Unit
2
The
United
Kingdom
Writing
Teaching
goals
1.
Target
Language
重点词汇
sightseeing,
available,
delight,
tower,
royal,
uniform,
splendid,
statue,
communism,
thrill,
pot,
unfair,
smart,
suggestion,
tense,
consistent,
error
2.
Ability
goals
Enable
the
students
to
write
a
short
passage
about
a
place
of
interest
they
have
visited.
3.
Learning
ability
goals
Help
the
students
learn
how
to
describe
one
of
the
places
of
interest
they
have
visited.
Teaching
important
&
difficult
points
How
to
describe
a
famous
building
or
a
place
of
interest.
Teaching
methods
Task-based
approach.
Teaching
aids
A
computer
and
a
projector.
Teaching
procedures
&
ways
Step
Ⅰ
Revision
and
Lead-in
Ask
some
students
to
read
their
work
to
the
class.
T:
As
we
know,
advertising
is
very
important
in
the
business
world.
And
nowadays,
more
and
more
ads
for
tourism
appear
on
televisions,
in
the
streets,
on
the
buses,
etc.
Also,
an
appealing
poster
for
a
scenic
spot
is
very
important
to
draw
visitors.
So
it
should
be
written
in
an
exciting
way.
In
the
last
period,
you
were
asked
to
write
a
poster
to
encourage
people
to
visit.
Now
who’d
like
to
share
your
work?
A
sample
version:
Why
not
visit
“the
Oriental
Hawaii”?
Hainan
Island
is
the
second
largest
island
in
China,
covering
an
area
of
33,920
square
kilometers
with
a
history
of
over
6,000
years.
It
lies
in
the
south
of
China.
The
Qiongzhou
Strait
separates
the
Hainan
Island
from
the
mainland.
Its
neighboring
countries
are
Philippines
towards
the
east,
Malaysia
and
Brunei
towards
the
south,
Indonesia
towards
the
southwest,
and
Vietnam
towards
the
west.
Hainan
Island
has
a
population
of
7.11
million,
which
consists
of
10
nationalities.
The
people
there
make
a
living
by
growing
rice,
fishing,
and
so
on.
The
climate
is
mild
all
year
round.
Hainan
is
called
“the
Oriental
Hawaii”.
Every
year
thousands
of
travelers
visit
the
island.
Among
the
famous
places
of
interest
are
Yalong
Bay
(No.1
in
the
world),
Tianya-Haijiao
(Corner
of
the
Earth),
Dadong
Sea,
Luhuitou
(Turn-round
Deer),
Sanya
Bay,
Xiao
Tongtian,
Folk
Village,
etc.
Step
Ⅱ
Writing
Task
1:
Ask
the
students
to
write
a
tour
plan.
T:
Suppose
a
group
of
foreign
students
are
visiting
our
country.
They
will
stay
here
for
two
weeks.
At
present
they
are
in
Shanghai.
Their
plan
is
to
see
at
least
three
cities
and
three
major
scenic
spots.
Now
please
make
a
two-week
plan
for
their
tour.
You
must
make
sure
that
they
can
make
full
use
of
their
time.
Tell
them
what
places
they
will
see
and
where
the
various
places
are.
A
sample
tour
plan:
Day
1:
You
will
arrive
in
Shanghai,
the
city
of
China
of
21st
century.
Shanghai
is
on
the
Huangpu
River
and
also
on
the
east
coast,
and
has
a
population
of
more
than
16
million.
It
is
China’s
most
modernized
city.
You
will
have
three
days
in
Shanghai,
during
which
time
you
will
visit
many
famous
scenic
spots.
The
bund
is
a
scenic
walk
along
the
river,
and
there
are
some
temples
in
and
around
the
city.
Day
4:
You
will
travel
a
few
kilometers
by
bus
south-west
to
Hangzhou.
There
is
a
beautiful
lake
on
the
west
of
the
city,
and
within
a
few
kilometers
of
the
city
is
a
famous
Buddhist
Temple.
You
will
have
two
days
and
two
nights
in
Hangzhou.
Day
6:
You
will
leave
Hangzhou
early
in
the
morning
for
Guilin,
just
a
short
flight
west
of
Hangzhou.
You
will
see
the
Elephant
Rock,
in
the
center
of
the
city,
and
then
go
on
a
boat
on
the
beautiful
Lijiang
River
to
see
the
famous
hills
and
cliffs.
You
will
spend
two
days
there.
Day
8:
From
Lijiang
we
fly
to
Xi’an,
which
is
a
few
hundred
kilometers
away
from
the
coast.
Not
far
from
the
city
you
will
see
the
world-famous
Terra
Cotta
Warriors,
and
just
beyond
the
south
gate
to
the
city
is
the
Wild
Goose
Pagoda.
There
are
some
other
historical
attractions
in
Xi’an
as
well.
You’ll
have
three
days
there.
Day
11:
We
leave
early
for
the
capital,
Beijing,
which
is
northeast
of
Xi’an.
In
the
north
of
the
city
is
the
Great
Wall.
The
Palace
Museum
and
Tian
An
Men
Square
are
in
the
center
of
the
city,
and
the
Summer
Palace
is
a
short
drive
to
the
northwest.
We’ll
spend
two
days
in
Beijing.
Day
14:
We
leave
at
noon
for
our
flight
south
to
Shanghai,
then
make
our
way
home.
Task
2:
Ask
the
students
to
write
a
complaint
letter.
T:
When
you
have
some
problems
or
are
not
satisfied
with
something,
you
can
write
a
complaint
letter
to
the
people
who
are
responsible
for
it.
Next
please
write
a
complaint
letter
to
complain
the
problems
or
anything
unsatisfactory
at
school
or
at
home.
Before
your
writing,
please
read
the
following
tips
carefully.
Show
the
following.
How
to
Write
A
Complaint
Letter
·
Include
your
name,
address,
home
and
work
phone
numbers.
·
Type
your
letter
if
possible.
If
it
is
handwritten,
make
sure
it
is
neat
and
easy
to
read.
·
Make
your
letter
brief
and
to
the
point.
Include
all
important
facts
and
any
information
you
can
give.
·
State
exactly
what
you
want
done
about
the
problem
and
how
long
you
are
willing
to
wait
to
get
it
resolved.
Be
reasonable.
·
Include
all
documents
regarding
your
problem.
Be
sure
to
send
COPIES,
not
originals.
·
Avoid
writing
an
angry,
sarcastic,
or
threatening
letter.
The
person
reading
your
letter
probably
was
not
responsible
for
your
problem
but
may
be
very
helpful
in
resolving
it.
·
Keep
a
copy
of
the
letter
for
your
records.
Then
ask
the
students
to
make
a
list
of
things
that
they
feel
are
important.
T:
Think
of
anything
at
school
or
at
home
that
you
feel
very
strong
about.
Make
a
list
and
choose
the
one
you
think
is
the
most
serious
and
write
a
letter
to
draw
attention.
A
sample
list
of
things:
1.
I
have
to
wait
too
long
a
time
being
served
in
the
canteen.
2.
Several
of
our
teachers
speak
in
a
too
low
voice
and
the
students
who
sit
behind
can’t
hear
clearly.
3.
My
parents
often
read
my
diary
without
my
permission.
4.
The
school
demands
us
to
wear
the
ugly
school
uniform.
The
most
serious
one
is
the
first
one
in
the
list.
A
sample
letter:
Dear
Mr.
Sam,
I
have
enjoyed
eating
at
your
restaurant
the
last
several
years.
In
my
opinion,
your
hamburgers
are
the
best
in
our
town.
I
tell
my
friends.
However,
last
Friday
evening,
I
waited
in
a
line
ten
people
deep
while
we
watched
a
lone
waitress
going
back
and
forth
with
light
running
steps
trying
to
serve
too
many
tables.
After
15
minutes
and
not
getting
seated,
I
decided
to
leave
and
went
to
another
restaurant.
Why
not
hire
a
second
waiter
or
waitress?
And
why
not
enlarge
your
restaurant?
You
have
available
space
to
the
east.
I
wish
you
the
best
with
your
restaurant,
and
I
hope
you
resolve
the
problems
we
met.
Sincerely,
Harlan
Step
Ⅲ
Homework
Ask
the
students
to
do
the
task
in
PROJECT
on
page
54.Unit
2
The
United
Kingdom
Speaking
Teaching
goals
1.
Target
language
重点词汇和短语
attraction,
collection,
influence,
project,
arrange,
available,
delight,
splendid,
statue,
thrill,
unfair,
smart,
suggestion,
consistent
2.
Ability
goals
Enable
the
students
to
describe
the
directions
and
locations
using
the
functional
sentences.
3.
Learning
ability
goals
Help
the
students
learn
how
the
disagreements
can
be
resolved.
Teaching
important
&
difficult
points
Let
the
students
learn
how
to
resolve
the
disagreements.
Teaching
methods
Discussing,
debating
and
task-based
learning.
Teaching
aids
A
projector
and
a
computer.
Teaching
procedures
&
ways
Step
ⅠRevision
and
Lead-in
Ask
the
students
to
talk
about
the
UK.
A
sample
talk:
The
UK,
the
dominant
industrial
and
maritime
power
of
the
19th
century,
played
a
leading
role
in
developing
parliamentary
democracy
and
in
advancing
literature
and
science.
At
its
zenith,
the
British
Empire
stretched
over
one-fourth
of
the
earth’s
surface.
The
first
half
of
the
20th
century
saw
the
UK’s
strength
seriously
depleted
in
the
two
World
Wars.
The
second
half
witnessed
the
dismantling
of
the
Empire
and
the
UK
rebuilding
itself
into
a
modern
and
prosperous
European
nation.
As
one
of
five
permanent
members
of
the
UN
Security
Council,
a
founding
member
of
NATO,
and
of
the
Commonwealth,
the
UK
pursues
a
global
approach
to
foreign
policy;
it
currently
is
weighing
the
degree
of
its
integration
with
continental
Europe.
A
member
of
the
EU,
it
chose
to
remain
outside
the
Economic
and
Monetary
Union
for
the
time
being.
Constitutional
reform
is
also
a
significant
issue
in
the
UK.
The
Scottish
Parliament,
the
National
Assembly
for
Wales,
and
the
Northern
Ireland
Assembly
were
established
in
1999,
but
the
latter
is
suspended
due
to
bickering
over
the
peace
process.
Step
Ⅱ
Speaking
Task
1:
Ask
the
students
to
work
in
pairs
to
make
dialogues
about
language
difficulties.
T:
Suppose
one
of
you
will
be
the
tourist
and
the
other
the
tour
guide.
You
may
have
a
few
problems
in
understanding
each
other.
Now
please
make
up
dialogues.
These
phrases
may
help
you.
Show
the
following
to
the
students.
Excuse
me
...
I’m
afraid
I
can’t
follow
you.I
beg
your
pardon?
/
Pardon?I
didn’t
understand
...Please,
can
you
speak
more
slowly?What
did
you
mean
by...?I’m
sorry
but
could
you
repeat
that?
Where
is...?How
does
one
go
on...?In
what
direction
is...?It
is
within
...
kilometers
of
...It
lies
on
the
west
/
east.The
place
is
on
the
border.
A
sample
dialogue:
(T=tourist;
G=guide)
T:
Excuse
me.
Could
you
please
tell
me
some
places
of
interest
in
your
province?
G:
Well.
Mount
Wutai;
Ancient
City
in
Pingyao;
Yungang
Grottoes;
Hukou
Waterfall;
Mount
Lingkong,
etc.
T:
Thanks.
Could
you
please
tell
me
how
I
can
get
to
Mt.
Wutai?
G:
Well.
You
can
take
No.
365,
No.
543
or
No.
263
bus
there.
T:
I’m
sorry,
but
I
can’t
follow
you.
G:
Take
No.
365,
543
or
263
bus
at
the
Jiannan
Bus
Stop.
T:
Good.
No.
365,
543
or
263
bus,
thanks.
And
in
what
direction
can
I
find
the
station?
G:
Hmmm.
You
can
take
a
taxi
and
it
will
take
you
right
there.
T:
Thanks.
How
long
will
it
take
me
to
get
to
the
station?
G:
About
forty
minutes
if
the
traffic
is
not
busy
as
what
we
see
now.
T:
Excuse
me.
Could
you
speak
more
slowly?
You
know,
I
only
came
here
three
days
ago.
G:
Well.
About
...
forty
...
minutes.
T:
Fifty
minutes.
Thanks.
G:
Sorry,
forty.
T:
Forty.
Sorry.
Thanks.
Bye!
Task
2:
Ask
the
students
to
describe
the
landscape
they
are
familiar
with.
Show
the
following
to
the
students.
Position:
Type
of
land:
Geographical
features:
Places
of
interest:
Season:
A
sample
description:
Mt.
Emei
Mt.
Emei
lies
in
the
southern
area
of
Sichuan
basin
in
China.
Mt.
Emei
is
one
of
the
four
sacred
Buddhist
Mountains
in
China.
It
is
said
that
Mt.
Emei
derived
its
name
from
two
peaks
which
face
each
other
and
look
like
eyebrows.
The
whole
mountain
range
extends
over
200
kilometers
in
length
and
breadth.
Ever
since
the
introduction
of
Buddhism
into
China
in
the
1st
century
AD,
Buddhist
buildings
have
been
built
on
the
mountain.
Now
there
are
more
than
one
hundred
temples
and
monasteries.
It
is
known
as
the
place
of
Buddhist
Rites
of
Puxian.
Mt.
Emei
is
rich
in
natural
and
cultural
heritage
and
carries
several
monikers:
“Kingdom
of
Plants”,
“Paradise
of
Animals”,
“Geological
Museum”,
“Buddhist
Celestial
Mountain”
and
is
particularly
famous
for
the
title,
“Elegance
of
Mt.
Emei
Under
The
Sun”.
The
Four
Wonders
of
Mt.
Emei
are
the
Golden
Summit
Sunrise,
sea
of
clouds,
Buddha’s
Halo
and
the
Holy
Lamp.
The
main
attractions
include
the
Baoguo
Temple,
Fuhu
Temple,
Leiyin
Temple
and
many
other
spots.
In
1996,
Mt.
Emei
and
the
Grand
Buddha
in
Leshan
were
included
in
the
List
of
the
World
Famous
Cultural
Relics.
One
passes
through
four
seasons
in
a
day
in
the
5
kilometers
from
the
base
to
the
summit.
The
hike
takes
most
people
a
full
day
up
and
a
full
day
back
down;
the
monasteries
along
the
way
and
at
the
top
offer
overnight
accommodations
for
travelers
at
reasonable
prices.
As
you
make
your
way
up,
you
may
be
expected
to
encounter
plenty
of
pilgrims
trudging
their
way
steadily
upward.
The
stamina
of
some
of
the
older
pilgrims
is
sure
to
surprise
you.
The
monkeys
aren’t
really
dangerous,
but
it’s
probably
better
to
appease
them.
Mt.
Emei
is
one
of
the
most
attractive
tourist
attractions.
It
lies
150
kilometers
away
from
Chengdu,
130
kilometers
from
the
Shuangliu
International
Airport
and
only
28
kilometers
from
Leshan
city.
Step
Ⅲ
Homework
Ask
the
students
to
write
a
poster
using
persuasive
writing
with
the
title:
Why
not
visit
...Unit
2
The
United
Kingdom
Reading
Teaching
goals
1.
Target
language
a.
重点词汇和短语
unite,
kingdom,
consist,
divide,
puzzle,
clarify,
relation,
legal,
convenience,
attraction,
collection,
construct,
influence,
consist
of,
divide
...
into,
break
away
(from),
leave
out
b.
重点句式
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:
Countries
/
Capital
of
UK
Information
from
the
text
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[来源:学
科
网Z
X
X
K]
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.Unit
2
The
United
Kingdom
Listening
Teaching
goals
教学目标
1.
Target
language目标语言
重点词汇和短语
crown,
Protestant,
hurt
the
king
2.
Ability
goals能力目标
Enable
the
students
to
learn
about
one
of
the
most
famous
historical
sites
in
London:
the
Tower
of
London.
3.
Learning
ability
goals学能目标
Help
the
students
learn
how
to
talk
about
the
historical
sites
in
the
UK.
Teaching
important
&
difficult
points
教学重难点
Talk
about
the
historical
sites
in
the
UK.
Teaching
methods
教学方法
Listening
and
cooperative
learning.
Teaching
aids
教具准备
A
recorder,
a
computer
and
a
projector.
Teaching
procedures
&
ways
教学过程与方式
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.Unit
2
The
United
Kingdom
Extensive
Reading
Teaching
goals
1.
Target
Language
a.
重点词汇和短语
sightseeing,
available,
delight,
tower,
royal,
uniform,
splendid,
statue,
communism,
thrill
b.
重点句式
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.
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
first
day
1.
The
Tower
of
London
2.
St
Paul’s
Cathedral
3.
Westminster
Abbey
4.
Big
Ben
5.
Buckingham
Palace
The
second
day
The
third
day
1.
High
gate
Cemetery
2.
The
Library
of
the
British
Museum
3.
Windsor
Castle
Greenwich
