Unit1 Module 5 Great Scientists
本單元教學內容分析:
本單元主要話題是“科學家如何以探索、鉆研、無畏的科研精神驗證未知的科學原理。”通過本單元的學習，了解科學家們對人類所做出的貢獻及其成果。本單元所涉及的要點是：
（1）了解著名醫生John Snow、錢學森、哥白尼等科學家以及他們的作為和故事。
（2）學習表示意愿、希望和建議的句型。
（3）學習過去分詞作定語和表語的結構。
（4）學習寫好“persuasive writing”,以訓練學生的邏輯思維及寫作能力.
The 1st Period
Teaching Aims:
1. Learn some new words and expressions.
2. Know some great scientists and their achievements.
3. Know some important qualities a scientist should have and the stages in examining a new scientific idea.
Difficult and Important Points:
1)Word study
2)Discuss in groups the stages in examining a new scientific idea.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Word Study according to the situations given (Do exercises)
Teaching Procedures:
Step I Warming up
1. What do you know about great scientists?
Try this quiz and find out who knows the most.(Pair work to finish the Quiz Questions on P1.)
2.Check the answers with the whole class.
1).Archimedes (an ancient Greek mathematician & physicist)
2).Charles Darwin (British, author of The Origin of Species )
3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )
4).Gregor Mendel (Czech)
5).Marie Curie (Polish and French, won two Nobel Prizes)
6).Thomas Edison (an American inventor)
7).Leonardo da Vinci (a famous Italian artist)
8).Sir Humphry Davy (British)
9).Zhang Heng (Chinese, invented seismograph)
10).Stephen Hawking (a British astronomer)
Step II. Word Study
1.Read the new words after the tape.
2.Choose the correct words to complete the following sentences.
1) John Snow devoted himself to ________(science, scientific) research.
2) He worked hard until he drew a ____________(conclude, conclusion) in 1854.
3) The boy needs one more stamp to make his collection __________ (complete, completely)
4) ____________(Apart from, Except) that 10 dollars, I have another ten given by my mother.
5) Cholera was a ________disease. Many people _____ of it. (dead, die , death, deadly)
6) People who had drunk the __________ (polluting, polluted) water were dead.
7) I will tell him the good news ____________ I see him. (immediate, immediately)
8) I suggest _______(to have, having) a rest after working for such a long
time.
3. Choose the correct words or expressions to fill in the blanks. Each word or expression may be used only once.
1.Who _______________ a theory about black holes?
2.What ______________ did you draw?
3.The car went out of ___________ and crashed.
4.SARS is a terrible _____________ disease.
5.He _____________ a difficult argument skillfully.
6.The cholera outbreak was so ________ that more than 500 people had died in 10 days.
7. Everyone was silent as he ___________ the winner of the match.
8._____________ visiting the zoo, we went to the museum.
Step III. Practice (using inductive method)
Use the correct form of the words to fill in the blanks.
Infection
examination=exam
Science /scientist
Conclude
Analysis
Defeat
Value
announcement /announcer
Instruction
Calculate
contribution /contributor contributive
Instructor/instruction
Move
Rejection
Create
Completion
Persuader Persuade
n. adj. adv.
Certain certainly
co-operation X
Revolution X
Privacy隱私；隱居 Private
X backward
Enthusiasm enthusiastically
Logic logically
Step IV. Pre-reading
Discussion:
1.What five most important qualities do you think a scientist should have? Give the reasons.
generous clever strict patient creative strong-willed serious intelligent honest ambitious talented careful
2. Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
Draw a conclusion Think of a method Collect results Make up a question Find a problem Analyse the results Repeat if necessary
After reading the following passage, put the correct stages into the reading about research into a disease.
Step V. Summary
Step VI. Homework Assignment
1.Read the passage John Snow Defeats “King Cholera”.
2. Learn the new words by heart and prepare for tomorrow’s dictation.
The 2nd Period
Teaching aims:
1. Learn some new words and expressions .
2. Improve the students’ reading skills.
3. Know how to prove a new idea in scientific research.
Difficult and Important Points:
1）Reading comprehension
2）What did John Snow do to prove a new idea in scientific research?
Teaching Methods:
1. Group work
2. Competition
3. Illustration
4. Deductive Method
Teaching Procedures:
Step I Warming up
Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)
Step II. Pre-reading
1.Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉師).He was so famous that he became the doctor for Queen Victoria at the births of her many children.
Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.
2.Make up a questionName of illness cholera (霍亂)
Symptom(癥狀) severe vomit (嘔吐) and diarrhea (腹瀉)
Aftereffect Die quickly from a loss of liquid
What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)
Step III. New words study
Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.
Step IV. Reading
Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.
In 1854 Another outbreak hit London.
500 , 10
More than 500people had died in 10 days.
16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9
20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.
7
These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.
Careful reading
Read each paragraph and find out what evidence or approach is John
Paragraph Stages in an experiment Example in this investigation
1 Find a problem What causes cholera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where they got their water.
4 Collect results Plot information on a map to find out where people died or did not die.
5 Analyze results Analyze the water to see if that is the cause of the illness.
6 Repeat if necessary Find other evidence to confirm your conclusion.
7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.
Snow used in the stage of experiment, then fill in the chart below.
Step V. Discussion
1.What’s the significance of Snow’s famous cholera map ?
2.If you were John Snow, how would you investigate the cholera?
Step VI. Summary
Step VII. Homework assignment
1.Finish Ex.1 on P42.
2. Retell the story.
3. Prepare for tomorrow’s dictation.
The 3rd Period
Teaching Aims:
1. Learn expressions & phrases
2. Learn.language points
Difficult and Important Points:
1）Language points
2）The usage of “suggest & in addition”
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
Check the answers of yesterday’s homework (P42.Using Words and Expressions)
Step III. Expressions & phrases
Expressions & phrases (1)
1.know about… 了解……的情況
2.lift up 舉起;抬起;提升
3.steam engine 蒸汽機
4.physical characteristic 人體的特征
5.put forward a theory about black holes提出一個有關黑洞的理論
6. infectious disease 傳染性的疾病
7. in scientific research 在科學研究上
8. examine a new scientific idea 驗證一個新的科學思想9. draw a conclusion 得出結論
10. analyze the results 分析結果
11. a well-known doctor 一個著名的醫生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被嚇壞的人們
16. get interested in sth./doing sth. 對…產生興趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 決心干某事20. a valuable clue 一條珍貴的線索
21. the water pump 水泵
22. in addition (to…) 除..…之外還有…
23. link … to … 將….和….聯系起來 (be linked to…)
24. have it delivered (have sth. done) 叫某人送東西
25. die of… 死于…26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth. 阻止某人干某事
29. deal with… 處理……30. solve the problem 解決難題
Expressions & Phrases (2)
1.come to an end 到了盡頭
2.find the cause of this illness 找出疾病的起因
3.look into… 調查……4.apart from… 除…..之外;此外 (=except for…)
5.prepare for… 預備好….
6.be strict with sb. 對某人嚴格要求
7.a revolutionary theory 一個革命性的理論
8.lead to… 通向…. ;導致… (注意:to為介詞)
9.make sense 有意義
10. at times =sometimes 有時候
11. contribute to sth. 有助于;促進
12. encourage sb. to do sth. 鼓勵某人做某事
13. point of view 觀點
14. living conditions 居住條件
15. break… in/into pieces 把…摔成碎塊
16. be devoted to sth./sb. 專致于…….; 關心…;摯愛…17. devote one’s life to doing sth. 獻身于…..
18. curved line 曲線
19. achieve great success 取得巨大的成功
Step IV. Language Points
1.discover & invent
discover v. “ 發現” 被探索或被揭示的事物早已客觀存在著.
Columbus discovered America in 1492.哥倫布于1492年發現了美洲.
Who discovered radium? 誰發現了鐳?
invent v. “發明”,指的是發明原先不存在的東西.
Who invented the steam engine? 誰發明了蒸汽機?
2.who invented the way of giving electricity to everybody in large cities?是誰發明了把電帶給大城市中的每個人的辦法?
the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教給我們清洗它的辦法.
the way引導的定語從句的引導詞有三種, 可以用that;可以用in which;還可以省略.
I don’t like the way (that / in which) you speak to your father.
我不喜歡你跟你父親講話的方式.
與way相關的短語:by the way 順便說 、
by way of … 通過……的方法，經，由
lose one’s way 迷路
no way (俚語) 沒門,別想
feel one’s way 摸黑走,謹慎從事
on one’s way to…在去…的路上
in this way=by this means=with this method用這種方法
3.Who put forward a theory about black holes?誰提出了黑洞的理論?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建議等)
(2)推薦某人或自己任職位;提名
May I put your name forward as our monitor?
我能否提名你當我們的班長?
put away 拋棄;舍棄 put down 寫下來;記入名單;
put on 穿上;戴上;增加 put off 耽誤;延期
put out 熄滅(燈);撲滅 (火) put up 建立;建造
put up with… 忍受……
You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.
A. put on B. put down C. put back D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.)
deadly
adj. (1).dangerous; likely to cause death 危險的;致命的
a deadly disease/weapon
(2). highly effective against sth. or sb不強有力的;致命的
a deadly remark 擊中要害的評論
(3)aiming to kill or destroy意在殺死的;不共戴天的:
a deadly enemy不共戴天的敵人
adv. (1). Very極度;非常;十分: deadly serious 十分認真
(2). like death 死一般地: deadly pale 死一般蒼白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是過去分詞作后置定語,表示被動.意為“患霍亂的”.如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露 “expose ….to….”He exposes his skin to the sun. 他把皮膚暴露在陽光下.
(2)to reveal the guilt or wrong doing of …揭露;揭發
He exposed their plot.他揭穿了他們的陰謀.
I threatened to expose him ( to the police).我威脅要(向警察)揭發他.
expose to 使易受,使受 expose a fraud 揭穿騙局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆發霍亂時就有大批驚慌的老百姓病死.
every time是連詞,引導時間狀語從句,意為“每次,每當”,如:
Every time I meet him, I always think of the things happened between us.每次見到他,我就想起發生在我們之間的事情.
immediately, the moment, directly, instantly 等都可以作連詞,引導時間狀語從句,意為“一……就……”,如:
I will give the letter to him immediately I see him.我一見到他就把這封信給他.
I came directly I got your letter.我一接到你的信就來了.
7.The first suggested that cholera multiplied in the air without reason.第一種看法是霍亂病毒在空氣中無緣無故地繁殖著.(Suggest 用法參考P43.4,并完成相關的練習)
8.absorb v. 吸收(液體);承受;承擔 (費用等)
Use the cloth to absorb the spilled ink. 吸干撒的墨水
We will not absorb these charges.我們不能承擔這些費用.
absorb…in/by..吸引.注意
I was absorbed in a book and didn’t hear you call.專心看書
absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization.
這家大公司逐漸將這些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值錢的;貴重的;有價值的
a valuable diamond 貴重的寶石 valuable information 重大的消息
(2) n. (常用復數形式) sth. that worth lots of money貴重物品
Mary kept her valuables in a safe.
瑪麗把她的貴重的東西藏在保險箱里.
10.in addition adv. as well as 另外
In addition, the course also produces practical experience. 此外,這門功課還提供了實踐的基礎.
A number of people came to the zoo in addition to Peter and Paul. 彼得和保爾以外,還有許多別的人來到動物園.Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
The 4th Period
Teaching Aims:
1. Teach grammar (The Past Participle as the Predicative & Attribute)
2. Improve the students’ listening skills.
Difficult and Important Points:
1)Learn the grammar(The Past Participle as the Predicative & Attribute)
2)Have the Ss sum up the function of the past participle using inductive method.
Teaching Methods:
1. Inductive Method
2. Group work
Teaching Procedures:
Step I Dictation
Step II. Grammar
1.Please look at the sentences carefully. Pick out the attribute& predicative of the sentences.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2.Please classify the words that you identify into groups and explain why you divide them into these groups.
angry beautiful young
worried excited terrified
3. Now use a different past participle/adjective in each sentence to change the mood of the sentence.
4. Discovering Useful Structures P4
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.1) Doctor John Snow was a well-known doctor in London. (Attribute)
2) John Snow told the astonished people in Broad Street. (Attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (Predicative)
(2). Complete the table with phrases that have the same meaning
Step III. Listening P5 Using language
Step IV. Discussion
In pairs discuss what scientific job each of you would like to choose in the future.
(Refer to the questions &expressions on P6 that may help you)
Step V. Exercises
Finish Ex. 2 on P42. (Translation)
Finish Ex.1&2 on P44.(Using structures)
Step VI. Summary
Step VII. Homework assignment
The 5th Period
Teaching Aims:
1. Improve the students reading skills.
2. Learn something about Copernicus and his Revolutionary Theory
3. Learn how to accomplish a persuasive writing.
Difficult and Important Points:
1)Reading Comprehension
2)Persuasive writing.
Teaching Methods:
Comparative method
Teaching Procedures:
Step I Warming up
1.Do you know what is the center of the solar system?
2.Can you name the nine planets in the solar system?
Mnemonics (記憶術)
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?My Very Easy Method: Just Set Up Nine Planets.
Step II. Reading
Title of the passage: Copernicus’ Revolutionary TheoryFast reading
Listen to the tape, and find out the answers to the questions.
1. What did Copernicus think was the center of the solar system?
2.When did Copernicus publish his theory?Careful reading
Why didn’t Copernicus publish his theory before he died?
Step III. Reading comprehension
P7. 1.Use the reading to help you draw the two theories of the universe.
Before Copernicus’ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus’ theory
A diagram showing the solar system with the sun at its centre
Step IV. Persuasive writing (Please refer to P8 Learning Tip)
Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.
First you need to collect your ideas. For example:
He believes his new theory is true.
There are problems with the present theory.
He has done many years of observations to prove his new theory is true.
Science can’t develop unless people publish their ideas.
Time will show if his theory is true or not.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas.
Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
One possible version:
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
Zhang Hua
Step V. Summary
Step VI. Homework assignment
1. Surf the Internet and get more information about Copernicus.
http://www.blupete.com/Literature/Biographies/Science/Copernicus.htm2. Revision
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教會法規博士學位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天體運行論》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (羅馬天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time. Adapted from http://www.library.rdg.ac.uk/colls/special/featureditem/copernicus
The 6th Period
Teaching Aims:
1. Improve the students’ listening skills.
2. Improve the students’ speaking skills.
Difficult and Important Points:
1)Listening
2)Help Ss overcome the difficulties in listening material.
Teaching Methods:
Class activities to help motivate the Ss’ interest of learning English.
Teaching Procedures:
Step I Warming up
1.Which plant and animal do you like best? Can you classify them into a system ?
2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分類學).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals.His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of biologists during and after his own lifetime.
Step II. Listening P41
1.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong.
A. This is about a man who wants to name a flower.
B. This is about a man who finds a flower and wants to own it.
C. This is about a man who finds a flower and wants to know if it is a new species of flower.
2. Listen to the tape again and try to complete the following passage.
To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used these different ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分類)all plants and animals.
Step III. Talking P41
Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. Pair work (Making a telephone call)
How will I recognize you?
What special features do you have?
What will you wear?
How will I know you?
What do you look like?
You can recognize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…
Step IV. Play a game: Can you guess who he/she is?
One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.
Step V. Summary
Step VI. Homework assignment
The 7th Period
Teaching Aims:
1. Improve the students listening and reading skills.
2. Learn something about topology.
Difficult and Important Points:
Reading
What is Euler path?
Teaching Methods:
Use Puzzle & Diagram to make the passage clear and easily understood.
Teaching Procedures:
Step I Listening
Listening task P44
Step II. Play a Puzzle game
Can you go over it without missing any points or going over a line twice?
A A A
D D E
B C B C B C
Euler said, “If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.”
Step III. Reading ( P45 ) Finding The Solution
1. Background
Leonhard Euler (1707-1783)
Born: 15 April 1707 in Basel, Switzerland
Died: 18 Sept 1783 in St Petersburg, Russia
Euler was a famous mathematician in the eighteenth century, he introduced a new branch of mathematics called topology. It is a form of geometry that help you understand things by turning them into diagrams.
2.Reading
What is Euler path?
Step IV. Work out the following Puzzles on P45&46.
Step V. Summary
Step VI. Homework assignment
The 8th Period
Teaching Aims:
Improve the students’ writing & speaking skills.
Difficult and Important Points:
1)Writing & “Peer response”
2)How to write a good composition in the limited time.(Ss are allowed to gather information about their composition beforehand.)
Teaching Methods:
Use the class activity “Peer response” to motivate the Ss writing interest, which can help them learn from each other.
Teaching Procedures:
Step I Warming up (5mins)
Talk about “Great”.
What thing or person do you think is great? Give an example.
Step II. Writing Task (P47) (20mins)
Choose a title beginning with “A Great …” to write a passage (200words or more) Or you can write a passage about A Great Scientist referring to writing tip on P47.
Step III. Peer Response
Group work: Peer Response (3 pluses and 1 wish) (15mins)
Peer Response
Class ________ Name:________ Date:________
Peer 1. Name:_________ Title:_______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
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Peer 2. Name:_________ Title:______________________
+ _____________________________________________
+ _____________________________________________
+ _____________________________________________
? ______________________________________________
Step IV. Homework assignment
(1) Revise the composition and hand it in tomorrow.
(2) Review for tomorrow’s test.
Unit2 Module 5 The United Kingdom
教學內容分析:
本單元主要話題是“英國”。 通過閱讀使學生了解英國的歷史和地理位置，國家的構成及名勝古跡。
本單元所涉及的要點是：
（1）了解，認識英格蘭，威爾士，蘇格蘭和北愛爾蘭。
（2）了解倫敦的一些著名景觀。
（3）學習過去分詞作賓語補足語的句型。
（4）掌握與人交流語言理解有困難時請求別人重復的幾 種表達方式。
The 1st Period ( Reading )
Teaching Aims:
Enable the students to know the UK in geography and history.
Teaching Important Points and Difficult Points:
How to understand the geographic puzzle of the UK.
Teaching Methods:
Skimming and task-based activities.
Teaching Procedures:
Step I Warming up
1. Background knowledge:
Name: The United Kingdom of Great Britain and Northern Ireland
Countries: England, Scotland, Wales, Northern Ireland
Capital: London
Location: Western Europe
Population: 60,441,457 (July 2005)
Language: English, Welsh, Scottish
Ethnic groups: English 81.5%, Scottish 9.6%, Irish 2.4%,
Welsh 1.9%, Ulster 1.8%, West Indian, Indian, Pakistanis, and other 2.8%
Area: Total 244,820 sqk.
Climate: Temperate: moderated by prevailing southwest over the North Atlantic Current; more than one-half of the days are overcast
Natural resources: Coal, petroleum (石油), natural gas, iron ore, lead (鉛), zinc (鋅), gold, tin, limestone (石灰巖), gypsum (石膏)
Task 1: Describe briefly the UK according to the map.
1.The UK is surrounded by water in all sides.
2. On the west of the Great Britain lies the Irish Sea .
3. On the south of England lies the English Channel .
4. On the northeast lies the North Sea .
5. On the north is the North Atlantic Ocean .
Task 2
Ss do the quiz on page 9.
Step II. Pre- reading
Task 3. Ss discuss and answer the following questions.
1. Can you name the capital cities of the countries of the UK?
2. England can be divided into three main areas. Do you know what they are?
3. What do you know about any cities or towns in the UK?
Step III. While-reading
Task 4. Read the title and predict what the text will tell you.
Task 5. Talk about the different flags of the countries of the UK
Task 6. Skimming
According to the text, join lines to the right answer.
Para. 1. Explains the joining of England and Wales.
Para. 2. States topic to be examined in the reading.
Para. 3. Explains the importance of London as a
cultural and political centre in the UK.
Para. 4. Explains what the term “Great Britain”
means and how it came about.
Para. 5. Explains differences in the four countries.
Para. 6. Explains how England is divided into three zones.
Task 7. Answer the questions
1. The Union Jack flag unites the three flags of three countries
in the United Kingdom. Which country is left out? Why?
__________________________________________________
2. What three countries does British Airways represent?
1. ________ 2. ________ 3. __________
3. Which group of invaders did not influence London?
________________________________________________
Task 8. Ss read and get the general idea of the parts
Step IV. After-reading
Write a short summary of the passage.
The writer examines how the UK developed as an administrative unit. It shows how England is also divided into 3 zones. It explains why London became the cultural capital of England.
Step VI. Homework assignment
1. Read the whole passage and retell.
2. Go to the net to get more information about UK.
The 2nd Period (Language points)
Teaching Aims:
3. Learn expressions & phrases
4. Learn language points
Teaching Important Points:
Language points
Teaching Difficult Points:
Have /get sth. Done
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Retell the passage.
Step II. Expressions & phrases
Expressions & phrases (1)
1. consist of 由…組成
2. divided into 分開
3. There is no need (for sb.) to do…
4. debate about sth. 為…爭辯（爭論）
5. refer to 提及，談到
6. connect to /link to 連接
7. as well (as ) 也，還有
8. to one’s (great) surprise 使…吃驚
9. find sb./ sth. done (doing) 發現某人（物）處于某種狀態下
10. get sb. / sth. done
11. break away (from) 掙脫
12. break down （機器、車輛）壞
13. for convenience 為了方便
14. be known as/ for /to /by
15.keep one’s eyes open 睜大眼睛
16.make sth. worthwhile 使… 值得
17.leave out 省去；遺漏；不考慮
18. find out 發現
19. on the phone 在電話里
20. be on holiday 在度假
21. in memory of 為了紀念
22. leave for 動身去某地
23. ring out 發出響聲，響起
24. make a list of 列出…的清單
25. pass through 通過
26. be on show 在展出
27. take the place of 代替，取代
28. remain doing 仍然在做…
29. on (special) occasions 在（特殊） 場合
30. feel / be proud of 為…而自豪
31. fall asleep 睡覺
Step IV. Language Points
1. consist of ＝ be made up of 由….組成 (沒有進行時）
eg: The UK consists of Great Britain and Northern
Ireland.
＝Great Britain and Northern Ireland make up the UK.
The soup consists of tomatoes, meat and peas.
consist in = lie in 存在與；在于(無被動形式)
eg: The beauty of air travel consists in its speed
and ease.
consist with: 一致
The report consists with facts.
2. 區別:
separate …from (把聯合在一起或靠近的人或物分離出來）
divide…into 把…分開 （把整體分為若干部分）
eg: The teacher divided the class into two groups.
eg: The Taiwan Strait separates Taiwan from Fujian.
As we joined the big crowd, I got ______ from my friends.
A. separated B. spared C. lost D. missed
3. There is no need to do sth 沒必要做某事
eg: There is no need for you to help him.
There is no need to worry at all.
4. debate about sth.
eg. They debate about the proposal for three days.
debate /argue/ quarrel
5. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；闡明;清楚；明了
eg. I hope what I say will clarify the situation.
Can you clarify the question?
6. be linked to = be connected to /be joined to
This wire connects _____ that one.
A. with B. to C. of D. on
7. refer to
1) 提及，指的是…
eg: When he said “some students”, do you think he
was referring to us?
2) 參考；查閱;詢問
eg: If you don’t understand a word you may refer to
your dictionaries.
Please refer to the last page of the book for
answers.
3) 關系到；關乎
eg: What I have to say refers to all of you.
This rule refers to everyone.
It was foolish of him to _____ his notes during that
important test, and as a result, he got punished.
A. stick to B. refer to C. keep to D. point to
reference: n. reference book
8. join A to B /link A to B 把A和B連接
eg: The Channel Tunnel will join Britain to Europe
by road.
9. included /including
10. name: n. v.
11. to one’s surprise
(prep)
“to one’s +名詞” 表 “令某人…”
常見的名詞有 “ delight, disappointment, enjoyment;
astonishment 等
eg: I discovered, to my horror, that the goods were
entirely unfit for sale.
To John’s great relief they reached the house at
last.
12. …found themselves united peacefully
“find +賓語＋賓補( adj; adv; v-ing; pp; 介詞短語；
不定式）”
eg: A cook will be immediately fired if he is found
smoking in the kitchen.
You’ll find him easy to get along with.
They found themselves trapped by the bush fire.
When I woke up, I found myself in hospital.
I called on him yesterday, but I found him out.
13. get sth done =have sth done 使某事被做
eg: I'll just get these dishes washed and then I'll
come.
get + n. + to do
get + n. + doing
eg. You’ll get her to agree.
l’ll get the car going.
get done: 用于意想不到、突然或偶然發生，意為“被….”
Be careful when you cross this very busy street.
If not, you may _____ run over by a car.
A. have B. get C. become D. turn
14. break away (from sb / sth) 脫離；破除…
eg: It is not easy for him to break away from bad
habits.
The man broke away from his guards.
break down (會談)破裂，失敗；(汽車等)出故障;
(人的健康狀況)變得惡劣；（情感）失控
eg. His car broke down on the way to work this
morning.
His health broke down under the pressure of work.
He broke down and wept when he heard the news.
Talks between the two countries have completely
broken down.
區別：break in 闖入;打岔 break off 中斷，折斷
break into 闖入 break out 爆發;發生
break up 驅散;分散,拆散
News reports say peace talks between the two
countries_____ with no agreement reached.
A. have broken down B. have broken out
C. have broken in D. have broken up
15. as well as 不僅…而且; 既…又…
eg: He is a teacher as well as a writer.
The children as well as their father were seen
playing football in the street.
16. relation: 關系；親戚
eg. The cost of this project has no relation to the
results.
He is a close relation of mine.
17. convenience: n.方便；便利
We bought this house for its convenience.
convenient: adj.
be convenient to sb.
come and see me whenever ___________.
A. you are convenient
B. you will be convenient
C. it is convenient to you
D. it will be convenient to you.
18. be known as 作為…(身份)出名
be known for 因…而出名
be known to 為…所知
be known by 根據… 得知
eg: Fu Biao is known to everyone as a good actor.
He was known for his frankness.
19. attraction:
un. 1). 吸引；引力
cn. 2). 吸引人的東西；喜聞樂見的東西；精彩節目
Eg. attraction of gravitation 重力
He can’t resist the attraction of the sea on a hot
day.
A big city offers m