【英语】2018届人教版必修五一轮复习：Unit2TheUnitedKingdom教案设计（24页）

【英语】2018届人教版必修五一轮复习：Unit2TheUnitedKingdom教案设计（24页）

Unit2 The United Kingdoms教案设计 ‎【课程标准要求掌握项目】‎ 话题：countries of the United Kingdom; the history of the UK. ; Union Jack; ‎ famous sites in London; ‎ 词汇：unit kingdom consist divide clarify accomplish conflict unwilling union credit currency institution convenience rough roughly nationwide attract architecture collection administration port countryside enjoyable description furnished fax possibility plus quarrel alike wedding sightseeing royal uniform splendid statue communism thrill pot error tense consistent ‎ consist of. . divide . . into break away (from) to one’s credit leave out take the place of break down 功能：1. Language difficulties in communication ‎ Excuse me. I am afraid I can not follow you. ‎ ‎ Can you speak more slowly, please?‎ ‎ I beg your pardon? / Pardon?‎ ‎ What did you mean by. . ‎ ‎ I didn’t understand . . ‎ ‎ I am sorry, but could you repeat that?‎ ‎ 2. Space: position, direction, distance ‎ Wales was linked to . . ‎ ‎ England and Wales were joined to / connected . . ‎ ‎ England is divided into three zones. ‎ ‎ The zone nearest . . is called . . ‎ ‎ The middle zone is called . . ‎ 语法：过去分词做宾语补足语 （the Past Participle as the Object Complement）‎ ‎【单元重点内容与教学目标】‎ 本单元的话题是“英国”。通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。‎ Warming Up 部分要求学生完成一项小测试任务，了解学生对英国的了解，并调动学生积极的思维，激发学生的学习动机。‎ Pre-reading 部分通过三个有关英国的小问题，让学生预测本文的内容，使其大概了解阅读内容。‎ Reading (Puzzles in Geography)从地理、历史、政治、文化等多角度说明了联合王国的形成、发展、以及它的风土人情和人文景观。使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。‎ Comprehending 部分通过练习加强学生对文章的深层理解，训练其概括总结能力。‎ Learning about Language ‎ 部分主要突出通过语境运用本单元生词、设计了有关构词法的练习和各种与动词say同义和近义词的练习。语法部分引导学生发现课文中的过去分词用作宾语补足语的例句，设计了较为简单的填空练习和具有趣味性的游戏。练习册还设计了具有实际意义的活动──完成一份调查报告。‎ Using Language 部分涵盖了听、说、读、写几个部分。‎ 听的部分通过张萍玉与导游之间的对话使学生亲身体验去伦敦旅行的真实情景，既训练他们的听力，又通过回答问题训练他们的分析能力。‎ 读的部分主要介绍英国伦敦的一些名胜。通过图片展示，学生图文并茂感受异国文化，增强学生文化意识，培养学生跨文化理解的能力。‎ 说的部分主要通过学生表演游客和导游之间的对话的形式完成。通过练习学生可以熟练地掌握因没有听清或听的听懂而请求别人复述的几种表达形式。‎ 写的部分要求学生参考所给的形容词和动词，发散思维，把自己收集到的有关某一建筑物或迷人的景观的资料写进学生所在地旅游手册。学生需要用最生动的语言进行描述，以鼓励人们前来旅游观光。‎ Summing Up 部分让学生对本堂课的学习内容进行总结、对学习效果进行评价，判断出哪些部分已经掌握，哪些还需要更多的练习。‎ Learning Tip 部分要求学生在写作之后，主动将所写的文章读给别人听，进行自评和他评，检查文章是否语义通顺，是否有时态和拼写上的错误。‎ ‎【教学设计】‎ Period 1&2 Warming up & Reading 设计A：从谈论学生有所了解的英国元素导入,用warming－up中的小测试引起学生对该话题的兴趣, 然后入手阅读。‎ 设计B：也可将第一课时设计成完全的听说课，将 Warming Up 部分与 Using Language 中的 Listening、Workbook (WB) 中的 Talking 放在同一课时（以听为主）。可将 WB ‎ 的 Speaking Task 和 Project 相结合，设计成本单元的开放性作业。从而设计第二课时为阅读课。（此处选择设计A）‎ Period 3 Learning about the language 将 Learning about Language 中的 Discovering useful words and expressions 及 WB 中的 Using words and expressions 整合成一节语言点学习课、应用课。‎ Period 4 Learning about grammar 将 Learning about Language 中的 Discovering useful structures 及 WB 中的 Using Structures 放在一起教学，上一节语法课。并将WB中的 Writing Task 在本节课中同步处理或布置为课外作业。‎ Period 5 Sightseeing in London 将 Using Language 中的 Reading and listening相结合，要求学生在阅读和听力中获取有用的信息。同时提高阅读和听力能力及技能。可视时间需要把 WB 中的 Reading Task 部分的阅读文章布置为课外阅读作业。‎ Period 6 Writing & Revision 重点为了解学习观光游记的写作，并给出更多例文，指导学生能够运用该单元所学内容进行模仿写作。也可根据个人所订学习资料的不同，复习本单元所学的重点词汇、短语、表达及语法等，上一节巩固复习课。(WB 中的 Checking yourself 可视具体情况安排在本堂或留做作业。)‎ ‎【教案设计】‎ Period 1 & 2 Warming up & Reading I. Teaching aims: ‎ 1. Get the students interested in talking about the UK, and at the same time improve their speaking ability. ‎ 2. Enable them to get some basic information about the UK. through reading. ‎ 3. Improving Ss’ reading skills such as prediction, scanning, skimming. ‎ II. Teaching difficult and important points:‎ 1. Express the ideas freely in English 2. Understand the history and the geography of the UK. . ‎ 3. Improve the reading skills. ‎ III. Teaching procedures:‎ Step 1 Warming up& lead-in ‎1. Game playing T: Morning everybody! You see, nowadays, travelling abroad are becoming more and more popular. So if you have a chance to go aboard, which country do you want to go most? How much do you know about that country? ‎ T: Very good! Just now some of you shared your ideas, and now let’s play a short game: Guess which country it is! Altogether there are 8 groups, you are asked to choose one item and guess which country it is according to the related information offered to you. ‎ ‎1. People----America ‎2. Music----Argentina ‎3. Video----Australia ‎4. Food-----Italy ‎5. Shooping----France ‎6. Architecture-----China ‎7. Poetry-----the UK Step2 Pre-Reading ‎1. Brainstorming :‎ T: Now you have a chance to go to the UK. , before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?‎ S: geography, literature, politics, sports, sightseeings, cultures, ethnic groups, famous cities, food, history, language, fashion, life styles ……. ‎ T: How much do you know about these?‎ Step 3 Reading ‎1. Fast-reading. ‎ ‎ 1)Task 1:Question: What kinds of information are mentioned in the text?‎ ‎(sports, geography, history, flag, London, The biggest country England, flag, invasions). ‎ ‎ 2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?. ‎ Part1(para1-4): How the UK came into being ‎ Part2 (para5): England is divided into 3 zones. ‎ ‎ Part3 (para6): The reason why London became the cultural capital of England. ‎ ‎2. Careful reading Part 1‎ ‎1) T: Very good! So could you tell me how many countries the UK consists of and what they are?‎ ‎ S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland. ‎ ‎2) T: Exactly! Then does these four countries united in one day?‎ ‎ S: No. ‎ ‎ T: Then how can the UK come into being?‎ ‎ S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK. ‎ T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack. ‎ ‎    ‎ ‎ Cross of St George (England)        Cross of St Andrew (Scotland)‎ ‎     ‎ Cross of St Patrick (Ireland)  Union Jack or Union Flag ‎3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?‎ S: Because it is usually assumed to be part of England. ‎ T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries ‎ different?‎ S: They are different in international relations. They have different educational and legal systems as well as football teams. ‎ Part 2‎ T: Among the four countries, England is the largest, and for connivance it is divided into 3 zones. What are they?‎ S: The South of England, the Midlands and the North. ‎ T: Good! And now could you tell me what the feature of each zone?‎ ‎ Most population settled in The South of England. ‎ ‎ Most of the large industrial cities are in the North and the Midlands. ‎ Many cities have famous football teams. ‎ Part 3‎ ‎1) T: So we all know the UK has a long history and of course rich culture, and the cultural center is, obviously, the capital city London. So why can London become the cultural center ?‎ S: Because there are a lot of historical treasure in London. ‎ T: Why there are so many historical treasure in London?‎ S: London has been influenced by some invaders. ‎ ‎2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?‎ ‎ S: The Romans; The Anglo-Saxons; the Vikings; the Normans. ‎ ‎ T: What did they left in England?‎ ‎ S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food. ‎ Step 4. Post-Reading ‎1. Task 1 Role-play ‎ Two students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK. ‎ ‎2. Task 2 Discussion of ideas ‎ This is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every group choose 1 topic. At last the group leader should give a representation of their ideas. ‎ ‎1) What similarity is there between the invasions of the Romans and the Normans?‎ ‎ 2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?‎ ‎ 3) Why does London only have evidence from three of the four invaders?‎ ‎ 4) What geographical factors make it difficult to invade England successfully?‎ ‎2. Task 2 Debate ‎ In the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they also brought something new to the country, which is important for the ‎ making up of its history. ‎ ‎“Is the inventions good or bad to the country Britain?”‎ Step5 Homework ‎1. Read the text and try to find out some important or difficult words and expressions. ‎ ‎2. 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. )‎ ‎3. Preview “Learning about Language—Discovering useful words and expressions”. ‎ Period 3 Language Study I. Teaching aims:‎ Enable the students to understand the new expressions in the text, and mast them through practicing. ‎ II. Teaching difficult and important points:‎ Enable the students to use the new expressions and phrases. ‎ III. Teaching procedure:‎ Step 1 Revision ‎1. Remind students of what they learnt in the reading passage. ‎ ‎2. Check their homework: “Discovering useful words and expressions”. ‎ Step 2 Ask students to look for useful words and expressions in Warming up, Pre-reading and Reading. ‎ Step 3 Language points:‎ How many countries does the UK consist of?‎ ‎1) consist of : 由……组成，构成 (无进行式/被动式)‎ ‎ The committee consists of seven members. 委员会由七名成员组成。‎ ‎ 中华民族由56个民族组成。‎ ‎ The Chinese people consists of 56 ethnic groups. ‎ ‎2) consist in :在于；存在于；以……为主 ‎ what does happiness consist in? 什么才算是幸福呢？‎ ‎ The beauty of Venice consists in the style of its ancient buildings. ‎ England can be divided into three main areas. ‎ 1) divide sth (up) into sth. : 把某物分开 ‎ 你怎样把这先端分成20等份？‎ ‎ How can you divide the line into 20 equal parts?‎ ‎ 孩子们被分成四组，开始做游戏。‎ ‎ The children were divided into 4 groups before they started the game. ‎ 2) divide A from B: 将两者分隔开 ‎ The English Channel divides England and France. ‎ ‎ 英吉利海峡把英法两国分隔开来。‎ • ‎[辨] separate / divide ‎ • divide 意为“分开”“分成”，指把具有统一性的东西分成几部分，往往还有自然划分的意思，并能按比例“划分”“分隔”成若干部分 • Separate 意为“使分开”“使分离’”分手”，指把原来结合在一起或混杂的东西分开，被分隔的东西没有任何统一性，有时含有用暴力强行分开之意。‎ • Separate 还可以做形容词，意为“分开的”“个别的”。‎ You can easily clarify any problems if you study British history. 如果你学习了英国历史，很容易就能弄清楚任何问题。‎ Clarify : vt. 澄清，讲清楚；阐明 ‎ vi. 澄清，清楚；明了；易懂 Could you clarify the question? 你能解释这个问题吗？‎ His mind suddenly clarified. 他的头脑突然清醒了。‎ Wales was linked to England in the 13th century . ‎ ‎1) link v. link A with B ‎ link A and B (together)‎ The newspaper linked his name with hers. ‎ 报纸报道把他的名字和她的联系在一起。‎ From then on, his fate was linked to the company’s. ‎ 从那以后，他的命运就和公司的命运连在一起了。‎ 这条新路连接了这个偏远的小镇和首都。‎ The new road linked the remote town with the capital. ‎ ‎2) Link n. 联系两者的人或事物；关系；联系 The police thought there was a link between the two murders. (警察认为这两起谋杀案之间有联系)‎ ‎… broke away to form its own government. ‎ break away (from):挣脱；脱离；改掉，破除 Nowadays many farmers want to break away from rural life and make a living in cities. 现在许多农民都想离开农村到城里谋生。‎ 美国南方各洲想脱离联邦。‎ The American southern states wanted to break away from the union. ‎ You should break away from the bad habit. 你应该改掉这个坏习惯。‎ break out / break down / break up / break in / break off ‎1) When we were out, a thief__________ our house. ‎ ‎2) She __________ a piece of chocolate and gave it to me. ‎ ‎3) Unluckily, our car ___________ on the high way. ‎ ‎4) The two companies decided to ___________ the partnership. ‎ ‎5) A big earthquake ____________ in Tangshan. ‎ and for convenience it is divided roughly into three zones. ‎ 1) for convenience: 为了方便 ‎ ‎ I keep my reference books near my best for convenience. ‎ ‎ 我把参考书放在书桌旁边用着方便。‎ ‎2)【习语】at one’s convenience 在方便的时候或地方 ‎ With my own car, I can stop at my convenience. ‎ ‎ 开着私家车，我可以随意停下。‎ 3) adj. convenient 方便的；省事的；合适的 4) rough 粗略的大概的；粗糙的不平的；令人不快的 ‎ rough cloth, rough behaviour, a rough voice You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile. ‎ keep one’s eyes open make one’s trip to Which country is left out?‎ leave out 忽略，不提及，排除在外 ‎ ‎【拓】 leave词组 leave sb. alone 让某人独处，不要打扰某人 leave sth. aside 忽视，不提及某事 leave sth behind 忘记带某物 leave off ＝ stop ‎ There followed St Paul’s Cathedral built after the terrible fire of London in 1666. ‎ ‎1) There/ Here / now / then 位于句首时可引起全部倒装. ‎ 例句： There goes the bell. ‎ ‎ Here is a cup of tea for you. ‎ ‎ Then came a new problem. ‎ ‎ Now comes your turn. ‎ ‎【注意】 There it comes. 若主语为代词，则无需倒装。‎ ‎2) 以up / down / on / off / in /out / away 开头的句子，可引起全部倒装。 ‎ 例句：Away went the runners. ‎ ‎ Down came the rain. ‎ ‎ Up went the arrow into the air. ‎ ‎ Out rushed the children. ‎ ‎3) 为强调表语而引起的全部倒装，是修辞上的需要。表语＋be ＋主语。‎ 例如：Around the fire were 5 tents. ‎ ‎ Inside the pyramid were the kings’ and queens’ burial rooms and the long passages to these rooms. ‎ ‎4) 一些以地点状语开头的句子中，也用这种全部倒装语序。例如：‎ ‎ Under the tree was sitting an old farmer. ‎ ‎ Near the sea lived an old fisherman. 海边住着一位老渔夫。‎ ‎ Round the corner walked a young policeman. ‎ ‎ 转弯角处有个年轻警察在走着。‎ ‎ At the foot of the hill lies a small village. 在山脚下有一个小村庄。‎ ring out the hour A pistol shot rang out. 响起了手枪的声音。‎ Ring out the old year and ring 辞旧岁迎新年。‎ ‎… should have lived and died in London. ‎ Should :表示惊讶，“竟然”‎ ‎ To my surprise, he should say such words to the teacher. ‎ 他竟然昨天晚上没回家！‎ He should haven’t went back home last night. ‎ ‎【辨】should have done 原本应该做但没有做 ‎ You should have studied hard. ‎ Step 4 Homework ‎1. SB 中的练习 ‎ ‎2. Finish WB Exercise ‎ ‎3. Try to make up a short passage or a dialogue using as many new words and expressions as possible. ‎ ‎4. Preview “Discovering useful structure”. ‎ Period 4 Grammar I. Teaching aims:‎ Enable the students to understand the use of the past participle. ‎ Improve Ss’ observing and summarizing ability. ‎ Enable the students to use the past participle. ‎ II. Teaching difficult and important points:‎ Enable the students to understand the use of the past participle. ‎ III. Teaching procedures:‎ Step 1. Homework checking ‎1．Remind students of what they learnt in the last period. ‎ ‎2．Get students to read out their dialogue or short passage in front of the class. ‎ Step 2. Observing ‎1. Ask students to find out the sentences with past participles used as object complement. ‎ ‎1) Now when people refer to England you find Wales included as well. ‎ ‎2) To their surprise, the three countries found themselves united peacefully instead of by war. ‎ ‎3) However, just as they were going to get Ireland connected to form its own government. ‎ ‎2. Get students to work in pairs to translate these sentences. ‎ Step 3. Summarize and understand ‎1. Page12. Discovering useful structures Exercise One. ‎ ‎2. Ask students to read the examples and draw a conclusion and some general usages of past participle as object complements. Teacher gives necessary explanations and how to use past participles as object complements. ‎ Object complement 英语中有些动词，除了有一个直接宾语外，还要有一个宾补，句子才完整。‎ 一、作宾语补足语的过去分词与宾语之间的关系 ‎ ‎1. 及物动词（短语）的过去分词用作宾语补足语时，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动关系。例如：I want the letter posted. 我想把这封信寄出去。 ‎ ‎2. 少数不及物动词如 go, change, fall 等的过去分词作宾语补足语时，仅表示动作完成。因此，宾语与过去分词之间不存在逻辑上的被动关系。例如： She found her necklace gone on her way home. 在回家的路上，她发现项链不见了。‎ ‎3. 动词 seat, hide, dress 等的过去分词作宾语补足语一般表示状语而不表示被动的意义，因此，虽然宾语与它们存在逻辑上的主动关系，但也只能用它们的过去分词作宾语补足语。例如：When I came in, I found a strange girl seated in the corner. 我进来时，发现一个陌生的女孩坐在角落里。‎ 二、需用过去分词作宾语补足语的情况 ‎1. 表示“意欲；命令”的动词如 like, want, wish, order 等，可用过去分词作宾语补足语。‎ The father wants his daughter taught the piano. 这位父亲想让女儿学钢琴。‎ ‎2. 感官动词 see, hear, notice, observe, watch, feel, find 等后，可用过去分词作宾语补足语。‎ Eg：I saw an old man knocked down by a car just now. 刚才我看到一位老人被车撞倒了。‎ ‎3. 使役动词 have, get, make, leave, keep 等后，可用过去分词作宾语补足语。‎ Have you got your films developed? 你拿胶卷去冲洗了没有？ ‎ ‎4. “with ＋宾语＋过去分词”结构中，过去分词用作介词 with 的宾语补足语。这一结构通常在句中作时间、方式、条件、原因等状语。例如：‎ The murderer was brought in, with his hands tied behind his back. ‎ 凶手被带进来了，他的双手被绑在背后。（表方式）‎ With water heated, we can see the steam. 水一被加热，我们就会看到水蒸气。（表条件）‎ With the matter settled, we all went home. 事情得到解决，我们都回家了。（表原因）‎ 注意：在这一结构中，当宾语为某一身体部位，且作宾补的动词是及物动词时，身体部位通常是过去分词的逻辑宾语，因而过去分词不可换用现在分词。‎ She stood in front of him, with her eyes fixed on his face. 她站在他面前，眼睛注视着他（ fix one's eyes on 为固定短语，因此，不可将句中 fixed 换为 fixing ）‎ He stood for an instant with his hand still raised. 他仍然举着手站了一会儿。‎ 当用某些不及物动词的分词形式作身体部位的宾补时，用现在分词的形式。‎ She felt her heart beating fast. 她觉得心跳很快。（beat 意为“心跳”，是不及物动词）‎ 三、掌握“使役动词 have + 宾语＋过去分词”的几种含义 在“ have ＋宾语＋过去分词”结构中，过去分词作宾语补足语，have 也可用 get 。这一结构具有以下几种含义：‎ ‎1. 意为“主语请别人做某事”。例如：‎ He wants to have his eyes examined tomorrow. ‎ 他明天想去检查眼睛。（“检查”的动作由医生来进行）‎ ‎2. 意为“主语遭遇、遭受某一不愉快、不测的事情”。例如：‎ Be careful, or you'll have your hands hurt. 当心，否则会弄伤手的。‎ ‎3. 意为“使完成某事”，事情既可以是别人做完，也可以由主语参与完成。例如：‎ He had the walls painted this morning. 他今早把墙漆了。（主语自己可能参与）‎ 四、区分过去分词作宾语补足语与现在分词作宾语补足语 一般说来，过去分词作宾语补足语时，宾语是动作的承受者；现在分词作宾语补足语时宾语是动作的执行者。试比较：‎ I found him lying on the grass just now. 我刚才发现他躺在草坪上。‎ I found him knocked down by a car. 我看到他被车撞了。‎ 五、过去分词与不定式，现在分词作宾语补足语的区别 三者与宾语逻辑上都是主谓关系,但是过去分词强调他们之间的被动关系,不定式强调动 发生的全过程,现在分词强调它们之间的主动关系. ‎ I saw her come into the classroom. ‎ I saw her coming into the classroom. ‎ I saw her taken out of the classroom. ‎ The missing boys were last seen near the river. ‎ A. playing B. to be playing C. play D. to play Step 4. Consolidation（work in groups of 4, and have a competition）‎ Page 50. Using structures ‎ Exercise 1‎ ‎1. Ask students to work in pairs of four. ‎ ‎2. Give them five minutes to finish the work and ask each group to choose the best answers. Let leader of each group read the best sentences they have written. ‎ ‎3. Ask students to choose the best sentences. ‎ Exercise 2‎ ‎1. Give them five minutes to finish the work. ‎ ‎2. Two in pairs exchange and talk about their answers. ‎ ‎3. Teacher gives the keys. ‎ Step 5. A quiz ‎ I. Choose the best answers. ‎ ‎1. With trees, flowers and grass______ everywhere, my native town had taken on a new look. ‎ A. planting    B. planted    C. to plant    D. to be planted ‎2. Is this the recorder you want______?‎ A. to have repaired    B. to repair it    C. to have it repaired    D. it repaired ‎3. She was glad to see her child well care of. ‎ A. take    B. to be taken    C. taken    D. taking ‎4. He found them______ at a table chess. ‎ A. sat; to play    B. sitting; to play    C. seated; playing    D. seat; play the ‎5. I can make you w hat I say, but you can't make yourself in English. ‎ A. understand; understand       B. understand; understood ‎ C. to understand; understand    D. understand; to be understood ‎6. John rushed out in a hurry, the door . ‎ A. leaving; unlocked     B. leaving; unlocking ‎ C. left; unlocked        D. to leave; unlocking ‎7. I have had my bike , and I'm going to have somebody my radio tomorrow. ‎ A. repair; to repair     B. repairing; to be repaired ‎ C. repaired; repair      D. to repair; repairing ‎8. the room ,the nurse found the tape recorder. ‎ A. Entering; stealing     B. Entering; gone ‎ C. To have entered; being stolen     D. Having entered; to be stolen ‎9. We are pleased to see the problem so quickly. ‎ A. settled    B. settling    C. be settled    D. having been settled ‎10. I have often heard the ABC Song, but I have never heard Alice it. ‎ A. to be sung; to sing    B. being sung; sang    C. sung; sing    D. sang; singing ‎11. —Good morning. Can I help you?‎ ‎     —I'd like to have this package. ‎ A. be weighed    B. to be weighed    C. to weigh    D. weighed ‎12. Mrs. Brown was much disappointed to see the washing machine she had went wrong again. ‎ A. it    B. it repaired    C. repaired    D. to be repaired ‎13. The murderer was brought in, with his hands behind his back. ‎ A. being tied    B. having tied    C. to be tied    D. tied ‎14. With a lot of difficult problems, the newly-elected president is having a hard time. ‎ A. settled    B. settling    C. to settle    D. being settled ‎(keys: BACCB，ACBAC，DCDC)‎ II. Can you make sentences with past participles?‎ Examples:‎ ‎1. I was very lucky to have my wallet picked in the street last weekend while I was doing some window–shopping with one of my friends. ‎ ‎2. I will have the battery of my digital cameral recharged after school. ‎ ‎3. I had a big parcel sent abroad to my cousin yesterday morning. ‎ ‎4. We went to see a film last night. But we found all the seats taken when we got to the cinema. ‎ ‎5. Something has gone wrong with my desktop computer, so I'll get it fixed this afternoon. ‎ ‎6. My father wants to have our house rebuilt at the end of this year, so he is busy making some preparations for it. ‎ ‎7. I did have no appetite last night, so I went to bed, leaving the food untouched. ‎ Step 6. Homework ‎1．佳句欣赏与背诵：The city found itself flooded over a night. So many terrified people were walking on the water - covered road. They found a frightened girl before a pub, trembling. All the drivers found their car engines…‎ ‎2. Write a passage like the one above, using past participles as object complements. ‎ Period 5 Sightseeing in London Ⅰ. Teaching aims:‎ G Help the students learn some key words and phrases: sightseeing, available, tower, uniform, royal, splendid, make a list of, to one’s surprise, on special occasions, in memory of, set the time, on show, be proud of G Help the students learn some useful sentence patterns:‎ Worried about the time available, Zhang Pingyu had make a list of the sites she wanted to see in London. ‎ It seemed strange that the man who had developed communism should have lived and died in London. ‎ G Help the students improve the extensive reading ability as well as listening and speaking ability. ‎ Ⅱ. Teaching important points:‎ The important words, phrases and sentence patterns in this period. ‎ G Improve the students’ extensive reading ability. ‎ G Improve the students’ speaking ability, esp. the ability to deal with some problems in understanding each other. ‎ G Train the students’ ability to cooperate with others. ‎ Ⅲ. Teaching difficult points:‎ G How to help students deal with some problems in understanding each other. ‎ G How to help students cooperate with others well and efficiently. ‎ Ⅳ. Teaching procedures:‎ Step 1. Warming up and lead-in T: Morning everybody! Well, do you still remember something that we’ve learned in the passage Puzzles in Geography?‎ Ss: Yes!‎ T: Good! So what are the four countries in the United Kingdom?‎ S: They are England, Wales, Scotland and Northern Ireland. ‎ T: Thank you! You’ve done well. Next, what are the three zones in England?‎ S: They are the South, the Midlands and the North. ‎ T: Yes! And we all know that most of large industrial cities are in the Midlands and North of England, while the capital city, which is in the South, has the greatest historical treasure. By the way, how many historical sites in London do you know?‎ S: The tower of London S: Buckingham Palace S: Big Ben T: Wow, you really know a lot. Then I will show you more pictures of historical sites in London. ‎ ‎(The teacher will show all the pictures of historical sites mentioned in the passage. )‎ Step2 Extensive Reading T: OK! After enjoying so many beautiful pictures, do you dream of going there one day and seeing all the sceneries with your own eyes?‎ Ss: Yes!‎ T: Great! Next we are going to have a sightseeing in London, together with a Chinese girl Zhang Pingyu. Please read the passage quickly and silently, then write down all the places that Zhang Pingyu visited during her trip. ‎ ‎(The student are given several minutes to read the passage and finish the task. )‎ S: She visited the Tower, St Paul’s Cathedral, Westminster Abbey, Buckingham Palace, Greenwich, High gate Cemetery and the British Museum. ‎ T: Well done! By the way, what’s the full name of the Tower?‎ S: Is it called the Tower of London?‎ T: You are right. Now please read the passage again and find out Zhang Pingyu’s comment on each place she visited. ‎ ‎(Teacher gives the students several minutes to finish the chart below. )‎ Day 1‎ Comments Day2 and comments Day 3 and comments ‎(after reading, the teacher will one student to fill in the chart)‎ T: You did a very good job. What do you know about the Tower of London from this passage?‎ S: The Tower is solid, stone and square. It has a long history and is part of a royal palace and prison combined. ‎ T: Yes! It is part of a royal palace and prison combined. Actually, this place once even kept some princes and princesses in it. Next we are going to listen to a dialogue about this famous Tower. ‎ Step 3. Listening T: This dialogue is between Zhang Pingyu and the guide. While listen for the first time, try to finish Ex 1 on P15, that is , tick the kings and queens you hear about. ‎ ‎( the students are given several time to listen to the dialogue, then check the answers. )‎ T: So altogether how many kings and queens are mentioned? And who are they?‎ S: Six. They are King Edward Ⅳ, King Edward Ⅴ, King Richard Ⅲ, King HenryⅧ, Queen Mary and Queen ElizabethⅠ. ‎ T: Good! By the way, have you noticed that while talking with the guide, Zhang Pingyu sometimes had difficulties in understanding?‎ S: Yes!‎ T: So how did she express herself when having some difficulties in understanding? Now please listening once again very carefully and try to find out all the expressions, then fill in the blanks. ‎ ‎(the students are expected to listen once again, then fill in the blanks. )‎ ‎1. G: The Tower--- a home for the King but also a prison. Many important people were kept here. ‎ ‎ ZP: __________________________? Can you___________________? Then I’ll be able to understand you ‎2. G:…She went in through a special gate called “Traitors Gate”. That only happened to very bad people. ‎ ‎ ZP: _______________________________. How did Elizabeth become Queen if she was a prisoner?‎ Answers: I beg your pardon; speak more slowly please; I’m sorry I don’t understand Step 4 Speaking ‎ T: In our hometown, there are also some interesting buildings or attractions. Would you please work in pairs and choose one of them. One of you is the tourist and t he other is the tour guide. The tourist may have a few problems understanding the guide. If so, you may use some expressions on P15 to help you. Now work in pairs and five minutes later, I will ask pairs of you to act out. ‎ ‎( the students work in pairs, making dialogue. While the teacher goes round the classroom and helps the students to deal with any question that they may meet with. )‎ ‎(After about five minutes, ask some pairs to act out)‎ Step 5 Homework ‎1. Enjoy the beautiful words and sentences that used to describe the sceneries in the passage. ‎ ‎2. Find as much information as possible of Windsor Castle, try to share it to the class in the next period. ‎ ‎3. Get ready for writing Period 6 Writing ‎ I． Teaching aims:‎ Analysis of this period: In writing part , the students will be asked to make a poster to introduce the chosen city in China – Beijing to attract visitors both from home and abroad . While writing ,the students should pay special attention to the words ,especially some verbs and adjectives . This task is helpful for the students’ creativity and imagination . It can also improve their writing skills. ‎ II. Teaching procedures:‎ Step1. Revision ‎ T: Do you still remember all the places that Zhang Pingyu visited during the trip. ‎ S: She visited the Tower , St Paul’s Cathedral ,Westminster Abbey ,Buckingham Palace ,Greenwich, High gate Cemetery and the Library of the British Museum. ‎ T: What about Zhang Pingyu’s comments on each place she visited. ‎ S:‎ Day1‎ Comments Day2 and comments ‎ Day3 and comments ‎ ‎1 The Tower ‎1 fancy Greenwich Highgate Cemetery ‎2 St Paul’s Cathedral ‎2 splendid interesting strange ‎3 Westminster Abbey ‎3 interesting the Library of the British Museum. ‎ ‎4 Buckingham Palace ‎4 /‎ proud T: You did a very good job. ‎ Step2 Writing (lead –in)‎ T: In China ,there are also some interesting buildings and attractions. In 2008, Olympic Games will be held in Beijing, millions of people from abroad will come to Beijing. Do you think it is a good chance to introduce some places of interest to foreigners now? ‎ S: Yes, we can’t wait to . ‎ T: And what attractions or buildings would you like to introduce?‎ ‎ What do you think of them ? Would you please also give your comments on each?‎ S1:The Great wall is always the first place for people to visit . You really have to see fantastic, amazing and breath-taking scenery. ‎ S2: The Forbidden City, called Gu Gong in Chinese ,I guess ,is really worth visiting and the Palace Museum is now one of the most popular tourist attractions world-wide. Ancient Chinese people displayed their very considerable skills in building the Forbidden City. The buildings are splendid and the treasures in them are rare. ‎ S3: I feel that it is necessary to remind visitors of the Ming Tombs. It was originally built only as Changling, the tomb of Emperor Zhu Di and his empresses. This is the most magnificent of the tombs . The entire construction is stable and beautiful! ‎ S4: People say that the real culture of Beijing is the 'culture of the Hutong' and the 'culture of the courtyard'. How true that is. Often, it is Beijing's winding Hutongs that attract tourists from home and abroad rather than the high-rise buildings . ‎ S5:……. . ‎ Step3 while writing T:Good ,next use the information you have collected about the buildings or attractions in Beijing and write about it in the guide book . You want to encourage people to visit it so you should write in an exciting way. Think about the verbs and adjectives you can . ( the students write the introduction ,and the teacher goes around the classroom and helps the students to solve any problem that they may meet with)‎ Examples: ‎ Why not visit Beijing's Hutong ?‎ People say that the real culture of Beijing is the 'culture of the Hutong' and the 'culture of the courtyard'. How true that is. Often, it is Beijing's winding Hutongs that attract tourists from home and abroad rather than the high-rise buildings ‘Hutong is a typical small street in Beijing that originated during the Yuan Dynasty (1271-1368). During that time, water well is the settlement around which people lived. There are tens of thousands of hutongs surrounding the Forbidden City . As the symbol of Beijing City, a hutong has its own structure, which makes it a wonder in the world. When taking a bird's eye view of Beijing, you will find the combination of hutongs and courtyards just like an orderly chessboard with delicate gardens, fine rockeries, and ancient ruins. Hutongs have witnessed the development of Beijing. Where there is a hutong, there is a story. ‎ Writing tips:‎ ‎· Ss look at the model. ‎ ‎· Ss make a writing plan. ‎ ‎· Ss collect the words they will use. ‎ ‎· Ss begin to write their guide book. ‎ ‎· Read through their guide book and correct the mistakes. ‎ ‎· Rewrite it again. ‎ Step 4. Homework ‎1. Get more information from the internet and finish the writing “ Beijing’s Hutong”. ‎ ‎2. Make a poster to introduce a city in China to attract visitors both from home and abroad. ‎ ‎【本单元补充写作内容】‎ ‎ ‎ 根据上图和下表所提供的信息，写一篇介绍英国和新西兰这两个国家异同的短文。‎ Aspects ‎ the United Kingdom ‎ New Zealand Land form four countries two islands location Atlantic Ocean South Pacific Language ‎ English English economy ‎ ranking the 4th of the world ‎ highly-developed economy based on sheep and wool ‎ Population about 56,954,000‎ about 4,070,000‎ Areas not as large as New Zealand ‎270,000 square kilometer Writing tips:‎ ‎1. 找出相同与不同点 ‎2. 应用词汇：‎ 表示相同的词汇：‎ ‎1）Both. . . and. . . ‎ ‎2）Like. . . ‎ ‎3）Similar to. . . ‎ ‎4）also. . . ‎ ‎5）So is /does. . . ‎ ‎6）It is the same with. . . ‎ ‎7）land form: consist of, be made up of ‎8）location: lie in, be located in 表示不同的词汇：‎ ‎1）Compared with B, A is larger. ‎ ‎2）Unlike. . . ‎ ‎3）Different from. . . ‎ ‎4）While. . . ‎ ‎3．篇章结构：‎ Paragraph 1: Similarity ‎ Paragraph 2: Difference ‎ ‎4. 连词的使用 Suggested article: ‎ Both the United Kingdom and New Zealand are very beautiful countries in the world and they have a lot of things in common: first, the official language of the two countries is English; Second, the United Kingdom with an area of 270,000 square kilometer is less smaller than New Zealand, and both of them are small countries; Besides, the economy of the United Kingdom is ranking the fourth of the whole world, similarly, New Zealand is a highly-developed country, of which the economy is mainly based on large sheep population and wool industry, from which people can benefit a lot. ‎ ‎【教学反思】‎ ‎1．研究性学习案例较好地运用现代教育信息技术与高中英语课堂教学相结合，使用多媒体课件 the United Kingdom 演示辅助教学，扩大了教学容量，提高了教学密度。有效地完成了本课的教学目标，课堂教学效率高。‎ ‎2．在这一项研究性学习的实施过程中，学生的合作意识加强了，主体精神得到了培养和锻炼。这种合作学习的教学方式使学生由“被动”的学转变为“主动”的学。他们的素材在老师的帮助下，被整合成了几个既相互独立、又互为补充的板块，做成演示课件，在多媒体教室里向学生展示，创造了一个在普通教室里，用书本、粉笔、录音机根本无法实现的英语环境，加深了学生对课文的理解和记忆，取得了很好的效果。另外，这样的课可以使各个学科的相互联系更为紧密。如进行本课的教学时，还涉及到了地理、历史学科的内容，这样，英语教学就与这些学科内容的教学融为一体了。‎ ‎3．演示课件以其生动活泼，信息量大，影音丰富的特点，受到教师和学生的欢迎。让学生能成为负有任务的探索者和自主自控的学习者,真正让学生积极、持久地参与到课堂教学．‎ ‎【关于英国的小知识】‎ ‎1. John Bull 约翰牛 ‎“约翰牛”是英国人的绰号，意义是 English nation, the typical Englishmen. 这个雅号是英国人自己取的，出自 16 世纪英国著名作家兼宫廷御医约翰?阿布斯诺特(John Arbuthnot,1667—1735)的政治讽刺作品。‎ 阿布斯诺特在 1712 年写了一本讽刺小说，名叫《约翰牛的生平》(The History of John Bull)，该书的主人公约翰牛就是英国的人格化、形象化。 ‎ 作者笔下的约翰牛，是个英国“自由民”，为人粗暴冷酷，桀骜不逊，颇有些牛劲。他盛气凌人、欺辱弱者，如果谁流露出对他稍微表示不满的反抗情绪，他立即摆出一副格斗的架势。作者通过这个赳赳武夫的形象，暗喻当年英国的专横跋扈，抨击“民权党”（英国自由党的前身）的好战策略。显然，这个绰号最初含贬斥色彩。 ‎ 这个形象的出现与当时英国的社会经济状况紧密相连。在英国资产阶级革命胜利后的17世纪，英国毛纺工业迅速发展，资本的原始积累不断扩大，资产阶级政权对内实行“圈地运动”，对外实行殖民地的掠夺政策，以便积累大量的工业资本。“约翰牛”的形象正是这个时期英国的体现这。 ‎ 随着时间的推移，“约翰牛”的形象发生了耐人寻味的变化，由最初那个身强力壮、满脸横肉的中年船长想象，变成了一个年过半百、五短身材的矮胖子。于是漫画上出现的“约翰牛”，是个头戴宽边礼帽，足蹬翻口皮鞋，身穿茄克衫的绅士摸样。当年那种杀气滕滕的气概收敛不少，其原来的贬义似乎变成了褒义。”约翰牛“逐渐变成了一位饱经事故的实干家形象，他的行为成了英国的人的标准行为。这样一来，John Bull 这个成语就成了英国人或者英国的代名词了；而与之相关的 John Bullism 就指”英国精神“”英国习气“或”英国的典型性格“，John Bullist 则常指”英国迷“ ‎ 英国人富于幽默感，善于自嘲，对这个绰号也就处之泰然。牛固执不开窍，也象征英国人的保守性格。‎ ‎2. 英联邦 英联邦 (The Commonwealth) 是由英国和已经独立的前英国殖民地或附属国组成的联合体。第一次世界大战后，英国慑于日益高涨的殖民地民族解放运动，调整了同原英帝国其他成员之间的关系。1926 年“英帝国会议”的帝国内部关系委员会提出，英国和已经由殖民地成为自治共和国的加拿大、澳大利亚、新西兰和南非是“自由结合的英联邦的成员”，“地位平等，在内政和外交的任何方面互不隶属，唯有依靠对英王的共同效忠精神统一在一起”。1931 年，《威斯敏斯特法案》从法律上对此予以确认，英联邦正式形成。1947 年，印度、巴基斯坦各自宣布独立并加入英联邦。1949 年，印度成为共和国，选举了自己的国家元首。从此英联邦成员由需对英王效忠的原则演变为英联邦成员“接受英王为独立成员国自由联合体的象征”，英王是“英联邦的元首”。 ‎ 英联邦不设权力机构，英国和各成员国互派高级专员代表大使级外交关系。 ‎ 英联邦总部和常设机构均设在伦敦，其组织机构有：1. 英联邦政府首脑会议；通常两年举行一次会议。1966 年以前在伦敦举行，自 1966 年起轮流在成员国中举行，由东道国政府首脑主持。会议不通过决议，会议发表的总原则对与会国没有约束力。2. 亚太地区英联邦政府首脑会议；从 1978 年起每两年举行一次，讨论共同关心的地区性问题。3. 英联邦部长会议；包括每年举行的部长会议和不定期举行各类会议等。4. 英联邦秘书处；1965 年成立，负责成员国间的协商和交流。5、英联邦基金会；成立于 1966 年。此外，英联邦还有一些专业性组织，如英联邦议会协会、英联邦新闻联盟、英联邦广播协会、英联邦青年交流理事会、英联邦体育运动联合会和英联邦艺术协会等。 ‎ 英联邦现有 53 个成员（2004 年 5 月）。每年 4 月 27 日为英联邦日。‎ ‎3. 重要人物 伊丽莎白二世： 国家元首。全称为“托上帝洪恩，大不列颠及北爱尔兰联合王国以及其他领土和属地的女王、英联邦元首、基督教的保护者伊丽莎白二世”。1926 年 4 月 21 日生，为已故英王乔治六世的长女。6 岁时开始接受统治国家的教育，研读法律、历史和语言，能讲流利的西班牙语，也会法语和德语。14岁起开始参加电台广播等各种社会活动。二次大战期间，担任一些社会团体的领导职务，战后担任更多的社会职务，经常巡视英国各地。1952 年 2 月 6 日即位，1953 年 6 月 2 日加冕。女王丈夫为菲利普亲王，受封为爱丁堡公爵。生有三子一女，长子查尔斯王子受封为威尔士亲王，是英国王储。曾于 1986 年 10 月访华。‎ 托尼·布莱尔：首相。1953 年 5 月 6 日生于苏格兰首府爱丁堡市，笃信基督教，毕业于牛津大学圣约翰学院法律系。1976 年取得出庭律师资格。1984 年成为大律师。1975 年加入工党，1983 年 6 月在英格兰北部的塞基弗尔德选区首次当选为英下院议员，并连任至今。1985 年成为工党前座议员，1988 年入选工党影子内阁，先后担任贸工、能源、就业、内政等事务发言人。1994年7月当选为工党领袖。同年，被女王封为枢密院成员。1997 年 5 月出任首相。布是工党历史上最年轻的领袖，也是英国 185 年来最年轻的首相。‎ ‎4. 行政区划 ‎ 分为英格兰、威尔士、苏格兰和北爱尔兰四部分。英格兰划分为43个郡。苏格兰下设 29 个区和 3 个特别管辖区，威尔士下设22个区。北爱尔兰下设26个区。苏格兰、威尔士议会及其行政机构全面负责地方事务，外交、国防、总体经济和货币政策、就业政策以及社会保障等仍由中央政府控制。伦敦称“大伦敦”（Greater London），下设独立的32个城区（London boroughs） 和1个“金融城”（City of London）。各区议会负责各区主要事务，但与大伦敦市长及议会协同处理涉及整个伦敦的事务。‎ ‎5． What are the differences between Britain and the British Isles, Great Britain, England, the United Kingdom and the British Commonwealth?‎ ‎①Strictly speaking, the British Isles, Great Britain and England are all geographical names. The British Isles are made up of the two large islands—Great Britain and Ireland and hundreds of small ones. Great Britain is the largest of these islands. England is one of the three parts of Great Britain. ‎ ‎②The United Kingdom is a simple form for the full official name—the United Kingdom of Great Britain and Northern Ireland. It can also be called Britain or UK. ‎ ‎③ The British Commonwealth is a free association of independent countries that were once colonies of Britain. It has 50 members today. ‎