Unit 2 The United Kingdom
教材分析
I．教学内容分析
本单元的话题是“英国”。通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。
热身 (Warming Up) 部分要求学生完成一项小测试任务，看看学生对英国有多少了解，并调动学生积极的思维，激发学生的学习动辅机。
读前(Pre-reading) 部分通过三个有关英国的小问题，让学生预测课文的内容，使其大概了解阅读内容。
阅读 (Reading) “Puzzles in Geography”从地理、历史、政治、文化等多角度说明了联合王国的形成、发展，以及他的风土人情和人文景观。使学生对英国有了一个比较详实的认识，拓宽了知识面，有助于深入的理解和领悟英国语言和英国文化习俗。
理解 (Comprehending) 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。
语言学习 (Learning about Language) 部分主要突出通过语境运用本单元生词、设计了有关构词法的练习和各种与动词say同义或近义词的练习。语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。练习册还设计了具有实际意义的活动——完成一份调查报告。
语言运用 (Using Language) 部分涵盖了听、说、读、写几个部分。
听的部分通过听张萍玉和导游之间的对话使学生亲身体验去英国伦敦旅行的真实情景，既训练他们的听力，又通过回答问题训练他们的分析能力。
读的部分主要介绍英国伦敦的一些名胜。通过图片展示，使学生感受异国文化，增强学生文化意识，培养学生跨文化理解的能力。
说的部分主要通过学生表演游客和导游之间的对话的形式完成。通过练习，学生可以熟练的掌握因没有听清或听懂而请求别人复述的几种表达方式。写的部分要求学生参考所给的形容词和动词，发散思维，把自己收集到的有关某一建筑物或迷人的景观的资料写进学生所在地旅游手册。学生需要用最生动的预言进行描述，以鼓励人们前来旅游观光。
小结(Summing Up) 部分让学生对自己本课堂的学习内容进行总结、对学习效果进行评价，判断出哪些部分已经掌握，哪些还需要更多的练习。
学习建议 (Learning Tip) 部分要求学生在写作之后，主动将所写的文章读给别人听，进行自评和他评，检查文章是否语义通顺，是否有时态和拼写上的错误。
II. 教学重点和难点
1. 教学重点
(1) 本单元的重要单词和短语。
(2) 学习过去分词作宾语补足语的句型。
(3) 了解、认识英格兰、威尔士、苏格兰和北爱尔兰，以及英国的历史。
(4) 了解伦敦的一些名胜景观。
2. 教学难点
过去分词作宾语补足语的用法。
掌握与人交流语言理解有困难时请求别人重述的几种表达方式。
了解英国的一些风土人情。
III. 教学计划
本单元分五课时
第一课时 Warming Up, Pre-reading, Reading (I) and Comprehending
第二课时 Reading (II) and Reading Task (Workbook)
第三课时 Learning about Language
第四、五课时 Using Language, Listening (Workbook), Listening task (Workbook) Speaking and Writing
IV．教学步骤：
Period 1 Warming Up, Pre-reading, Reading (I) and Comprehending
Teaching Goals:
1. To arouse Ss’ interest in learning about the history and location of the United Kingdom.
2. To develop Ss’ ability of summing up.
3. Let Ss master some important words and expressions.
4. To develop some basic reading skills.
Teaching Procedures:
Step 1. Warming Up
1. Brief introduction of the United Kingdom
Britain is a country of gentlemen, and it plays an important role in the international affairs, but how much do you know about the United Kingdom? This is a quiz, which is intended for Ss to show what they already know about the United Kingdom. Use the quiz to motivate Ss’ interests.
First, let Ss do the quiz, and see how much they know about the UK.
How many countries does the UK consist of?
A. two B. three C. four
How long does it take to fly from Beijing to London Heathrow Airport?
A. about six hours B. about ten hours C. about sixteen hours
Who rules the country: the Prime Minister or the Queen?
A. The Queen B. The Prime Minister C. both
What are the provinces called in England?
A. counties B. departments C. states
Which is the longest river in England?
A. The River Avon B. The River Thames C. The River Severn
Suggested Answers:
(1) C (2) B (3) B (4) A (5) B
2. Explanation of the above questions
Ask Ss how well they did about the quiz. Tell them that if they got five right answers, they knew a lot about the UK already. Then give some explanation about the questions to Ss, and introduce some more information about the country.
Question 1: The United Kingdom consists of England, Wales, Scotland and Northern Ireland. More about this appears in the first reading passage.
Question 2: It takes ten hours to fly from Beijing to London Heathrow Airport if you take a direct flight.
Question 3: It may appear to an outsider that the Queen has an important role in ruling the country. However, this is not so. Her position is ceremonial: opening Parliament, welcoming Heads from other countries, going on tours to other countries to encourage trade with Britain, etc. The Prime Minister together with his most important ministers (called the Cabinet) and his Members of Parliament (each from a different part of the country) make the important political decisions and the laws.
Question 4: The counties of Britain are much smaller than provinces in China. They have local government powers for their area. Counties have several Members of Parliament depending on the size of their population. Large towns such as Reading have two MPs and the largest city in England outside London, which is Birmingham, has ten MPs.
Question 5: The Rivers Thames and Severn are very similar in length but the River Thames is slightly longer. The River Thames is 338 km and the River Severn is 290 km. The River Avon is much shorter.
Besides, give the students an opportunity to discuss. Let them talk freely about what they know about the UK. If there is someone who has gone to the country, let him or her give some instructions to motivate the others’ interests.
3. More Information about the United Kingdom
In order to motivate Ss’ interests, first, let them enjoy some beautiful pictures about the UK, and according to the knowledge they have mastered, let them guess the names of the places of interest. Besides, can introduce some more information about the UK to the students. Then ask them if they want to know more about the beautiful country.
(1) Britain:
The official name of the nation known as “Britain” is the United Kingdom of Great Britain and Northern Ireland.
The United Kingdom, or the UK, consists of Great Britain (i.e. the large island that is made up of England, Scotland and Wales), Northern Ireland, and a lot of coastal islands (The Isle of Wight, Anglesey, the Hebrides, Orkney and Shetland, and others).
England is just the largest country in the United Kingdom.
(2) People:
People from the UK are called The British, or Britons. Depending on where in Britain they come from, they may also be called “English”, “Scottish” (or “Scots”), “Welsh” or “Northern Irish”.
(3) Population:
The total population of the UK is 55,486,800 (1991 census figures): it will probably reach about 60 million by the year 2030, and then start to fall.
(4) Languages:
The official language in the whole of the UK is English, but Gaelic is also an official language in Scotland, and Welsh in Wales.
(5) Government:
The United Kingdom is a Constitutional Monarchy; however, as a Parliament Democracy, the ultimate authority in the land is Parliament-not the Prime Minister nor the Monarchy.
Step 2. Pre-reading
1. Individual work
Since you have learned something about the UK, you are to answer the following three questions about her. Can you name the capital cities of the countries of the UK?
England can be divided into three main areas. Do you know what they are?
What do you know about any cities or towns in the UK?
2. Pair work
Ask Ss to share the answers to the above questions with their partners so that they can know something about the United Kingdom.
Step 3. Reading
1. Leading -in
This reading explains how the UK was formed geographically and historically. It also introduces the four invaders who influenced the UK language, place-names, vocabulary and system of government.
Remember to encourage the students to
read the title and guess what the content of the reading passage might be.
skim he text for its general meaning.
look more carefully at the meaning and for words and phrases they do not know.
try to use context clues to work out the meaning of unknown words. Remind students to carefully read the words before and after the unknown word before trying to guess it. Then check the guess with the dictionary.
2. Individual work
Let Ss read the whole text quickly and quietly, and try to find the sentences true or false. If false, try to correct it.
Great Britain got the name when Scotland and Wales were joined to England. ( )
England, Wales and Scotland were united by war. ( )
The four countries work together in all areas. ( )
England is divided roughly into three zones: the South of England, the Midlands and the North. ( )
London is the capital of Scotland. ( )
Suggested answers:
F Great Britain got its name when England and Wales were joined to Scotland.
F The three countries found themselves united peacefully instead of by war.
F The four countries work together in some areas, but they are still very different.
T
F London is the capital of England.
3. Underlining and Practice
(1) You are to read the text the second time. This time you have to underline all the expressions found in the sentences. Copy them on your notebook after school.
(2) Choose the correct words to complete the passage.
kingdom clarify attraction influence
puzzle debate legal convenience
“Why you ____ this wonderful opportunity so carefully is a ____ to me.” The boss said on the phone. “This is the project for you. You will live in a town in England and have a house with all modern ____. Our headquarters in Beijing will ____ any problems that may arise over the Internet. You will help us to examine any ____ issues that may arise if we want to build a factory somewhere in the United ____. We think you will find living in England will be a great ____ and so we would like to ____ you to take this job. We hope you will accept it.”
Suggested answers:
Suggested answers: debate; puzzle; conveniences; clarify; legal; Kingdom; attraction; influence
4. Listening
Listen to the tape and let Ss pay attention to the pronunciation and intonation. And let them follow in a low voice
Step 4. Comprehending
1. Let Ss answer the following questions.
The Union Jack flag unites the three flags of the three countries in the United Kingdom. Which country is left out? Why?
What three countries does British Airways represent?
① _______ ② _________ ③ __________
Which group of invaders did not influence London?
Suggested answers:
The country left out is Wales. It is usually assumed to be part of England.
① England ② Scotland ③ Northern Ireland.
The Vikings did not influence London.
2. Divide the passage into three parts and write down the main idea of each part.
Part 1: ______________________________________
Part 2: ______________________________________
Part 3: ______________________________________
Suggested answers:
Part 1: What England includes; about Great Britain; the UK.
Part 2: the geographical division of England into zones; their similarities and differences.
Part 3: the cultural importance of London.
3. Use the above information to write a short summary of the passage.
Suggested Answers:
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.
Step 5. Homework
Read the text fluently and then preview other parts of the textbook.
Get on the line and find out more information about the United Kingdom.
Period 2 Reading (II) and Reading Task
Teaching Goals: 1. Let Ss master some important words and phrases.
2. To develop some basic reading skills.
3. To arouse Ss’ interest in appreciating the history and geography of the United Kingdom.
Teaching Procedures:
Step 1: Reading
Purpose: To get Ss to have some details in the text.
1. Group work
First, let Ss discuss in groups, and find some language points that they think are important, and find some difficulties.
2. Discussion
Ss are divided into five groups and discuss the following language points.
consist vi
① 由……组成；由……构成（与of连用，不用于进行时态）
The committee consists of seven members.委员会由七名成员组成。
Water consists of hydrogen and oxygen.水由氢和氧构成。
② 在于；存在于；以……为主（与in连用，无被动式）
What does happiness consist in?什么才算是幸福呢？
The beauty of Venice consists in the style of its ancient buildings.威尼斯之美就在于它具有古代建筑物的风格。
puzzle
① n 谜；智力游戏
a cross-word puzzle (纵横填字游戏)
② n 迷惑；困惑（只用单数）
I am in a puzzle about the matter. 我对这件事大惑不解。
③ vt 把……难住；使……迷惑
The question puzzled me。
这个问题事我很迷惑。
④ vi 迷惑；苦思
I puzzled over the question for quite a while.这个问题我想了好半天。
(3) You can easily clarify any problems if you study British history.
如果你学习了英国历史，很容易就能弄清楚任何问题。
clarify vi & vt. 澄清；讲清楚；阐明；清楚；明了；易懂
Could you clarify the question? 你能解释这个问题吗？
His mind suddenly clarified. 他的头脑突然清醒了。
(4) To their credit the four countries do work together in some areas (eg, the currency and international relations), they still have very different institutions.
值得赞扬的是，这四个国家的确在某些方面（如货币和国家关系方面）共同合作，但它们在制度上仍有很大的区别。
work together中的work表示“起反应；起作用”
由动词work构成的词组：
Work well 做得好
work in/into渗透；渗入
work at something 从事
work out算出
work one’s will on/upon somebody将某人的意志强加于别人
(5) It is a pity that these industrial cities built in the nineteenth century do not attract visitor.
很遗憾，这些在十九世纪建立起来的工业城市对游客并没有吸引力。
attract n.
吸引；引起注意
The football match attracts a great number of people. 足球比赛吸引了很多人。
(6) If you look around the British countryside, you will find evidence of all these invaders.
如果你在英国的乡村四处走走的话，就会发现这些入侵者的痕迹。
invader n.入侵者；侵略者
invade vt.侵入；侵略；拥入；挤满
Doubts invade my mind.满腹狐疑。
Disease invades the body.疾病侵袭身体。
(7) You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile.
如果想使你在英国的旅程有意义，你必须留心注意。
keep one’s eyes open睁大双眼
worthwhile adj 值得做的；值得出力的；值得花时间的
(8) Worried about the time available, Zhang Pingyu had made a list of sites she wanted to see in London.
由于担心时间不够，张萍玉早就把要在伦敦参观的景点列出了一个单子。
① site n.景点；地点
② make a list of给……列清单
③ be worried about为……担忧
Step 2. Post-reading
Purpose: To have a deep understanding of the text.
1. Group work:
Divide Ss into groups and let them discuss their questions about the text. And then ask them to present the questions. They may have some misconceptions about Britain and now it is the opportunity to answer their questions.
2. Individual work
Encourage Ss to bring postcards, newspaper articles, booklets, books and pop music from or about the UK to school and display them in the classroom. This will motivate them to find out more about the UK.
Step 3. Reading task
Purpose: To take a further look at some more culture about the UK.
1. Listening
Listen to the tape and then try to understand what the text is going to tell us.
2. Group work
Get in fours. You are going to retell this story in a group. Decide whether you would like to be Guy Fawkes, Robert Catesby, King James or an eyewitness. Think about what your character would say or do. When you are ready, practice your speech so that you tell the story as a group. Be prepared to do it in front of the class.
Things to remember:
Introduce your character and explain reasons for your behavior;
Discuss whether you behaved sensibly or not;
Finally discuss what might have happened if King James had kept his promise.
Sample recount of the story:
S1: My character is Robert Catesby. I want to kill the king and replace him with another king who is kinder to Catholic. My family have suffered a lot during the bad treatment of Catholics. So I think I am right to do what I am doing.
S2: My name is Guy Fawkes. I also want to help the Catholic cause. I thing King James was wrong to keep changing his mind about how he treated Catholics. He must learn to treat us better. I think this is the only way.
S3: I am King James. I feel sorry that I was kind to Catholics when I first came to power in England. I am frightened there are too many of them. The only thing I can do is to be nasty to them again. I don’t want to but I have no choice.
S4: I am from the future. I think everybody would have done better if they had found another way to solve this problem. The Catholics need peace and quiet from the persecution. The King needs to feel secure in his kingdom. I don’t think either of them is right. I think there must be another way to solve this problem.
3. Homework
Let Ss review the language points after class.
Period 3 Learning about Language
Teaching Goals: 1. To enable Ss to master some new words and expressions
2. To get Ss to have knowledge of this grammar point: the Past Participle as the Object Complement
Teaching Procedures:
Step 1. Word study
Purpose: To consolidate the words and phrases in the text.
All of the words below can take the place of said, but they are used under different conditions and in different situations. Choose the correct word from the list to fit each of these sentences.
whisper smile ask advise answer answer beg suggest decide shout agree scream complain
Suggested Answers:
(1) asked (2) whispered (3) screamed (4) begged (5) agreed (6) answered (7) shouted (8) complained (9) suggested
Step 2. Grammar
Can you find the following sentence in the reading passage?
Now when people refer to England you find Wales included as well.
In this sentence the past participle is used as the object complement and is formed with have /get / find / … + object + past participle.
Please find three more sentences from the reading passage with past participates used as the object complement.
(1) _______________________________________________________________
(2) _______________________________________________________________
(3) ________________________________________________________________
Suggested Answers:
(1) So to their surprise, the three countries found themselves united.
(2) … they were going to get Ireland connected to the other three…
(3) You find most of the population settled in the South.
Complete the sentences by using the words in the brackets and the structure have/ get / find something done.
(1) We ____________________ (the house / mend) now.
(2) You look different today. _________________ (you / your hair / cut)?
(3) Do you want to ___________________ (the dictionary / deliver) to your house or would you prefer to come to the shop for it?
(4) A: Could I have a look at the photographs you took when you were in Europe?
B: Sorry, I __________________________ (not / the film / develop) yet.
(5) On my way to the station my car broke down. When I got to the repair shop I _______ (it / close)
(6) The computer doesn’t seem to work well. You’d better _______ (it / repair)?
(7) Jill and Eric _________ (all their money / steal) while they were on holiday.
(8) Chris _________ (some flowers / send) to Sarah on her birthday. Then Chris asked Sarah to marry him and they ________ (it / announce) in the newspaper. They had no time to arrange their own wedding. So they ________ (it / organize) by a company.
Suggested Answers:
(1) We have got the house mended now.
(2) You look different today. Have you had your hair cut?
(3) Do you want to have the dictionary delivered …
(4) Sorry, I haven’t had the film developed yet.
(5) When I got to the station I found the train gone.
(6) You’d better get it repaired.
(7) Jill and Eric got all their money stolen.
(8) Chris had some flowers sent to Sarah … they had it announced in the newspaper … so they had the celebration organized by a company.
3. Complement
A complement is a word or phrase that completes the predicate in a sentence.
There are two kinds of complements: object complements and subject complements.
(1) Object complement
An object complement is a word or phrase that follows the direct object and modifies or completes its meaning.
Eg The cold water made Susan chilly.
Eg The news reports named the explorer a hero.
(2) Subject complement
① A subject complement follows a linking verb (a verb such as to be, to seem, to appear, to feel) and modifies or renames the subject. A subject complement that is an adjective is termed a predicate adjective.
Eg The instructor seemed cheerful.
② A subject complement that is a noun is also called a predicate noun or predicate nominative.
Eg My neighbor is the president of the PTA.
4. Learning about the past participle as the object complement
如果补语与宾语具有逻辑上的动宾关系，宾补的动作具有“完成”概念，或宾补表示已经存在的状态，就用过去分词作宾补。常见的用过去分词作宾补的结构有：
keep/leave/have/get sth done/ find /see/discover/observe/ notice/hear sth done/make oneself done
Eg I have never heard the song sung in English.
Eg The window was found broken.
The work was left unfinished.
相关高考题：
The managers discussed the plan that they would like to see ______ the next year.
A. carried out B. carrying out C. carry out D. to carry out
The murderer was brought in, with his hands ______ behind his back.
A. being tied B. having tied C. to be tied D. tied
析：1. 答案A。考查see sth. done结构。此处that引导定语从句，修饰plan,同时作谓语动词see的逻辑宾语。carry out与plan之间是逻辑动宾关系，故用过去分词作宾补。2.答案D。考查with+n.+done复合结构中的宾补形式。tie与hands之间是逻辑动宾关系，故用过去分词作宾补。
5. Practice
(1) Mr. Brown was very disappointed to see the washing machine she had had_____ went wrong again.
A. it B. it repaired C. repaired D. to be repaired
(2) In the past few years, we have had thousands of trees _____ around our school.
A. plant B. planted C. planting D. being planted
(3) Is this the recorder you want ______?
A. to have repaired B. to repair it C. to have it repaired D. it repaired
(4) She was glad to see her child well _____ care of.
A. take B. to be taken C. taken D. taking
(5) The result of the entrance exams was not made _____ to the public until last Thursday.
A. knowing B. known C. to know D. to be known
(6) He found them ______ at a table ______.
A. sat; to play chess B. sitting; to play chess
C. seated; playing chess D. seat; play the chess
(7) I can make you ____ what I say, but you can’t make yourself ___ in English.
A. understand; understand B. understand; understood
C. to understand; understand D. understand; to be understood
(8) The girl asked him not to leave the door ______.
A. to close B. closed C. to be closed D. closing
(9) I have often heard the ABC Song_____, but I have never heard Alice _____it.
A. to be sung; to sing B. being sung; sang C. sung; sing D. sang; singing
(10) John rushed out in a hurry, _____ the door _____.
A. leaving; unlocked B. leaving; unlocking
C. left; unlocked D. to leave; unlocking
(11) Before she came to England, she had never heard a single English word _____.
A. speaking B. spoken C. to speak D. speak
(12) _____ poor at English, I am afraid I can’t make myself _____.
A. To be; understand B. I’m; to understand
C. Being; understanding D. Being; understood
(13) I have had my bike _____, and I’m going to have somebody _____ my radio tomorrow.
A. repair; to repair B. repairing; to be repaired
C. repaired; repair D. to repair; repairing
(14) You must get the work _____ before Friday.
A. do B. to do C. doing D. doing
(15) _____ the room, the nurse found the tape-recorder ______.
A. Entering; stealing B. Entering; gone
C. To have entered; being stolen D. Having entered; to be stolen
(16) When his wife returned, the husband noticed her hair _____ short.
A. butting B. to be cut C. being cut D. cut
(17) The students are told to have their homework _____ in before tomorrow afternoon.
A. hand B. to hand C. handed D. handing
(18) We are pleased to see the problem _____ so quickly.
A. settled B. having been settled C. be settled D. settling
(19) The _____ professor found the matter _____.
A. surprising; surprised B. surprised; surprised
C. surprised; surprising D. surprising; surprising
(20) Helen had to shout _____ above the sound of the music.
A. making herself hear B. to make herself hear
C. making herself heard D. to make herself heard
Suggested Answers:
(1)～(5) CBACB (6)～(10) CBBCA (11)～(15) BDCDB (16)～(20) DCACD
Period 4 & 5 Using Language, Listening (Workbook), Listening task (Workbook) Speaking and Writing
Teaching Goals:
1. To read and get a general idea about London.
2. To learn and talk about sightseeing.
3. To learn to write a travel guide.
Teaching Procedures:
Step 1. Warming Up
1. Show Ss the following pictures and let them guess what the pictures are about.
2. Ask Ss whether they have done any sightseeing. Let them describe their trips.
Step 2. Listening
1. Listen to the tape and let Ss follow in a low voice.
2. Listen to the tape again and get the main idea of the text.
Step 3. Reading
1. Skimming
Skim the text and find how many places did she visit? What are they? (The Tower, St Paul’s Cathedral, Greenwich, Karl Marx’s statue, Windsor Castle…)
2. Scanning
Read the text carefully and make a list of Zhang Pingyu’s tour of London and a comment on each place she visited.
Day 1
Comments
Day 2 and comment
Day 3 and comment
(1)
(1)
(2)
(2)
(3)
(3)
(4)
(4)
Suggested Answers:
Day 1
Comments
Day 2 and comment
Day 3 and comment
(1) Tower
(1) delight
Greenwich with:
Ships
Longitude line
clock
Karl Marx’s statue
“strange he lived and died in London”
British Museum
“thrilled to see Chinese pottery”
(2)St Paul’s Cathedral
(2)splendid and interesting
(3)Weatminster Abbey
(3) full of statues of poets and writer
(4) Big Ben
(4) famous and very loud
3. Language point
Ask Ss to find and copy all the useful collocations to their notebook and discuss how to use them in groups.
For your reference:
be worried about…, make a list of…，remain standing for…, expand around…, remain part of…, to one’s surprise, find…guarded by…, on special occasions, wear the uniform, there follows…，look splendid, in memory of…, come out of the abbey, ring out…, finish the day by…, have so much to, set the time, divide the eastern and western halves of the worlds, be useful for…, pass through…, have a photo taken, develop communism, move from…into…，be thrilled by…, be displayed in…, feel proud of…, fall asleep, leave…for…
Step 4. Listening
1. Look at this list of English kings and queens. Tick the ones you hear about.
Look at the list of English kings and queens. Tick the ones you hear about.
King Edward IV 1461-1483 King Henry VIII 1509-1547
King Edward V 1483-1483
King Richard III 1483-1485 Edward VI Mary Elizabeth I
King Henry VII 1485-1509 1547-1553 1553-1558 1558-1603
Suggested Answers: King Edward Ⅳ, King Edward Ⅴ, King Richard Ⅲ, King Henry Ⅷ, Queen Mary, Queen Elizabeth.
2. Listen to the tape again and answer these questions.
Which king on the list was one of the princes in the Tower? How do you know?
(2) Who had the two princes killed?
(3) Who was the brother of King Richard III? How do you know?
What was the name of the sister of Queen Elizabeth I? How do you know?
Which queen had no children? How do you know?
Give two examples of unfair behavior by kings or queens about five hundred years ago.
Suggested Answers:
(1) King Edward V because he had come to London to be crowned king. He had come with his younger brother, Richard, and they stayed in the Tower.
(2) It is said that Richard sent men to kill his nephews, the princes.
(3) King Edward IV because it says that Richard was King Edward V’s uncle. King Edward V was King Edward IV’s son.
(4) Queen Mary was the name of Queen Elizabeth I’s sister. It was Queen Mary who brought Elizabeth to the Tower as a prisoner.
(5) Queen Mary had no children so her sister became Queen after her death.
(6) Example 1: Richard killed his nephews.
Example 2: King Henry VIII killed some of his best friends.
Step 3. Listening (Workbook)
Before you listen to the tape look at the chart. After listening, fill in the three groups of British citizens.
Group 1
Group 2
Group 3
Born in the old British Empire and asked to be a British citizen.
Suggested Answers:
Group 1
Group 2
Group 3
Born in the old British Empire and asked to be a British citizen.
Having parents one of whom is British or having been born in the UK.
Asking to become British after living in the UK for five years.
Listen to the tape and fill in the blanks.
Who are British Citizens?
Liu Lei is talking about British people with Sarah.
LL: Sarah, did you say ____ Britain is a multicultural country?
S: Yes. I did. ___ is China. You’ve 56 nation alities in China. We’ve many people from ________ cultures and countries in Britain too.
LL: I don’t understand. If they come from different cultures and countries, _____ do you know they’re British? Aren’t they Caribbean and Indian ___ Australian?
S: I know it’s a ____ confusing. Let me explain. A long time _____ the British ruled many countries around the world like India and Kenya. It was _____ the British Empire. When these countries became _________, their people were given the _____to become British or the _______ of their own new countries.
LL: Please speak ______ so I can understand you. Now let me see if I’ve got it _____. Did you say they had to choose _______country to belong to?
S: Yes, and many chose to be citizens of their _____countries. But some wanted to stay British. So they are one ______.
LL: There is another group, isn’t there?
S: Yes. If you were born in Britain or your _______ are British, you are a British citizen too.
LL: That’s easy. I can ______ you now. Are there any more groups?
S: Yes, but only one more. The ______ group is when you come from another country and live in Britain for five years. You can ask to become a British citizen.
LL: Is that easy? Do many people in England have ______ skins and are still British?
S: Yes. Many black British came from the Caribbean from 1950 ______ to help run the railways. Others came from India, Pakistan, Bangladesh and so on.
LL: Have they ______ life in Britain?
S: Oh yes, with their music and their food, of course! People _______ from India and Pakistan have given us a new ______ dish called chicken tikka masala. It is now _____ popular in Britain than fish and chips! We are ______ a multicultural people now.
Suggested Answers:
that; So; different; how; or; bit; ago; called; independent; chance; citizens; slowly; right; which
own; group; parents; follow; third; black; onwards; changed; originally; national; more; truly.
Step 4. Listening task (Workbook)
Listen to the tape, and decide which sentences are true and which are false. Tick the correct boxes.
True False
(1) King James was a Catholic. □ □
(2) King James was frightened of Catholics. □ □
(3) King James supported Protestants. □ □
(4) He punished Guy Fawkes. □ □
(5) Guy Fawkes talked to King James. □ □
(6) The king thought the Catholics wanted to kill him. □ □
(7) The king rewarded Guy Fawkes. □ □
(8) The king thought there were too few Catholics. □ □
(9) The king’s friends abroad were Protestants. □ □
Suggested Answers:
(1) false (2) true (3) true (4) true (5) false (6) true (7) false (8) false (9) true
Listen to the tape again and fill in the chart.
King James’ Problems
Reasons for problem
Your comment
Attitude to Catholics
Foreign countries
Dealing with Catholics
Suggested Answers:
King James’ Problems
Reasons for problem
Your comment
Attitude to Catholics
changed his mind
Should have been more patient.
Foreign countries
All Britain’s friends were protestant countries.
Try to be friends with other countries too.
Dealing with Catholics
Very unkind. No evidence they wanted to hurt the king before this.
It would have been better to have trusted the Catholics more.
Listen to the tape again and fill in the blanks.
Was King James Fair?
A Catholic supporter is ________ King James to find out why he changed his mind about letting the Catholics _______ their religion as they wished.
CS: Good morning sir. Thank you for coming to talk to me _____ the attack that was planned for November 6th. It was so ______ you escaped.
KJ: Yes. I was very _____ of course. I couldn’t believe that anyone _____ want to kill me. What did I ___ do to Guy Fawkes and his friends?
CS: But, sir, you are the person who _____ this problem by changing your mind. _____ of all you let the Catholics practise their religion _____. Then you said it was no longer _____. You must have ______ they would get upset.
KJ: But you must understand my _______. I thought there were only a few Catholics in the country. I didn’t mind a _____.
CS: Why were you surprised at the ______of Catholics?
KJ: Well, because ______ a few people were put in prison every year ____ not going to the Protestant church.
CS: I see. So you thought ____ people were the only Catholics?
KJ: Yes. When I _____ the law there seemed to be so many Catholics that I felt I’d done the wrong thing. I got ______. I worried the might want England to be a Catholic country.
CS: But did that ______?
KJ: Oh yes. All our friends were Protestant countries and all our ______ were Catholic ones.
CS: Mm! Did you ask Fawkes and Catesby if that was _____ they wanted?
KJ: No.
CS: So the ______was planed ant that was the very thing you wanted to ____. What did you learn _____ it?
KJ: I _____ have talked to the Catholics. If I’d done that, there ______have been an attack because they would have been able to ______ their point of view __________.
CS: Thank you, sir. Goodbye.
KJ: Goodbye.
Suggested Answers:
interviewing; practice; about; lucky; upset; ;would; ever; caused; First; safely; allowed; known; difficulty; few; numbers; only; for; those; relaxed; frightened; matter; enemies; what; attack; avoid; from; should; wouldn’t; explain; peacefully.
Step 5. Speaking and writing
1. Speaking
In pairs choose an interesting building or attraction in your hometown. Act as a tour guide for your partner. Show him around and tell him about it. The best pairs will be invited to present their imagined tour in front of the class.
2. Writing
Ask Ss to use the information they have collected about this building or attraction and write about it in their local guide book. Suppose Ss want to encourage people to visit it so they should write in an exciting way. Let them think about the verbs and adjectives you can use.
3. Homework
Ask Ss to write an article describing their own hometowns, and then share their articles with their partner.
Unit2 The United Kingdom
Period 1 Warming up and reading
Teaching important points
1.Let students learn about the countries of the United Kingdom and the Union Jack.
2. Get students to read the passage and know about how the UK was formed and the four groups of invaders.
3. Have students learn different reading skills.
Teaching difficult points
1. Develop students’ reading ability.
2. Enable students to talk about the United Kingdom and the Union Jack.
3. Let students learn how the UK was formed geographically and historically.
Teaching goal
Develop students’ reading ability.
Have students read the passage and know about the UK was formed and the four groups of invaders.
Teaching methods
Task-based teaching and learning
Discussion
Practice
Teaching procedures
Step 1 Lead-in
Ask and answer the following questions.
1.Which country will hold the 30th Olympiad in 2012? The UK
2.What is the full name of the UK?
UK——The United Kingdom of the Great Britain and Northern Ireland.
Step 2 Warming Up
1.Ask students do the quiz on Page 9 and find out how much they know about the UK.
2. Stimulate their interests about the lesson by enjoying some pictures.
Step 3 Pre-reading
Let students discuss and answer the question.
Can you name the capital cities of the countries of the UK?
England London伦敦
Wales Cardiff加迪夫
Scotland Edinburgh爱丁堡
North Ireland Belfast贝尔法斯特
Step 4 Reading
Listen and answer
Ask the students to listen the tape and divide the passage into three parts and match the main idea of each part.
Part 1(Para 1-3) the cultural importance of London (About London)
Part 2(Para 4) How the UK came into being. (About the UK)
Part 3(Para 5-6) England is divided into 3 zones. (About England)
Part1 About the UK(Para 1-3)
1. Analyze how the UK came into being.
2. Ask the students to answer the question.
The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?
Suggested answer:
Wales. Because it is usually considered to be part of England.
3. Using the information of part 1 to fill in the blanks
The full name of England is the ______ ________ of Great Britain and Northern Ireland .It consists of four parts ,they are __________,__________,_________ and ________________, people always think ______is a part of England. The flag of the UK is called the __________ ______.The four countries have different ___________and ______ _______as well as different _________ ______.
Suggested answer:
United Kingdom England Wales Scotland North Ireland Wales Union Jack
educational legal systems football teams
Part2 About the England(Para 4)
1. Ask the students to read the Para 4 and tell the three zones.
the South of England the Midlands the North of England
2. Using the information of part 2 to fill in the blanks.
Most population settled in ___________________.
Most of the large industrial cities are in ___________________.
Nationwide, many cities have ________________________.
Suggested answer:
the South of England
the North and the Midlands
world-famous football teams
Part3 About the London(Para 5-6)
Ask the students to read the Para 5 and tell the four sets of invaders.
They are the Romans the Anglo-Saxons the Vikings the Normans
The last part tells us about the invaders’ influence on England and London.
Read it and try to fill in the table below, and answer a question.?
London
England
The Romans
built the oldest port in the 1st century AD
left their towns and roads
The Anglo-Saxons
built the oldest building in the 1060s
left their language and government
The Vikings
None
influenced the vocabulary and place-names
The Normans
constructed the oldest castle in 1066
left castles and words for food
Which group of the invaders did not influence London?
The Vikings
3. True or False
The oldest castle in London was constructed by Norman rulers in 1066.
London has the oldest port built by the Normans in the 1st century AD.
The oldest building in London was begun by the Anglo-Saxons in the 1060s.
The first invaders Normans left their towns and roads.
The Vikings influenced the vocabulary and place-names of the North of England.
Suggested answer: TFTFT
Step4 Summary
Using the information from the reading passage, complete the following form.
The UK
consists of England, Wales, Scotland and Northern Ireland.
In the 13th century
Wales was linked to England.
In the 17th century
England and Wales were joined to Scotland.
In the early 20thcentury
Southern Ireland broke away and Northern Ireland joined with England , Wales and Scotland to become the UK .
England
the largest of the four countries, consists of the South, the Midlands and the North of England.
London
the greatest historical treasures of all, has museums, art collections, the theatres, parks and buildings.
The four groups of invaders
are the Romans, Anglo-Saxons , Vikings and Normans.
Step5 Homework
1. Learn the useful words and expressions in this part by heart.
2. Read the reading passage again and try to retell it in your own words.
