Unit 2 The United Kingdom
I. 教学目标
通过本单元的学习，使学生了解英国的地理位置、国家的构成、发展历史及伦敦的名胜古迹，感受异域文化，提高跨文化意识；此外，还要学会使用地图和网络查询有关英国的资料，培养学生的资源策略和自主学习的能力；掌握35个新单词和6个短语，熟悉过去分词作宾语补足语的用法。
II. 教材分析
Warming Up部分提供了一个关于英国概况的小测试，目的是激活学生已有的背景知识，调动学生的积极思维，激发学生的学习动机。
Pre-reading部分通过三个问题进一步激活学生有关英国的知识，使学生产生深入了解英国的欲望和兴趣,为阅读做好铺垫，起到了承上启下的作用。
Reading部分全文分为6个自然段，从地理、历史、政治、文化等多角度向我们介绍了英国的发展史，伦敦的人文景观，并侧重介绍了England的区域划分。学生通过学习课文不但对英国有了详实的了解，拓宽了知识面，而且可以掌握新的词汇、句型，了解作者的写作手法，提高学生把握文章主脉的能力。
Comprehending部分由三部分组成：回答问题、画出England和Wales的区域划分图、给文章分段，写出各段的main idea 和全文的summary。此部分不仅检查学生对细节的把握，而且检测学生对课文内容进行整合归纳的能力以及读图画图能力，更有助于学生抓住文章的篇章结构。
Learning about Language部分突出通过语境运用单词的理念，设计了短文填空和与动词say同义或近义的单句填空练习，旨在提高学生活用词汇的能力。语法部分通过从课文中找样句让学生初步认识过去分词作宾补的用法，然后采用句子填空的练习形式加深印象，最后以游戏的形式实际运用该结构，体现语法习得方式的多样性，提升语法学习的趣味性。
Using Language部分综合训练听说读写的能力。读与听，读与说，读与写独立呈现但又相互交融。阅读部分读者随Zhang Pingyu一起走近伦敦著名而历史悠久的古老建筑，充分感受到伦敦独特的建筑风格和深深的文化底蕴。写作部分要求学生参考所给的形容词和动词，用生动的语言展示自己家乡的名胜古迹，以鼓励更多的人前来旅游观光，培养学生对家乡由衷的热爱之情。
Summing Up部分要求学生就本单元所学知识进行反思，总结自己对词汇语法和英国文化历史的把握情况，了解自己的不足之处。
Learning Tip 给出了一些写作后的建议，要求学生养成在写作后大声朗读自己的文章的良好习惯，以便检查文章是否通顺，是否有时态、语态或拼写错误，不断提高英语写作水平。
III. 教材整合
建议本单元用5课时完成。
第一课时：
将 Workbook中的reading（P51）和listening(P52)整合成一节课。上该单元时恰逢中国的教师节，借此引出英国一个很特殊的节日-Guy Fawkes Night，了解该节日的由来、庆祝时间和庆祝方式。再从阅读文章过渡到听力，倾听Guy Fawkes和 King James之间的故事。
第二课时
将Listening(P15)和Reading(P9-10)设计成一节课。从前一节课King James的故事引出英国历史上其他的kings和 queens, 画出两棵family tree帮助学生理清他们之间的关系，为学生听懂听力材料和了解The Tower of London的历史作好准备。然后过渡到阅读，随张萍雨一起去游览伦敦的其它历史名胜。
第三课时
将Warming up， Reading 和Learning about Language中的Discovering useful words and expressions（Exercises1-2）设计成一节精读课，让学生全方位多角度地了解英国，提高学生的阅读能力和活用词汇的能力。
第四课时
将Learning about Language中的Discovering useful structures和Workbook 中的Using structures 结合在一起，设计成一节以语法教学为主的语言学习课，帮助学生真正掌握过去分词作宾补的用法。
第五课时
借助网络及其它学习渠道广泛收集有关英国的信息并在课堂上呈现，帮助学生优化英语学习方式，充分发挥自己的学习潜能，提高自主学习的能力。同时关注学生与人沟通和合作的能力，学会与人分享。在大量的信息储备之后，要求学生写一篇短文，用生动的语言展示自己家乡的名胜古迹，以鼓励更多的人前来旅游观光，培养学生对家乡由衷的热爱之情。
IV. 教学流程
Period One
Teaching goals: To enlarge the Ss’ knowledge about Guy Fawkes Night.
To improve the Ss’ speaking and listening.
Step1 Warming up
1. Have a chat with the Ss.
Q1. What kind of special holiday is it today?
Q2. How do you usually celebrate Teachers’ Day?
Q3. What other festivals do you still remember? (Get the Ss to go over what we have learned about festivals.)
2. Lead the Ss to the reading passage on P51
Q1. Have you ever heard of a festival called “Guy Fawkes Night”?
Q2. What do you want to know about it?
[ Possible Answers] Where and when is it celebrated? How is it celebrated today? How did the festival come about?
Step 2 Reading
With the questions above in mind, the Ss begin to go through the whole passage quickly to find out the answers.
[ Suggested Answers] It is celebrated in Britain on November 5th. People will have firework parties and burn cloth dolls of Guy Fawkes on a bonfire.
In the 17th century, there were two kinds of Christian in Europe, Catholic and Protestant, and they were often at war with each other. Guy Fawkes was a Catholic, but the government of England usually supported Protestant. So Fawkes and his Catholic friends decided to blow up the Houses of Parliament and kill King James. But before they could do anything, their plan was discovered. Guy Fawkes was caught and killed. And King James made November 5th into a yearly celebration so that people will not forget this “disaster”.
Step 3 Post-reading
Pair work: Ten days before the plan, Fawkes and Catesby met to discuss their plan in detail. Make up a dialogue between them; one acts as Fawkes and the other as Catesby.
[Suggested Dialogue]
F: How can we enter the Houses of Parliament?
C: Maybe we can buy a house close to it. These days houses usually have cellars. If we get the cellars connected with the Houses of Parliament, it will be convenient for us to get into it.
F: Good idea! Then we can store a lot of gunpowder in the cellar. When the king and his advisers are in the Parliament for a meeting on November 6th, we will light the gunpowder to start the fire.
C: That’s it. Let’s go to look for such a house at once. We don’t have much time left.
F: I agree with you. Let’s go.
The Houses of Parliament
Step 4 Listening on P52
Who are the two main characters in the story?
There are more stories about them. Listen to the tape and decide which statements are true and which are false.
1. King James was a Catholic.
2. King James was frightened of Catholics.
3. King James supported Protestants.
4. He punished Guy Fawkes.
5. Guy Fawkes talked to King James.
6. The king thought the Catholics wanted to kill him.
7. The king rewarded Guy Fawkes.
8. The king thought there were too few Catholics.
9. The king’s friends abroad were Protestants.
After checking the answers with the whole class, let the Ss listen to the tape again to find out King James’ problems.
Step 5 Discussion
Who will you feel most sympathy for, Guy Fawkes or King James? Give your reasons.
Step 6 Homework
1. Read the text aloud after class, paying attention to your pronunciation and intonation.
2. Surf the Internet to find out some stories about other kings or queens in British history.
Period Two
Teaching goals: To get the Ss’ to know more about British kings and queens so that
they can understand British history and culture better.
To learn about some historical sites in London.
Step 1 Warming up
Guy Fawkes Night has something to do with King James. Do you know any other kings or queens in British history?
Show the Ss 2 family trees:
Step 2 Pre-listening
1. Practise the pronunciation so that the Ss will recognize them when they hear the names in the tape.
2. In ancient times, what is the palace called where kings and queens lived?
[Suggested Answer] The Tower of London
The Tower of London was home for the kings and queens for many years. Can such a royal palace be a prison? Zhang Pingyu, a Chinese girl is talking with a local guide about it. Let’s listen to their conversation to get the answer. (Yes)
Step 3 Listening
1. Listen to the tape again to find out: Who had been prisoners in it?
[ Suggested Answer] King Edward V and his brother; Elizabeth I
2. What happened to King Edward V and his brother?
As a prisoner, how could Elizabeth be the queen?(顺着前面问题的答案自然发问)
[Suggested Answers] Their uncle, Richard, had them killed and he made himself King Richard IV.
Because her brother and sister had no children.
3. Listen to the conversation again and fill in the blanks in the following passage.
A. These two princes were ______ and ______ six hundred years ago. They had come to London for the older brother to be crowned ______ after his father, King Edward IV, ______. He was only thirteen years old. His wicked uncle, Richard, was supposed to ______them both, but instead he had them ________ while they were _________.
B. In the 1550s when queen Elizabeth I was still a ______, her sister, Queen Mary, brought her to the Tower as a ______ because she thought Elizabeth was a traitor. She __________ through a special gate __________“Traitors Gate”. That only __________to very bad people.
[Suggested Answers] brothers, lived, King, died, look after, killed, asleep, princess, prisoner, went in, called, happened
Step 4 Pre-reading
Nowadays the tower of London has been standing there for one thousand years, which attracts a lot of tourists every year. As a matter of fact, there are many famous old buildings in London. Zhang Pingyu is visiting London and she plans to see some historical sites.
Step 5 Reading
1. Scanning
Read the passage quickly to find out the historical sites that she visited.
Places to visit/see Comments
The Tower of London
St Paul’s Cathedral
Westminster Abby
Big Ben
Buckingham Palace
Greenwich
Karl Marx’s statue
The British Museum
2. Careful reading
Read the passage carefully to get detailed information about these places.
[Suggested Answers]
The Tower of London, built by Norman invaders of AD 1066, 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, splendid, interesting, contains statues in memory of dead poets and writers;
Greenwich, old ships and famous clock, the longitude line;
Big Ben, the famous sound of the clock ringing out the hour
Buckingham Palace, the Queen’s house in London, look at the outside
Karl Marx’s statue in Highgate Cemetery, strange, the great man lived and died in London, worked in the famous reading room of the Library of The British Museum
The British Museum, thrilled to see many wonderful treasures from different cultures, beautiful old Chinese pots, proud of her country
Step 6 Language points
1. available: adj. (物) 可用的，可得到的;（人）可会见的，可与之交谈的
These tickets are available today.
The doctors are available now.
be available for 有空做……；可供……利用
2. make a list of 列……的清单
3. delight n. 高兴，愉快v. 给人乐趣，使愉快; 引以为乐
He laughed with delight.
I was delighted to be invited to her party.
She delights in cooking.
delighted: adj. 高兴的
delightful: adj. 令人喜悦的，令人快乐的
be/feel delighted at/with/by 因……而高兴
to one’s delight /joy 令人高兴的是……
4. remain doing sth
remain: 1).vi. 剩下；留下；2). Link-v. continue to be 继续保持，仍然……
Much work remained to be done.
I'll remain to see the end of the match.
The door remained closed.
It remained raining.
5. on special occasions 在特殊场合
6. in memory of ... 纪念……
He founded the charity in memory of his late wife.
7. ring out: 发出响声，响起
8. It seemed strange that ... should have lived...
He seems to be...
There seems to be...
Step 7 homework
Read the passage again to get familiar with the famous buildings.
Period Three
Teaching goals: To help the Ss to learn more about the United Kingdom.
To improve the Ss’ reading comprehension.
To encourage the Ss to describe the UK with the help of pictures and maps.
Step 1 Warming up
Get the Ss to answer the following questions to see how much they have already known about the United Kingdom.
1. What does UK stand for?
2. How many countries does the UK consist of?
3. What is the longest river in England?
4. What do you know about any cities or towns in the UK?
5. What is their national flag like? What does it stand for?
Cross of St George (England) Cross of St Patrick (Ireland)
Cross of St Andrew (Scotland) Union Jack or Union Flag
The Union Jack flag unites the flags of three countries in the UK. Which country is left out? Why?
[Suggested Answers] Wales is left out, because it is usually considered as part of England.
Step 2 Prediction
It seems that you have known something about Britain, but there is still something that puzzles you. It doesn’t matter. Today we are going to read another passage about the UK. What do you expect the writer will tell us?
[ Possible Answers] geography, history, climate, national flag, culture, natural resources, cities, sports, politics, literature and so on
Step 3 Reading
1. Scanning
Have a quick look at the whole passage to find out: Which of these are talked about in the text?
[Suggested Answers] geography, history, national flag, culture, cities
2. Group work
Read the passage carefully and then discover in groups to divide the text into 3 parts. Summarize the main idea of each part.
[Suggested Answers] Part 1( Para1- Para4): How the UK developed into 4 countries.
Part 2(Para5): Division of England into 3 zones, which have different characteristics.
Part 3( The last Para): Culture and history of London.
3. Individual work
Write a summary of the passage.
[Suggested Answers] The writer tells us how the UK developed from one country to four countries, and it also shows how England is divided into 3 zones and why London has become such an important historical treasure.
Step 4 Post –reading
As we all know, there are so many attractions in the UK. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.
Suppose you are paying a visit to the UK, and a guide( your partner) is answering your questions. Make up a dialogue with your partner with the help of the pictures and maps. You may exchange your roles if you like.
Queen Elizabeth II Michael Owen Big Ben
the River Thames London Tower Bridge National Flag
Step 5 Homework
1. Read the text and try to find out some important or difficult language points.
2. Explore the Internet to get any information that you are interested in about the UK and get ready to present your report in class.（学习小组活动，6-7人一组）
Period Four
Teaching goals: To enable the Ss to use the new vocabulary properly.
To get the Ss to have a knowledge of past participle used as object complement.
Step 1 Check the homework exercises
Teacher may pick out some general difficult points from the students and have a thorough explanation.
1. consist of ＝ be made up of 由……组成 (没有进行时）
The UK consists of Great Britain and Northern Ireland.
＝Great Britain and Northern Ireland make up the UK.
The soup consists of tomatoes, meat and peas.
consist in = lie in 存在与；在于(无被动形式)
The beauty of air travel consists in its speed and ease.
consist with: 一致
The report consists with facts.
2. 区别:
separate ... from (把联合在一起或靠近的人或物分离出来）
divide...into 把…分开 （把整体分为若干部分）
The teacher divided the class into two groups.
The Taiwan Strait separates Taiwan from Fujian.
As we joined the big crowd, I got ______ from my friends.
A. separated B. spared C. lost D. missed
3. debate about sth.
They debate about the proposal for three days.
debate /argue/ quarrel
4. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；阐明;清楚；明了
I hope what I say will clarify the situation.
Can you clarify the question?
5. be linked to = be connected to /be joined to
6. refer to
1)提及，指的是……
When he said “some students”, do you think he was referring to us?
2) 参考；查阅；询问
If you don't understand a word you may refer to your dictionaries.
Please refer to the last page of the book for answers.
3) 关系到；关乎
What I have to say refers to all of you.
This rule refers to everyone.
It was foolish of him to _____ his notes during that important test, and as a result, he got punished.
A. stick to B. refer to C. keep to D. point to
reference: n. reference books
7. to one's surprise (prep)
“to one's + 名词” 表 “令某人……”
常见的名词有 “delight, disappointment, enjoyment, astonishment 等
To my horror, I discovered the goods were entirely unfit for sale.
To John's great relief, they reached the house at last.
8. break away (from sb / sth) 脱离；破除…
It is not easy for him to break away from bad habits.
The man broke away from his guards.
break down (会谈)破裂，失败；(汽车等)出故障；(人的健康状况)变得恶劣；（情感）失控
His car broke down on the way to work this morning.
His health broke down under the pressure of work.
He broke down and wept when he heard the news.
Talks between the two countries have completely broken down.
区别：break in 闯入；打岔 break off 中断，折断break into 闯入 break out 爆发;发生
break up 驱散；分散，拆散
News reports say peace talks between the two countries _____ with no agreement reached.
A. have broken down B. have broken out C. have broken in D. have broken up
9. as well as 不仅…而且；既…又…
He is a teacher as well as a writer.
The children as well as their father were seen playing football in the street.
10. convenience: n.方便；便利
We bought this house for its convenience.
convenient: adj.
be convenient to sb.
Come and see me whenever ______.
A. you are convenient B. you will be convenient
C. it is convenient to you D. it will be convenient to you.
11. attraction:
1). 吸引；引力(不可数 n.)
2). 吸引人的东西；喜闻乐见的东西；精彩节目(可数 n.)
attraction of gravitation 重力
He can't resist the attraction of the sea on a hot day.
A big city offers many and varied attractions.
What are the principle attractions this evening?
attract: v. attractive: adj. unattractive: adj. attractively: adv.
12. influence
1) v. 对…产生影响
What influence you to choose a career in teaching?
2)可数n. 产生影响的人或事
He is one of the good influences in the school.
3) (不可数n.) 影响
A teacher has great influence over his pupils.
Step 2 Learning about language
Finish Ex. 1 on Page11 and Ex. 2 on Page 12
Step 3 Discovering useful structures
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 the United Kingdom, the southern part of…
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.
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 Using structures（四人小组活动竞赛）
Exercise 1 on Page 50.
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 the leader of each group read the best sentences they have written.
3. Ask students to choose the best sentences.
Exercise 2 on Page 51.
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 Homework
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)
Period Five
Teaching Goals: To encourage the Ss to cooperate with others, to learn to collect useful information in various ways and to improve their spoken English.
To develop some writing skills.
Step 1 Presentation
Ask each study group to present what they have discovered about the United Kingdom.
Step 2 Writing
There is no doubt that the United Kingdom is beautiful with many natural and historical places of interest. How about your hometown? Some visitors have come to your hometown or home city for the first time. Please introduce a historical site or a cultural site to them. The following words and expressions may help you: smart, excellent, exciting, beautiful, famous, grand, special, unusual, outstanding, fantastic, stand, lie, remain, sound, appear
Step 3 Group work
让学生相互交换所写的小文章，注意描述语言的准确性和生动性，选出本组最佳文章、好词好句，然后老师收集、整理，进行张贴，大家共享、共赏。