高二英语人教版必修五 unit 2 教学设计教案

Unit 2 The United Kingdom

学科：English 授课班级：高二年级执教教师：高二英语备课组授课时间：

旁注

Ⅱ

Ⅲ. 教材分析与教材重组

1. 教材分析

本单元以The United Kingdom为中心话题。通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。

1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。

1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。

1.3 Reading本单元的阅读材料——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。

1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。

1.5 Learning about Language分词汇和语法两部分。词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。形式有语法结构讲练、趣味性游戏等。

1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。

1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。

1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。

2. 教材重组

2.1 将Warming Up, Pre-reading, Reading和Comprehending四部分整合为一节“阅读课”。

2.2将Using Language中的Listening与Workbook 中的LISTENING和LISTENING TASK 整合为一节“听力课”。

2.3将Using Language中的Reading和Work-book中的READING TASK整合为一节“泛读课”。

2.4将Learning about Language中的Discover-ing useful words and expressions，Discovering useful structures；Workbook中的USING WORDS AND EXPRESSIONS和USING STRUCTURES 整合为一节“语言学习课”。

2.5 将Using Language中的Speaking和Workbook中的TALKING，SPEAKING TASK以及Learning about Language中的Discovering useful structures 整合为一节“口语课”。

2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为一节“写作课”。

3．课型设计与课时分配

第一课时：1st Period Reading

第二课时：2nd Period Listening

第三课时：3rd Period Extensive Reading

第四课时：4th Period Language Study

第五课时：5th Period Speaking

第六课时：6th Period Writing

第七、八课时：7th Period Review

Ⅳ. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave out

b. 重点句式

1. Now when people refer to England you find Wales included as well. P10

2. However, the southern part of Ireland was unwilling and broke away to form its own government. P10

3. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P10

2. Ability goals能力目标

Enable the students to learn about the United Kingdom (the UK).

3. Learning ability goals 学能目标

Enable the students to know the UK in geography and history.

Teaching important & difficult points

教学重难点How to understand the geographic puzzle of the UK.

Teaching methods 教学方法

Skimming and task-based activities.

Teaching aids 教具准备

A recorder, a computer and a projector.

Teaching procedures & ways教学过程与方式

Step ⅠLead-in

Task 1: Free talk about the topic: The United Kingdom.

Reference topic:

1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?

2. What is the capital of the UK? And what is the language?

3. Does England, Britain or the Great Britain mean the same as the UK? If not, tell the difference between them.

4. What is the money used there? And what is the largest banknote? What are the other denominations (币值单位) of banknotes? What is the coin with the largest value? And what are the other denominations of coins?

5. What else do you know about the UK?

Task 2: Ask the students to do the quiz on page 9 and then check the answers.

T: In this unit, we are going to learn something about the United Kingdom. Now let’s work in pairs, do the quiz in the Warming Up and find out how much you know about the UK. There are five questions with three choices A, B and C for each one. Now please look them through quickly and choose the answers. You may discuss these questions with your partners.

Step II Pre-reading

T: Next let’s talk about the three questions in the Pre-reading. First of all, I’d like to ask you one more

question before we deal with the Pre-reading questions. What’s the official or full name of the UK? S: The United Kingdom of the Great Britain and Northern Ireland.

T: Now who’d like to answer the first question in the Pre-reading?

S: Well. London is the capital city of the UK and also the capital of England. Cardiff is the capital of Wales, Edinburgh is the capital of Scotland and Belfast, the capital city of Northern Ireland.

I’d like to tell you something about Glasgow, a city in Scotland, where my cousin has been studying in the University of Glasgow for 3 years. He often writes to tell me something about the city and the University. Glasgow is a city with a population of 620,000. It lies 68 miles of west central Scotland along both banks of the River Clyde. The city occupies much of the lower Clyde valley combining suburbs —with an overall population of 1.4 million —which extend into surrounding districts. Glasgow is the largest city in Scotland and its industrial centre; it has an excellent harbour with modern port facilities.

T: Very good. Now the next question is a little bit more challenging. Who’d like to have a try?

S: England can be divided into the following three main areas: North England, Midlands and South England.

T: Great! Is there anyone else who’d like to have a try?

S: Yes. I’d like to tell you something about a city in the south of England. Can you guess which city it is? Yes, It is Dover, where many people have been trying again and again to swim across the English Channel. It is a port city in the far southeast of England. It has a long history. People have lived in what is now called Dover since the Stone Age. The first settlements in Dover were made around 6,000 years ago by Stone Age people. So it is one of the oldest cities in the world. There are a lot of cultural relics in Dover. So few other towns or cities can boast such a unique collection of relics and monuments dating back from the Bronze Age, the Roman Empire, the Saxon era, and in fact every other important historic periods. While modern developments have seen many of Dover’s i mportant historical buildings swept away, there are still many important sites that must be preserved for future generations. The story of Dover is as old as civilization itself.

Step III While-reading

Task 1: Ask the students to describe briefly the UK according to the following map.

A sample description:

We can see from the map that the UK is surrounded by water in all sides. On the west of the Great Britain lies the Irish Sea, which is on the east of Ireland. On the south of England lies the English Channel, through which the Allies landed the continent during the World War II. On the northeast, lies the North Sea. And on the north is the North Atlantic Ocean.

Task 2: Ask the students to talk about the different flags of the countries of the UK.

Cross of St George (England) Cross of St Patrick (Ireland) Union Jack

A sample description:

The flag of England is a cross, the flag of Scotland and Ireland are both like a fork. The flag of the Union Jack is the flag of the UK, which is the combination of the three flags. That is to say, the UK is a combination of the three countries: Scotland, England and Ireland.

Task 3: Scanning

1. Look through the passage as fast as possible;

2. Try to find the answers to the questions given in the Comprehending.

Sample answers:

S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.

S2: It represents England, Scotland and Northern Ireland.

S3: The Vikings. They only influenced the vocabulary and the place names of the North.

Task 4: Skimming

T: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).

Sample answers:

Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.

Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.

Part 3 (Para. 5-6) : The cultural importance of London.

T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, why does the writer use “Puzzles in Geography” as the title? Get the students to discuss about it in pairs.

Then ask the students to fill in the following form.

T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.

Sample answers:

North: York, Leeds, Sheffield, Manchester

Midlands: Coventry, Birmingham

South: Reading, London, Brighton, Plymouth

Step Ⅳ Post-reading

Task 1: Ask the students to write down a short summary of the passage.

The passage mainly clarifies how the UK developed as an administrative union and shows how England is divided into different zones according to its geographical position. It also explains how London was influenced by some invaders and turned out to be the cultural capital of England as well as the UK.

Task 2: Ask the students to paraphrase the following sentences.

1. Now when people refer to England you find Wales included as well.

2. The greatest historical treasure of all is London with its museums, art collections, theatres and buildings.

Sample answers:

1. Now when people mention or talk of England, Wales is included in it, too.

2. London includes the greatest historical treasure of all, with its museums, art collections, theatres and buildings. If you want to make the most of your trip to the United Kingdom and know more about it, you should be very alert.

Task 3: Ask the students to answer the following questions.

Show the following on the screen.

1. How did the UK come about?

2. What is the relationship between the Republic of Ireland and the Northern Ireland?

3. Why is London the capital of England, Great Britain and the UK as well?

4. What else do you know about London?

5. How do the four countries of the UK work together and how do they differ?

6. What does the Union Jack show to you?

7. What is the typical geographical feature of England?

8. Where can you find more about British history and culture?

Sample answers:

1. First, there was England and then Wales joined to England in the 13th century AD. Later on in 1603 when King James of Scotland became the King of England and Wales as well, Great Britain was formed peacefully including the three countries. Then they tried to get Ireland connected to form the United Kingdom but the southern part of Ireland broke away to form its own government. That was how the UK came about.

2. At first the Republic of Ireland and the Northern Ireland were of the same country. But when the UK intended to get the country included into the union, the southern part broke away and formed its own government. So now the Republic of Ireland is an independent country while the Northern Ireland is part of the UK.

3. London was first the capital of England and then the capital of Great Britain and finally of the United Kingdom, because it embodied the greatest historical treasure of all.

4. Three out of four invaders or conquerors have influenced the city, making it the largest city of all as well as the historical, cultural, political and economic center. It has the oldest port built by Romans in the 1st century AD, the oldest building begun by the Anglo-Saxons in the 1060s and the oldest castle constructed by later Norman rulers in 1066.

5. The four countries work together in some areas, for example, in international relations, with the same money system and so on, but they are still different. For instance, England, North Ireland and Scotland have developed different educational and legal systems as well as different football teams for competitions like the World Cup.

6. The Union Jack shows the combination of the flags of three different countries: Cross of St George of England, Cross of St Andrew of Scotland and Cross of St Patrick of Ireland.

7. England, the largest of the four countries, is divided roughly into three zones: the south of England, which is the zone nearest France, the Midlands, which is in the middle, and the North of England, which is the zone nearest Scotland. Most of the population settles in the south while most of the large industrial cities lie in the Midlands and the North of England.

8. We can find out more about British history and culture in older but smaller towns first built by the Romans.

Task 4: Ask the students to analyze the text.

2. Ask some of the students to retell the text.

A sample version:

When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.

England can be roughly divided into three zones, the South of England, which is nearest to France, the Midland and the North, which is nearest to Scotland. Most of the population settles in the south while most of the large industrial cities lie in the Midlands and the North of England.

London, the capital city of the UK, includes the greatest historical treasure of all with lots of museums, art collections, theatres, parks and buildings. Some early invaders have influenced it a lot from roads, towns, castles, language, and so on to government. Visitors will find the evidence here and there around London if they keep their eyes open.

3. Ask the students to analyze the writing techniques of the text: What is the writing style? What is the main idea of the text?

.

Step Ⅴ Homework

Ask the students to:

1. Get ready to retell the text in your own words.

2. Go over “Learning about Language” 1, 2 and 3 on pages 12.

3. Do “Discovering useful structures” 1 and 2 on pages 13.

The Second Period Listening

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

crown, Protestant, hurt the king

2. Ability goals能力目标

Enable the students to learn about one of the most famous historical sites in London: the Tower of London.

3. Learning ability goals学能目标

Help the students learn how to talk about the historical sites in the UK.

Teaching important & difficult points 教学重难点

Talk about the historical sites in the UK.

Teaching methods 教学方法

Listening and cooperative learning.

Teaching aids 教具准备

A recorder, a computer and a projector.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Revision and Lead-in

Check the students’ homework.

Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.

T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.

1. Which king on the list was one of the princes in the Tower? How do you know?

2. Who had the two princes killed?

And then check the answers.

Step Ⅱ Listening (P52-53)

T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.

Check the answers with the students.

Step Ⅲ Homework

T: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.

The Third Period Extensive Reading

Teaching goals

1. Target Language目标语言

a. 重点词汇和短语

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill

b. 重点句式

Worried about the time available, Zhang Pingyu had ... P14

But she was thrilled by ... P14

2. Ability goals能力目标

Enable the students to plan a tour around certain places.

3. Learning ability goals 学能目标

Help the students know more about the historical sites in London.

Teaching important & difficult points教学重难点

Help the students identify different kinds of tour and talk about the most interesting place for the tour. Teaching methods教学方法

Task-based activities.

Teaching aids教具准备

A computer and a projector.

Teaching procedures & ways教学过程与方式

Step I Revision and Lead-in

Talk about London with the students.

T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?

S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Que en’s London home.

S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.

S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.

Ask the students to read the passage and do the exercises after the passage.

T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.

Step Ⅱ Reading

Task 1: Ask the students to read the text to get the main idea.

T: Now please read the text and find the answers to the following questions.

Show the questions on the screen.

1. How did Zhang Pingyu plan her tour?

2. What were the buildings mentioned in the text? What were they famous for? Who built them? What

happened to them?

Sample answers:

1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.

2. The buildings mentioned in the text were:

Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained

standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666,

looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers;

Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.

Task 2: Ask the students to study the structure of the text “Sightseeing in London”.

Show the following.

Task 3: Deal with reading task:

A particular British celebration Ask the students to read the passage quickly for the first time to find out the main idea of the text. Then

ask them to read the text again carefully to obtain some details and do the exercises after the text.

T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by

firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The

origin of this celebration comes from the event which took place in 1605 and was a conspiracy known

as “The Gunpowder Plot”, intended to take place on November 5th of that

year (the day set for the

opening of Parliament). Now read the text and then find the answers to the exercises.

Sample answers to Exercise 1:

Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to

change the government and replace it with another.

Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.

Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.

Nov. 6: the king and all his advisers would be in the parliament for the meeting.

Step Ⅲ Homework

Ask the students to review the words learnt in this unit.

The Fourth Period Language Study

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

unite, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, fold, available, delight, royal, splendid, statue, thrill, unfair, smart, suggestion, consistent, consist of, divide ... into, break away (from), leave out, take the place of, break down

2. Ability goals能力目标

Enable the students to use the past participle as the object complement.

3. Learning ability goals学能目标

Learn how to use the past participle as the object complement.

Teaching important & difficult points 教学重难点

Learn to use the past participle as the object complement.

Teaching methods 教学方法

Task-based activities.

Teaching aids 教具准备

A projector and a computer.

Teaching procedures & ways教学过程与方式

StepⅠ Revision and Lead-in

Check the students’ homework.

T: In the previous period, we’ve learned some new words and expressions. Now let’s review them. Look at the screen, please. Try to think of their meanings and their usages, and then complete the sentences on the screen to check if you can use them correctly.

Show the following on the screen.

1. Water c__________ of hydrogen and oxygen.

2. The question p__________ me. It took me a long time to work it out.

3. My mind suddenly c__________. It worked very fast and efficiently.

4. A big city offers many and varied a___________. They are worth visiting.

5. These wheels are c___________ smaller.

6. In a dictionary, all the words are a____________ in alphabetical order.

7. Movies give d____________ to millions of people. So people enjoy going to the cinema.

8. The tour guide t___________ us with his stories. They were really full of fun.

Sample answers:

1. consists

2. puzzled

3. clarified

4. attractions

5. constructed

6. arranged

7. delight

8. thrilled

Step Ⅱ Using about language

Doing “Learning about language” on page 12.

Step Ⅲ Homework

Ask the students to:

1. Do Exx. 1 and 2 of “USING WORDS AND EX-PRESSIONS” on pages 49 and 50.

2. Do “USING STRUCTURES” on pages 50 and 51.

The Fifth Period Speaking

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

attraction, collection, influence, project, arrange, available, delight, splendid, statue, thrill, unfair, smart, suggestion, consistent

2. Ability goals能力目标

Enable the students to describe the directions and locations using the functional sentences.

3. Learning ability goals学能目标

Help the students learn how the disagreements can be resolved.

Teaching important & difficult points 教学重难点

Let the students learn how to resolve the disagreements.

Teaching methods 教学方法

Discussing, debating and task-based learning.

Teaching aids 教具准备

A projector and a computer.

Teaching procedures & ways 教学过程与方式

Step ⅠRevision and Lead-in

Ask the students to talk about the UK.

A sample talk:

The UK, the dominant industrial and maritime power of the 19th century, played a leading role in developing parliamentary democracy and in advancing literature and science. At its zenith, the British Empire stretched over one-fourth of the earth’s surface. The first half of the 20th century saw the UK’s strength seriously depleted in the two World Wars. The second half witnessed the dismantling of the Empire and the UK rebuilding itself into a modern and prosperous European nation. As one of five permanent members of the UN Security Council, a founding member of NATO, and of the Commonwealth, the UK pursues a global approach to foreign policy; it currently is weighing the degree of its integration with continental Europe. A member of the EU, it chose to remain outside the Economic and Monetary Union for the time being. Constitutional reform is also a significant issue in the UK. The Scottish Parliament, the National Assembly for Wales, and the Northern Ireland Assembly were established in 1999, but the latter is suspended due to bickering over the peace process.

Step Ⅱ Speaking

Task 1: Ask the students to work in pairs to make dialogues about language difficulties.

T: Suppose one of you will be the tourist and the other the tour guide. You may have a few problems in understanding each other. Now please make up dialogues. These phrases may help you.

A sample dialogue:

(T=tourist; G=guide)

T: Excuse me. Could you please tell me some places of interest in your province?

G: Well. Mount Wutai; Ancient City in Pingyao; Yungang Grottoes; Hukou Waterfall; Mount Lingkong, etc.

T: Thanks. Could you please tell me how I can get to Mt. Wutai?

G: Well. You can take No. 365, No. 543 or No. 263 bus there.

T: I’m sorry, but I can’t follow you.

G: Take No. 365, 543 or 263 bus at the Jiannan Bus Stop.

T: Good. No. 365, 543 or 263 bus, thanks. And in what direction can I find the station?

G: Hmmm. You can take a taxi and it will take you right there.

T: Thanks. How long will it take me to get to the station?

G: About forty minutes if the traffic is not busy as what we see now.

T: Excuse me. Could you speak more slowly? You know, I only came here three days ago.

G: Well. About ... forty ... minutes.

T: Fifty minutes. Thanks.

G: Sorry, forty.

T: Forty. Sorry. Thanks. Bye!

Task 2: Ask the students to describe the landscape they are familiar with.

Show the following to the students.

Position:

Type of land:

Geographical features:

Places of interest:

Season:

Step Ⅲ Homework

Ask the students to write a poster using persuasive writing with the title: Why not visit ...

The Six Period Writing

Teaching goals 教学目标

1. Target Language 目标语言

重点词汇

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

2. Ability goals 能力目标

Enable the students to write a short passage about a place of interest they have visited.

3. Learning ability goals 学能目标

Help the students learn how to describe one of the places of interest they have visited.

Teaching important & difficult points 教学重难点

How to describe a famous building or a place of interest.

Teaching methods 教学方法

Task-based approach.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Revision and Lead-in

Ask some students to read their work to the class.

T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to en courage people to visit. Now who’d like to share your work?

A sample version:

Why not visit “the Oriental Hawaii”?

Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of trave lers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.

Step Ⅱ Writing

Task 1: Ask the students to write a tour plan.

T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

A sample tour plan:

Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most

modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.

Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

Show the following.

How to Write A Complaint Letter

· Include your name, address, home and work phone numbers.

· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

· Make your letter brief and to the point. Include all important facts and any information you can give.

· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

· Include all documents regarding your problem. Be sure to send COPIES, not originals.

· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

· Keep a copy of the letter for your records.

Then ask the students to make a list of things that they feel are important.

T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

A sample list of things:

1. I have to wait too long a time being served in the canteen.

2. Several of our teachers speak in a too low voice and th e students who sit behind can’t hear clearly.

3. My parents often read my diary without my permission.

4. The school demands us to wear the ugly school uniform.

The most serious one is the first one in the list.

A sample letter:

Dear Mr. Sam,

I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are

the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met. Sincerely,

Harlan

Step Ⅲ Homework

Ask the students to do the task in PROJECT on page 54.

The Seventh Period Review

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

unite, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, fold, available, delight, royal, splendid, statue, thrill, unfair, smart, suggestion, consistent, consist of, divide ... into, break away (from), leave out, take the place of, break down

2. Ability goals能力目标

Enable the students to use these words freely.

3. Learning ability goals学能目标

Review how to use the past participle as the object complement.

Teaching important & difficult points 教学重难点

Review the past participle as the object complement.

Teaching methods 教学方法

Task-based activities.

Teaching aids 教具准备

A projector and a computer.

Teaching procedures & ways教学过程与方式

Language study（语言学习）

1、词汇

A、单词拼写（根据句意及所给首字母写出正确的单词）

1. As we joined in the crowd,I got s__________from my parents.

2. The book will have a great i____________on children’s growth.

3. Our library has a large c___________ of fairy tales.

4. Much to our d_____________,Mary won the first prize in the competition.

5. Expensive as it is to live in cities,it brings much c___________to our lives.

6. We benefit a lot from the s_________he made on how to learn English.

7. Our class is d__________ into four groups.

8. You will be informed when the book is a____________.

9. The medical team c___________ of ten doctors and a nurse.

10. The woman’s illness p_________the doctor;he couldn’t find the cause.

B、用恰当的介词或副词填空。

1. It is known ______us that Mary is known ________a writer.

2. I don’t think Tom is connected _______the murder.

3. _________ no condition will he give in to others.

4. Much ______our surprise,the boy failed _______the exam again.

5. Teachers ask us not to leave ______key points while taking notes.

6. The illness is believed to be linked ______the use of chemical pesticides.

7. I’d like to have attended the lecture,but my car broke_____ on th e half way.

8. Much of the crime in the area is related ______ drug abuse.

9. He founded the charity ________memory of his late wife.

10. The prisoner broke away _________the guards and fled at full speed.

11. I have no idea what he means _________saying that?

12. I can see a horse fasted _______a tree next ______the house.

13. The squid lives ______the dark ______a great depth of the bottom of the ocean.

14. He keeps _______touch _______his parents _______telephone.

15. The man stood _______the pole ______a cigarratte in his mouth.

C、用所给单词或词组的正确形式填空。

1. The theater’s future is a subject of considerable __________.

2. The TV series from Korea has a strong ___________ on children.

3. Who do you __________ to settle the pollution problem?

4. The arrival of the famous film star has _________audiences all over the city.

5. Parents must be ______________in educating children.

6. Tickets are ___________ free of charge from school.

7. I promised her never to ____________the matter again.

8. Under no conditions will the Chinese allow Taiwan to _________China.

9. It is believed that computers can’t __________humans completely.

10. He asked us not to _______our English teacher in the invitaion.

2、语法（过去分词作补语）

A、根据汉语意思，在空格处填入恰当的词。

1. 书一有货，我就通知你。

I’ll keep you ________ the __________the book is available.

2. 他醒来结果发现他的汽车被偷了。

He woke up ________to find his car _________.

3. 在这个发达的国家里，你很少听到有人讲脏活。

You seldom hear rude words __________ in this ___________country.

4. 他提高嗓音以便别人能够听见他。

He raised his voice so as to _________himself ____________.

5. 他匆忙离开家，留下很多事没做。

He left home in a hurry,__________many things _____________.

6. 回来时，他很惊讶地发现房间被彻底的打扫了，一切都布置得井井有条。

On his return,he was very ________to find his room thoroughly __________and everything ___________in good order.

7. 明天我将请人把门油漆一下。

I’ll ________ my bike _________ tomorrow.

8. 人们正在热烈讨论我们希望能够尽快的工程。

The project we would like to see__________out as soon as possible is under _________discussion.

9. 老师手里拿着一本书进来了。

The teacher entered the room ___________a book ___________ in his hand.

10. 在下班回家途中，他非常恐惧的看到一个被打死的男孩躺在路边。

On his way home from work,he was _________ to see a boy ________to death lying by the road.

B、单项选择

1.___ poor at English, I'm afraid I can't make myself ___.

A.To be;understand

B.I'm ;to understand