2021-2022學年高中英語人教版必修5教案：unit2TheUnitedKingdomUsinglanguage(系列二)

Unit2TheUnitedKingdom

UsingLanguage

ReadingandWriting

TheGeneralIdeaofThisPeriod

Inthisperiod,teacherwillhelptotrainthestudents9integratingskills,includingreading,

listeningandspeakingandwritingskills.

AlmostalltheactivitiesinthisperiodarebasedonthestoryofGuyFawkes'planningto

replacethethengovernment.IntheReadingpart,thestudentsshouldfirstlearnaboutthestoryand

theoriginofthecelebration.Thentheywilltalkaboutthethreemaincharactersinthestory.The

studentswillfinishthistaskingroupsoffour,withthefourthstudentactingasawitness.Inthis

part,thestudentsareaskedtofullyunderstandthemaincharacteristicsofthepersonthatthey

choosetoact.

InListeningpart,thestudentscangetmorerelatedbackground.Theywilldosometrue-or-

falseexercises,answersomequestionsandfillinthechart.Thenthestudentswillhavea

discussioningroupsaboutthereasonsforKingJames'andGuyFawkes'actions.Theyshouldalso

chooseoneofthemtofeelsympathyforandfindoutthereasons.Thisstepdoesn'tonlyprovide

thestudentsachancetotraintheirlisteningabilitybutalsoprovidethemknowledgeabouta

particularcelebrationintheUK.Aboveall,thestudentsaregiventhechanceandtopicstopractice

speakingandcooperatingwithothers.

Thenthestudentswillchooseoneoftheseriousthingsintheirlives.Theyshouldanalyzethe

problemsandputforwardsomesuggestionstodealwiththeproblems.Theyshouldwritealetter

tosomeonetoaskforhelp.Thispartisjusttotrainthestudents,writingability.

TeachingImportantPoints

LearnapassageaboutaparticularcelebrationintheUK.

Trainthestudents'listeningability.

TeachingDifficulties

Trainthestudents'writingability.

Learntofindreasonsfortheirchoices.

TeachingAids

ataperecorder

aprojector

theblackboard

ThreeDimensionalTeachingAims

KnowledgeAims

LearnapassageaboutaparticularcelebrationintheUK.

Learnthebackgroundofthecelebration.

AbilityAims

Trainthestudents,listeningability.

Trainthestudents*speakingability.

Trainthestudents,writingability.

Learntofindreasonsfortheirchoices.

EmotionalAims

Learntocooperatewithothers.

Learntosupportjustice.

Learntofeelsympathyfortheweak.

TeachingProcedure

Step1Greetings

Teachergreetsthestudentsasusual.

Step2Revision

T:Inthelastperiod,welearnedthepastparticipleusedastheobjectcomplement.Canyou

tellmethebasicstructure?

S:have/get/find/see/feel/notice/hear/etc+object+pastparticiple

T:Youareright.Solet'sfirstcheckyourhomeworkonPage51.1willaskoneofyoutoread

thepassage.

(Onestudentreadsthepassage.)

(Teachercorrectsthemistakesifthereareany.)

T:Wealsocomparedthepresentparticipleandthepastparticiple.Canyoutellmethe

differencesbetweenthem?

S:Theyaredifferentwhentheyareusedastheattributive,objectcomplement,predicateand

adverbial.

T:Yes.Ialsogaveyousomesentencestofinish.Nowlet'scheckyouranswers.

Ss:1)caught

2)seated

3)beingtaken

4)2havemade

5)heated

6)towrite

7)Compared

8)loleave

T:Youdidaverygoodjob.

Step3Reading

T:Whentalkingaboutacountiy,besidesitsgeography,historicalattractionsandleaders,

whatshouldwealsotalkabout?

S:Itspeople.

S:Itsclimate.

S:Itsholidays.

S:...

T:Yes.Sonowlet'stalkaboutsomeBritishcelebrations.Doyouknowanyholidaysin

Britain?

S:NewYear'sDayonJanuary1st.

S:Valentine'sDaycelebratedonFebruary14th.

S:AprilFools'DayonApril1st.

S:...

T:Yes,youknowalotofBritishholiday.Butthereisonecelebrationthathappensonlyin

Britainandnowhereelseintheworld.ItiscalledGuyFawkesNightorBonfireNight.2005isthe

400thanniversaryoftheGunpowderplot.Todaywewilllearnaboutitsorigin.Lookataposterof

thecelebrationfirst.

BonfireNight

5thNovember

“Remember,remember,

thefifthofNovember,

Gunpowder,treasonandplot.

Weseenoreasonwhy

Gunpowdertreason

Shouldeverbeforgotten!,?

WordstoGuyFawkesrhyme

T:Whatinformationdidyougetfromtheposter?

S:ThecelebrationtakesplaceonNovember5th.

S:IthassomethingtowithapersonnamedGuyFawkes.

S:Peoplecelebratethedaybylettingoffalotoffireworks.

T:Youareveryclever.Nowreadthepassage“AParticularBritishCelebration“onPages

51-52andtrytofillinthefollowingtimeline.

October10November1

272

283

294

305

316

(Studentsreadthepassageandtrytofinishthetask.)

(Teacherasksonestudenttocometoblackboardandfillinthetimeline.)

(Afterseveralminutes,Teachercheckstheanswerswiththeclass.)

October10plantochangetheNovember1wait

government

27buyahousecloseto2wait

theHouseof

Parliament

28buylargecontainers3wait

29ofgunpowderand4wait

30storetheminthe5besearchedbythey

cellarKingandfound;be

killed

31wait6theopeningof

Parliament

T:Nowreadthepassageagain.Thistime,pleasepayspecialattentiontothecharactersinthe

story.

(Studentsreadthepassage.)

T:Whatarethemaincharactersinthestory?

S:GuyFawkes,RobertCatesbyandKingJames.

T:Hereisapictureofallthepeoplethattookpartintheplan.

T:Whatdidthemaincharactersinthepassagedointhestory?Let'stalkaboutKingJames

first.

S:KingJamesofScotlandbecamekingofEnglandin1603.Heseemedhappytobefriendly

tobothCatholicsandProtestantsandletthembothpracticeChristianityintheirownways.Later

hechangedhismind.BeforetheopeningoftheParliamenthewastoldaboutGuyFawkes'splan

anddecidedtosearchthosecellars,wherehediscoveredsomegunpowder.HehadGuyFawkes

killedattheTowerofLondon.Laterhedecidedthathedidnotwanthispeopletoforgethowclose

thegovernmenthadcometodisaster.SohemadeNovember5thintoayearlycelebration.

S:GuyFawkeswasonekindofChristian,aCatholic,butthegovernmentofEnglandusually

supportedtheProtestantcause.OnOctober10th,1605RobertCatesbyaskedhimifhewould

supportaplantochangethegovernmentandreplaceitwithanotherthatsupportedtheCatholic

cause.Fawkesagreed.ThentheyboughtahouseclosetotheHousesofParliamentandbought

largecontainersofgunpowderandstoredtheminthecellar.Hewaitedbythegunpowdertostart

thefireonNovember6th,whentheParliamentopened.Buthewasfoundbythesoldierssentby

KingJames.GuyFawkeswastakentotheTowerofLondontobekilled.

S:RobertCatesbywasGuyFawkes'sfriend.ItwashethatpersuadedFawkestotakepartin

theplantoreplacethegovernment.HeboughtthehouseandgunpowderwithFawkes.WhenKing

Jamessentthesoldierstosearchthosecellars,hetookflightandranaway.

T:Yes,thesearethemainthingsthattheydid.

Step4GroupWork

(Teacherdividesthewholeclassintogroupsoffour.)

T:Youaregoingtoretellthisstoryinagroup.DecidewhetheryouwouldliketobeGuy

Fawkes,RobertCatesby,KingJamesoraneyewitness.Thinkaboutwhatyourcharacterwould

sayordo.Whenyouareready,practiceyourspeechsothatyoutellthestoryasagroup.While

doingthis,remembertointroduceyourcharacterandexplainreasonsforyourbehavior.

(Studentsworkingroups.Meanwhile,theteachergoesaroundtheclassroomandhelpsthem

solveanyproblemthattheymayhave.)

(Afterafewminutes,theteacherasksonegrouptocometothefronttodemonstratetheir

story.)

Step5Listening

T:Inordertoknowtherelatedbackgroundbetter,wearegoingtodoalisteningtest.First

listentothetape,anddecidewhichsentencesaretrueandwhicharefalse.Tickthecorrectboxes.

(Teacherplaysthetapeonceandcheckstheanswerswiththewholeclass.)

(Ifpossible,theteachercanaskthestudentstocorrectthewrongstatements.)

T:Nowdiscussthefollowingquestionswithapartner.

1.WhatwastheKing'sattitudetotheCatholics?

2.Whydidhechangehismind?

3.WhatwastheKing'sattitudetotheProtestants?

4.WhydidGuyFawkesandCatesbywanttoblowuptheHousesofParliamentandkillthe

King?

5.WhatwouldyouhavedoneifyouweretheKing?Whatwouldyouhavedoneifyouwere

GuyFawkes?

(Studentsdiscussthesequestionsinpairs.)

(Teachercheckstheanswerswiththewholeclass.Ifthestudentsmakeanymistakes,thereis

noneedtocorrectthem,becausethestudentswilllistentothepassageagain.)

T:Nowlistentothetapeagainandfillinthechart.

(Teacherplaysthetapeforthestudentstolistenandfinishthetask.Ifnecessary,theteacher

playsthetapeagain.)

(Teachercheckstheanswerswiththewholeclass.)

Step6Speaking

T:DoyouthinkGuyFawkesorKingJameswererighttobehavethewaytheydid?Discuss

thisprobleminfoursandmakenotesofyourideas.Thendecidewhogetsyoursympathyandgive

areason.

T:Thepurposeofthisexerciseistohelpyouunderstandthestoryandthendecidewhoyou

feelmostsympathyfor.Thereisnorightorwronganswer.

T:NowIwillasksomeofyoutoshowtheclassyourideas.Whilesomebodyisspeaking,

listencarefullyandtrynottorepeatwhathasbeensaid.Makeyourpointsclearlyandspeak

loudlyenoughtobeheardbyeveryoneintheclass.Attheendofthediscussionwewillhavea

votetoseewhoseideaisthebestofall.

(Studentsworkingroupsoffour.Meanwhiletheteachergoestheclassroomtohelpthem

solveanydifficultiestheymayhave.)

S:IsympathizewithGuyFawkesbecauseKingJameshadpromisedtotreattheCatholics

andProtestantsequally,butlaterhebrokehispromiseandtreatedtheCatholicsunfairly.Guy

Fawkeswantedtoreplacethegovernmentnotonlyforhimself,butalsoforotherCatholics.I

thinkhewasahero.

Step7Writing

T:Isthereanythingatschoolorathomethatyoufeelverystronglyabout?Makealistof

thingsthatyoufeelareimportant.Chooseoneyouthinkisthemostseriousproblem.Makeaplan

totryandsolveitpeacefully.Doitwithyourpartner.

(Sspracticeinpairs.)

(Afterseveralminutes.)

S:Problem:moreandmoreseriousairpollution

Reason:Themainreasonisthatsomeonebumssomeplastics.Theyhavegotsomewiresand

theywanttogetthecoppercore,sotheyburntheplasticsoutside.

Myideasforaction:

Thegovernmentshouldtakesomemeasurestostopsuchkindofphenomenon.

Thesepeopleshouldbetoldabouttheeffectontheburning.

Theyshouldlearnsomeskillstoearntheirliving

T:Youareverygoodatobservation.Nowwritealettertodrawattentiontotheseproblems

andbegintosolvethem.Remembertobeginyourletterpolitely.Thenexplaintheproblemclearly

andsetyourideastosolveit.Finally,finishtheletterpolitely.

(Studentswritetheletter.Teachergoesaroundtheclassroomanddealswithanydifficulties.)

(Afterabouttenminutes.)

T:Nowwho'dliketoreadyourletterinfrontoftheclass?

S:Letmehaveatry.

S:DearSirorMadam,

Thereisaveryseriousprobleminmyneighborhood.Everyafternoon,thereisaterriblesmell

intheair.Peopleinmyneighborhoodevendarenotopenthewindows.Later,wefindsomepeople

areburningsomeplastics.Theytrytogetsomewiresduringtheday,andbumtheoutsidepartof

thewiresinordertogetthecoppercoretosellthem.Thisistheirwayofearningsomemoney.

Ithinkthegovernmentmushpayspecialattentiontothisphenomenon.Thesmellfromthe

burntplasticsisdisgusting.ltisverybadtopeople'shealth.Thegovernmentshouldtakesome

measurestostopsuchphenomenon.Inordertopreventthesepeoplefromdoingso,Ithink,people

shouldalsotellthemabouttheeffectofthebuming.It'salsobadtotheirownhealth.Andthirdly,

thesepeopleshouldlearnsomeskillstoearnaliving,insteadofpickinguprubbishandsellingit.

Thankyouforanyhelpyoucangive.

Yourssincerely,

Jim

T:Excellent.

Step8Homework

T:Afterclassgooverwhatwehavelearnedinthewholeunitandgetwellpreparedforatest

tomorrow.

TheDesignoftheWritingontheBlackboard

Unit2TheUnitedKingdom

Period6ReadingandWriting

I.Homework

1.caught2.seated3.beingtaken4.tohavemade5.heated6.towrite7.c-o/mpared

8.toleave

II.Timeline

October10November1

272

283

294

305

316

ResearchandActivities

Post-making

DosomeresearchonthegeographyorhistoryoftheUnitedKingdom,oraEuropeanor

Africancountry.Makeaposterorgiveatalktotheclassonyourresearchsothattheycanhavethe

benefitofyourwork.Hereareafewhintsfordrawingasuccessfulposter.

?usebulletpointstogiveinformation

?writeinphrasesandnotfullsentences

?divideyoursheetofpaperintothreeparts:

thefirstparttogiveashortdescriptionofthecountry

thesecondparttoexamineoneparticularaspect

thethirdparttoexplainwhyyouchoosethecountryandwhatyoulearned

ReferenceforTeaching

WhatdowedoinEnglandonNovember5th?

Everyyearon5thNovember,theanniversaryoftheGunpowderPlot,GuyFawkesis

remembered.ThroughoutEngland,townsandvillageslighthugebonfires,letoffmagnificent

fireworks,