Period6　ReadingandWritingTheGeneralIdeaofThisPeriodInthisperiod,teacherwillhelptotrainthestudents’integratingskills,includingreading,listeningandspeakingandwritingskills.AlmostalltheactivitiesinthisperiodarebasedonthestoryofGuyFawkes’planningtoreplacethethengovernment.IntheReadingpart,thestudentsshouldfirstlearnaboutthestoryandtheoriginofthecelebration.Thentheywilltalkaboutthethreemaincharactersinthestory.Thestudentswillfinishthistaskingroupsoffour,withthefourthstudentactingasawitness.Inthispart,thestudentsareaskedtofullyunderstandthemaincharacteristicsofthepersonthattheychoosetoact.InListeningpart,thestudentscangetmorerelatedbackground.Theywilldosometrue-or-falseexercises,answersomequestionsandfillinthechart.ThenthestudentswillhaveadiscussioningroupsaboutthereasonsforKingJames’andGuyFawkes’actions.Theyshouldalsochooseoneofthemtofeelsympathyforandfindoutthereasons.Thisstepdoesn’tonlyprovidethestudentsachancetotraintheirlisteningabilitybutalsoprovidethemknowledgeaboutaparticularcelebrationintheUK.Aboveall,thestudentsaregiventhechanceandtopicstopracticespeakingandcooperatingwithothers.Thenthestudentswillchooseoneoftheseriousthingsintheirlives.Theyshouldanalyzetheproblemsandputforwardsomesuggestionstodealwiththeproblems.Theyshouldwritealettertosomeonetoaskforhelp.Thispartisjusttotrainthestudents’writingability.TeachingImportantPointsLearnapassageaboutaparticularcelebrationintheUK.Trainthestudents’listeningability.TeachingDifficultiesTrainthestudents’writingability.Learntofindreasonsfortheirchoices.TeachingAidsataperecorderaprojectortheblackboardThreeDimensionalTeachingAimsKnowledgeAimsLearnapassageaboutaparticularcelebrationintheUK.Learnthebackgroundofthecelebration.AbilityAimsTrainthestudents’listeningability.Trainthestudents’speakingability.Trainthestudents’writingability.Learntofindreasonsfortheirchoices.EmotionalAimsLearntocooperatewithothers.Learntosupportjustice.Learntofeelsympathyfortheweak.TeachingProcedure10,Step1GreetingsTeachergreetsthestudentsasusual.Step2RevisionT:Inthelastperiod,welearnedthepastparticipleusedastheobjectcomplement.Canyoutellmethebasicstructure?S:have/get/find/see/feel/notice/hear/etc+object+pastparticipleT:Youareright.Solet’sfirstcheckyourhomeworkonPage51.Iwillaskoneofyoutoreadthepassage.(Onestudentreadsthepassage.)(Teachercorrectsthemistakesifthereareany.)T:Wealsocomparedthepresentparticipleandthepastparticiple.Canyoutellmethedifferencesbetweenthem?S:Theyaredifferentwhentheyareusedastheattributive,objectcomplement,predicateandadverbial.T:Yes.Ialsogaveyousomesentencestofinish.Nowlet’scheckyouranswers.Ss:1)caught　2)seated　3)beingtaken　4)tohavemade　5)heated6)towrite　7)Compared8)toleaveT:Youdidaverygoodjob.Step3ReadingT:Whentalkingaboutacountry,besidesitsgeography,historicalattractionsandleaders,whatshouldwealsotalkabout?S:Itspeople.S:Itsclimate.S:Itsholidays.S:...T:Yes.Sonowlet’stalkaboutsomeBritishcelebrations.DoyouknowanyholidaysinBritain?S:NewYear’sDayonJanuary1st.S:Valentine’sDaycelebratedonFebruary14th.S:AprilFools’DayonApril1st.S:...T:Yes,youknowalotofBritishholiday.ButthereisonecelebrationthathappensonlyinBritainandnowhereelseintheworld.ItiscalledGuyFawkesNightorBonfireNight.2005isthe400thanniversaryoftheGunpowderplot.Todaywewilllearnaboutitsorigin.Lookataposterofthecelebrationfirst.BonfireNight5thNovember“Remember,remember,10,thefifthofNovember,Gunpowder,treasonandplot.WeseenoreasonwhyGunpowdertreasonShouldeverbeforgot!”WordstoGuyFawkesrhymeT:Whatinformationdidyougetfromtheposter?S:ThecelebrationtakesplaceonNovember5th.S:IthassomethingtowithapersonnamedGuyFawkes.S:Peoplecelebratethedaybylettingoffalotoffireworks.T:Youareveryclever.Nowreadthepassage“AParticularBritishCelebration”onPages51-52andtrytofillinthefollowingtimeline.October10November1272283294305316(Studentsreadthepassageandtrytofinishthetask.)(Teacherasksonestudenttocometoblackboardandfillinthetimeline.)(Afterseveralminutes,Teachercheckstheanswerswiththeclass.)October10plantochangethegovernmentNovember1wait27buyahouseclosetotheHouseofParliament2wait28buylargecontainersofgunpowderandstoretheminthecellar3wait294wait305besearchedbytheyKingandfound;bekilled31wait6theopeningofParliamentT:Nowreadthepassageagain.Thistime,pleasepayspecialattentiontothecharactersinthestory.(Studentsreadthepassage.)T:Whatarethemaincharactersinthestory?S:GuyFawkes,RobertCatesbyandKingJames.T:Hereisapictureofallthepeoplethattookpartintheplan.10,T:Whatdidthemaincharactersinthepassagedointhestory?Let’stalkaboutKingJamesfirst.S:KingJamesofScotlandbecamekingofEnglandin1603.HeseemedhappytobefriendlytobothCatholicsandProtestantsandletthembothpracticeChristianityintheirownways.Laterhechangedhismind.BeforetheopeningoftheParliamenthewastoldaboutGuyFawkes’splananddecidedtosearchthosecellars,wherehediscoveredsomegunpowder.HehadGuyFawkeskilledattheTowerofLondon.Laterhedecidedthathedidnotwanthispeopletoforgethowclosethegovernmenthadcometodisaster.SohemadeNovember5thintoayearlycelebration.S:GuyFawkeswasonekindofChristian,aCatholic,butthegovernmentofEnglandusuallysupportedtheProtestantcause.OnOctober10th,1605RobertCatesbyaskedhimifhewouldsupportaplantochangethegovernmentandreplaceitwithanotherthatsupportedtheCatholiccause.Fawkesagreed.ThentheyboughtahouseclosetotheHousesofParliamentandboughtlargecontainersofgunpowderandstoredtheminthecellar.HewaitedbythegunpowdertostartthefireonNovember6th,whentheParliamentopened.ButhewasfoundbythesoldierssentbyKingJames.GuyFawkeswastakentotheTowerofLondontobekilled.S:RobertCatesbywasGuyFawkes’sfriend.ItwashethatpersuadedFawkestotakepartintheplantoreplacethegovernment.HeboughtthehouseandgunpowderwithFawkes.WhenKingJamessentthesoldierstosearchthosecellars,hetookflightandranaway.T:Yes,thesearethemainthingsthattheydid.Step4GroupWork(Teacherdividesthewholeclassintogroupsoffour.)T:Youaregoingtoretellthisstoryinagroup.DecidewhetheryouwouldliketobeGuyFawkes,RobertCatesby,KingJamesoraneyewitness.Thinkaboutwhatyourcharacterwouldsayordo.Whenyouareready,practiceyourspeechsothatyoutellthestoryasagroup.Whiledoingthis,remembertointroduceyourcharacterandexplainreasonsforyourbehaviour.(Studentsworkingroups.Meanwhile,theteachergoesaroundtheclassroomandhelpsthemsolveanyproblemthattheymayhave.)(Afterafewminutes,theteacherasksonegrouptocometothefronttodemonstratetheirstory.)Step5ListeningT:Inordertoknowtherelatedbackgroundbetter,wearegoingtodoalisteningtest.Firstlistentothetape,anddecidewhichsentencesaretrueandwhicharefalse.Tickthecorrectboxes.(Teacherplaysthetapeonceandcheckstheanswerswiththewholeclass.)(Ifpossible,theteachercanaskthestudentstocorrectthewrongstatements.)T:Nowdiscussthefollowingquestionswithapartner.1.WhatwastheKing’sattitudetotheCatholics?2.Whydidhechangehismind?3.WhatwastheKing’sattitudetotheProtestants?4.WhydidGuyFawkesandCatesbywanttoblowuptheHousesofParliamentandkilltheKing?5.WhatwouldyouhavedoneifyouweretheKing?WhatwouldyouhavedoneifyouwereGuyFawkes?(Studentsdiscussthesequestionsinpairs.)(Teachercheckstheanswerswiththewholeclass.Ifthestudentsmakeanymistakes,thereis10,noneedtocorrectthem,becausethestudentswilllistentothepassageagain.)T:Nowlistentothetapeagainandfillinthechart.(Teacherplaysthetapeforthestudentstolistenandfinishthetask.Ifnecessary,theteacherplaysthetapeagain.)(Teachercheckstheanswerswiththewholeclass.)Step6SpeakingT:DoyouthinkGuyFawkesorKingJameswererighttobehavethewaytheydid?Discussthisprobleminfoursandmakenotesofyourideas.Thendecidewhogetsyoursympathyandgiveareason.T:Thepurposeofthisexerciseistohelpyouunderstandthestoryandthendecidewhoyoufeelmostsympathyfor.Thereisnorightorwronganswer.T:NowIwillasksomeofyoutoshowtheclassyourideas.Whilesomebodyisspeaking,listencarefullyandtrynottorepeatwhathasbeensaid.Makeyourpointsclearlyandspeakloudlyenoughtobeheardbyeveryoneintheclass.Attheendofthediscussionwewillhaveavoteotseewhoseideaisthebestofall.(Studentsworkingroupsoffour.Meanwhiletheteachergoestheclassroomtohelpthemsolveanydifficultiestheymayhave.)S:IsympathizewithGuyFawkesbecauseKingJameshadpromisedtotreattheCatholicsandProtestantsequally,butlaterhebrokehispromiseandtreatedtheCatholicsunfairly.GuyFawkeswantedtoreplacethegovernmentnotonlyforhimself,butalsoforotherCatholics.Ithinkhewasahero.Step7WritingT:Isthereanythingatschoolorathomethatyoufeelverystronglyabout?Makealistofthingsthatyoufeelareimportant.Chooseoneyouthinkisthemostseriousproblem.Makeaplantotryandsolveitpeacefully.Doitwithyourpartner.(Sspracticeinpairs.)(Afterseveralminutes.)S:Problem:moreandmoreseriousairpollutionReason:Themainreasonisthatsomeoneburnssomeplastics.Theyhavegotsomewiresandtheywanttogetthecoppercore,sotheyburntheplasticsoutside.Myideasforaction:Thegovernmentshouldtakesomemeasurestostopsuchkindofphenomenon.Thesepeopleshouldbetoldabouttheeffectontheburning.Theyshouldlearnsomeskillstoearntheirliving....T:Youareverygoodatobservation.Nowwritealettertodrawattentiontotheseproblemsandbegintosolvethem.Remembertobeginyourletterpolitely.Thenexplaintheproblemclearlyandsetyourideastosolveit.Finally,finishtheletterpolitely.(Studentswritetheletter.Teachergoesaroundtheclassroomanddealswithanydifficulties.)(Afterabouttenminutes.)T:Nowwho’dliketoreadyourletterinfrontoftheclass?S:Letmehaveatry.S:DearSirorMadam,Thereisaveryseriousprobleminmyneighborhood.Everyafternoon,thereisaterriblesmellintheair.Peopleinmyneighborhoodevendarenotopenthewindows.Later,wefindsomepeople10,areburningsomeplastics.Theytrytogetsomewiresduringtheday,andburntheoutsidepartofthewiresinordertogetthecoppercoretosellthem.Thisistheirwayofearningsomemoney.Ithinkthegovernmentmushpayspecialattentiontothisphenomenon.Thesmellfromtheburntplasticsisdisgusting.Itisverybadtopeople’shealth.Thegovernmentshouldtakesomemeasurestostopsuchphenomenon.Inordertopreventthesepeoplefromdoingso,Ithink,peopleshouldalsotellthemabouttheeffectoftheburning.It’salsobadtotheirownhealth.Andthirdly,thesepeopleshouldlearnsomeskillstoearnaliving,insteadofpickinguprubbishandsellingit.Thankyouforanyhelpyoucangive.Yourssincerely,JimT:Excellent.Step8HomeworkT:Afterclassgooverwhatwehavelearnedinthewholeunitandgetwellpreparedforatesttomorrow.TheDesignoftheWritingontheBlackboardUnit2　TheUnitedKingdomPeriod6　ReadingandWritingⅠ.Homework1.caught　2.seated　3.beingtaken　4.tohavemade　5.heated　6.towrite　7.Compared　8.toleaveⅡ.TimelineOctober10November1272283294305316ResearchandActivitiesPost-makingDosomeresearchonthegeographyorhistoryoftheUnitedKingdom,oraEuropeanorAfricancountry.Makeaposterorgiveatalktotheclassonyourresearchsothattheycanhavethebenefitofyourwork.Hereareafewhintsfordrawingasuccessfulposter.·usebulletpointstogiveinformation·writeinphrasesandnotfullsentences·divideyoursheetofpaperintothreeparts:thefirstparttogiveashortdescriptionofthecountrythesecondparttoexamineoneparticularaspectthethirdparttoexplainwhyyouchoosethecountryandwhatyoulearnedReferenceforTeachingWhatdowedoinEnglandonNovember5th?Everyyearon5thNovember,theanniversaryoftheGunpowderPlot,GuyFawkesisremembered.ThroughoutEngland,townsandvillageslighthugebonfires,letoffmagnificentfireworks,burnaneffigyofGuyFawkesandcelebratethefacttheParliamentandJamesIwerenotblownskyhighbyGuyFawkes.10,AswellasburningeffigyofGuyFawkes,thebonfiresareusedtocookpotatoeswrappedinfoilandheatupsoupforthecrowdsthatcometowatchthefireworks.Inmaintownandcities,torch-litprocessionsarealsopopularonthisnighttoo.DuringthedaysbeforeBonfireNight,childrenusedtotaketheirhome-madeguysoutonthestreetandaskfor“apennyfortheGuy”forfireworks.Alsochildren,insomeareas,blackentheirfacesasGuyFawkesmighthavedonewhenheplottedtoblowupparliament.FlamingBarrelsInOtteryStMary,teamsofstalwartmencarryflamingtarbarrelsontheirshouldersdownthelengthofthetown’sHighStreet.Whenoneman’s50-poundbarrelgetstoohottohandle,anothermantakesover—thenanother,andthenanother,untiltheflamesdieoutandthebarrelcrumblesintoashes.FoodJacketpotatoesarebakedinthebonfireandeatenwithamugofhotsoup.ParkinCake,astickycake,istraditionallyeatenonthisday.TherearemanyrhymesassociatedwiththeGunpowderPlot.Remember,rememberthefifthofNovemberGunpowder,treasonandplot.Iseenoreason,whygunpowdertreasonShouldeverbeforgot.Rumour,rumour,pumpandderry,Prickhisheartandburnhisbody,AndsendhissoultoPurgatory.Remember,remember,thefifthofNovember,Gunpowder,treasonandplot!AstickorastakeforKingJames’sakeWillyoupleasetogiveusafaggotIfyoucan’tgiveusone,we’lltaketwo;Thebetterforusandtheworseforyou!SomeBritishFestivalsandHolidaysWhatistheholiday?1.It’scelebratedonJanuary1st.(NewYear’sDay)2.It’scelebratedontheTuesday40daysbeforeEaster.(ShroveTuesday—PancakeDay)3.ThisfestivalisthefirstdayofLent,40daysbeforeEaster.(AshWednesday)4.It’scelebratedonFebruary14th.(Valentine’sDay)5.ThissolemndayistheFridaybeforeEaster.(GoodFriday)6.It’scelebratedonthefirstSunday,afterthefirstfullmoon,afterMarch21st.(EasterSunday)7.ThisfestivalisheldonApril1st.(AprilFoolsDay)8.ThisisabankholidayheldonMay1st.(MayDay)9.Thisholidayusedtobeheld50daysafterEasterbutnowitisheldthelastweekendofMay.(Whitsun)10.ThiscelebrationisheldthesecondSaturdayinJune.(TroopingoftheColour)11.It’scelebratedonOctober31st.(Halloween)10,12.It’scelebratedonNovember5th.(BonfireNight)13.ThisanniversaryisheldonNovember11thorthenextSunday.(RemembranceSunday)14.It’scelebratedonDecember25th.(Christmas)15.ThisholidayisheldonDecember26th.(BoxingDay)PoliticsoftheUnitedKingdomTheUnitedKingdomisaconstitutionalmonarchy,withexecutivepowerexercisedbyagovernmentheadedbythePrimeMinisterandtheotherMinistersofStatewhoformtheCabinet.ThecabinetistheoreticallyasubcommitteeofthePrivyCouncil,theancientcouncilthatofficiallyadvisesthemonarch.Executivepowerisvestedinthemonarch,whoservesasHeadofState,butinrealityHer(His)Majesty’sGovernmentisanswerableandaccountabletotheHouseofCommons,thelowerandonlydirectlyelectedhouseinBritain’sbicameralParliament.Byconstitutionalconvention,MinistersofStatearechosenlargelyfromamongmembersoftheCommonswithasmallnumberchosenfromthemainlyappointedupperhouse,theHouseofLords.MinistersofStateareautomaticallyappointedtothePrivyCouncilandhavetheabilitytoexercisetobothprerogativeandlegislativepowers.ThePrimeMinisterisusuallytheleaderofthelargestpartyintheHouseofCommonsandiscommissionedbythemonarchtoformagovernmentbasedonhisorherabilitytocommandthesupportoftheCommons.ThecurrentPrimeMinisterisTonyBlairoftheLabourParty,whohasbeeninofficesince1997.TheBritishsystemofgovernmenthasbeenemulatedaroundtheworldbecauseoftheUnitedKingdom’scoloniallegacy.NationsthatfollowBritish-styleparliamentarism,withanexecutivechosenfrom,and(theoretically)answerabletothelegislature,aresaidtooperateundertheWestminstersystemofgovernance.ThecurrentmonarchisQueenElizabethⅡwhoaccededtothethronein1952andwascrownedin1953.InthemodernUnitedKingdom,themonarch’sroleismainly,thoughnotexclusively,ceremonial.HerMajestyhasaccesstoallCabinetpapersandisbriefedweeklybythePrimeMinister.ConstitutionalwriterWalterBagehotassertedthatthemonarchhadthreerights:tobeconsulted,toadviseandtowarn.Theserightsareexercisedrarelybuthaveprovedimportantatkeytimes—suchaswhenthereisa“hungparliament”.Eachyear,normallyinNovember,ontheoccasionoftheStateOpeningofParliament,themonarchofficiallyopensParliament,andmakesaspeechannouncingwhatthegovernmentplanstododuringthenextyear.ThemonarchisanintegralpartofParliament(asthe“Crown-in-Parliament”)andtheoreticallygivesParliamentthepowertomeetandcreatelegislation.AnActofParliamentdoesnotbecomelawuntilithasbeensignedbytheQueen(beengivenroyalassent),althoughnomonarchhasrefusedtogiveroyalassenttoabillthathasbeenapprovedbyParliamentsinceQueenAnnedidsoin1708.TheQueenalsoconferstitlesandhonourstopeoplewhohaverenderedoutstandingservicestothecountry,astheFountofHonour.Themonarchistheheadoftheexecutive,aswellasbeingHeadofState,andtheBritishgovernmentisofficiallyknownasHer(His)Majesty’sGovernmentoftheUnitedKingdom.The10,PrimeMinister,whoistechnicallyappointedbytheQueen,istheheadofthegovernment.Allforeignpolicy,suchasthesigningoftreatiesandthedeclarationofwar,isdoneinHerMajesty’sname.ThemonarchistheFountofJusticeintheUKandallcriminalcasesarebroughtforwardinthemonarch’sname(“Rexversus”ifaKing,“Reginaversus”ifaQueen;inScotland,“His”or“HerMajesty’sAdvocatev.”).ThemonarchisalsotheCommander-in-ChiefoftheBritishArmedForces,knownasHer(His)Majesty’sArmedForces.Themonarchy’spopularityremainsstrongintheUK,despiteanumberofrecentscandalsanddebates.ItisfeltbymanyintheUKthathavinganon-politicalperson,despiteachievingthepositiononhereditaryprinciples,asHeadofStateisabetteralternativetoapoliticalPresidentialsystem.Currently,supportforarepublicis23%(accordingtoarecentpollbytheDailyTelegraph).TheBritishmonarchalsoreignsin15othersovereigncountriesthatareknownastheCommonwealthRealms.AlthoughtheUKhasnopoliticalorexecutivepowerovertheseindependentnations,itretains　influence,throughlong-standingcloserelations.InsomeCommonwealthRealmsthePrivyCouncilisthehighestCourtofAppeal.ThemonarchisforbiddentobecomeortomarryaRomanCatholicbytheActofSettlement.ThePalaceofWestminster,onthebanksoftheRiverThamesinWestminster,London,isthehomeoftheHouseofCommonsandtheHouseofLordsParliamentisbicameral,composedofthe646-memberelectedHouseofCommonsandthemainlyappointedHouseofLords.TheHouseofCommonsismorepowerfulthantheHouseofLords.Its646membersaredirectlyelectedfromsinglememberconstituencies,basedonpopulation,fromthefourpartsoftheUnitedKingdom.TheHouseofLords,alsoknownastheLords,hascurrently706members.Noneofthesehavebeenelected,andtheyarealleitherhereditarypeers,lifepeers,orbishopsoftheChurchofEngland.Historically,theHouseofLordshasfeaturedmembersofnobilitywhoweregrantedseatsbynatureofbirthright,althoughthisfeaturehasbeenabolished.Furthermore,theHouseofLordsAct1999severelycurtailedthenumberofthehereditarypeerswhocouldsitintheupperchamber—only92outofseveralhundredretaintheright,byeitherbeingelectedbytheirfellowpeersorbyholdingeitheroftheroyalofficesofEarlMarshalorLordGreatChamberlain.ReformsoftheHouseofLordsoriginallycalledforallofthehereditarypeerstolosetheirvotingrights,howeveracompromisewasreachedwhichwillallowthemtobegraduallyphasedout.TheconstitutionoftheUnitedKingdomisbasedontheprinciplethatParliamentistheultimatesovereignbodyinthecountry.TheUnitedKingdomhasbeenacentralised,unitarystateformuchofitshistory.However,therehaslongbeenquiteawidespreadsenseofregionalidentityintheCelticnations,whicharticulateditselfpoliticallyinthe20thand21thcenturies.ThroughoutthelatenineteenthcenturytheUKdebatedgivingIrelandhomerule.HomerulewasgiventoNorthernIrelandin1920:itwaseventuallyabolishedbyLondonin1972,aftermuchcivilstrife.ReferendumsfordevolvedassembliestoScotlandandWalesfailedtopassin10,1979,butsimilarproposalswerepassedinreferendumsin1998inScotland,WalesandNorthernIreland.In1999,theScottishParliamentandtheNationalAssemblyforWaleswereestablished,theformerhavingprimarylegislativepower.ThereisalsoadegreeofregionalidentityinCornwall,butmuchsmallerthanScotlandandWales.ApetitionendorsingadevolvedCornishAssemblyreceived50000signatures(10%oftheelectorate),buttheissuereceiveslittleattentioninnationalpoliticsorthemedia.RegionalAssemblieswereproposedforNorthEngland,butafterareferenduminthe‘NorthEast’regionwhere78%votedagainstthescheme,theplansforregionalgovernmentswereabandoned.TheOfficeoftheDeputyPrimeMinisterstated,however,that“theGovernmentcontinuestohaveaclearpolicytodecentralisepowerandimproveperformancethroughreforminlocalgovernmentandstrengtheningalltheEnglishregions.”NorthernIreland’smostrecentattemptathomerule,withadirectlyelectedpower-sharingAssemblyemergedfromtheGoodFridayAgreement,butitiscurrentlysuspended.Unlikefederalism,however,homeruleparliamentshavenoconstitutionalstatusorrightstoexist.TheyarecreatedbyParliamentand,asNorthernIrelandexperiencedin1972,canbeabolishedbyParliament.10