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Unit 5 The British lsles I. Brief Statements Based on the Unit How much do you know about the UK? Do you want to know more about the British Isles? After you have learnt Unit 5, you've sure to find that you're learned more about this topic. The whole unit is arranged to be taught in four periods. In the first period, we will deal with Warming up, Listening and Speaking. In warming up, by talking about English cities, food, sports, places of interest, school education, geography, etc. , the students' desire to know more about Britain can be raised. The listening material provides detailed information for the students to catch. While listening, the students' ability to listen will be improved. Speaking includes three topics, and the students can express various opinions freely. Each topic can be discussed from different sides. Is English easy or difficult to learn? How can we learn geography well? What's your opinion about the development of a country? The students can reach an agreement on the points. Meanwhile, their ability to speak English can be greatly improved. The whole text, including Pre-reading, Reading and Post-reading, is dealt with in the second period. The students will learn some useful information which may perhaps be unknown to them before. The students are required to read the text and do different kinds of exercises, in the course of which their reading ability will be improved. In the third period, Word Study and Grammar Noun Clauses ( 1 ), are arranged for the students. They can practise using some useful words and get a good command of the noun clauses. If the teacher can give more exercises in addition, the result will be much better. Integra- ting skills, including Reading and Writing, are arranged in the fourth period. Reading is a passage about Daniel Defoe's visit to Salisbury in southern England, where he saw rural scenery as well as a large and fine city. The sheep in the field, beautiful rivers, high hills, old relics, high towers and local products gave him a deep impression. At last, students are required to read the passage and write a passage about his hometown, introducing the landscape, cultural relics, people's life, trade etc. They can use what they've learned from the text to describe what they want to say so as to improve their writing ability. Besides, the students will learn plenty of useful words and expressions from the unit. II. Teaching Goals 1. Talk about the UK and Ireland. 2. Practise expressing agreement and disagreement. 4. Write a description of a town and the countryside. III. Teaching Time: Four periods IV. Background Information 1. Britain Britain lies off the north-west coast of mainland Europe. Its full name is the United Kingdom of Great Britain and Northern Ireland. Great Britain comprising England, Scotland and Wales. Although Britain is a unitary state, the constituent countries have separate national identities, variations in culture and tradition, and different physical characteristics. With an area of some 242 000 sq. km(93 000 sq. mil. ) ,Britain is just under 1 000 km(about 600 miles)from the south coast to the extreme north of Scotland and just under500 km(300 miles)across in the widest part. England is predominantly a lowland country, with upland regions in the north (such as the Pennine Chain. tile Cambrian mountains and the Yorkshire moorlands) and the downs in central southern England, which are low chalk hill ranges. Wales is a country of hills and mountains, the highest being Snowdon at 1 085 m(3 560 ft). Britain's highest mountain, Ben Nevis(1 343 m, 4 406 ft), is in the central highlands of Scotland, which contains large areas of wild, unspoilt landscape. Northern Ireland is at its nearest point only 21 kin(13 miles)from Scotland. It has a 488 km(303 mile)border in the south and west with the Irish Republic. At its centre lies Lough Neagh, Britain's largest fresh- water lake (396 sq. km 153 sq. miles). Britain has frequent weather changes through the seasonal cycle of winter, spring, summer and autumn, although temperatures rarely exceed 32 ℃ or fall below --10 ℃. Rainfall is fairly well distributed throughout the year. 2. Where Do They Come from? People in the four lands of Britain derive from a host of ancestral sources, notably: •the prehistoric cultures which produced such impressive monuments as the stone circles of Avebury and Stonehenge; • the ancient Celtic peoples who inhabited western and central Europe; • the Romans who occupied Britain for over 300 years from the invasion in AD 43; • the Angles, Saxons and Jutes--Germanic peoples who began raiding and settling in Britain from the third century; • Scots from Ireland, who began to settle in what became known as Scotland in the sixth century (merging with the indigenous Pacts to form one kingdom under Kenneth Macalpin in the ninth century) • the Vikings from Scandinavia, who pillaged and settled areas of Britain and Ireland from the end of the eighth century; and • the Normans from France, who invaded England in 1066. The last thousand years have witnessed the assimilation of all these strands--and many new ones besides, following on from global exploration, the expansion of trade and international rivalry, and the growth of the Empire. At the same time political, social, economic and religious trends, pressures and crises have all evolved to create the beliefs, lifestyle and expectations that are prevalent among the people today. 3. The Royal Family Many members of the Royal Family undertake official duties in Britain and abroad. Their various responsibilities reflect tradition, their own personal interests and Britain's former imperial status. For example, among her many titles the Princess Royal(Princess Anne)is Chancellor of the University of London, Colonel-in-Chief of eleven Army regiments, including the 8th Canadian Hussars and the Royal New Zealand Nursing Corps, and President of the Save the Children Fund, for whom she has traveled widely. The Royal Family's money comes from two sources: government funds and their own personal wealth, which is considerable. On the one hand the Queen is certainly one of the richest women in the world, while on the other her power is limited by the fact that so many of her expenses are paid for by government money. Parliament has had effective control of the monarch's finances since the seventeenth century. The First Period Teaching Aims: 1. Do some listening and train the student’s listening ability. 2. Talk about the UK and Ireland.3. Practise expressing agreement and disagreement Teaching Important Points: 1. Improve the students' listening ability. 2. Master the expressions for agreement and disagreement. Teaching Difficult Points: 1. Improve the students' listening ability. 2. How to express agreement and disagreement. Teaching Methods: 1. Free-talk method to get the students to talk about the UK and Ireland. 2. Listening activity to have the students go through the listening material. 3. Speaking activity to make the students go through the speaking task and improve the students' speaking ability. Teaching Aids: 1. a computer and a courseware 2. a projector 3. a tape recorder Teaching Procedures: Step I Greetings Greet the whole class as usual. Step II Free-talk T: Today we'll learn a new unit--the British Isles. In the last period, I told you to search for as much information as possible about the UK and Ireland through the Internet. I'm sure you've got a lot. Now I'll ask some of you to report your findings. Any volunteers? S1: In England there are many different kinds of food and dishes, such as roasted beef, steak kidney pie, English fish chip, chicken ala king, tartine sandwich and so on. S2: Englishmen are fond of sports. Their favourite sports are walking, swimming, playing football, playing tennis, bicycling, skating, hiking and so on. S3: Englishmen like working. They often fix up a house, plant their gardens, and make furniture by themselves. Even they build their houses themselves. T: Very good. Do you know some important cities in the UK? S4: Yes. The important cities are: London, Liverpool, Manchester, Berminham, Edinburgh, Dublin, Cardiff, Belfast and so on. London is the biggest city and the capital of England. It lies on the River Thames. T: OK. London is also a cultural and political center. In it there are many world-famous places of interest. What do you know? S5: St. James Park, Hyde Park, Big Ben, Tower Bridge, the Houses of Parliament, Buckingham Palace. National westminster and so on. T:I want to know more about the UK. Can you tell me something about its geograph, languages, religion, beliefs and schools? S6: The UK is made up of four parts. They are England, Wales, Scotland and Northern Ireland. There are many kinds of natural resources, such as coal, iron, oil and natural gas. S7: English is the official language in the UK. It is also widely used in the world. People in the UK mostly believe in Christ. Some of them believe in Islam, and Buddhism. S8 : There are two kinds of schools there. One is private school and the other is public school. Schooling is free of charge in public schools while it costs much in private ones. There are many world-famous universities in the UK, like, Cambridge University, Oxford University, London University and so on. Step III Warming-Up T: Yes. You have done a really great job in searching through the Internet. I also get some information about England. T: Can you describe the cities and countries in England? Sa: I'll try. In the cities, we can see many tall buildings, many cars and many big supermarkets. The streets are wide and clean. People drive cars to go to work. Sb: In the countries, sheep can be seen everywhere. There are large farms, clean rivers and rich fields. Also we can see many hills. In a word, people in the countryside live a rich and peaceful life. Step IV Listening T: We've talked a lot about England, its places of interest, its people and their life, its geography, education and so on. Now we'll listen to the tape to learn something about the students' school life there. First go through the listening exercises on Page 33 and Page 34. (Students begin to read the instructions. Two minutes later, teacher says the following. ) T: Do you know what you should do after you listen to the tape? Ss: Yes. T: Now let's begin. When I play the tape for the first time, just listen to get the general idea.… (Teacher plays the tape four times. Teacher may pause for the students to write down some information and repeat some parts of the tape if necessary. If students have anything they don't understand, teacher may play more. Finally, teacher checks the answers with the whole class.) Step V Speaking T：So much for listening. We often talk about study, sports, TV programmers, films, books and so on, expressing our own views and opinions. If we agree to do something, what can we use to express ourselves? Sa: We can use such expressions as “Certainly/Sure/Of course.” “Yes. That's true/I think so/It's a good idea. ” “That's just how I feel. ”… T: Right. What about when we don't agree with others? Sb：We can use：“I don't agree with you. ” “I'm sorry, but I don't…”“I'm afraid not.”… (Teacher writes them on the blackboard. ) T：Well done. There are many other expressions we can use to express ourselves. Please look at the screen. (Teacher shows some other expressions on the screen.) Useful expressions： Don't you think that…? I don't think that's right… I don't think so. You must be mistaken… No, you are wrong thinking that… I'm afraid you are wrong… I believe that you've got it right. I'm not so sure about that… Surely it must be… Yes, you are right, but… Aren't you confusing… ? Yes. I agree with you. (Teacher asks students to read these expressions and then says the following.) T: Now let's do speaking. In this part there are a few new words. Let's look at the screen and read them. (Teacher shows the screen.) consist vi. consist of 由……组成，由……构成state n.国家、政府、州、状态 ut.陈述、声明、阐明 statement adj. 强大的 power n. 力量 advantage n. 有利条件、优点 disadvantage T: Please pay attention to the usage of the phrase“consist of”. It means “be made up of”. For example, the United Kingdom consists of Great Britain and Northern Ireland. OK. Now open your books at Page 34. In the part “speaking” there are three statements. Please read them first. And then have a discussion about them in three groups. For each group, talk about one and make up a dialogue to express what you want to say. The useful expressions on the screen and on the black board might be helpful to you. (After some time.) T: Have you finished? (Ss：Yes.) Who will give your opinion about the first statement? Sc and Sa : We'll try.… T: Well done. Which pair will do the second one? Se and Sf : … (Then teacher asks another pair to do the third.) Sample dialogues: 1. A: How are you getting on with your English? B: Very badly. I find it difficult to learn. A: Why do you think so? B: As you know, we have to learn a lot of words and phrases by heart every day. And there are many grammar rules we have to follow. A: But I can't completely agree with you. In my opinion, it's easy to learn. As long as we master the basic grammar and speak it as often as possible, we can learn it well. B: I don't think you are right. Personalty, I think we have fewer chances to speak English. What's more, English and Chinese have little in common. A: But I think we should find more chances to speak, just as we learn Chinese. If you speak, read and listen as much as possible, you can find it easy to learn. B: That's a good idea. Thanks for your advice. I'll do my best to study it wall. A: I'm sure that you will. 2. A: What are you doing? B: I'm reading the geography book. A: I think it is difficult to learn if you can't go to that country. B: I don't think so. You often look at maps carefully and remember all the names of cities and provinces. A: I'm afraid I don't agree with you. I think those names are very confused and we can learn it easily by going there. B: Certainly visiting some places is better in learning geography. But we can't go to all places of the world. That's too expensive and we don't have enough time, too. A: Of course you are right. Now computers are used in many fields. You can get as much information as possible about the countries you want to know through the Internet. B: That's a good idea. I'll try it. 3. A: Hello. Can you tell me which are the countries that make up the Group of Eight? B: Yes. It consists of eight richest countries in the world. They are Britain, France, Germany, Italy, Australia, Japan, America and Russia. Five of them are quite small and two of them are island countries. A: Do you think small countries have better chances than big ones to become rich? B: I don't think so. A: Why? B: First small countries have few natural resources. They're very important for a country. Second, their labour force is limited. As a result, that prevents their economy developing fast. A: I can't quite agree with you. In fact many small countries are very rich. B: Yes. Though some countries are small, people of these countries can get good education and make their countries become powerful by developing science and technology. For example, Japan has few natural resources, but it can develop its education and use other countries resources as many as possible to develop its economy. A: It may be true. Do island nations have more advantages than other countries? B: Certainly. Island countries have more convenient traffic and they also have more sea resources. A: I agree with what you said. Step VI Summary and Homework T: Today we've talked about something about England, and known a lot about it. We've also done some listening. Besides, we've learnt many useful expressions to express our own opinions. (Pointing to the blackboard and the screen. )After class, make up a dialogue to express your agreement and disagreement. Are you clear about it? So much for today. Step VII The Design of the Writing on the Blackboard Unit 5 The British Isles The First Period Agreement: Certainly/Of course/Sure. Yes. That's true. I think so. It's a good idea. That's just how I feel. Disagreement I don't agree with you completely. I'm afraid not. I'm sorry, but I don’t…agree with you . Step VIII Record after Teaching __________________________ __________________________ __________________________ __________________________ |
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