小學(xué)教學(xué)教案

高二The United Kingdom教學(xué)設(shè)計(jì)。

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，幫助教師能夠井然有序的進(jìn)行教學(xué)。那么怎么才能寫出優(yōu)秀的教案呢？下面是小編精心收集整理，為您帶來的《高二The United Kingdom教學(xué)設(shè)計(jì)》，供大家參考，希望能幫助到有需要的朋友。

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高二英語Unit 2 The United Kingdom期中復(fù)習(xí)教案

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助高中教師掌握上課時(shí)的教學(xué)節(jié)奏。你知道怎么寫具體的高中教案內(nèi)容嗎？為滿足您的需求，小編特地編輯了“高二英語Unit 2 The United Kingdom期中復(fù)習(xí)教案”，供您參考，希望能夠幫助到大家。

The United Kingdom Period 3 Reading and Writing

Period3ReadingandWriting

TheGeneralIdeaofThisPeriodThisperiodlaysemphasisonextensivereadingandwriting.Atfirsttheteacherwillcheckthestudents’homework,byaskingsomeindividualstudentstoreadouttheirsummariesofthereadingpassage“PuzzlesinGeography”!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--.Thentheteacherwillaskthestudentssomedetailedquestionsbasedonthereadingpassage.Thisstephastwogoals.Oneistohelpthestudentstoconsolidatewhattheyhavelearntduringthelastperiod.Theothergoalistoleadthetopicto“SightseeinginLondon”.InthenextstepthestudentsareaskedtoreadthepassagefastandwritedowntheplacesthatZhangPingyuvisited.Afterreadingthepassageagain,thestudentswillwritedownthecommentsontheseplaces.Thiswillbedonebyfillinginachart.Sinceitisanextensivereadingpassage,thereisnoneedtounderstanditindetail.Butthestudentsshouldpayspecialattentiontohowthewriterdescribedtheseplaces,becausetheywillundertakeasimilartasknext.?Asiswellknown,languagecanonlybemasteredbybeingused.So,thestudentswillnextundertakearatherchallengingtask,thatis,tointroduceoneofthefamousbuildingsorattractionsintheirhometownorhomevillagetoatourist.Theyshouldpracticeinpairsbyaskingandansweringquestions.Thenthestudentswillorganizetheinformationfromthedialogueintoanintroductiontotheattractionsintheirlocalguidebook.Whiledoingthis,thestudentsshouldpayspecialattentiontowording,especiallyverbsandadjectives.?TeachingImportantPointsTheimportantwords,phrasesandsentencepatternsinthisperiod.?Improvethestudents’extensivereadingability.?Trainthestudents’abilitytocooperatewithothers.?TeachingDifficultiesTrainthestudents’speakingability,especiallytheabilitytodealwithsomeproblemsinunderstandingeachother.Trainthestudents’writingability.?TeachingAidsataperecorder?aprojector?theblackboard?

ThreeDimensionalTeachingAimsKnowledgeAimssightseeing,available,tower,uniform,royal,splendid,statue,communism,thrill,pot,smart,site,delight,occasion,longitude,navigation,original,unfair,suggestion?beworriedabout,makealistof,toone’sgreatsurprise,onspecialoccasions,inmemory?of,ringoutthehour,setthetime,haveaphototaken,standoneithersideoftheline,onshow,beproudof,leavesp.forsp.,fallasleep?Worriedaboutthetimeavailable,ZhangPingyuhadmakealistofthesitesshewantedtoseeinLondon.?ItseemedstrangethatthemanwhohaddevelopedcommunismshouldhavelivedanddiedinLondon.AbilityAimsLearnsomeroughinformationabouttheattractionsinLondon.?Improvethestudents’extensivereadingability.?Trainthestudents’speakingability,especiallytheabilitytodealwithsomeproblemsinunderstandingeachother.?Trainthestudents’writingability.?EmotionalAimsTrainthestudents’abilitytocooperatewithothers.?Stimulatethestudents’loveoftheirhometown?KnowthatLondonisaplacegreatlyinfluencebyinvaders.?

TeachingProcedureStep1Greetings?Teachergreetsthestudentsasusual.?Step2RevisionT:Inthelastperiod,welearnedsomebasicinformationabouttheUnitedKingdom,especiallythehistoricalinfluenceonthegeographyanditshistoricalattractions.First,who’dliketoreadyoursummaryofthepassage?S:TheUnitedKingdomconsistsoffourcountries,whichjoinedtogetherlittlebylittleinhistory,andthiscanbeseenfromtheUnionJack.Butthefourcountriesdon’tworktogetherineveryarea.Englandisthelargestofallanditcanbedividedintothreezones.BothLondonandEnglandweregreatlyinfluencedbydifferentinvaders.?T:Excellent.?T:IwillaskyousomegeneralquestionsabouttheUK.Whileansweringthem,youcan’trefertoyourtextbooks.?T:No.1WhatarethefourcountriesintheUnitedKingdom??S:TheyareEngland,Wales,ScotlandandNorthernIreland.?T:No.2WhendidGreatBritaincomeintobeing??S:Itcameintobeingin1603,whenKingJamesofScotlandbecameKingofEnglandandWalesaswell.?T:No.3WhatarethethreezonesinEngland??S:TheyaretheSouth,theMidlandsandtheNorth.?T:No.4DothefourcountriesintheUKworktogetherineveryarea??S:No.Theyworktogetherinsomeareas,buttheyhavedevelopeddifferenteducationalandlegalsystemsaswellasdifferentfootballteamsforcompetitionsliketheWorldCup!?T:No.5WhichgroupofinvadersdidnotinfluenceLondon??S:TheVikings.?T:WhatdidtheinvadersleftinLondon??S:TheRomansbuilttheoldestportinthe1stcenturyAD,theAnglo-Saxonsbuilttheoldestbuildinginthe1060sandtheNormansconstructedtheoldestcastlein1066?.?T:SotheremustbeverybeautifulsceneriestoseeifwegotoLondononeday.?Step3ExtensiveReading?T:DoyoustillrememberthepicturesofsomebeautifulbuildingsintheUnitedKingdomshownatthebeginningofthisunit?Haveyoudreamedofgoingthereonedayandseeingallthescenerieswithyourowneyes??Ss:Yes.?T:Sotodaywewilllearnapassagewiththetitle“SIGHTSEEINGINLONDON”.?T:FirstreadthepassagesilentlyandwritedownalltheplacesthatZhangPingyuvisited?duringhertrip.(Teachergivesthestudentsseveralminutestoreadthepassageandfinishthetask.)?S:ShevisitedtheTower,StPaul’sCathedral,WestminsterAbbey,BuckinghamPalace,Greenwich,HighgateCemeteryandtheLibraryoftheBritishMuseum.?T:DoyouknowthefullnameoftheTower??S:IsitcalledtheTowerofLondon??T:Youareright.ThenwhatdidZhangPingyuhearwhenshecameoutoftheWestminsterAbbey?S:Sheheardthesoundoftheclock,BigBen,ringingoutthehour.?T:NowreadthepassageagainandfindoutZhangPingyu’scommentoneachplaceshevisited.?(Teachergivesthestudentsseveralminutestofinishthechartbelow.)?Day1CommentsDay2andcommentDay3andcomment11223344T:Whowouldliketocometotheblackboardtofillinthechart??S:Letmehaveatry.Day1CommentsDay2andcommentDay3andcomment1TheTower1fancyGreenwich:interestingHighgateCemetery:strange2StPaul’sCathedral2splendid3WestminsterAbbey3interesting

TheLibraryoftheBritishMuseum:thrilling,proud

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--WhynotvisitourLinwuCave?LinwuCave,whichisalsocalledDragonCave,islocatedintheeastofWestHill,anisland?inTaihuLake.TheCavehasalonghistory.Inthecavestaglitesstandlikeaforestundersmoothceiling.TherearealsosomeTaoistculturalrelicsinit,andthecavewasacclaimedbyTaoistbelieversasNo.9CaveunderHeaven.Onthewayhere,youwillalsocrossTaihuBridge,thelongestbridgeovertheinlandlakeinChina.ItisthelakethathaslinkedtheislandwithSuzhou.Havingboughtaticketof30yuan,youcanalsoenjoythePlumBlossomGarden.?Step5HomeworkIfthestudentshaven’tfinishedwritingtheintroductiontooneoftheattractionsintheirhometown,theycangoontodoitafterclass.Evenifthestudentshavefinishedwriting,theyshouldtrytobeautifythewordsandsentencestructuresthattheyhaveused.?

TheDesignoftheWritingontheBlackboard

Unit2TheUnitedKingdom?

Period3ReadingandWriting?Ⅰ.Placesvisitedandcomments:Ⅱ.Usefulexpressions:?Day1CommentsDay2andcommentDay3andcomment112233441.Excuseme...I’mafraidIcan’tfollowyou.?2.Ibegyourpardon？?3.Please,canyouspeakmoreslowly??4.Whatdidyoumeanby...??5.I’msorrybutcouldyourepeatthat??6.Ididn’tunderstand...

ResearchandActivities?Advertisement-competition?Afterclass,eachpairshouldtrytofinishtheirintroductiontothechosenattractionandmakeitintoanadvertisement.TheycangotothelibraryorsurftheInternetforsomefurtherinformationorpictures.Theneachpairshouldputuptheiradvertisementonthewall.Everystudentwillactasatouristandchooseoneplacethatheorshewantstovisitmostafterreadingtheadvertisements.Andeveryoneisaskedtoputoneflagundertheadvertisement?thatheorshehaschosen.Theonethatgetsthemostflagswillbethebestadvertisementandthemakerswillbesuppliedwithaprize.

ReferenceforTeaching

TheCityofLondonNearlyalltheoldCityofLondonwasburneddowninthefireof1666.ItstartedonaSunday?eveninginabreadshop.OnTuesdayevening,aquarterofamillionpeoplehadnohomes,andthefirewasstillburning.?TheoldSt.Paul’sCathedral,thereforathousandyearsbeforethat,wentinthefire.TheCathedralyouseetodaywasbuiltbySirChristopherWren.Thereisalsoamonumenttothefire,nearEastcheap,wheretherefirestarted,andyoucanclimbupitandlookdownonthecity.Or,ifyoufeellikeclimbing,youcangoupthe627stairstothetopofStPaul’sandlookatthenewcityfromthere.?AfterthefireofLondon,someLondonersmadenewhomesinnewpartsofLondon.Otherswantedtocomeback,butfoundthenewhousestooexpensive.Thecitystartedtoloseitspeopleandthen,whentherailwayscame,itwaseveneasiertoworkinthecityandliveoutsideit.IntheSecondWorldWar,manyhomesinthecityweredestroyedbybombs.?Sonowthecityhasveryfewshopsandhomes.Thestreetsarefullofthousandsofoffices?,andonlythestreetnamesmakeyouthinkofthepeoplewhousedtolivethere,andboughttheirfoodinFishStreetandBreadStreetandMilkStreet.?SomepeopledoliveinthenewbigblocksofflatsneartheBarbican(oneoftheoldRoman?gates),butoftentheyonlysleepthere,andgoawayforweekends.TheshopsareshutonSaturdays,andtherestaurantsandpubsshutatsixo’clockintheevening.Ifyougointothecityateighto’clockatnight,youfeelyouareindeadcity,whileakilometeraway;thestreetsoftheWestEndarefullofpeople.Itseemsasadend.??

TheCockneyAlmosteveryonewhohasheardofLondonhasheardoftheterm“Cockney(倫敦佬)”.Strictlyspeaking,inordertocalloneselfaCockney,oneshouldhavebeenborn“withinthesoundofBowbells”,thatistosay,withinthesoundofthebellsofthechurchofStMary-le-Bow?,whichstandsnearlyinthecentreofthecityofLondon.But,infact,allLondon’scitizenswhowerebornandbredinthecitymaycallthemselvesCockneysiftheylike.However,thetermisgenerallyreservedfortheLondonerwitha“Cockneyaccent”.?TheyCockneyaccentisnotaparticularlypleasantormelodious（悅耳的）one,andtheCockney’sdistortion（扭曲,變形）oftheEnglishlanguageissuchthattheforeigneroftenfindsitimpossibletounderstandthespeakeruntilhisearhasbecomeacclimatized（適應(yīng)）tothepeculiartones.TheprincipalcharacteristicsoftheCockneyaccentconsistinageneralslurringofconsonantsandadistortionofvowelsounds.ThebestknownexampleofCockneyspeechismodernEnglishliteratureisthatofElizaDoolittle,theheroineofBernardShaw’splay,“Pygmalion”andofthemusicaladaptedfrom,“MyFairLady”.?ButifCockneyspeechisunpleasant,theCockneyhimselfisusuallyfarfrombeingso.TheaverageCockneyisdistinguished（區(qū)分,辨別）byhisquickwit,hisreadysenseofhumor,hisabilityto“carryon”underunusualordifficultconditionsandbyhiswillingnesstobeofhelpifhecan.TheCockney’shumorisoftensatirical（諷刺的）butitisnevervicious（邪惡的）;heisalwaysreadytolaughatotherpeople’speculiarities（怪癖）butheisequallyreadytolaughathisown.Heoftenmakesjokesunderthemostdifficultconditions,aqualitythatwasveryapparentduringWorldWarⅡ.Thisratherlugubrioustypeofhumoriswellexemplified（舉例證明）bythetitleofanoldCockneymusichallsong:“Ain’tItGrandToBeBloomingWellDead.”?Nowadays,asthetempooflifeinbigcitiesgrowseverfaster(althoughtheCockneyopposesthisprocesswhenhecan),theopportunitiesfortheCockneytoexercisehiswitandhumordiminish(減少,變小).Butifonekeepsone’searsopenonbuses,inrailwaystations,instreetmarketsandsimilarplaces,itwillsoonbecomeevidentthatthespiritofCockneyhumorisstillverymuchalive,althoughtheoldCockneypronunciationislesscommonuntilnow.?MostpeoplewhocallthemselvesCockneysusuallydosowithsomepride.And,byandlarge,theyarejustified.?

FamousBuildingsinLondonHydePark

Coveringanareaof350acres(140hectares)HydeParkisoneofthebestknownRoyalparks.OriginallyownedbythemonksofWestminsterAbbey,theparkwaslaterseizedbyHenryⅧ.Sincethentheparkwashistoricallyrecognizedforduels（決斗）,huntsandpoliticaldemonstrations.TheRollingStonesandPavarottihaveperformedconcertshere,amongstmanyothers.TheSerpentineisanartificiallakeusedforboatingandbathing,andSpeakersCornersituatedatthenorth-eastispackedwithsoapboxspeakersairingtheirpointsofview.?

WestminsterAbbey

Foundedin1065byEdwardtheConfessor,WestminsterAbbeyhasbeenthesiteofeveryRoyalCoronationsince1066(exceptthoseofEdwardⅤandEdwardⅧ)andisthefinalrestingplaceofmanysovereigns,politicians,poetsandartists.BurialintheabbeyisoneoftherarestandgreatesthonorsinBritain.Thenaveisoverahundredfeethigh,thetallestofanychurchinthecountry.BehindtheHighAltar,intheChapelofEdwardtheConfessor,themostsacredpartoftheabbey,reststheCoronationChair.Coronationsandroyalweddingshavebeenperformedhereforcenturies.

BuckinghamPalace

BuckinghamPalacehasservedastheMonarch’spermanent（永久的）Londonresidence,sincetheaccession（就職）ofQueenVictoriain1837.Builtonthesiteofanotorious（聲名狼藉的）brothel（妓院）,itsdaysbeganin1702,astheDukeofBuckingham’scityresidence.LateritwassoldbytheDuke’sson,toGeorgeⅢin1762.WhilsttheQueenisinresidencethepalaceisclosedtothepublic.DuringthetwomonthsthatHerMajestyisnotathome,thedoorstothePalaceareopentothegeneralpublic.Ticketsmustbepurchasedinadvanceforaguidedtour,through18ofthe661rooms.?

KewGardens

Springisprobablythebesttimetovisit,butallyearroundyouwillfindastunningarrayofflowers,lawns,formalgardensandbotanicalgreenhouses.Morethan50000differentspeciesofplantsarecultivatedatKew.Commissioned（代理）byGeorgeⅢ’smother,PrincessAugusta,in1759,Kewisnowoneoftheworld’smostimportantbotanicalresearchcentres.KewalsooffersmanyhistoricalbuildingsincludingPalmhouse,ametalandglasshothousebuiltaround1845andKewPalace,oncearoyalpalacedatingfromtheearly1600’s.??

StPaul’sCathedral

SetamongstthetowerblocksofLondon’sfinancialsector,StPaul’sCathedralhasadominatingpresence.?StPaul’sCathedralisthefifthchurchtostandonthissiteandfollowedthatofOldStPaul’s,withitsamazing160mspire（尖頂）whichwasoneofthewondersofmedievalEuropeuntilitwasdestroyedbyfire.TheCathedralisopenforvisitorsonMondaytoSaturdayfrom8:30.ThelastadmissiontotheCathedralforsightseeingisat16:00.TheCathedralShopintheCryptandtheCryptCafeareopenfrom9:00to17:00onMondaytoSaturdayandfrom10:30to17:00onSundays.SpecialservicesandeventsmaycloseallorpartoftheCathedral—sometimesatshortnotice.ItisagreatprivilegetowelcomethosewhocomeherefrommanypartsoftheworldtosharetheworshipofStPaul’sCathedral.InsidetheenormousdomeliestheWhisperingGallery(回音廊).Itissaidthatifyouwhisperclosetothewallitcanbeheardoverahundredfeetawayattheothersideofthedome,althoughthegalleryisnormallytoobusytotrythisforyourself.

TowerofLondon

TheTowerofLondonstartedasasimplewatchtower,builtbyWilliamtheConqueror,tokeepaneyeonthecity.TheTowerofLondonhasactedasaroyalresidence,treasury,mint（造幣廠）andaprison.TheCrownJewelsarefoundintheJewelHouse,andformanycatchingaglimpseofthesepreciousstonescanbethehighlightoftheirvisit.

TowerBridge

Despitebeingjustoveronehundredyearsold,TowerBridgeranksasoneofLondon’smostfamousattractions.Asteelframecladingranite（花崗巖）andPortlandStone,representsanamazingengineeringachievement,allowingtheroadcrossingtoberaisedgivingtallshipsaccesstoupperreachesoftheThames.Itisanimpressivesightalthoughithappensinfrequently.Insidethenorthtoweranexhibitionexplainsthebridge’shistoryanddesign.?

ShakespeareinLondonSometimebetween1585and1592,itisbelievedthatShakespeareleftStratfordforLondonandjoinedacompanyofactorsasaperformerandaplaywright.LegendlongheldthatShakespeareleftStratfordbecausehewasbeingpursuedbythelawforpoachingdeeronprivateproperty.By1592Shakespearehadreceivedsomerecognition,thoughnotentirelypositive,asanactorandplaywright.Hewasmentionedinapamphlet(AGroats-worthofWit)writtenbyRobertGreene.GreenereferstoShakespeareasan“upstartcrow”intheLondontheaterandchargesthatShakespearewasanunschooledplayerandawriterwhousedmaterialwrittenbyhisbettereducatedcontemporaries.Alsoduringthisyear,thetheatersinLondonclosedduetotheplague.By1594ShakespearehadjoinedatheatertroupeknownastheLordChamberlain’sMen.ScholarsattributeseveralofShakespeare’splaystothistimeperiod.Althoughnoonecanbecertainofthedatesofcompositionforanyoftheplays,aconsiderableamountofscholarshiphasgoneintotheendeavorofaccuratelydetermininganapproximatetimeperiodduringwhichShakespearewroteeachplay.SomebelievethatTheComedyofErrors,afarcicalplaycenteringonthemistakenidentitiesoftwosetsoftwins,mayhavebeenShakespeare’sfirstplay.AfewcounterthatTheTwoGentlemenofVerona,whichfocusesontheconflictbetweenromanticloveandfriendship,mayhavebeenShakespeare’sfirstplay.Somescholarssuggestthattheseplaysmayhavebeenwrittenasearlyas1588or1589,whilemanyothersdatebothplaysseveralyearslater,suggestingthattheywerewrittenbetween1592and1594.Otherplayswrittenduringthisearlyperiodincludeoneofthehistorytetralogies:HenryⅥ,PartOne(1589-1590);HenryⅥ,PartTwo(1590-1591);HenryⅥ,PartThree(1590-1591);andRichardⅢ?(1592-1593).Manypeoplebelievethat?HenryⅥ,PartOnewasShakespeare’sfirstplay.ThistetralogytreatstheWarsoftheRoses,theconflictbetweentwofactionsofnobles.Thelastplayofthesequence,RichardⅢ,endswiththeestablishmentoftheTudordynasty,towhichbelongedQueenElizabeth,whoruledduringmuchofShakespeare’slife.ItisalsobelievedthatShakespearewroteTitusAndronicus(1592-1594),TheTamingoftheShrew(1593-1594),andLove’sLabor’sLost(1593-1595)duringthisperiodofhislife.TitusAndronicus,Shakespeare’searliesttragedy,dealswiththecycleofrevengewhichdestroysthefamiliesinvolvedintheplay’saction.TheTamingoftheShrewisalivelycomedyfeaturingthewillfulKateandher“tamer,”Petruchio.Kate’s“taming”(herapparentanduncharacteristicsubmissiontoherhusband)oftentroublesmodernaudiences.Love’sLabor’sLosthasbeendescribedasasatirizationofthecourtlyandsomewhatartificialloveofmalenobles,andoftheacademicpursuits,whichwereoftenmorefashionablethanseriousinShakespeare’stime,ofthenobility.Inadditiontothesedramaticworks,itisbelievedthatShakespearewrotethepoemVenusandAdonisandbegancomposinghissonnetsin1592or1593.Heeventuallywrote154sonnets.Between1593and1594,heprobablywrotethepoemTheRapeofLucrece.In1596thepatronoftheLordChamberlain’sMen(HenryCarey,LordHunsdon,theQueen’sChamberlain)died,leavingShakespeare’scompanyunderthepatronageofhisson,GeorgeCarey,secondLordHunsdon.Thenextyear,ShakespeareboughtaspaciousStratfordhome,knownasNewPlace.Shakespearecontinuedtobenotedasanactor;in1598heappearedinaperformanceofBenJonson’sEveryManinHisHumor,andwaslistedasaprincipalactorintheLondonperformanceofthedrama.Soonafter,in1599,ShakespeareandothermembersoftheLordChamberlain’sMenleasedlandfortheGlobeTheater,whichopenedlaterthatyear.Alsoin1599,thepoetJohnWeeverpublishedapoem(“AdGuglielmumShakespeare”)inwhichhepraisedShakespeareasapoetandplaywright.Duringthisperiodofhislife,fromabout1595through1600,Shakespearewroteanumberofplays,includingthesecondhistoricaltetralogy(RichardⅡ[1595];HenryⅣ,PartOne[1596-97];HenryⅣ,PartTwo[1598];andHenryⅤ?[1599]).ThistetralogydealswiththeeventsleadinguptotheWarsoftheRoses:RichardⅡisusurpedbyHenryBolingbrookandlaterassassinated.Thenewking,HenryⅣ,worriesoverhisroleinRichard’sdeathandabouttheabilityofhis“madcap”son,Hal,torule.AsubplotfocusesonHal’swildadventureswiththecomicalknight,SirJohnFalstaff.HalbecomesKingHenryⅤafterhisfather’sdeath;heconquersFranceandrestorespeace.KingJohn,ahistoricaldramadealingwiththereignofKingJohnandthetragedyoftheyoungArthur,isestimatedtohavebeenwrittenbetween1594and1596.AMidsummerNight’sDreamandthefamoustragedyRomeoandJulietwereprobablywrittenin1595or1596.AMidsummerNight’sDream,afantasticalcomedycompletewithfairiesandmagic,dealswithsuchtopicsaslove,imagination,andart.OneofShakespeare’smostpopularandwell-knownplays,RomeoandJulietisthestoryofill-fatedloverswhoattempttoescapethedisapprovaloftheirfeudingfamilies.ThecomediesTheMerchantofVeniceandTheMerryWivesofWindsorarebelievedtohavebeenwrittenbetween1596and1597.Identifiedbycriticsasaproblemplay(onethatraisesmoraldilemmaswhichitdoesnotresolve),TheMerchantofVeniceislikeTheTwoGentlemenofVeronainthatitdealswiththerelationshipbetweenromanticloveandmasculinefriendship;theplayalsofocusesonthethemeofmercy.TheMerryWivesofWindsorisafarcedealingwithmiddleclasslifeandvalues;itfeaturestheknightFalstaff,whowasintroducedinHenryⅣ,PartOneasHal’sdrunkenandwaywardcompanion.?OtherplayswrittenduringthisperiodofShakespeare’slifeincludeMuchAdoaboutNothing(1598-1599);JuliusCaesar(1599);andAsYouLikeIt(1599-1600).MuchAdoaboutNothingisthewittycomedyfeaturingBeatriceandBenedick.Theplayissometimesconsideredflawedbycriticsduetowhattheyandmanyaudiencesseeastheinsensitivetreatmentofthefemalecharacters,particularlythefalselyaccusedHero.TheRomantragedyJuliusCaesardramatizesthedownfallofthetitlecharacterandexaminesthenatureofpoliticalrivalry,ambition,andpower.AsYouLikeItdepictsthebeautifulForestofArdenasahavenfromthetrappingsofcourtlylife.Shakespearealsowroteseveralcomediesduringtheseyears,includingAll’sWellThatEndsWell(1601-1603);TwelfthNight?(1601-1602);andMeasureforMeasure?(1604).All’sWellThatEndsWellandMeasureforMeasurehavebothbeentaggedasproblemplays.ThefirstcomedyendsabruptlywithBertram’ssuddenacceptanceofhiswifeHelena,whomhehadessentiallyabandonedearlierintheplay.InMeasureforMeasure,deceptionplaysacentralroleintheplay’saction;thisincludesthedeceptionperpetuatedbyacharacterdepicted?asaparagonofvirtue,Isabella.TwelfthNightistypicallyseenasoneofShakespeare’smorematurecomedies.Likeothercomedies,itfeaturessomedisguiseandrole-playing,suchasthatofonethecentralfigures,Viola,whodisguisesherselfasthepageCesario.Theplayalsoconcernsgenderrolesandclassdifferences.InthisperiodShakespearealsoproducedGreekandRomandramas,includingTroilusandCressida(1601-1602);AntonyandCleopatra(1605-1607);Coriolanus(1607-1608);andTimonofAthens(1607-1608).TroilusandCressida,aGreekdrama,emphasizesthedifferencesbetweentheidealandtherealbyportrayinglegendaryGreekfiguresaspeoplewithless-than-admirablequalities.AntonyandCleopatraisthestoryoftheloveandpassionbetweenthefamousRomangeneralandthesensuous,legendaryEgyptianqueen.CoriolanusisaRomanpoliticaltragedydealingwithissuesofcharacterandpride.FeelingsofbitternessanddisillusionmentpermeatetheGreekdrama,TimonofAthens.ShakespearealsowrotePericles,PrinceofTyreprobablybetween1607and1608.Periclesisanadventuroustaleofaprincewhosuffersthelossofhiswifeanddaughter,butis,intheend,reunitedwithhisfamily.Periclesisthoughtbysomescholarstohavebeenacollaborativeeffort.After1608Shakespeare’sdramaticproductionlessenedsomewhat.TheGlobeTheaterburneddown,butwasrebuiltayearlaterontheoppositebankoftheThamesRiver.Duringtheseyears,Shakespearewroteromantictragicomedies(thatis,romancesfeaturingelementsofbothtragedyandcomedy).TheromantictragicomediesincludeCymbeline(1609-1610);TheWinter’sTale(1610-1611);andTheTempest?(1610-1611),CymbelineandTheWinter’sTalearebothstoriesoflossandpain,but,likePericles,theyendwithahappyreunion.TheTempestfeaturesthesameelementsoflossandreunion,butitalsoemphasizesthebalanceofwisdomandpowerthatProsperoachievesattheplay’send.IthasbeennotedthatTheTempestwasprobablythelastplayShakespearewroteonhisown,andthatthecharacterofProspero,asonewhomanipulatesevents,stagesmasques,anddirectstheactionsofothercharacters,representsShakespearetheplaywrightandhisfarewelltothetheater.Duringthislaterperiod,ShakespearealsowrotetwoplaysthatmostscholarsbelievewerecomposedincollaborationwiththedramatistJohnFletcher:HenryⅧ(1612-1613),ahistoricaldrama,andTheTwoNobleKinsmen(1613),thestoryofthelovetwomenhaveforthesamewoman.ItisalsobelievedthatShakespearewroteanotherplayaround?1612or1613,Cardenio,butithasbeencompletelylost.

Unit 2 The United Kingdom教學(xué)案

俗話說，凡事預(yù)則立，不預(yù)則廢。作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。你知道如何去寫好一份優(yōu)秀的教案呢？小編經(jīng)過搜集和處理，為您提供Unit 2 The United Kingdom教學(xué)案，僅供參考，希望能為您提供參考！

Unit2TheUnitedKingdom

TeachingGoals:

1.GetthestudentstoknowtheinformationabouttheUnitedKingdom.

2.EncouragethestudentstotalkoutwhattheyknowabouttheUKandIreland.

3.Helpthestudentslearntogetinformationbylistening.

Teachingmethods

1).SkimmingaboutGreatBritain;theUK.

Part2(Para.5):thegeographicaldivisionofEnglandintozones;theirsimilaritiesanddifferences.

Part3(Para.6):theculturalimportanceofLondon.

Step2.Teachingnewwordsandstructures

1.consistvi.組成；在于；存在于

常用搭配：consistof=bemadeupof由……組成；由……構(gòu)成

Eg.TheteamconsistsoffourEuropeansandtwoAmericans.

Thecommitteeconsistsofsevenmembers.

consistin=liein在于；存在于

eg.Whatdoeshappinessconsistin?

ThebeautyofVeniceconsistinthestyleofitsancientbuildings.

2puzzle1)n.迷；難題；玩具；迷惑（只用單數(shù)）

aChinesepuzzle（中國(guó)玩具）復(fù)雜難懂之事

across-wordpuzzle（縱橫填字游戲）

常用搭配：beinapuzzleabout對(duì)……大惑不解

Iaminapuzzleaboutthematter.我對(duì)這件事大惑不解。

2)vt.常用搭配：puzzlesb./bepuzzledwith使……迷惑;對(duì)……大惑不解

Thequestionpuzzledme./Iampuzzledwiththequestion.這個(gè)問題使我很迷惑。

3)vi.puzzleover苦思……

Ipuzzledoverthequestionforquiteawhile.這個(gè)問題我想了好半天。

3.clarifyvt.,vi.解釋；澄清；闡明

clarifymatters澄清真相

Thegovernmenthastimeandagainclarifieditspositiononequalpayforwomen?

政府已經(jīng)反復(fù)闡明政府對(duì)男女同工同酬的立場(chǎng)。

Hismindsuddenlyclarified.他的頭腦突然清醒了。

4.conveniencen.適合；方便

Weboughtthishouseforitsconvenience.

我們買下這所房子為的是它方便。

Whenandwherewillitsuityourconvenienceforournextmeeting?

"我們下次見面什么時(shí)候,什么地點(diǎn)對(duì)你方便?"

Pleasecomeatyourconvenience.請(qǐng)?jiān)谀惴奖愕臅r(shí)候前來。

常用搭配：forone’sconvenience為……方便

forconvenience’ssake為方便起見

atone’sconvenience在……方便的時(shí)候

拓展：convenientadj.方便的；便利的

Ourhouseisconvenientfortheshops.

常用搭配：beconvenienttosb.對(duì)……方便

Itisconvenientforsb.todosth.某人做……是方便的

Isitconvenientforyoutocometomorrow?你明天來方便嗎？

5.attractionn.吸引,吸引力;吸引人的東西;引力

Theideaofworkingforstate-ownedenterpriseshaslittleattractiontoyoungpeoplenowadays.

現(xiàn)時(shí)去國(guó)營(yíng)企業(yè)就職的想法對(duì)年青人沒有多大吸引力。

Thetidesarecausedbytheattractionofthemoonfortheearth.

潮汐是由月亮對(duì)地球的引力引起的。

Abigcityoffersmanyandvariedattractions.大城市有多種多樣吸引人的東西。

拓展：attractv.吸引

attractiveadj.有吸引力的

常用搭配：haveattractionforsth.對(duì)……有吸引力

attractone’sattention吸引某人的注意力

beattractedtosth.被……所吸引

6.influence1)n.（常與on連用）影響力；感化力

Myteachersinfluencemademestudyscienceatcollege.由于我老師的影響，我上大學(xué)學(xué)了理科。

Manyawomanhashadcivilizinginfluenceuponherhusband.許多婦女對(duì)其丈夫有影響。

2)n.（常與over,with連用）權(quán)力；勢(shì)力

Willyouexerciseyourinfluenceonmybehalf?你愿意運(yùn)用你的權(quán)力給我?guī)兔幔?/p>

3).vt.影響

Myteacherinfluencedmydecisiontostudyscience.我的老師對(duì)我學(xué)理科的決定起了影響作用。

常用搭配：undertheinfluenceof受到……的影響

influenceon/upon對(duì)……的影響

注意：influence可以表示長(zhǎng)期以來給人思想上以潛移默化的影響；還指影響力；而affect可指對(duì)具體事物的影響，或?qū)θ说乃枷敫星楫a(chǎn)生了影響.

Iwasdeeplyaffectedbythenews

我深深被這消息所感動(dòng).

7.YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomworthwhile.如果想使你在英國(guó)的旅程有意義，你必須睜大雙眼。

解讀：1)句中的keepyoureyesopen和makeyourtripworthwhile都是“動(dòng)詞＋賓語＋形容詞作賓補(bǔ)”結(jié)構(gòu)。

Hefoundtheroomopen.他發(fā)現(xiàn)房間是開著的。

Therainmadethegroundwet.雨使地面浸濕了。

2)worthwhileadj.值得做的,常用于Itisworthwhiletodosth./doingsth.中。

Idon’tthinkitisworthwhile.我認(rèn)為不值得做這件事。

Itisworthwhilediscussing/todiscussthequestion.討論一下這個(gè)問題是值得的。

注意：worth,worthy和worthwhile的區(qū)別

worth現(xiàn)在英語中被看作介詞，因?yàn)樗竺姹仨殠~或動(dòng)名詞。后接動(dòng)名詞時(shí)以主動(dòng)形式表達(dá)被動(dòng)的意思，接名詞時(shí)須接表示價(jià)值、代價(jià)的名詞。

worthy是形容詞，在句中作表語或定語。作表語時(shí)，用beworthyof＋n./doingsth.或beworthytobedone結(jié)構(gòu)。

Thisbookiswellworthreading.這本書很值得一讀。

Thisdictionaryisworthtenyuan.這本字典值10元。

Theplaceisworthyofavisit/beingvisited.這個(gè)地方是值得參觀的。

Thissuggestionisworthytobeconsidered.這個(gè)建議是值得考慮的。

Step5.Exercise

單句改錯(cuò)

Theforeignertriedhisbesttomakehispointbeunderstood.（刪去be）

Theyfoundapieceofropewithoneendtyinginacircle.（tired）

Theybothspentthenightlockingintheroom.（locked）

Whatkeptyousoexciting?（excited）

Inoticedthetrafficholdingupafterabadaccident.（held）

Itisagreatc_______tohaveacellphone.

Generallyspeaking,studentsarei__________bytheirteachersinworldandsactions.

Don’tinterruptme！Iamdoingawordp________.

Imust_________（澄清）myreasonsfornothavingattendedthemeeting.

Tobehonest,Ican’ttellwhatthea________ofthisfamouspaintinghas.

convenience2.influenced3.puzzle4.clarify5.attraction

Step6.Homework

Writeashortsummaryofthepassage.

Period3learningaboutlanguageandGrammar

Teachinggoals

1.Learnabouttheappositiveclause.

2.Identifynounclauses.

3.Enablestudentstousenewwords.

Teachingprocedures

Step1Reviewthevocabularyandcompletethesentences.

a.Studentsworkinpairsfirst.

b.Theteacherchecktheanswers.

Step2Brainstorming

a.Reviewthetextandpresenttheappositiveclausebyaskingquestions:

1.Whatimpressesyoumostinthepassage?

Thefactthat?-impressesmemost.

2.Whathaveyoualreadyknownbeforereadingthepassage?

Ihaveknownthefactthat?-

3.DidyouhearanynewsaboutBritainrecently?

Iheardthenewsthat?-

b.Collectanswersasmanyaspossible,remindingstudents

ofsentencestructureiffinderrors.

Step3GrammarExplanation

a.Getstudentstoidentifytheclauses.

c.Trytomakestudentstellthedifferencesbetweenappositiveclauseandattributiveclausebycomparingthesentences.

1.Thenewsthattheplanewouldtakeoffontimemadeeverybodyhappy.

2.Thenewsthatisspreadingaroundtheairportisthataheavystormiscoming.

3.Thesuggestionthatstudentsshouldlearnsomethingpracticalisworthconsidering.

4.Thesuggestionthattheyareconsideringisthatstudentsshouldlearnsomethingpractical.

c.Theteacheroffersexplanationifnecessary.

Step4Tellthefunctionofthefollowingsentences.

1.TheideathatGreatBritainismadeupofthreecountries?ˉCorner,BigBenandtheTowerofLondonispast.

2.ThefactthatGreatBritainismadeupofthreecountriesisstillunknowntomany.

3.TheresultofsomuchFrenchinfluencewasthattheEnglishlanguageendedupwithmanyFrenchwordssuchastable,animalandage.

4.SomepeoplefeelthatWalesisanancientfairyland.

5.ThatmostofthesearenowthreatenedandmaydisappearisaseriousmattertothepeopleinBritain.

6.Theyrealizethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.

Step5Consolidation

Consolidatewhathavebeenlearnedbydoingfurtherexercises.

Period4Usinglanguage(Reading:SightseeinginLondon)

Step1Revision：WhatisLondonfamousfor?

BigBen,LondonTowerBridge,HydePark,etc

Step2Newwordsstudy.

Step3Readthepassageandanswerthesequestions

1WhobuilttheTowerofLondon?Whenwasitbuilt?

2.WhoguardedtheQueen’sjewels?Whatkindofclothesdidtheywear?

3.Whatinterestedhermost?Whatkindoflineisit?

4.whichplacesdidshevisitonthelastday?

5.Whatseemedstrangetoher?

Step4MakealistofZhangPingyu’stourofLondonandacommentoneachplaceshevisited.

sitesofLondon
comments
Day1
1.Tower
delight
2.StPaul’sCathedral
splendidandinteresting

3.WestminsterAbby
interesting
4BigBen
famousandveryloud

Day2
Greenwich

famousandinteresting

Day3
KarlMarx’sstatue

famousandinteresting

BritishMuseum

thrilled

Step5Languagepoints

1.sightseeingn.&a.觀光的gosightseeing觀光游覽

sightseev.觀光sightseern.觀光客游客

2.availableadj.

1)(sth.)thatcanbeused可用的；可得到的

Thiswastheonlyavailableroom.

2)(sb.)befreetoseen可會(huì)見的

Iamavailableintheafternoon.

Hewasnotavailablefortheinterview.

3.delightn.&v.愉快，樂趣，快樂

toone’sdelight令…感到愉快的是delightsb.withsth.用某物使某人高興

delightin喜歡，嗜好takedelightin樂于，愛好

delightedadj.bedelightedtodo

1)Itookdelightinbooks.

2)Tohisdelight,hepassedthedrivingtest.

3)Shedelightsinbeingsurroundedbyadmirers.

4.省略句：結(jié)構(gòu)中的主語與主名句的主語一致時(shí)，可省略相同成分。

Itlookedsplendidwhenfirstbuilt!

當(dāng)?shù)谝淮谓ǖ臅r(shí)候它看上去很輝煌！

Whenfirstbuilt=Whenitwasfirstbuilt

Whenaskedwhyhewaslate,hewentred.

Unlessinvitedtospeak,youshouldremainsilentattheconference.

5.inmemoryof=inhonorof為了紀(jì)念

incelebrationof為了慶祝

eg:Themuseumwasbuiltinmemoryofthegreatwriter–LuXun.

6.Itisstrange(necessary,natural,important,apity)+that(should)+v.虛擬語氣（引導(dǎo)主語從句）

e.g:Youcan’timaginethatawell-behavedgentleman(should)besorudetoalady.

Itisstrangethatheknowsomuchaboutme.

7.displayn.&v.陳列，展示，表露

ondisplay展覽onshow展示=onexhibition

eg.Thesellerdisplaysallkindsoffruitsintheshop.

displayone’struefeelings表露自己真正的感受

8.thrillvtexciteThefilmthrilledtheaudience

thrillingexcitingathrillingexperience

thrilledexcited

9.feel/beproudof自豪（褒義）feel/beproudabout驕傲（貶義）

dosbproud給人面子，待人客氣takepridein以……為自豪

Hetakesaprideinhissuccess.

Heisproudofhissuccess

The United Kingdom Period 2 Reading

Period2Reading

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

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

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

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

lefttheirlanguageandgovernment

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

ReferenceforTeaching

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

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

Environment-currentissues:

KingJamesⅠ

BIOGRAPHY

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

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

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

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

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