高中英语必修五全套教案

Module V

Unit 1 Great scientists

Teaching Aims

Skill Goals

▲ Talk about science and contributions of scientists

▲Practice expressing will, hope and suggestions

▲Practice expressing the stages in examining a new scientific idea

▲Learn to organize a scientific research

▲Learn to use the past participle as the predicative & attribute

▲Practice describing people’s characteristics and qualities

▲Develop the skills of persuasive and descriptive writing

Key new words and expressions

1．Memorize

engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view

2．Read up

infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical

3．Expressions

put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic

Procedures

1Period 1：Warming Up，Pre-reading, Reading和Comprehending

2 Period 2：Reading and difficulties

3 Period 3：Reading P7

4. Period4：Learning about Language,Workbook

5.Period 5：Grammar

6.Period6：Using Language,Listening and Speaking

7.Period 7 ：reading and writing

The First Period Reading

StepⅠ Lead-in

Ask the students to think of some great inventions and inventors in history.

T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?

S1: Edison invented the lights and the gramophone.

S2: The first computer was invented by a group of American scientists.

StepⅡ Warming up

First, ask some questions about great scientists. Second, tell all the students to play the

game called Guess Who I Am.

T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?

T；what contributions did they make?

T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.

1.I lived in ancient Greek.

2.I was a mathematician.

3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes

1.I lived in Britain.

2.I published The Origin Of Species.

3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin

1.I am Englishman

2.I’ve worked in astronomy.

3.I’ve put forward a theory about black holes.

Answer；Stephen Hawking

1.I was a Chinese.

2.My invention had eight dragon heads round the top with eight balls in their mouths.

Around the bottom were eight frogs directly under a dragon’s mouth.

3.My invention was the earliest instrument that told people where earthquakes

happened.

Answer: Zhang Heng

1.I was an American.

2.I invented electric light bulb

3.I invented the way of giving electricity to everybody in large cities.

Answer: Thomas Edison

1.I was a lady and born in Poland.

2.I received two Nobel prizes.

3.I discovered radium.

Answer : Marie Curie

Step Ⅲ Pre-reading

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. T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.

Show the following on the screen:

1. What do you know about infectious diseases?

2. What do you know about cholera?

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

4. What order would you put the seven in? Just guess.

Draw a conclusion think of a method collect results

make a question find a problem analyse the results

find supporting evidence

T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

Step Ⅳ Reading

T: Now lets read the title and the picture and guess what the passage may tell us.

T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854 Another outbreak hit London.

500 , 10 More than 500people had died in 10 days.

16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9 20 and 21 Broad Street and 8 and 9 Cambridge Street had no

deaths….They didn’t drink the water from the Broad Street pump.

7 These families worked in the pub at 7 Cambridge Street. They didn’t drink

the water from the pump.

Step Ⅴ Text analyzing

Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

Paragraph Stages General ideas

1 Find a problem The causes of cholera

2 Make up a question The correct or possible theory

3 Think of a method Collect data on where people were ill and died

and where they got their water

4 Collect results Plot information on a map to find out where

people died or did not die

5 Analyse the results Analyse the water to see if that is the cause of

the illness

6 Repeat if necessary Find other evidences to confirm his conclusion

7 Make a conclusion The polluted dirty source of drinking water was

to blame for the cause of the London cholera T: Now class. Can you tell me what style of the passage belongs to?

T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.

Show the chart and three pieces of writing on the screen.

Report Description Creative writing

Formal language with few adjectives Vivid use of words with

similes and metaphors

Vivid use of language and

more informal style

No speech except quotations No speech except to help

the description

Speech to show feelings,

reactions etc.

Not emotional Emotional to describe

atmosphere Emotional to describe feelings

Only one main character No characters May have several

characters

Factual Not factual but imaginative Imaginative but can be

based on fact

Structural according to

experimental method

Not structured Beginning, middle, end

Past tense and passive

voice

Past tense Past tense

Making Way

Once Goethe(歌德), the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very, very narrow road. Just at that time, a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，“I never make way for a fool.” But Goethe smiled and said, “I always do.” Then he turned back quickly and walked towards the end of the road. Weather Report

Here’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is 4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.

Heartbeating

Put your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age, heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example, the heart beats faster during exercise. It is also faster when a person is angry, scared, or excited. During sleep, the heartbeat slows down.

Sample answers:

S1: I think the first piece “Making A Way” is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.

T: Very good. Now let’s return to our text. Who can tell me the main idea of this passage? S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.

StepⅥ Language Points

StepⅧHomework

The Second Period Extensive Reading

Step I Revision

Ask the students to retell the text.

StepⅡ Pre-reading

Show the picture of the Solar System and remind them of the common knowledge of “Sun-Centered Theory”.

T: Today we are going to learn more about science and scientists. There are two pictures of the great scientist and the Solar System. You can discuss with your partners about them. Then tell me sth. about them.

(Mercury 水星Venus 金星Earth 地球

Mars 火星Jupiter 木星Saturn 土星Uranus 天王星Neptune 海王星Pluto 冥王星) Step Ⅲ Reading

Encourage the students to get the general ideas of the passages.

T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.

Show the questions on the screen.

1. What’s Copernicus’ fear?

2. How did Copernicus prove his theory?

3. What is his theory?

Sample answers:

S1: I have the answer. Copernicus found his theory was against the Christian church’s saying. If he spoke out his finding, he would be punished severely.

S2: Let me answer the third question. Copernicus had thought long and hard about these problems which astronomers had noticed and tried to find an answer. He used all his mathematical calculations to work on these problems. He had collected observations of the stars for over ten years. All his calculations and observations proved that his theory was right.

S3: Copernicus’theory can be expressed in this way: The sun is the center of the universe. All planets went around the sun in solar system.

Step Ⅳ Further-reading

This time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.

T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.

As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?

Sample answers:

Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.

2.I don’t agree with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was

against the Christian Church’s.

T: I quite agree with you. And I am glad you have known so much about the science. StepⅤ Language Points

And then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences. Show the following on the screen.

1. Nicolas Copernicus was frightened and his mind was confused.

2. He placed a fixed sun at the center of the solar system ...

3. He joined these points together using curved lines ...

T: Please read the three sentences and tell me what parts of speech the past participles are acting as.

Step Ⅵ Homework

1. Search on the Internet for more information about Copernicus and Euler.

2. Prepare for the language study, reviewing the words and expressions in this unit.

The Third Period Language Study

StepⅠRevision and Lead-in

Task 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.

Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.

T: Very good! Can you put the verb “make” with a noun to form a “predicate + object”phrase? For example: “making a mistake” instead of “to mistake”.

Sample answers:

S: “make an agreement”, “make an admission”, “make an apology”.

T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.

Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.

Step Ⅱ Practice

Task 1: Enable the students to do the following exercises.

T: Please look at the screen and put them into English using “make + n”and past participles.

Show the following on the screen:

约会，闲言碎语，道歉，竞争，选择，不速之客，感到沮丧的学生，受到鼓舞的竞赛者，拥挤的街道

Sample answers:

make an appointment, make gossip, make an apology, make a contest, make a choice, unexpected visitors, discouraged students, inspired contestant, crowded streets

Step Ⅲ Grammar

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.

=The lobster which was broiled over charcoal was delicious.

Practice:

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.

Step Ⅳ Homework

Prepare for the next period.

The Fourth Period Listening and Speaking

StepⅠ Lead-in

Ask the students to describe the picture on page 6 and guess what details may be talked

about in the listening.

T: Now we’ll listen to a piece about a great Chinese scientist named Qian Xuesen. He was closely related to China’s space industry. Any volunteers to describe the picture on page 6?

StepⅡ Listening and Speaking (Page 6)

Ask the students to listen to the recording and answer the questions.

T: Yu Ping and her friend Steve Smith are talking about Qian Xuesen, who has made great contributions to the development of China’s space industry. Let’s look at the screen and read the new words in the material after me: astronomer(天文学家)，astronaut(宇航员)，institute(研究所).

Play the recording and then check the answers.

T: Now I have an additional question for you: Who is the first to visit the space in China? Ss: Yang Liwei!

T: Great! And what’s the name of the satellite?

Ss: Shenzhou V manned spaceship of China!

T: What do you think Qian Xuesen would feel if he knew it?

Ss: Of course, he would be very happy and proud.

Step ⅢSpeaking (Page 6)

T: Now, class, would you please tell me what personality you have?

S1: I am open and active, but less diligent.

S2: I am confident and enthusiastic, but less careful.

S3: I am the most honest person in the world! I am strong-willed and ambitious. But I hate hard-working.

T: Very good. All of you know yourselves well. That’s very important. If we know ourselves well, we may develop ourselves in a certain way. We may fit or suit ourselves to a certain job or environment. Now please tell me what you would like to do in the future according to your personality or character?

S6: I would like to be a volunteer. Because I am generous, sympathetic, full of emotion and helpful. I would like to help the poor, especially the poor children in poor areas in China.

S7: I would like to be a researcher. Because I am persevering, quiet, careful and hard-working. If I start a program, I’ll keep on with it to the end.

S8: I want to be a manager. Because I am polite, easy-going, energetic and creative. All these personalities can help me to communicate with others.

Then give the students some minutes to discuss with their partners about their future jobs and remind them of using the questions and expressions in the text book.

Step Ⅴ Homework

The Fifth Period Writing

Step Ⅰ Presentation

Task 1: Summarize the way of writing a report.

T: Now class, if we want to write a report about a scientist, what contents should we include?

S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.

T: Yes. You are right. And how do we make an outline about it?

S2: We should put the collected information under three headlines: life, achievements and key to success.

Task 2: Remind the students of the writing techniques and writing features of a report. Show the following to the students.

Report

Formal language with few adjectives

No speech except quotations

Not emotional

Only one main character

Factual structured according to experimental method

Past tense and passive voice

Task 3: Summarize the way of persuasive writing.

T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?

S1: I think the first is to give your opinion and idea.

S2: The second is to give the reasons and evidence to support your idea.

S3: The third is to make a conclusion.

Show the following to the students.

A persuasive writing

Formal or informal, vivid use of language

Speech to show feelings, reactions, etc

Emotional or not emotional to describe feelings and facts

Only two main characters

Factual or imaginative based on fact

Reason and persuade step by step

Present tense

Then ask the students to write a short letter as required in Exercise 3.

A sample version:

Dear Nicolaus Copernicus,

I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory.

I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.

So I hope you can publish your new theory.

Step Ⅱ Writing

Ask the students to write a report about a scientist.

Step Ⅲ Homework

Unit 2 The United Kingdom

Ⅰ. Teaching Aims

Skill Goals

▲ Talk about the United Kingdom

▲ Talk about language difficulties in communication

▲ Talk about space: position, direction and distance

▲ Learn to use the past participle as the object complement

▲ Learn to write a non-chronological report: tourist guide

Ⅱ. Language Goals

The past participle as the object complement ... the three countries found themselves united peacefully ...

However, just as they were going to get Ireland connected to form ...

You find most of the population settled in the South, ... .

1. Now when people refer to England you find Wales included as well. P9

2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10

3. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P10

4. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P10

5. Her first delight was going to the Tower.

P14

6. There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P14

7. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52

Ⅲ. 教材分析与教材重组

1. 教材分析

本单元以The United Kingdom为中心话题。通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。

1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。

1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。

1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。

1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。

1.5 Learning about Language分词汇和语法两部分。词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。形式有语法结构讲练、趣味性游戏等。

1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说”的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。

1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。

1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。

2. 教材重组

2.1 将Warming Up, Pre-reading, Reading和Comprehending四部分整合为一节“阅读课”。

2.2将Using Language中的Listening与Workbook 中的LISTENING和LISTENING TASK整合为一节“听力课”。

2.3将Using Language中的Reading和Work-book中的READING TASK整合为一节“泛读课”。

2.4将Learning about Language中的Discover-ing useful words and expressions，Discovering useful structures；Workbook中的USING WORDS AND EXPRESSIONS和USING STRUCTURES整合为一节“语言学习课”。

2.5 将Using Language中的Speaking和Workbook中的TALKING，SPEAKING TASK以及Learning about Language中的Discovering useful structures 整合为一节“口语课”。

2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为一节“写作课”。

3．课型设计与课时分配

1st Period Reading

2nd Period Listening

3rd Period Extensive Reading

4th Period Language Study

5th Period Speaking

6th Period Writing

The First Period Reading

Teaching goals

1. Target language

a. Key words and expressions

unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out

b. Key sentences

1. Now when people refer to England you find Wales included as well. P10

2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10

3. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10

2. Ability goals

Enable the students to learn about the United Kingdom (the UK).

3. Learning ability goals

Enable the students to know the UK in geography and history.

Teaching important & difficult points

How to understand the geographic puzzle of the UK.

Teaching methods

Skimming and task-based activities.

Teaching aids

A recorder, a computer and a projector.

Teaching procedures & ways

Step ⅠLead-in

Task 1: Free talk about the topic: The United Kingdom.

Reference topic:

1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?

2. What is the capital of the UK? And what is the language?

3. Does England, Britain or the Great Britain mean the same as the UK? If not, tell the difference between them.

4. What is the money used there? And what is the largest banknote? What are the other denominations (币值单位) of banknotes? What is the coin with the largest value? And what are the other denominations of coins?

5. What else do you know about the UK?

Task 2: Ask the students to do the quiz on page 9 and then check the answers.

T: In this unit, we are going to learn something about the United Kingdom. Now let’s work in pairs, do the quiz in the Warming Up and find out how much you know about the UK. There are five questions with three choices A, B and C for each one. Now please look them through quickly and choose the answers. You may discuss these questions with your partners.

Step II Pre-reading

T: Next let’s talk about the three questions in the Pre-reading. First of all, I’d like to ask you one more question before we deal with the Pre-reading questions. What’s the official or full name of the UK?

S: The United Kingdom of the Great Britain and Northern Ireland.

T: Now who’d like to answer the first question in the Pre-reading?

S: Well. London is the capital city of the UK and also the capital of England. Cardiff is the capital of Wales, Edinburgh is the capital of Scotland and Belfast, the capital city of Northern Ireland.

I’d like to tell you something about Glasgow, a city in Scotland, where my cousin has been studying in the University of Glasgow for 3 years. He often writes to tell me something about the city and the University. Glasgow is a city with a population of 620,000. It lies 68 miles of west central Scotland along both banks of the River Clyde. The city occupies much of the lower Clyde valley combining suburbs — with an overall population of 1.4 million —which extend into surrounding districts. Glasgow is the largest city in Scotland and its industrial centre; it has an excellent harbour with modern port facilities. T: Very good. Now the next question is a little bit more challenging. Who’d like to have a try?

S: England can be divided into the following three main areas: North England, Midlands and South England.

T: Great! Is there anyone else who’d like to have a try?

S: Yes. I’d like to tell you something about a city in the south of England. Can you guess which city it is? Yes, It is Dover, where many people have been trying again and again to swim across the English Channel. It is a port city in the far southeast of England. It has a

long history. People have lived in what is now called Dover since the Stone Age. The first settlements in Dover were made around 6,000 years ago by Stone Age people. So it is one of the oldest cities in the world. There are a lot of cultural relics in Dover. So few other towns or cities can boast such a unique collection of relics and monuments dating back from the Bronze Age, the Roman Empire, the Saxon era, and in fact every other important historic periods. While modern developments have seen many of Dover’s important historical buildings swept away, there are still many important sites that must be preserved for future generations. The story of Dover is as old as civilization itself.

Step III While-reading

Task 1: Ask the students to describe briefly the UK according to the following map.

A sample description:

We can see from the map that the UK is surrounded by water in all sides. On the west of the Great Britain lies the Irish Sea, which is on the east of Ireland. On the south of England lies the English Channel, through which the Allies landed the continent during the World War II. On the northeast, lies the North Sea. And on the north is the North Atlantic Ocean.

Task 2: Ask the students to talk about the different flags of the countries of the UK. Cross of St George (England) Cross of St Patrick (Ireland) Union Jack

A sample description:

The flag of England is a cross, the flag of Scotland and Ireland are both like a fork. The flag of the Union Jack is the flag of the UK, which is the combination of the three flags. That is to say, the UK is a combination of the three countries: Scotland, England and Ireland.

Task 3: Scanning

1. Look through the passage as fast as possible;

2. Try to find the answers to the questions given in the Comprehending.

Sample answers:

S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.

S2: It represents England, Scotland and Northern Ireland.

S3: The Vikings. They only influenced the vocabulary and the place names of the North. Task 4: Skimming

T: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).

Sample answers:

Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.

Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.

Part 3 (Para. 5-6) : The cultural importance of London.

T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, why does the writer use “Puzzles in Geography” as the title? Get the students to discuss about it in pairs.

Then ask the students to fill in the following form.

Countries / Capital of UK Information from the text

England

Wales

Great Britain

Northern Ireland

London

Ireland

Sample answers:

Information from the text

Countries /

Capital of UK

England The first country people think of when speaking of the UK and the largest of the four countries. It is roughly divided into three zones: the

South of England, Midlands and the North.

Wales The first country that was linked to England in the 13th century and it is included when people refer to England.

Great Britain The name given and used when England, Wales and Scotland were joined together, which took place in 1603, when Scotland King James

became King of England and Wales.

Northern Ireland The Northern part of Ireland that was joined to the Great Britain to become the United Kingdom, which was shown to the world in the

flag called Union Jack.

London The capital of the UK and England as well. It contains the greatest historical treasures of all, with its museums, art collections, theatres,

parks and buildings. It has the oldest port, building and castle and it

has been influenced by some invaders of London.

Ireland The southern part of that country —Ireland or Southern Ireland, which broke away to form its own government and a country

independent of Northern Ireland, which is part of the UK.

T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.

Sample answers:

North: York, Leeds, Sheffield, Manchester

Midlands: Coventry, Birmingham

South: Reading, London, Brighton, Plymouth

Step Ⅳ Post-reading

Task 1: Ask the students to write down a short summary of the passage.

The passage mainly clarifies how the UK developed as an administrative union and shows how England is divided into different zones according to its geographical position. It also explains how London was influenced by some invaders and turned out to be the cultural capital of England as well as the UK.

Task 2: Ask the students to paraphrase the following sentences.

1. Now when people refer to England you find Wales included as well.

2. The greatest historical treasure of all is London with its museums, art collections, theatres and buildings.

Sample answers:

1. Now when people mention or talk of England, Wales is included in it, too.

2. London includes the greatest historical treasure of all, with its museums, art collections, theatres and buildings. If you want to make the most of your trip to the United Kingdom and know more about it, you should be very alert.

Task 3: Ask the students to answer the following questions.

Show the following on the screen.

1. How did the UK come about?

2. What is the relationship between the Republic of Ireland and the Northern Ireland?

3. Why is London the capital of England, Great Britain and the UK as well?

4. What else do you know about London?

5. How do the four countries of the UK work together and how do they differ?

6. What does the Union Jack show to you?

7. What is the typical geographical feature of England?

8. Where can you find more about British history and culture?

Sample answers:

1. First, there was England and then Wales joined to England in the 13th century AD. Later on in 1603 when King James of Scotland became the King of England and Wales as well, Great Britain was formed peacefully including the three countries. Then they tried to get Ireland connected to form the United Kingdom but the southern part of Ireland broke away to form its own government. That was how the UK came about.

2. At first the Republic of Ireland and the Northern Ireland were of the same country. But when the UK intended to get the country included into the union, the southern part broke away and formed its own government. So now the Republic of Ireland is an independent country while the Northern Ireland is part of the UK.

3. London was first the capital of England and then the capital of Great Britain and finally of the United Kingdom, because it embodied the greatest historical treasure of all.

4. Three out of four invaders or conquerors have influenced the city, making it the largest city of all as well as the historical, cultural, political and economic center. It has the oldest port built by Romans in the 1st century AD, the oldest building begun by the Anglo-Saxons in the 1060s and the oldest castle constructed by later Norman rulers in 1066.

5. The four countries work together in some areas, for example, in international relations, with the same money system and so on, but they are still different. For instance, England, North Ireland and Scotland have developed different educational and legal systems as well as different football teams for competitions like the World Cup.

6. The Union Jack shows the combination of the flags of three different countries: Cross of St George of England, Cross of St Andrew of Scotland and Cross of St Patrick of Ireland.

7. England, the largest of the four countries, is divided roughly into three zones: the south of England, which is the zone nearest France, the Midlands, which is in the middle, and the North of England, which is the zone nearest Scotland. Most of the population settles in the south while most of the large industrial cities lie in the Midlands and the North of England.

8. We can find out more about British history and culture in older but smaller towns first built by the Romans.

Task 4: Ask the students to analyze the text.

1.Ask the students to fill in the following chart.

Country When it joined with or separated from each

other

England

Wales

Scotland

Northern Ireland

Republic of Ireland

Sample answers:

Country When it joined with or separated from each

other

England First

Wales Linked to England in the 13th century AD Scotland Connected with England and Wales to form

Great Britain in 1603

Northern Ireland Connected with Great Britain to form the

UK later on

Republic of Ireland Separated from the UK as a result of

uprising for independence in 1916

2. Ask some of the students to retell the text.

A sample version:

When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.

England can be roughly divided into three zones, the South of England, which is nearest to France, the Midland and the North, which is nearest to Scotland. Most of the population settles in the south while most of the large industrial cities lie in the Midlands and the North of England.

London, the capital city of the UK, includes the greatest historical treasure of all with lots of museums, art collections, theatres, parks and buildings. Some early invaders have influenced it a lot from roads, towns, castles, language, and so on to government. Visitors will find the evidence here and there around London if they keep their eyes open.

3. Ask the students to analyze the writing techniques of the text: What is the writing style? What is the main idea of the text?

Sample answers:

1. Writing style

The text is written in narrative style, which introduces to the learners how the UK was formed geographically and historically, mainly dealing with England and the other three countries, which not only work together as a union in many aspects but also develop their own administrative systems. It also introduces the four invaders who influenced the UK language, place-names, vocabulary and system of government.

2. Main idea

The text mainly explains to the learners how the four countries, England, Wales, Scotland and Northern Ireland formed the UK, and how they work together and how they are different. It also introduces how England can be divided into three different zones geographically and how London was influenced by some of the four invaders culturally and historically and how the evidence of the invasions can be found around the countryside of Great Britain.

Step Ⅴ Homework

Ask the students to:

1. Get ready to retell the text in your own words.

2. Go over “Learning about Language” 1, 2 and 3 on pages 12.

3. Do “Discovering useful structures” 1 and 2 on pages 13.

The Second Period Listening

Teaching goals

1. Target language

Key words and Expressions

crown, Protestant, hurt the king

2. Ability goals

Enable the students to learn about one of the most famous historical sites in London: the Tower of London.

3. Learning ability goals

Help the students learn how to talk about the historical sites in the UK.

Teaching important & difficult points

Talk about the historical sites in the UK.

Teaching methods

Listening and cooperative learning.

Teaching aids

A recorder, a computer and a projector.

Teaching procedures & ways

Step Ⅰ Revision and Lead-in

Check the students’ homework.

Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.

T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.

1. Which king on the list was one of the princes in the Tower? How do you know?

2. Who had the two princes killed?

And then check the answers.

Step Ⅱ Listening (P52-53)

T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.

Check the answers with the students.

Step Ⅲ Homework

T: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.

The Third Period Extensive Reading

Teaching goals

1. Target Language

a. Key words and expressions

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill b.Key sentences

Worried about the time available, Zhang Pingyu had ... P14

But she was thrilled by ... P14

2. Ability goals

Enable the students to plan a tour around certain places.

3. Learning ability goals

Help the students know more about the historical sites in London.

Teaching important & difficult points

Help the students identify different kinds of tour and talk about the most interesting place for the tour.

Teaching methods

Task-based activities.

Teaching aids

A computer and a projector.

Teaching procedures & ways

Step I Revision and Lead-in

Talk about London with the students.

T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?

S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.

S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.

S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.

Ask the students to read the passage and do the exercises after the passage.

T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.

Step Ⅱ Reading

Task 1: Ask the students to read the text to get the main idea.

T: Now please read the text and find the answers to the following questions.

Show the questions on the screen.

1. How did Zhang Pingyu plan her tour?

2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?

Sample answers:

1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.

2. The buildings mentioned in the text were:

Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul ’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.

Task 2: Ask the students to study the structure of the text “Sightseeing in London ”. Show the following.

Task 3: Deal with reading task:

A particular British celebration

Ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.

T: Guy Fawkes

Night is

celebrated in

Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot ”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.

Sample answers to Exercise 1:

Oct. 10: one of Fawkes ’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.

Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament. Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.

Nov. 6: the king and all his advisers would be in the parliament for the meeting.

The first day The second day The third day 1. The Tower of London 2. St Paul ’s Cathedral 3. Westminster Abbey 4. Big Ben 5. Buckingham Palace 1. High gate Cemetery 2. The Library of the British Museum 3. Windsor Castle Greenwich

Sample answers to Exercise 2:

S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.

S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.

S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.

S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.

S5: If King James had kept his promise, nothing would have happened.

Step Ⅲ Homework

Ask the students to review the words learnt in this unit.

The Fourth Period Language Study

Teaching goals

1. Target language

Key words and expressions

unite, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, fold, available, delight, royal, splendid, statue, thrill, unfair, smart, suggestion, consistent, consist of, divide ... into, break away (from), leave out, take the place of, break down

2. Ability goals

Enable the students to use the past participle as the object complement.

3. Learning ability goals

Learn how to use the past participle as the object complement.

Teaching important & difficult points

Learn to use the past participle as the object complement.

Teaching methods

Task-based activities.

Teaching aids

A projector and a computer.

Teaching procedures & ways

StepⅠ Revision and Lead-in

Check the students’ homework.

T: In the previous period, we’ve learned some new words and expressions. Now let’s review them. Look at the screen, please. Try to think of their meanings and their usages, and then complete the sentences on the screen to check if you can use them correctly.

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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. 2. Discussion methods to make the Ss understand what they’ve learned in class. 3. Pair work of group to get every student to take part in the teaching-and-learning activities. 4. Competition and role-play method to arouse the Ss’ interest. Teaching aids: The normal teaching tools Knowledge aims: 1.Get the students to learn the following useful new words and

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高中英语必修一教案

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