages into the reading about research into a disease.

Step V Group discussion

Answer the questions (Finish exercise 2 on Page 3)

1. John Snow believed Idea 2 was right. How did he finally prove

it?

(John Snow finally proved his idea because he found an outbreak that was clearly related

to cholera, collected information and was able to tie cases outside the area to the polluted water.)

2. Do you think John Snow would have solved this problem without the map?

(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)

3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?

(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)

Step VI Using the stages for scientific research and write a summary.

Period 2&3 Language focus

Step I Warming up

1.characteristic

①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.

特征；特性

What characteristics distinguish the Americans from the Canadians.

② a. very typical of a particular thing or of someone’s characer 典型性的，

Such bluntness is characteristic of him.

Windy days are characteristic of March.

[辨析]characteristic与character

characteristic是可数名词，意为“与众不同的特征“

character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”

What you know about him isn’t his real character.

2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出

He put forward a new theory.

The foreigners have put forward a proposal for a joint venture.

An interesting suggestion for measuring the atmosphere around Mars has been put forward.

☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,

put up举起，搭建，粘贴

3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察

A computer analyses the photographs sent by the satellite.

The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.

Let’s analyze the problem and see what went wrong.

He analyzed the food and found that it contained poison.

We must try to analyze the causes of the strike.

☆ analysis n.分析，解析，分解

4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；

We concluded the meeting at 8 o’clock with a prayer.

From his appearance we may safely conclude that he is a heavy smoker.

What do you conclude from these facts?

We conclude to go out / that we would go out.

conclusion n.结论

arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusion

What conclusion did you come to / reach / draw / arrive at?

From these facts we can draw some conclusions about how the pyramids were built.

Step 2 Reading

1. defeat

① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫

I’ve tried to solve the problem, but it defeats me!

Our team defeated theirs in the game.

② n.失败，输failure to win or succeed

This means admitting defeat.

They have got six victories and two defeats.

[辨析]win, beat与defeat

①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”

②beat “战胜”“击败”比赛中的对手，可与defeat互换

We beat / defeated their team by 10 scores.

They won the battle but lost many men.

The local ball team won the state championship by beating / defeating all the other teams.

I can easily beat /defeat him at golf.

He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.

2. expert

①n. someone who has a special skill or special knowledge of a subject专家，能手

an expert in psychology an agricultural expert

② a. having special skill or special knowledge of a subject熟练的，有专门技术的

an expert rider an expert job需专门知识的工作

He is expert in / at cooking.

3. attend vt. &vi 参加，注意，照料

① be present at参加attend a ceremony / lecture / a movie / school / class / a meeting

I shall be attending the meeting.

Please let me know if you are unable to attend the conference.

② attend to (on): to look after, care for, serve伺候, 照顾，看护

The queen had a good doctor attending on her.

Dr Smith attended her in hospital. 治疗

Are you being attended to?接待

Mother had to attend to her sick son.

③ attend to处理，注意倾听attend to the matter

A nurse attends to his needs.

Can you attend to the matter immediately?

I may be late – I have got one or two things to attend to.

Excuse me, but I have an urgent matter to attend to.

[辨析]attend, join, join in与take part in

1．attend指参加会议、上课、上学、听报告等

2．join 指加入某组织、团体，成为其中一员

3．join in指加入某种活动；表示与某人一起做某事join sb. in sth.

4．take part in指参加正式的、有组织的活动，切在活动中起积极作用

Only 2 people attended the meeting.

He joined the Communist Youth League in 2007.

Will you join us in the game?

We often tale part in the after-class activities.

4. expose : to show sth. that is usually covered暴露

expose sth. to the light of day 把某事暴露于光天化日之下

I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.

He exposed his skin to the sun.他把皮肤暴露在阳光下.

The old man was left exposed to wind and rain.

When he smiled he exposed a set of perfect white teeth.

5. cure vt. & n. to make someone who is ill well agian治疗,痊愈

When I left the hospital I was completely cured.

①cure sb of a disease

When you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.

The only way to cure backache is to rest.

He will cure the pain in your shoulders

When I left the hospital I was completely cured.

The illness cannot be cured easily.

Although the boy was beyond cure, his parents tried to cure him of bad habits.

②a cure for a disease

Aspirin is said to be a wonderful cure for the pain.

There is still no cure for the common cold.

Is there a certain cure for cancer yet?

③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境

The prices are going up every day, but there is no cure for rising prices.

[辨析]cure与treat

①cure主要指痊愈，强调的是结果

②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。

They cured me of my influenza.

They treated me with a new drug.

6. control vt.& n.

①vt.：to have power over, rule, direct 控制，支配，管理

He cannot control his feelings / anger.

You are trying to control me as though I were your slave.

The government tries its best to control prices.

②be under the control of…; be in control of;

take/gain control of ; get / be out of control; lose control of; beyond control George took /gained control of the business after his father died.

The car went out of control and crashed into the pole.

the head in control of the country

The driver lost control of his car and it knocked into a tree.

Mr. Brown is in control of the shop. / The shop is in the control of Mr. Brown.

This money is under control of Mr Brown.

Who’s in control of the project?

The fire has been brought under control.

7. suggest v. 建议；暗示；表明

① suggest+doing / sth. / that-clause

May suggested a picnic at the weekend.

What did you suggest to the headmaster?

I suggested leaving early for the airport.

She suggested that her father (should) give up smoking.

他建议我们参观长城。

He suggested to us a visit to the Great Wall.

He suggested us visiting the Great Wall.

He suggested that we (should) visit the Great Wall.

▲suggest (暗示，表明)+从句不用虚拟语气。

The smile on her face suggested that she agreed with me.

The look on his face suggested that he was happy.

His pale face suggested that he was seriously ill.

His work suggests that he is a careful man.

8. absorb

①to take sth. in especially gradually吸收

Plants absorb carbon dioxide.

In cold climates, houses need to have walls that will absorb heat.

Paper that absorbs ink is called blotting paper（吸墨纸）.

The big company has gradually absorbed these small companies into its own organization.

② to understand facts or ideas completely and remember them

It’s hard to absorb so much information.

☆ be absorbed in = concentrate on专心于

He is absorbed in the research of Chinese history recently.

The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar.

I was so absorbed in a book that I didn’t hear you call.

☆absorb one’s attent ion

Chinese history absorbs his attention recently.

9. suspect: to think that something is probably true or likely, especially something bad

① vt. 怀疑，猜疑 n. 嫌疑犯，有嫌疑的人adj.可疑的，靠不住的

suspect sb. of doing sth. 怀疑某人做…

She suspected him of taking her money.

②以为，猜想

We suspected that he had finished doing his homework.

10. severe a.

① so serious, so bad 严厉的，苛刻的，严格的

Come on! Don’t be so severe with the children.

His report contains severe criticism of the company’s actions.

His severe looks frightened me.

②very harmful or painful, serious or uncomfortable（疼痛）剧烈，的严重的，

I was caught in a severe storm last night and couldn’t go back home in time.

He has such a severe illness that he has been in hospital.

I suffered a severe attack of toothache.

He had a severe pain in the leg.

11. foresee: to know that sth. is going to happen before it actually happens vt. 预见，预料

The method was used in ways that couldn’t have been foreseen by its inventors.

Few analysts foresaw that oil rice would rise so steeply.

No one could have foreseen things would turn at this way.

It’s impossible to foresee how life will work out.

12. blame v. 责备；谴责；把……归咎于n. 过失；责备

A.blame sb. / sth. for sth.: to say or think that sb. or sth. is responsible for sth. bad

因…而指责

It’s not fair to blame me. It’s not my fault.

They blamed the secretary for the delay of the plan.

Many children are afraid of being blamed for making mistakes in speaking English.

② blame sth. on sb. / sth. 把……归咎于: be responsible for sth. bad

The police blamed the traffic accident on jack’s careless driving.

③ (be) to blame应受责备（主动表被动）；承担责任

The driver was not to blame for the traffic accident.

Which driver was to blame for the accident?

Either he or I am to blame.

Mr. Green stood up in defense of the 16-year-old boy, saying that he was not the one to blame.

Who is to blame for the fire?

④ take the blame承担责任to say that sth. is your fault

He is ready to take the blame for what had happened.

⑤ put the blame on怪在……身上

It’s no use blaming our defeat on him.

13. look into 调查，了解，研究，浏览，向…里看

We’ll look into the case as soon as possible.

But now the authority is looking into the cost of modifying all of its windows.

The building around the corner caught fire last night. The police are now looking into the matter.

look around; look after, look down upon; look for; look forward to; look like; look over浏览，过目一遍; look out; look through浏览，检查; look on; look up to;

14. handle vt. to deal with处理，买卖，操作n. 把手，把柄

The children are so naughty that I can't handle them. 处理

This shop handles paper and stationery. 买卖

We don’t handle that sort of book.买卖

How shall we handle the problem. 处理

Can you handle the situation at present? 处理

It has a free handle.活把手

He learnt how to handle the axe. 操作

15. link

① v. 连接，联系

The two towns are linked by a railway.

The new bridge will link the island to the mainland.

Television stations around the world are linked by satellites.

The new bridge will link the island to the mainland.

②n.

Researchers have detected a link between smoking and heart disease.

Is there a link between smoking and lung disease?

A lot of links fitted together form a chain.

link up (with)连接，结合;link…with /to把…与相连接

16. announce

①to make known publicly; to give information using a loudspeaker, esp. at an airport or

railway station; to introduce a program on TV or radio

The news was announced by Radio Beijing.

Everyone was silent as he announced the winner of the competition.

The captain announced that the plane was going to land.

The government announced that they would build a new highway to the mountain.

The army announced a cease-fire.

The announcer announces three programs a week.

It has been announced that Mr. A and Miss B will be married next week.

② announcement

train approach announcement

He waited for the announcement of the result of the competition.

☆ make an announcement

17. instruct: to teach; to order

-- Who instructs your class in history? -- Mr Black. He is our instructor.

She instructed me in the use of this telephone.

I've been instructed to wait here until the lecturer arrives.

The doctor instructed me to stay in bed.

The old workers instruct us not only in words but deeds.

☆ instruction: detailed directions on procedure; an order; teaching

The boss gave me so many instructions at one time that I got muddled up.

We forgot to read the instructions. (an instruction book)

Under Berry’s instruction, I slowly mastered the art of glass blowing.

He gave us the instructions to finish the work as soon as possible.

Always read the instructions on the bottle carefully and take the right amount of medicine. Teaching aims Teaching Procedures

I. Making a list

Make is a word which is so active that it forms numerous phrases. Now make a list of

II. Reading and finding

Read again the text JOHN SNOW DEFEATS “KING CHOLERA” and find out all the

examples where the past participle is used.

So many thousands of terrified people died. (used as attribute) But he became inspired when he thought about helping ordinary people. (used as

predicative)

III Doing exercises

Turn to page 4 and complete in pairs Exercises 1, 2 and 3. Then check your answers

against your partners’.

IV. Learning about the making and uses of past participle To form the past participle of a verb, add the ending -ed to the base form. (But note that many common verbs have irregular past participle forms.)

The past participle is used in the following circumstances

◇After the auxiliary have in the perfect tense

Has the radio been fixed yet?

◇After a form of the auxiliary be in the passive voice

The radio was fixed on Monday.

◇After the verbs have and get with a causative meaning

We had the radio fixed last week.

◇As a passive participial adjective

The recently fixed radio is broken again.

Period 4 Learning about language (Grammar) To help students learn to use useful words and expressions

Explain the usage of the past participles as predicative and attribute.

1. 过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go, come, assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：

The man looked quite disappointed.

He is greatly discouraged by her refusal.

His hair is nearly all gone.

已经形容词化了的过去分词大多可作表语，常见的有accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。

2. 过去分词作定语

a）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：

We like skating in the frozen lake in the winter.

=We like skating in the lake which has been frozen in the winter.

How many finished products have you got up to now?

=How many products that have been finished have you got up to now?

来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：

a retired worker=a worker who has retired

an escaped prisoner=a prisoner who has escaped

a faded / withered flower=a flower that has faded / withered

fallen leaves=leaves that have fallen

the risen sun=the sun that has just risen

a returned student=a student who has returned

vanished treasure=treasure that has vanished

b) 用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：

Things seen are better than things heard.

=Things which are seen are better than things which are heard.

The lobster broiled over charcoal was delicious.

V. Language points

=The lobster which was broiled over charcoal was delicious. Practice:

将下列句子译成英语。

1. 他看上去又累又沮丧.

2. 我们一得到补充资金,就继续我们的实验。

3. 我们可以看到被阳光照亮的月球的一部分.

4. 经过一个激动和无眠的夜晚之后，第二天我强迫自己在海滨走了很久.

5. 早在1649年,俄亥俄州就决定在每一个城镇建立免费的、由税收支持的学校。

6. 彼得对这一切似乎很惊奇。

Sample answers:

1. He looked tired and depressed.

2. We will go on with our experiment as soon as we get the added fund.

3. We can see the part of the moon lighted by sunlight.

4. After a night spent in excitement and sleepless-ness, I forced myself to take a long walk along the beach the next day.

5. As early as in 1649, Ohio made a decision that free, tax-supported schools must be established in every town.

6. Peter was very amazed at all this.

https://www.wendangku.net/doc/9615361471.html,e to an end结束，终结，终止

The meeting has come to an end.

bring to an end; draw to an end; put an end to sth.

I’m determined to put an end to all these rumours.

3. construction n. 建造，建设，构筑

The construction of the dam took several years.

The new bridge is still under construction.

under construction / repair / discussion在建设中

4. contribute vt. & vi捐献，贡献，捐助

Everyone should contribute what he r she can afford.

contribute to有助于，促成

contribute sth. to把…捐赠给…,给…投稿，为…贡献

make a contribution to为…做贡献

All this contributed to our success.

He contributed five million dollars to the Red Cross.

He contributed some articles to the newspaper.

Fresh air and exercise can contribute to good health.

5.apart from 除…之外（还有）

I ate everything apart from the soup.(except)

What do you like doing apart from swimming?(besides)

Period 5 Using language (Grammar)

Step I Pre-reading

A.Talk about the center of the solar system.

“Do you know what is the center of the solar system?” Ask the students to look at the pictures on pages 7. And remind them of the common knowledge of “Sun-Centered Theory”.

B.Talk about Copernicus .

We know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it.

Step II Reading

1. Read through the passage, and tell whether the following statements are true or false.

(1) At Copernicus’ time, Christian Church was in charge of many western countries. (T)

(2) Copernicus noticed that observed from the earth, some planets appear in front of or behind the

earth. (F)

(3) Copernicus didn’t show his new theory to his friends until he completed it.(T)

(4) His friends were not interested in his ideas. (F)

(5) Since he was not afraid of being attacked by the Church, Copernicus published his book as

soon as he finished working on it. (F)

(6) Newton, Einstein, and Hawking are all scientists who made contribution to the study of the

universe. (T)

2. Read carefully and try to draw the two theories of the universe. This time the students are encouraged to read the passage carefully and then do the exercises and problems on pages 7.

Step IV language points

Using language

1. lead to

Such a mistake would perhaps lead to disaster.

All roads lead to Rome.

Too much work and too little rest often lead to illness.

His work leads to success in the end.

2. Only放句首的倒装

Only then did I realize that I was wrong.

Only with hard work can you expect to get a pay rise

Only when the war was over was he able to get back to work.

3. make sense讲得通，有意义; make sense of理解

Does that seem to make sense?

No matter how I tried to read it, the sentence does not make any sense to me.

Tom, don’t listen to her. What she is saying doesn’t make sense.

Does it make sense to let children play with the matches?

Can you make sense of what I said / what the writer is saying?

It would make sense to leave early.

4. be enthusiastic for (about)…对…热心

David is very enthusiastic about the plan.

They are enthusiastic admirers of that movie star.

My parents are enthusiastic skiers.滑雪迷

Your father likes to play gold; he’s really enthusiastic about it.

5. be cautious of / about 对…谨慎，慎重(带有提防、迟疑的心理)

She is cautious of hurting his feelings.

He was cautious about committing himself.

The bank was very cautious about lending money.

6. point of view观点、态度

If one has an open mind, it is easy to appreciate anot her’s point of view.

From that point of view, the best choice is to support them.

From my point of view, teachers are not well paid.

7. 名词、副词当连词

Every time I meet him, I always think of the things happened between us.

I will give the letter to him immediately/the moment /directly/instantly I see him.

8．be to do

You are not to speak loudly in the office.

The driver was to blame for the accident.

9.have sth done结构中的宾补成分

He had to have his car repaired, for it broke down this morning.

Mark had his hair cut yesterday.

10. debate

We had a debate yesterday. The lively debate really pumped us up.

His heart was pumping fast.

During the drought last year, the villagers had pumped the well dry, but got no more water.

11. complete a. 彻底的，完整的，已完成的v.完成，使…完成

I will complete this task soon.

When will the work be complete?

He is a complete scholar.

When will the railway be completed?

12. reject 拒绝，驳回，丢弃

The supermarket rejected all spotted apples.

He rejected their offer of a job.

The child was rejected by its parents.

13. in addition

A number of people came to the zoo in addition to Peter and Paul.

The teacher in addition to two students is at the meeting.

In addition to giving a general introduction to computer, the course also provides practical experience.

In addition to an album, I gave him a pen and a pencil.

In addition to apples you asked for, I bought you some oranges.

☆ apart from

What do you learn apart from English?

Apart from being fun and good exercise, swimming is a very useful skill.

☆ also；as well as；besides

14. value

What is the value of this 18k white gold diamond necklace?

-- It cost me $2,000 (=It was worth $2,000.), but I valued the necklace at $1,000.

-- It was a valuable diamond necklace.

☆ value n.: the amount of money that sth. is worth

The Longman Dictionary of Contemporary English is of great value to you.

His research has been of no / little practical value.

☆ value v t.: to decide that how much sth. is worth

I value your friendship very highly.

☆ valuable adj.: worth a lot of money

Unit 2 The United Kingdom

Period One

Teaching objectives:

1.share the information about the United Kingdom.

2.Foster the Ss’ reading ability (predicting, skimming and scanning)

Teaching procedures:

Step 1. Warming-up

Ask the students to work in pairs and do the quiz on P9

Keys: 1.C 2. B 3. B 4. A 5.B

1.The United Kingdom consists of England, Wales, Scotland and Northern Ireland.

2.It takes ten hours to fly from Beijing to London Heathrow Airport if you take the direct flight.

3.The Prime Minister together with his most important ministers and Member of Parliament

make the important political decisions and laws.

4.The counties of Britain are much smaller than provinces in China. They have local

government powers for their area.

5.The River Thames is 338km, which is the longest one in England.

Step 2 Pre-reading

Have the students share the information about the geography of the UK

1.The UK consists of four countries, what are they?

England, Scotland, Wales, Northern Ireland

2.Can you name the capital cities of the countries of the UK?

London, Edinburgh, Cardiff, Belfast

Step 3 Reading

1.Fast-reading

Ask the students to read the map and the text on P10 and answer the following the questions

1)The Union Jack flag unite the flags of three countries in the United Kingdom.

Which country is left out? Why?

Wales. It is usually considered to be part of the England.

2)What three countries does British Airways represent?

England, Scotland and Wales

3)Which group of invaders didn’t influence London?

The Vikings didn’t influence London.

2. Text structure analysis

Ask the students to divide the passage into three parts and write down the main idea of each part Part1 (para1-4) What the UK includes and how the UK formed and more detailed information about the four countries in the UK

Part2 (para5) The geographical division of England into three zones: their similarities and differences

Part3(para6) The cultural importance of London

3. Careful reading

a.Have the students put the events happening to the form of the UK into the right order.

2. Have the students identify the invaders and their influences on The United Kingdom—the UK.

3. Have the students look at the map of England and Wales. Draw lines across to show the zones of the South, Midlands and North of England.

North: Leeds, York, Sheffield, and Manchester

Midlands: Coventry, Birmingham

South: Reading, London, Brighton, Plymouth

Step 4 Summary

Have the students use the information to write a short summary of the passage

Possible version: The writer examines how the UK developed as an administrative unit. It shows how England is also divided into three zones. It explains why London became the cultural capital of England.

Period Two & Three

Language points

Consist of 由…组成，由….构成（不用进行时）

The team consists of one hundred men and women athletes.

=The team is made up of one hundred men and women athletes.

There is a big family, consisting of ten people.

Consist in 在于，决定于(不用被动态)= be based on/ depend on/ upon

What does happiness consist in? 什么才算是幸福？

The beauty of the town consists in the style of its ancient buildings.

Pre-reading 找教案

divide “把…..分成；分开”指将一个整体分成若干部分，常与介词between ,among, by ,into 等搭配

He divided the cake into three= The cake was divided into three.

Divide this line into 20 equal parts. Divide this line in half.

We’ll have to divide the work between (among) us.

6 divided by 3 is 2.

separate 多指把原来连在一起或者是靠近的人或事物分离开，常与介词from, by 搭配The Channel separates England from France.

The two towns are separated by the river.

She doesn’t want to be separated from this man.

I have got separated from him for a couple of years. 分开，分居

Reading

1.puzzle n something that is difficult to understand or explain 难题，迷/ 益智玩具(游戏)

Programming is really a puzzle to me. 我搞不懂编程。

I am in a puzzle about his way of dealing with the matter. 对…..大惑不解

A cross-word puzzle 填字游戏

Vt to confuse someone 使某人迷惑

What puzzled me a lot is how he broke into the room without being noticed.

Vi * be puzzled about/over 为…..冥思苦想

I’ve b een sitting here puzzling about/over what to do.

2．Clarify vt/vi to make something clearer and easier to understand 澄清，阐明，讲清楚

I hope that what I said will clarify this situation. 澄清情况

He clarify his position on the welfare reform. 阐明在福利改革上的立场

His mind suddenly clarified. 他的头脑突然清醒了。

3．find +宾语＋宾补

He woke up and found himself in hospital. (介词短语)

Did you find them in? (副词)

I’m sure we’ll find her hard at work when we get home. (形容词)

I find the light burning, so I guess that he is still studying. (现在分词)

The girl found the house broken into.（过去分词）

They found themselves trapped by the bush fire.

I find her a difficult woman to deal with. (名词)

* contain 包括侧重于“内有”；include “侧重于包含者只是整体中的一部分”。

This room contains 20 persons, including 5 children./ 5 children included. 4．accomplish v to succeed in doing something, especially after trying very hard; achieve 完成任务，取得成功，实现目标

We have accomplished all we set out to do. 所有的计划要做的事，我们都已完成。

He knew he had accomplished something after all.

The best method to accomplish this goal is to unite as many people as possible.

*Accomplished adj. 有修养的，有造诣的，有才华的

An accomplished painter/ singer/ author

*Accomplishment n 完成，实现un

The accomplishment of this task depends upon the effort of the whole class.

The accomplishment of peace

成就，才能= achievement cn

Lanny was delighted to have his musical accomplishments admired.

Playing piano is one her many accomplishments.

5. conflict a state of disagreement or argument between people, groups ,countries 抵触，冲

突,矛盾

This statement conflicts with the one they made last month.

The conflict between traditional view and modern one

A conflict between the demands of one’s study and one’s entertainment 学习需要与娱乐

之间的矛盾

*come into conflict 发生争执

This stubborn boy often comes into conflict with his classmates over some problems

* armed conflict 武装冲突conflict of interests 利益冲突

6. break away (from) “挣脱；逃离”

Several states broke away from the Union and became independent. 几个州脱离了联邦成为独立的国家。

The dog broke away from its owner. 那条狗挣脱主人的控制。

He has broken away from the bad habit of smoking. 克服了抽烟的习惯

有关的短语：

break out （战争，疾病，火灾等）爆发，没有被动态

The Second World War broke out in September 1939.

A fire broke out in this hotel last night.

The SARS broke out in early spring and spread all over the Hong Kong.

break down （车辆，机器）损坏；（计划）失败；（身体）崩溃；分解

The car broke down on the way.

His plan broke down at last.

The scientist broke down for lack of rest and had to go to the hospital.

Water is easily broken down into hydrogen and oxygen.

break in 闯入；打断

The thief broke in and stole the TV set.

Don’t break in when we are talking.

break up (使) 解散；结束，放假；绝交

The police broke up the fighting crowd by violence.

The students will break up for the Christmas vacation next week.

Mary has just broken up with her boyfriend.

7．Credit n trust/belief 信任,相信

We gave credit to his made-up story.

Praise that you give to someone for something they have done 称赞

* to one’s credit 值得赞扬，为…..争光

It is greatly to your credit that you have carried on your career in spite of all the difficulties.

Your children are really a credit to the team.= your children really do the team credit.为队争光

She deserved credits for the success of the party.

There was little credit given to those who had worked the hardest.那些工作最努力的人几乎没有收到什么表扬。

You could at least give him some credit for his contribution.

A successfully completed part of a course at a university 学分

He earned enough credits for his degree.

She took courses for the credits required.

An arrangement with a shop, bank that makes it possible for you to buy something and pay for it later 赊购，信贷

No credit is allowed at this restaurant. 本饭店概不赊账。

This shop gives 6 months’ interest-free credit. 无息赊款购物

The bank refused further credits to the company.

8．relation c/u.n a connection between two or more things 联系

There is a close relation between a proper diet and good health.

The relation between cause and effect 因果关系

* have ( no) relation to…. 与…..有(无)关系; （不）符合

Your answer has no relation to the question.

Our success has slight relation to our fortune. 我们的成功与我们的运气有点关系。

Cn pl. official connection between companies, countries etc. (公司、国家间) 的正式关系Our company is improving business relations with his.

The theme of this conference focuses on the relations between two superpowers.

Cn a member of your family 亲戚

Close/ distant/near relation 远/近亲

* in relation to… 与…相比

Women’s salaries are still pretty low in relation to men’s.

①convenience un. The quality of being suitable for a particular purpose, especially because

it is easy to use or save your time 方便

* for convenience 为了方便

I keep my reference book near my desk for convenience.

The shops are open late on Friday for the convenience of the customers.

* at one’s convenience 在某人方便的时候

Meeting will be arranged at your convenience.

I’ll call at your house at your convenience.

外研版高中英语必修五Module1教案

1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。

【精品】外研版高中英语必修五：module 4 教案(单元全套)

外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?

高中人教版英语必修五课本答案

教材练习答案及听力原文 Unit 1 WARMING UP ?Answers: 1 Archimedes, Ancient Greek (287-21 2 BC) He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats. The force of the water pushing it up is the same as the weight of the object. 2 Charles Darwin, British (1808-1882) The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. At the time it was published it was very controversial. Many people believed the Bible when it said that God made the first two people (Adam and Eve) and that all other people came from these two. Darwin’s book showed that people had developed from apes instead. So this caused a lot of ar gument between religious and scientific people. However Darwin’s idea became very influential and is still accepted today. 3 Thomas Newcomen, British (1663-1729) He improved the first steam pump built by Thomas Savery in 1698 and turned it into a steam engine for taking water out of mines in 1712. James Watt improved it still further in the 1770s turning it into the first modern steam engine used on the railways. 4 Gregor Mendel, Czech (1822-1884) He grew pea plants and developed ideas on heredity and inherited characteristics. He concentrated on cross-fertilising pea plants and analyzing the results. Between 1856-1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance. The first is that inheritance factors do not combine but are passed to the next generation intact. Second, he found that each partner gives half the inherited factors to the young. Third, some of these factors show up in the offspring (and so are dominant). The other factors are masked by the dominant ones (and so are recessive). 5 Marie Curie, Polish and French (1867-1934) She was born in Poland and came to study in France in 1891 and she lived there for the rest of her life. In 1898 she discovered radium. She received two Nobel prizes, one (with Pierre Curie) for physics (1903) and one for chemistry (1911). She is the only person to have been so honoured. On the death of her husband she took over his job at the Sorbonne in Paris. Her work on radioactivity and the discovery of radium meant that she began a new scientific area of research. She was the first woman to receive a Nobel Prize and the first woman to teach at the Sorbonne. 6 Thomas Edison, American (1847-1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.

高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

普通高中英语必修5优秀教案Unit3

人教版高中英语必修5教案 Unit 3 Life in the Future Period 1 Warming up and reading Learning aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe people Teaching Procedures: Step 1 warming up Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. lead-in: Talk about how many changes there have been in the past and in the present. Step 2: pre-reading 1. Can you tell what problems people are facing today? 2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1. The problem of population will be solved, have begun to Control the birth rate. 2. The problems will be still there, and will even worse. 3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…Step 3： fast reading 1. Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading Task1. Questions & answers: 1. Why did I have the chance to travel to the year AD3005? 2. What is a “time lag”? 3. How did I feel when I was in the capsule? 4. Who guides my trip?

人教版高中英语必修五：Unit+5教案+

Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.wendangku.net/doc/9615361471.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?

人教版高中英语必修五电子课本

按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.

人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

外研版高中英语必修五Module1-Britishand-AmericanEnglish教案

Module 1 British and American English I. 模块教学目标 技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言 功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...

高中英语必修五课文及翻译

高中英语必修五课文及翻 译 Final approval draft on November 22, 2020

-必修 5 Unit 2 The United Kingdom Reading PUZZLES IN GEOGRAPHY People may wonder why different words are used to describe these four countries: England, Wales, Scotland and Northern Ireland. You can clarify this question if you study British history. First there was England. Wales was linked to it in the thirteenth century. Now when people refer to England you find Wales included as well. Next England and Wales were joined to Scotland in the seventeenth century and the name was changed to "Great Britain". Happily this was accomplished without conflict when King James of Scotland became King of England and Wales as well. Finally the English government tried in the early twentieth century to form the United Kingdom by getting Ireland connected in the same peaceful way. However, the southern part of Ireland was unwilling and broke away to form its own government. So only Northern Ireland joined with England, Wales and Scotland to become the United Kingdom and this was shown to the world in a new flag called the Union Jack. To their credit the four countries do work together in some areas (eg, the currency and international relations), but they still have very different institutions. For example, Northern Ireland, England and Scotland have different educational and legal systems as well as different football teams for competitions like the World Cup! England is the largest of the four countries, and for convenience it is divided roughly into three zones. The zone nearest France is called the South of England, the middle zone is called the Midlands and the one nearest to Scotland is known as the North. You find most of the population settled in the south, but most of the industrial cities in the Midlands and the North of England. Although, nationwide, these cities are not as large as those in China, they have world-famous football teams and some of them even have two! It is a pity that the industrial cities built in the nineteenth century do not attract visitors. For historical architecture you have to go to older but smaller towns built by the Romans. There you will find out more about British history and culture. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. It is the centre of national