小學(xué)語文微課教案

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.

相關(guān)推薦

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.”???

Period6reading&writing

俗話說，磨刀不誤砍柴工。作為高中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，讓高中教師能夠快速的解決各種教學(xué)問題。那么如何寫好我們的高中教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Period6reading&writing”，歡迎大家閱讀，希望對大家有所幫助。

Period6readingwriting
Step1Appreciation
Readthefollowingpoemcarefullyandwritedownthepairsofwordsthatrhymeandaddmoresimilarrhymingwords.
Step2.Pre-writing
Howtomakefriendswithothers?
1.ReadaletterfromastudentcalledXiaodong.What’shisproblem?
2.Supposeyouwereeditor,pleasewriteyouradvicetoXiaodong.
Discussingroupsoffour.CollectyouradvicetoXiaodongandyourattitude.
Usefulexpressions:
Inmyopinion,youshould…
Myadviceis…
Ithink/believe…
I’mafraidthat…
Iadviseyouto…
Idon’tthink…
Don’tworry…
Iagree/Idon’tagree.
Ithinkso./Idon’tthinkso.
Step3While-writing
Thisactivityenablesstudentstoexpresstheirfeelingsandtohelpothers．Inotherwords,itgivesstudentsabetterunderstandingofhowtodealwiththiscommonsituation．Thisisasmucharoleplayasawritingactivity,soitisimportantforstudentstodiscusstheirideasfirst．Inthiswaytheycancollecttheirideas,sortthemoutandpreparetowrite．
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Writingtips
Contents(Thelettershouldcontainthefollowingpoints)
1.Makeanefforttochangethesituation.
2.Starttalkingtopeopleaboutwhatyoubothlike.
3.Joininpeople’sdiscussion.
4.Showyourinterestintheirtalk.
5.Trytomakefriendswithoneortwoclassmates.
Structure
Topicsentence(yourpointofview)
Body(youradvice)
Conclusion(yourwishes)
Tense:Asitisaletter,SimplePresentTensewillbeappliedtothewriting.
Connectors:
Illustration(闡述)Ithink,Ibelieve,Isuggest,inmyopinion…
Addition（遞進(jìn)）secondly,andthen,besides,inaddition…
Contrast（轉(zhuǎn)折）but,however,ontheotherhand…
Summary(總結(jié))inshort,inaword,therefore,so…
Step4.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Samplewriting:
DearXiaodong,
Somepeopleliketalkingwithothers,butsomepeopleareshy．Ifyoufallintothesecondgroup,itcanbehardtomakefriends．Butyoucanchangethesituation．
Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball．Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon．
Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing．Butifyoudont,youshouldntfeelafraidtosay,forexample,”Thatsoundsinteresting,whatisitabout??Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers．
Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo．
Goodluck!
Editor

Homework:writethecomposition

Unit 3 Life in the future Period 4 Reading and Writing

俗話說，居安思危，思則有備，有備無患。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)生更容易聽懂所講的內(nèi)容，幫助教師能夠井然有序的進(jìn)行教學(xué)。您知道教案應(yīng)該要怎么下筆嗎？急您所急，小編為朋友們了收集和編輯了“Unit 3 Life in the future Period 4 Reading and Writing”，歡迎閱讀，希望您能夠喜歡并分享！

Period4ReadingandWriting

TheGeneralIdeaofThisPeriodThisperiodteachingandstudyingwillcenteronreadingandwriting.Asusual,theteachercanbegintheteachingwithrevisiontheformerknowledge,thatistosay,thecontentofFirstImpressions.Thispartcanbealsoregardedasthelead-in,becausethepassagetobelearnedisthecontinuedpartofFirstImpression.ItwilldescribeamazingthingsthatLiQianghasseeninthefutureAD3005.?Astoreadingtraining,thepurposeofdoingitistohelpthestudentstoformthegoodhabitofreadingwithsomestrategy.Theteachershoulddevelopthestudents’abilityofscanningandskimming,includingtheimpliedmeaningbeyondlines.Soatthebeginning,getthestudentstoprepareknowledgeforreading.Inordertoreachthatpurpose,theteacherfirstlywillasksomequestionsaboutwhattheyhavelearnedinthesecondperiod,andthenletthemtalkaboutwhattheycanseeinthepicture.Thenletthestudentsscanthepassageandfindwhatamazingthingsarementioned.Later,theteacherwillaskthestudentstoskimitandfindoutthemainideaforeachparagraph.Thepurposeofdoingtheseistohelpthestudentstoformthegoodhabitofreading.Whenreadingapassage,wehadbetterfirstreaditaswhole,thatis,understandthestructureofthepassageandcatchthemainideawiththehelpofstructureandtitle.?Thefollowingstepistoreadthepassageforthedetails.Theteachercandesignsometeachingactivitiestohelpthestudentstoknowaboutmoreandmoreinformationbytakingpartinthereadingactivities.Asaresult,theteachershouldbecareful,cautiousandcreativewhendesigningthereadingactivities.Thereadingactivitieshadbetterbevarious,whichcancausemorestudents’attention.Attheendofreading,someactivitiesshouldbedesignedtoleadthestudentstounderstandtheimpliedmeaningbeyondthepassage.Atthesametime,letthestudentsconsiderthewritingpurpose,whichservesthepurposeoftheauthorwritingit.?Besidesreading,theclassisalsoexpectedtolearnandpractisewritingskill.Bystudyingthepassage,thestudentsshouldlearntheabilityofdescribingthethingsandwhattheyimagineimitatingthepassage.Theteachershouldgivethestudentssomeadviceonhowtosucceedindescribingthethingsandwhattheyimagine.TeachingImportantPointsMastertheskillofgistreading.?Developthestudents’abilityofunderstandingtheimpliedmeaning.?Improvethestudents’writingability.?TeachingDifficultiesDevelopthestudents’abilityofunderstandingtheimpliedmeaning.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools?

ThreeDimensionalTeachingAimsKnowledgeAimsGetthestudentstoknowaboutwhatLiQiangfoundinthefutureinAD3005.?Learntheknowledgeabouthowtowriteapassageaboutdescriptionofthethings.?AbilityAimsMastertheskillofgistreading.?Developthestudents’abilityofunderstandingtheimpliedmeaning.?Improvethestudents’writingability.?EmotionalAimsReadingthepassageistoattempttocultivatestudents’spiritofexploringscienceandfuture.

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,MissWang.?Step2RevisionT:Doyoustillrememberwhatwelearnedinthesecondperiod??S:FirstImpressions.?T:HowdidLiQiangtraveltotheearthinAD3005??S:Withthehelpofhisfriend,hetraveledbytimecapsuletotheearthbutonethousandyearsinthefuture.?T:Howdidhefeelwhenhefoundhiminacompletelystrangeworld??S:Hewasconfusedbythenewsurroundings.?T:Good.Nowlet’smakesomesentenceswith“LiQiang”todescribewhathesawandexperienced.?S:LiQiangsufferedfromthelackoffreshaironhisarrivalatthenewworldinthefuture?.S:LiQiangfeltmuchbetterafterputtingonaspecialmask,thoughtheairseemedthinthere.S:LiQianggotseparatedfromhisfriendwhentheyreachedwhatlookedlikealargemarket.Ss:...?Step3Pre-reading?T:Youdidagoodjob.Mostofyoureviewedwhatwelearned.NowletusguesswhatLiQiangwouldgoonvisiting.?S:Hewastovisitotherplanetsbytimecapsule.?S:Iguesshewouldgotovisitsomeinterestingplaces.?S:Ithinkhewouldpayavisittoafamilyandaschool.?Ss:...T:Ifyouweretheauthorofthepassage,whatwouldyouliketointroducetoreaders??S:Imightintroducethealienswhohemetinthefuture.?S:IthinkIwoulddescribethewayoffuturelife.?S:IfIweretheauthor,Iwouldprefertowritesomethingaboutfutureschool.?T:Somestudentsseemtohavethesameopinionastheauthor,whilesomemightbeabletowriteanewpassageforustoenjoy.Iamgladtoknowyouallhaveusedyourheadstohavevariousanswers.NowstudythepictureonPage21totellmewhatyoucanseeinthepicture.?S:Icanseeastrangethingisworkinginaspecialplace.?S:Thestrangethinghassixhandsandoneleg,butitsheadissimilartoours.?S:Thereisanothercreature,whichisverysmallwithmanyhands,comparedwiththebigone.?Ss:...?Step4FastReading?T:Nowletusreadthetitletogether.?T:Canyoupredictwhatthepassagemaybeabout??S:Itmaybeaboutwhathehadseen,especiallyabouttheamazingthingsinthefuture.?T:Youareright.Asweallknow,thebesttitleistheonewhichcanshowthemainideaofthereadingpassage.Asaconsequence,weshouldreadthetitlewhenwebegintoreadone,whichwillhelpustounderstandapassage.Now,readthepassagequicklytofindwhatamazingthingsarementionedinit.?(Afteroneminute.)?S:apacestation,somealiencreatures,mu-mu,dimpods?T:Yes.Pleaselookthroughitagainandfindoutmainideaforeachparagraph.You’dbetterfinishitintwominutes.?(Twominuteslater,askthestudentstoshowtheiropiniontothewholeclass.Thendiscuss?itanddecidethebestanswer.Theteachershouldtellthemtheanswerintheend.)?Suggestedanswers:Para!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--.1aspacestationconsideredthemostmoderninthispartofspace?Pare.2thefriendliestcreatures,mu-mu?Para.3themostinterestingcreatures,dimpods?Para.4thedifferencesandsimilaritiesbetweenthem?Step5CarefulReading?T:PleasereadPara.oneandanswerthequestions:Wheredidhefirstvisit?Describetheplace.(Afteroneminute.)?S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,anditspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Insideofit,itisdividedintozoneswithextraordinarilydifferatmospheresandgravities.?T:Right.Whatotherstrangethingscanbefound??S:Therelivethealiencreatureswhiletheyworkwithhumanspacescientistssearchingfornewworlds.?T:Nowpleasereadthenexttwoparagraphstotellthefollowingsentencestrueorfalse.?1.Thefriendliestcreaturesarethetinydimpods,whilethemostinterestingcreaturesarethemu-mu.2.Themu-mumustwearrednightlightsonthehelmetssothattheycanseeinthedark.?3.TheWorldSpaceAgencywillsendaspaceshiptoexaminethefourthstarinthePleiadessystemnextyear.?4.Themu-mucanskiparoundthepipesandbetweenthewoodenwallsofthespacestation.5.Thetinydimpodsaregreatengineers,whichrequirethesamethesameatmospheresashumans.?6.Thetinydimpodsvanproducealiquidfromtheirbodies,whichmeltsmetalandveryusefulfortheoutsideforspaceships.?(Givestudentsfourminutestoreadandconsiderthestatements.)?T:Let’schecktheanswers.Ifitiswrong,pleasecorrectit.?S:1.Ithinkthefirstsentenceiswrong.Thetwoobjectsshouldbeexchanged.Thatistosay,thefriendliestcreaturesarethemu-mu,whilethemostinterestingcreaturesarethetinydimpods.T:Right.Whataboutthenext??S:2.Itisfalse.Humanbeingsmustwearrednightlightsonthehelmetssothattheycanseeinthedark.Butthemu-musdon’tneeditbecausetheycanseeinthedark.?T:Good.Isthethirdonewrong??S:3.Ithinkitisright.?T:Right.Whataboutthenextone??S:4.Itiswrong.Thetinydimpodscanskiproundthepipesandbetweenthewoodenwallsofthespacestation.?T:Iagreewithyou.?S:5.Thefifthandthesixthareright.?T:Excellent.Now,let’sreadthelastparagraphandcombinewhatwejustreadtofinishthefollowingchart.NameofcreatureMu-muDimpodsSizeBigTinyAppearanceTheyaretallandthinwithshell-covered“l(fā)eg”.Theyaresmall,justthesizeofalittlecat.ColorTheyhaveblackandwhitefaces.Theyarepurpleorblueandthecolorchangesdependingontheirmood.Personality1.Theyseeinthedarksotheyliveinanareawithoutlightofanykind.?2.Theyarecleversothattheyhaveassistedinthescientificdiscovery?.?3.Theyarenoteasytotalktosothatyouhavetousealanguage-changertohelp.Themu-musonlyspeakinwhispers.4.Theyeatfoodthatcontainscarbonanddrinkastrangemixtureofcarrotjuiceandcocoa.1.Theyrequirethesameatmosphereashumans.2.Theyaregreatengineersandveryclever.3.Theyareabletotravelmanylightyearsawayfromtheearth,whichcanproduceastrangeliquidfromtheirbodies.?4.Theyaredifficulttotalktosothatyouhavetousealanguage-changertohelp.Thedimpodsshoutloudlyinyourear.?5.Theyeatfoodthatcontainscarbon,whichdrinklemonademixedwithherbs.NumberofarmsSixarmsManyarmsNumberoflegsAshell-coveredlegManylegsHowitmovesTheymoveforwardbyslowlyshakingfromsidetosideonashell-coveredleg.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Step6Post-reading?T:What’sthemainidea??S:Thepassagemainlytellsusthestrangethingsthathesawinthefuture.?T:Right.Whatisthepurposeofwritingthepassage??S:Writingthepassageistoletusknowwhatwillhappeninadvance.?S:Ithinktheauthorattemptedtoencourageustobebraveenoughtosearchforthefuture?tospeedupthedevelopmentofscience.?T:Whatacleverhead!Weshouldhaveacreativespirittoexplorethedevelopmentofthefuturetobuildupoursociety.Weshouldworkhardtomakecontributionstoourcountry,tryingtomakeourhomelandhighlydeveloped.?T:Nowlet’simaginetoaddtwoextracharacteristicsofthecreatures.Discusswhatanaliencreatureofyourownmightbelikewithyourpartners.?(Aboutthreeminutes,asksomestudentstodescribewhatanaliencreaturemightbelikeintheirminds.)Step7WritingT:Justnowyoudiscusswhatanaliencreatureofyourownmightbelike.Nowpleasedrawapictureofyouralien.Thenwriteadescriptionbasedonyourdrawingandthenotesinthechart.Showyourdrawingtoyourclassmatesandreadyourdescriptiontothem.(Givethemtenminutestodoit.First,letthemdoitbythemselves.Latergetthemtoexchangewiththeirdeskmates.Finallyasksomestudentstoshowtheirworktothewholeclass.Duringdoingit,theteachercandesignacompetitiontoarousetheirinterest.Ifpossible,getsomeexcellentworksshowntothewholeschooltoencouragestudentstohaveacreativespirit.)?Step8Consolidation?T:Inthisperiod,wemainlyfocusonreadingthepassage:IHaveSeenAmazingThings.Wouldyoupleasemakeasentencewith“WhatIhaveseen...”?(Inordertogetmorestudentstotakepartinthisactivity,theteachercanletthemhaveacompetitionbetweengroups.)?Step9HomeworkT:AfterclasswriteapassagetitledAnAlieninMyMind,imitatingthepassage.Inyourdescriptiontherewillbenameofcreature,size,appearance,color,howtomove,personality?andsoon.?

TheDesignoftheWritingontheBlackboard

Unit3Lifeinthefuture

Period4ReadingandWritingStructureComparison

Para1aspacestationconsideredthemostmoderninthispartofspace?

Pare2thefriendliestcreatures,mu-mu?

Para3themostinterestingcreatures,dimpods?

Para4thedifferencesandsimilaritiesbetweenthem

Size

Appearance

Color

Personality

Numberofarms

Numberoflegs

Howitmoves

ResearchandActivitiesGetthestudentstoparticipateinacompetitionaboutdesigningthefuture.Thethemeofthecompetitionisrobotsinthefuturehome.Thestudentsareaskedtoworkingroupsoffourtodesigntherobotsintheirminds.Theywilldrawthepicturesoftherobotsandalsodescribethesize,appearance,personalityandhowtowork.Inordertoattractmoreattention,thedesignersshouldgiveavividdescriptionaboutitsoutstandingadvantagesandfunction.Inadditiontobeautifulappearanceandextraordinaryfunction,thedesigningshouldalsobefullofimagination.Thegroupwhosedescriptioniswonderful,togetherwithimaginative,beautifulandfunctionaldesign,willbethewinner.

ReferenceforTeaching

Spaceprograminthefuture

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Therisktakersandvisionariesofthisagencyhaveexpandedhumanknowledge,haverevolutionizedourunderstandingoftheuniverse,andproducedtechnologicaladvancesthathavebenefitedallofhumanity.Inspiredbyallthathascomebefore,andguidedbyclearobjectives,todaytheysetanewcourseforAmerica’sspaceprogram.TheywillgiveNASAanewfocusandvisionforfutureexploration.Theywillbuildnewshipstocarrymanforwardintotheuniverse,togainanewfootholdonthemoon,andtopreparefornewjourneystoworldsbeyondtheirown.Theircurrentprogramsandvehiclesforexploringspacehavebroughtthemfar.TheSpaceShuttlehasflownmorethanahundredmissions.Ithasbeenusedtoconductimportantresearchandtoincreasethesumofhumanknowledge.Shuttlecrews,andthescientistsandengineerswhosupportthem,havehelpedtobuildtheInternationalSpaceStation.?Telescopes—includingthoseinspace—haverevealedmorethan100planetsinthelastdecadealone.ProbeshaveshownthemstunningimagesoftheringsofSaturnandtheouterplanetsofoursolarsystem.Roboticexplorershavefoundevidenceofwater—akeyingredientforlife—onMarsandonthemoonsofJupiter.Atthisveryhour,theMarsExplorationRoverSpiritissearchingforevidenceoflifebeyondtheEarth.?ItistimeforAmericatotakethenextsteps.TheirfirstgoalistocompletetheInternationalSpaceStationby2010.Theywillfocustheirfutureresearchaboardthestationonthelong-termeffectsofspacetravelonhumanbiology.Theenvironmentofspaceishostiletohumanbeings.Radiationandweightlessnessposedangerstohumanhealth,andwehavemuchtolearnabouttheirlong-termeffectsbeforehumancrewscanventurethroughthevastvoidsofspaceformonthsatatime.ResearchonboardthestationandhereonEarthwillhelpusbetterunderstandandovercometheobstaclesthatlimitexploration.Throughtheseeffortswewilldeveloptheskillsandtechniquesnecessarytosustainfurtherspaceexploration.Thesecondgoalistodevelopandtestanewspacecraft,theCrewExplorationVehicle,by2008,andtoconductthefirstmannedmissionnolaterthan2014.TheCrewExplorationVehiclewillbecapableofferryingastronautsandscientiststotheSpaceStationaftertheshuttleisretired.Butthemainpurposeofthisspacecraftwillbetocarryastronautsbeyondourorbittootherworlds.ThiswillbethefirstspacecraftofitskindsincetheApolloCommandModule.Thethirdgoalistoreturntothemoonby2020,asthelaunchingpointformissionsbeyond.Beginningnolaterthan2008,theywillsendaseriesofroboticmissionstothelunarsurfacetoresearchandprepareforfuturehumanexploration.UsingtheCrewExplorationVehicle,theywillundertakeextendedhumanmissionstothemoonasearlyas2015,withthegoaloflivingandworkingthereforincreasinglyextendedperiods.Withtheexperienceandknowledgegainedonthemoon,manwillthenbereadytotakethenextstepsofspaceexploration:humanmissionstoMarsandtoworldsbeyond.Yetthehumanthirstforknowledgeultimatelycannotbesatisfiedbyeventhemostvividpictures,orthemostdetailedmeasurements.Andonlyhumanbeingsarecapableofadaptingtotheinevitableuncertaintiesposedbyspacetravel.

GalaxyAnyofthesystemsofstarsandinterstellarmattermakesuptheCosmos.Manysuchassemblagesaresoenormousthattheycontainhundredsofbillionsofstars.Naturehasprovidedanimmenselyvariedarrayofgalaxies,rangingfromfaint,diffusedwarfobjectstobrilliant,spiral-shapedgiants.Virtuallyallgalaxiesappeartohavebeenformedsoonaftertheuniversebegan,andtheypervadespace,evenintothedepthsofthefarthestreachespenetratedbypowerfulmoderntelescopes.Galaxiesusuallyexistinclusters,someofwhichinturnaregroupedintolargerclustersmeasuringhundredsofmillionsoflight-yearsacross.(Alight-yearisthedistancetraversedbylightinoneyear,travelingatavelocityof300000kilometerspersecond,or650000000milesperhour.)Theseso-calledsuperclustersareseparatedbynearlyemptyvoids,causingthegrossstructureoftheuniversetolooksomewhatlikeanetworkofsheetsandchainsofgalaxies.

Galaxiesdifferfromoneanotherinshape,withvariationsresultingfromthewayinwhichthesystemswereformed.Dependingontheinitialconditionsinthepregalacticgassome15000000000yearsago,galaxiesformedeitherasslowlyturning,smoothlystructured,roundsystemsofstarsandgasorasrapidlyrotatingpinwheelsofsuchentities.Otherdifferencesbetweengalaxieshavebeenobservedandarethoughttoreflectevolutionarychanges.Somegalaxiesarerifewithactivity:theyarethesitesofstarformationwithitsattendantglowinggasandcloudsofdustandmolecularcomplexes.Others,bycontrast,arequiescent,havinglongagoceasedtoformnewstars.Perhapsthemostconspicuousevolutionarychangesingalaxiesoccurintheirnuclei,whereevidencesuggeststhatinmanycasessupermassiveobjects—probablyblackholes—formedwhenthegalaxieswereyoung.Suchphenomenaoccurredseveralbillionyearsagoandarenowobservedasbrilliantobjectscalledquasars.Theexistenceofgalaxieswasnotrecognizeduntiltheearly20thcentury.Sincethen,however,galaxieshavebecomeoneofthefocalpointsofastronomicalinvestigation.Thenotabledevelopmentsandachievementsinthestudyofgalaxiesaresurveyedhere.Includedinthediscussionaretheexternalgalaxies(i.e.,thoselyingoutsidetheMilkyWayGalaxy,thelocalgalaxytowhichtheSunandEarthbelong),theirdistributioninclustersandsuperclusters,andtheevolutionofgalaxiesandquasars.ForfurtherdetailsontheMilkyWayGalaxy,seeMilkyWayGalaxy.Forspecificsaboutthecomponentsofgalaxies,seestar,nebula,andCosmos.?

AfuturevehicleWhilemanytechnologicaladvancesoccurinanevolutionarymanner,occasionallyarevolutionarytechnologicalappearsonthehorizonthatcreatesstartlingnewconditionsandprofoundchanges.SuchisthecasewiththeprivatelydevelopedMollerSkycar,whichisnamedafteritsinventor.?TheLAMVisaverticaltake-offandlandingaircraftthatcanflyinaquick,quiet,andagilemanner.Itisanewtypeofvehiclethatcombinesthespeedofanairplaneandtheverticaltake-offcapabilityofahelicopterwithsomecharacteristicsofagroundvehicle,butwithoutthelimitationsofanyofthoseexistingmodesoftransportation.?TheLAMVisnotoperatedliketraditionalfixed—orrotary-wingaircraft.Ithasonlytwohand-operatorusestodirecttheredundantcomputercontroltwiststoselectthedesiredoperatingaltitudeandmovesforeandafttoselecttherateofclimb.Theright-handcontroltwiststoselectthevehicle’sdirectionandmovesside-to-sidetoprovidetransverse(crosswise)movementduringthehoverandearly-transition-to-flightphasesofoperation;italsomovesforeandafttocontrolspeedandbraking.Simplyput,theLAMVisuserfriendly.?TheLAMVofthefuturewillbe18feetlong,10feetwide,and6feethighandweight2200pounds.Itwillholdfourpassengersandapayloadof875pounds(includingfuel).Thevehiclewillhaveamaximumrateofclimbof6400feetperminuteandanoperationalceilingof30000feet.Itwillattainatopspeedof390milesperhouratanaltitudeof6000feetandacruisingspeedof350milesperhourat25000feet,anditwillhaveamaximumrangeof900milesat80passengermilespergallon.TheLAMValsowillbequietenoughtofunctionasanacoustic“stealth”planeat500feet.Itwillhaveaverticaltake-offandlandingcapabilityandemergencyairframeparachutes,anditwillbecapableofusingvariousfuels.?ThepotentialeconomicadvantagesoftheLAMVareworthmentioning.Itsfuel-efficientenginesandabilitytooperateonvariousfuelswilllowfuelcosts.TheLAMVusesone-fourthofthefuelperpassengermileusedbythetilt-rotorV-22Ospreyorhighperformancehelicopters.TheLAMV’spotentialmilitaryuseswillbenumerous.?However,oncetheLAMVtechnologymatures,itsmilitarypossibilitiesarestartling.WeintheArmycombatservicesupport“futures”arenaareencouragedbythedevelopmentssofarandhopethattheLAMVwillbereadyforArmyfieldingaround2010.TheLAMVcanbecomearealityinourArmyandpossibilityintheotherarmedservicesaswell.Withoutanydoubt,thistechnologicalinnovationwillsucceedinternationallyinntheprivate,commercial,andmilitarysectors.IhopethattheUSArmywillbethefirstarmyintheworldtoembraceandexploitthistechnology.Butsoonerratherthanlater,thisaerialvehicletechnologywillaffectallofourlives.Itisjustoverthehorizon.

The United Kingdom Period 5 Grammar?教案

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，作為高中教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助高中教師提高自己的教學(xué)質(zhì)量。我們要如何寫好一份值得稱贊的高中教案呢？下面是小編為大家整理的“The United Kingdom Period 5 Grammar?教案”，但愿對您的學(xué)習(xí)工作帶來幫助。