一名优秀的教师在每次教学前有自己的事先计划，作为教师就要好好准备好一份教案课件。教案可以让学生们能够在上课时充分理解所教内容，帮助教师能够井然有序的进行教学。那么怎么才能写出优秀的教案呢？下面是小编精心收集整理，为您带来的《高二The United Kingdom教学设计》，供大家参考，希望能帮助到有需要的朋友。

TheUnitedKingdom教学设计
1、教学设计理念
语言的学习离不开文化，英语教学从某种程度上来讲就是文化教学，对英语国家文化的了解和理解有利于加深对本国文化的学习。因此传授文化知识、培养文化意识和世界意识，是英语教学中的一个重要任务。
2、教材分析
本单元的话题是“英国”，从地理、历史、政治、文化等多角度说明了联合王国的形成、发展，以及它的风土人情和人文景观。使学生对英国有一个比较详实的认识，扩宽知识面，有助于深入地理解和领悟英国语言和英国文化习俗。让学生了解文化差异，增强跨文化意识。
3、教学目标：
①帮助学生了解认识英格兰、威尔士、苏格兰和北爱尔兰，从而更深入地理解和领悟英语。
②向学生介绍基本的猜词技巧，培养学生根据语篇、语境猜词的能力。
4、重难点
①了解联合王国的形成和发展
②培养学生阅读策略和词汇学习策略
③扩展文化背景，探讨英国文化，享受学英语的真正乐趣。
5、教学步骤
教师活动学生活动设计意图
一、导入
由大本钟、伦敦桥、牛津大学等十几个象征英国的典型事物的图片引出话题。努力说出尽可能多的事物；辨认图片上的景物由学生熟知的英国标志性事物导入，调动了学生兴趣，活跃了课堂气氛又恰当地引入了本节课的主题。
二、热身
8个选择题以quiz的形式考察英国的各个方面：如国徽、国旗、人口、面积、货币等运用已有知识作答考察学生对英国的了解，激活学生已有知识储备。
三、读前活动
Whatdoyouthinkthepassagewillbeaboutaccordingtothetitleandthemap?观察题目和地图猜测文章内容引导学生通过题目和图片来猜测文章内容
四、快速阅读
略读全文,总结文章大意和各段落大意并分段:
1.Whatisthemainideaofthetext？
2.Whatisthemainideaofeachparagraph.
快速阅读文章完成练习培养学生概括文章段落大意、快速捕捉文章表层信息的能力，从整体上理解文章。
五、语言学习
呈现含有生词的六个句子及汉语释义
1.TheUKconsistsoffourcountries.
2.Englandcanbedividedintothreemainareas.
3.ThesouthernpartofIrelandwasunwillingandbrokeawaytoformitsowngovernment.
4.Londonhasmuseums,artcollections,theatres,parksandbuildings.
5.IthastheoldestportbuiltbytheRomansandtheoldestcastleconstructedbyNormanrulers.
6.YoucanclarifythequestionifyoustudyBritishhistory.根据上下文选择各个生词的英语释义并朗读单词.培养学生结合上下文猜测词义的能力和词汇学习策略,并养成英语解释英语的英语学习习惯.
六、细节阅读
Part1:①设计表格描述联合王国的形成
②以地图形式描述联合王国的形成并要求学生复述
Part2:就英格兰区域划分及各自特点填空Mostpopulationsettledin____________.
Mostofthelargeindustrialcitiesarein_____.
Manycitieshavefamous____________.
Part3:英国的四批入侵者是谁？他们各给英国留下了什么？分别以个人探究、合作交流、小组活动等方式完成各练习通过多种方式帮助学生从细节上理解文章，轻松突破本课难点。
七、总结
1.Whatdoyoulearnfromthepassage？
2.试画英国地图
3.填表，囊括文章主要内容总结本堂课内容和自我评价回顾总结本堂内容，养成学生自我评价的好习惯，提高英语学习兴趣。
八、提升
利用上一步中的表格，隐去大部内容，要求学生分组活动，以导游的身份，设计导游词，用自己的语言介绍英国。合作；交流；讨论并展示使输入的语言转变成语言输出，既加深了学生对课文的理解，激发了学生的学习兴趣，更训练了学生的口语表达能力，是对本堂课语言学习情况的一个检测，同时提高了学生综合运用语言的能力，实现了本堂课的能力目标。
九、布置作业
（任选其一）
1.Writeashortsummaryofthepassage.
2.Getreadytoretellthetextinyourownwords
3.Readthetextagainandfindoutsomewords,expressionsandsentencestructuresthatseemdifficulttoyou.听清听懂作业内容检验学生本堂课的知识掌握情况，为下节课内容做预备。

精选阅读

The United Kingdom Period 3 Reading and Writing

Period3ReadingandWriting

TheGeneralIdeaofThisPeriodThisperiodlaysemphasisonextensivereadingandwriting.Atfirsttheteacherwillcheckthestudents’homework,byaskingsomeindividualstudentstoreadouttheirsummariesofthereadingpassage“PuzzlesinGeography”!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--.Thentheteacherwillaskthestudentssomedetailedquestionsbasedonthereadingpassage.Thisstephastwogoals.Oneistohelpthestudentstoconsolidatewhattheyhavelearntduringthelastperiod.Theothergoalistoleadthetopicto“SightseeinginLondon”.InthenextstepthestudentsareaskedtoreadthepassagefastandwritedowntheplacesthatZhangPingyuvisited.Afterreadingthepassageagain,thestudentswillwritedownthecommentsontheseplaces.Thiswillbedonebyfillinginachart.Sinceitisanextensivereadingpassage,thereisnoneedtounderstanditindetail.Butthestudentsshouldpayspecialattentiontohowthewriterdescribedtheseplaces,becausetheywillundertakeasimilartasknext.?Asiswellknown,languagecanonlybemasteredbybeingused.So,thestudentswillnextundertakearatherchallengingtask,thatis,tointroduceoneofthefamousbuildingsorattractionsintheirhometownorhomevillagetoatourist.Theyshouldpracticeinpairsbyaskingandansweringquestions.Thenthestudentswillorganizetheinformationfromthedialogueintoanintroductiontotheattractionsintheirlocalguidebook.Whiledoingthis,thestudentsshouldpayspecialattentiontowording,especiallyverbsandadjectives.?TeachingImportantPointsTheimportantwords,phrasesandsentencepatternsinthisperiod.?Improvethestudents’extensivereadingability.?Trainthestudents’abilitytocooperatewithothers.?TeachingDifficultiesTrainthestudents’speakingability,especiallytheabilitytodealwithsomeproblemsinunderstandingeachother.Trainthestudents’writingability.?TeachingAidsataperecorder?aprojector?theblackboard?

ThreeDimensionalTeachingAimsKnowledgeAimssightseeing,available,tower,uniform,royal,splendid,statue,communism,thrill,pot,smart,site,delight,occasion,longitude,navigation,original,unfair,suggestion?beworriedabout,makealistof,toone’sgreatsurprise,onspecialoccasions,inmemory?of,ringoutthehour,setthetime,haveaphototaken,standoneithersideoftheline,onshow,beproudof,leavesp.forsp.,fallasleep?Worriedaboutthetimeavailable,ZhangPingyuhadmakealistofthesitesshewantedtoseeinLondon.?ItseemedstrangethatthemanwhohaddevelopedcommunismshouldhavelivedanddiedinLondon.AbilityAimsLearnsomeroughinformationabouttheattractionsinLondon.?Improvethestudents’extensivereadingability.?Trainthestudents’speakingability,especiallytheabilitytodealwithsomeproblemsinunderstandingeachother.?Trainthestudents’writingability.?EmotionalAimsTrainthestudents’abilitytocooperatewithothers.?Stimulatethestudents’loveoftheirhometown?KnowthatLondonisaplacegreatlyinfluencebyinvaders.?

TeachingProcedureStep1Greetings?Teachergreetsthestudentsasusual.?Step2RevisionT:Inthelastperiod,welearnedsomebasicinformationabouttheUnitedKingdom,especiallythehistoricalinfluenceonthegeographyanditshistoricalattractions.First,who’dliketoreadyoursummaryofthepassage?S:TheUnitedKingdomconsistsoffourcountries,whichjoinedtogetherlittlebylittleinhistory,andthiscanbeseenfromtheUnionJack.Butthefourcountriesdon’tworktogetherineveryarea.Englandisthelargestofallanditcanbedividedintothreezones.BothLondonandEnglandweregreatlyinfluencedbydifferentinvaders.?T:Excellent.?T:IwillaskyousomegeneralquestionsabouttheUK.Whileansweringthem,youcan’trefertoyourtextbooks.?T:No.1WhatarethefourcountriesintheUnitedKingdom??S:TheyareEngland,Wales,ScotlandandNorthernIreland.?T:No.2WhendidGreatBritaincomeintobeing??S:Itcameintobeingin1603,whenKingJamesofScotlandbecameKingofEnglandandWalesaswell.?T:No.3WhatarethethreezonesinEngland??S:TheyaretheSouth,theMidlandsandtheNorth.?T:No.4DothefourcountriesintheUKworktogetherineveryarea??S:No.Theyworktogetherinsomeareas,buttheyhavedevelopeddifferenteducationalandlegalsystemsaswellasdifferentfootballteamsforcompetitionsliketheWorldCup!?T:No.5WhichgroupofinvadersdidnotinfluenceLondon??S:TheVikings.?T:WhatdidtheinvadersleftinLondon??S:TheRomansbuilttheoldestportinthe1stcenturyAD,theAnglo-Saxonsbuilttheoldestbuildinginthe1060sandtheNormansconstructedtheoldestcastlein1066?.?T:SotheremustbeverybeautifulsceneriestoseeifwegotoLondononeday.?Step3ExtensiveReading?T:DoyoustillrememberthepicturesofsomebeautifulbuildingsintheUnitedKingdomshownatthebeginningofthisunit?Haveyoudreamedofgoingthereonedayandseeingallthescenerieswithyourowneyes??Ss:Yes.?T:Sotodaywewilllearnapassagewiththetitle“SIGHTSEEINGINLONDON”.?T:FirstreadthepassagesilentlyandwritedownalltheplacesthatZhangPingyuvisited?duringhertrip.(Teachergivesthestudentsseveralminutestoreadthepassageandfinishthetask.)?S:ShevisitedtheTower,StPaul’sCathedral,WestminsterAbbey,BuckinghamPalace,Greenwich,HighgateCemeteryandtheLibraryoftheBritishMuseum.?T:DoyouknowthefullnameoftheTower??S:IsitcalledtheTowerofLondon??T:Youareright.ThenwhatdidZhangPingyuhearwhenshecameoutoftheWestminsterAbbey?S:Sheheardthesoundoftheclock,BigBen,ringingoutthehour.?T:NowreadthepassageagainandfindoutZhangPingyu’scommentoneachplaceshevisited.?(Teachergivesthestudentsseveralminutestofinishthechartbelow.)?Day1CommentsDay2andcommentDay3andcomment11223344T:Whowouldliketocometotheblackboardtofillinthechart??S:Letmehaveatry.Day1CommentsDay2andcommentDay3andcomment1TheTower1fancyGreenwich:interestingHighgateCemetery:strange2StPaul’sCathedral2splendid3WestminsterAbbey3interesting

TheLibraryoftheBritishMuseum:thrilling,proud

4BuckinghamPalace4/T:Youdidaverygoodjob.?T:WhatdoyouknowaboutGreenwichfromthispassage??S:InGreenwichthereisalongitudeline.Itisanimaginarylinedividingtheeasternandwesternhalvesoftheworldandisveryusefulfornavigation.?T:IstheoriginalLibraryoftheBritishMuseumusedasalibrarytoday??S:No.Itisusedtodisplaywonderfultreasuresfromdifferentcultures,includingsomebeautifuloldChinesepots.?Step4SpeakingandWriting?T:Inourhometown,therearealsosomeinterestingbuildingsorattractions.Workinpairsandchooseoneofthem.Oneofyouisthetouristandtheotheristhetourguide.Thetouristmayhaveafewproblemsunderstandingtheguide.Ifso,youmayusesomeexpressionsonPage15tohelpyou.Nowworkinpairsandfiveminuteslater,Iwillaskpairsofyoutocometothefronttodemonstrateyourdialogues.(Ssworkinpairs,meanwhile,theteachergoesroundtheclassroomandhelpsthestudentstodealwithanyquestionthattheymaymeetwith.)?(Afteraboutfiveminutes.)?T:Arethereanyvolunteers??Ss:Letushaveatry.?T:Good.?A:WelcometoXishanTown.?B:Thanks.Wouldyoupleaserecommendsomefamoussceneryinyourhometown??A:IsuggestyoushouldgotoLinwuCaveinourtown.Itisintheeastofourtown.?B:Whyisthecavefamous??A:Thecave,whichisalsoknownasDragonCave,isfacedtoTaihuLake.Inthecavestaglitesstandlikeaforestundersmoothceilings.?B:Pardon?Whatdidyoumeanby“staglites”??A:Imean,inthecavetherearelimerocks.ItissaidthatthecaveisbelowthebottomofTaihuLake.ThecaveisacclaimedbyTaoistbelieversasNo.9CaveunderHeaven.TherearealsosomeTaoistculturalrelicsinthecave.?B:Howdeepisthecave??A:Ithasadepthofmorethanhundredsofmeters.?B:Ifeellikegoingthereatonce.Thenwhat’sthepriceoftheticket??A:It’sabout30yuanincludingthePlumBlossomGarden.?B:Really?YoumeanIcanalsovisitthePlumBlossomGarden??A:Yes.Wishyouapleasantjourneyinourtown.?B:Thanks.?T:Excellent.Youhavedoneaverygoodjob.?T:Nextusetheinformationyouhavecollectedaboutthisbuildingorattractionandwriteaboutitinyourlocalguidebook.Youwanttoencouragepeopletovisititsoyoushouldwriteinanexcitingway.Thinkabouttheverbsandadjectivesyoucanuse.NowIwillgiveyouseveralminutestofinishwritingtheintroduction.?(Thestudentswritetheintroduction,andtheteachergoesaroundtheclassroomandhelpsthestudentstosolveanyproblemthattheymaymeetwith.)??Example:

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--WhynotvisitourLinwuCave?LinwuCave,whichisalsocalledDragonCave,islocatedintheeastofWestHill,anisland?inTaihuLake.TheCavehasalonghistory.Inthecavestaglitesstandlikeaforestundersmoothceiling.TherearealsosomeTaoistculturalrelicsinit,andthecavewasacclaimedbyTaoistbelieversasNo.9CaveunderHeaven.Onthewayhere,youwillalsocrossTaihuBridge,thelongestbridgeovertheinlandlakeinChina.ItisthelakethathaslinkedtheislandwithSuzhou.Havingboughtaticketof30yuan,youcanalsoenjoythePlumBlossomGarden.?Step5HomeworkIfthestudentshaven’tfinishedwritingtheintroductiontooneoftheattractionsintheirhometown,theycangoontodoitafterclass.Evenifthestudentshavefinishedwriting,theyshouldtrytobeautifythewordsandsentencestructuresthattheyhaveused.?

TheDesignoftheWritingontheBlackboard

Unit2TheUnitedKingdom?

Period3ReadingandWriting?Ⅰ.Placesvisitedandcomments:Ⅱ.Usefulexpressions:?Day1CommentsDay2andcommentDay3andcomment112233441.Excuseme...I’mafraidIcan’tfollowyou.?2.Ibegyourpardon？?3.Please,canyouspeakmoreslowly??4.Whatdidyoumeanby...??5.I’msorrybutcouldyourepeatthat??6.Ididn’tunderstand...

ResearchandActivities?Advertisement-competition?Afterclass,eachpairshouldtrytofinishtheirintroductiontothechosenattractionandmakeitintoanadvertisement.TheycangotothelibraryorsurftheInternetforsomefurtherinformationorpictures.Theneachpairshouldputuptheiradvertisementonthewall.Everystudentwillactasatouristandchooseoneplacethatheorshewantstovisitmostafterreadingtheadvertisements.Andeveryoneisaskedtoputoneflagundertheadvertisement?thatheorshehaschosen.Theonethatgetsthemostflagswillbethebestadvertisementandthemakerswillbesuppliedwithaprize.

ReferenceforTeaching

TheCityofLondonNearlyalltheoldCityofLondonwasburneddowninthefireof1666.ItstartedonaSunday?eveninginabreadshop.OnTuesdayevening,aquarterofamillionpeoplehadnohomes,andthefirewasstillburning.?TheoldSt.Paul’sCathedral,thereforathousandyearsbeforethat,wentinthefire.TheCathedralyouseetodaywasbuiltbySirChristopherWren.Thereisalsoamonumenttothefire,nearEastcheap,wheretherefirestarted,andyoucanclimbupitandlookdownonthecity.Or,ifyoufeellikeclimbing,youcangoupthe627stairstothetopofStPaul’sandlookatthenewcityfromthere.?AfterthefireofLondon,someLondonersmadenewhomesinnewpartsofLondon.Otherswantedtocomeback,butfoundthenewhousestooexpensive.Thecitystartedtoloseitspeopleandthen,whentherailwayscame,itwaseveneasiertoworkinthecityandliveoutsideit.IntheSecondWorldWar,manyhomesinthecityweredestroyedbybombs.?Sonowthecityhasveryfewshopsandhomes.Thestreetsarefullofthousandsofoffices?,andonlythestreetnamesmakeyouthinkofthepeoplewhousedtolivethere,andboughttheirfoodinFishStreetandBreadStreetandMilkStreet.?SomepeopledoliveinthenewbigblocksofflatsneartheBarbican(oneoftheoldRoman?gates),butoftentheyonlysleepthere,andgoawayforweekends.TheshopsareshutonSaturdays,andtherestaurantsandpubsshutatsixo’clockintheevening.Ifyougointothecityateighto’clockatnight,youfeelyouareindeadcity,whileakilometeraway;thestreetsoftheWestEndarefullofpeople.Itseemsasadend.??

TheCockneyAlmosteveryonewhohasheardofLondonhasheardoftheterm“Cockney(伦敦佬)”.Strictlyspeaking,inordertocalloneselfaCockney,oneshouldhavebeenborn“withinthesoundofBowbells”,thatistosay,withinthesoundofthebellsofthechurchofStMary-le-Bow?,whichstandsnearlyinthecentreofthecityofLondon.But,infact,allLondon’scitizenswhowerebornandbredinthecitymaycallthemselvesCockneysiftheylike.However,thetermisgenerallyreservedfortheLondonerwitha“Cockneyaccent”.?TheyCockneyaccentisnotaparticularlypleasantormelodious（悦耳的）one,andtheCockney’sdistortion（扭曲,变形）oftheEnglishlanguageissuchthattheforeigneroftenfindsitimpossibletounderstandthespeakeruntilhisearhasbecomeacclimatized（适应）tothepeculiartones.TheprincipalcharacteristicsoftheCockneyaccentconsistinageneralslurringofconsonantsandadistortionofvowelsounds.ThebestknownexampleofCockneyspeechismodernEnglishliteratureisthatofElizaDoolittle,theheroineofBernardShaw’splay,“Pygmalion”andofthemusicaladaptedfrom,“MyFairLady”.?ButifCockneyspeechisunpleasant,theCockneyhimselfisusuallyfarfrombeingso.TheaverageCockneyisdistinguished（区分,辨别）byhisquickwit,hisreadysenseofhumor,hisabilityto“carryon”underunusualordifficultconditionsandbyhiswillingnesstobeofhelpifhecan.TheCockney’shumorisoftensatirical（讽刺的）butitisnevervicious（邪恶的）;heisalwaysreadytolaughatotherpeople’speculiarities（怪癖）butheisequallyreadytolaughathisown.Heoftenmakesjokesunderthemostdifficultconditions,aqualitythatwasveryapparentduringWorldWarⅡ.Thisratherlugubrioustypeofhumoriswellexemplified（举例证明）bythetitleofanoldCockneymusichallsong:“Ain’tItGrandToBeBloomingWellDead.”?Nowadays,asthetempooflifeinbigcitiesgrowseverfaster(althoughtheCockneyopposesthisprocesswhenhecan),theopportunitiesfortheCockneytoexercisehiswitandhumordiminish(减少,变小).Butifonekeepsone’searsopenonbuses,inrailwaystations,instreetmarketsandsimilarplaces,itwillsoonbecomeevidentthatthespiritofCockneyhumorisstillverymuchalive,althoughtheoldCockneypronunciationislesscommonuntilnow.?MostpeoplewhocallthemselvesCockneysusuallydosowithsomepride.And,byandlarge,theyarejustified.?

FamousBuildingsinLondonHydePark

Coveringanareaof350acres(140hectares)HydeParkisoneofthebestknownRoyalparks.OriginallyownedbythemonksofWestminsterAbbey,theparkwaslaterseizedbyHenryⅧ.Sincethentheparkwashistoricallyrecognizedforduels（决斗）,huntsandpoliticaldemonstrations.TheRollingStonesandPavarottihaveperformedconcertshere,amongstmanyothers.TheSerpentineisanartificiallakeusedforboatingandbathing,andSpeakersCornersituatedatthenorth-eastispackedwithsoapboxspeakersairingtheirpointsofview.?

WestminsterAbbey

Foundedin1065byEdwardtheConfessor,WestminsterAbbeyhasbeenthesiteofeveryRoyalCoronationsince1066(exceptthoseofEdwardⅤandEdwardⅧ)andisthefinalrestingplaceofmanysovereigns,politicians,poetsandartists.BurialintheabbeyisoneoftherarestandgreatesthonorsinBritain.Thenaveisoverahundredfeethigh,thetallestofanychurchinthecountry.BehindtheHighAltar,intheChapelofEdwardtheConfessor,themostsacredpartoftheabbey,reststheCoronationChair.Coronationsandroyalweddingshavebeenperformedhereforcenturies.

BuckinghamPalace

BuckinghamPalacehasservedastheMonarch’spermanent（永久的）Londonresidence,sincetheaccession（就职）ofQueenVictoriain1837.Builtonthesiteofanotorious（声名狼藉的）brothel（妓院）,itsdaysbeganin1702,astheDukeofBuckingham’scityresidence.LateritwassoldbytheDuke’sson,toGeorgeⅢin1762.WhilsttheQueenisinresidencethepalaceisclosedtothepublic.DuringthetwomonthsthatHerMajestyisnotathome,thedoorstothePalaceareopentothegeneralpublic.Ticketsmustbepurchasedinadvanceforaguidedtour,through18ofthe661rooms.?

KewGardens

Springisprobablythebesttimetovisit,butallyearroundyouwillfindastunningarrayofflowers,lawns,formalgardensandbotanicalgreenhouses.Morethan50000differentspeciesofplantsarecultivatedatKew.Commissioned（代理）byGeorgeⅢ’smother,PrincessAugusta,in1759,Kewisnowoneoftheworld’smostimportantbotanicalresearchcentres.KewalsooffersmanyhistoricalbuildingsincludingPalmhouse,ametalandglasshothousebuiltaround1845andKewPalace,oncearoyalpalacedatingfromtheearly1600’s.??

StPaul’sCathedral

SetamongstthetowerblocksofLondon’sfinancialsector,StPaul’sCathedralhasadominatingpresence.?StPaul’sCathedralisthefifthchurchtostandonthissiteandfollowedthatofOldStPaul’s,withitsamazing160mspire（尖顶）whichwasoneofthewondersofmedievalEuropeuntilitwasdestroyedbyfire.TheCathedralisopenforvisitorsonMondaytoSaturdayfrom8:30.ThelastadmissiontotheCathedralforsightseeingisat16:00.TheCathedralShopintheCryptandtheCryptCafeareopenfrom9:00to17:00onMondaytoSaturdayandfrom10:30to17:00onSundays.SpecialservicesandeventsmaycloseallorpartoftheCathedral—sometimesatshortnotice.ItisagreatprivilegetowelcomethosewhocomeherefrommanypartsoftheworldtosharetheworshipofStPaul’sCathedral.InsidetheenormousdomeliestheWhisperingGallery(回音廊).Itissaidthatifyouwhisperclosetothewallitcanbeheardoverahundredfeetawayattheothersideofthedome,althoughthegalleryisnormallytoobusytotrythisforyourself.

TowerofLondon

TheTowerofLondonstartedasasimplewatchtower,builtbyWilliamtheConqueror,tokeepaneyeonthecity.TheTowerofLondonhasactedasaroyalresidence,treasury,mint（造币厂）andaprison.TheCrownJewelsarefoundintheJewelHouse,andformanycatchingaglimpseofthesepreciousstonescanbethehighlightoftheirvisit.

TowerBridge

Despitebeingjustoveronehundredyearsold,TowerBridgeranksasoneofLondon’smostfamousattractions.Asteelframecladingranite（花岗岩）andPortlandStone,representsanamazingengineeringachievement,allowingtheroadcrossingtoberaisedgivingtallshipsaccesstoupperreachesoftheThames.Itisanimpressivesightalthoughithappensinfrequently.Insidethenorthtoweranexhibitionexplainsthebridge’shistoryanddesign.?

ShakespeareinLondonSometimebetween1585and1592,itisbelievedthatShakespeareleftStratfordforLondonandjoinedacompanyofactorsasaperformerandaplaywright.LegendlongheldthatShakespeareleftStratfordbecausehewasbeingpursuedbythelawforpoachingdeeronprivateproperty.By1592Shakespearehadreceivedsomerecognition,thoughnotentirelypositive,asanactorandplaywright.Hewasmentionedinapamphlet(AGroats-worthofWit)writtenbyRobertGreene.GreenereferstoShakespeareasan“upstartcrow”intheLondontheaterandchargesthatShakespearewasanunschooledplayerandawriterwhousedmaterialwrittenbyhisbettereducatedcontemporaries.Alsoduringthisyear,thetheatersinLondonclosedduetotheplague.By1594ShakespearehadjoinedatheatertroupeknownastheLordChamberlain’sMen.ScholarsattributeseveralofShakespeare’splaystothistimeperiod.Althoughnoonecanbecertainofthedatesofcompositionforanyoftheplays,aconsiderableamountofscholarshiphasgoneintotheendeavorofaccuratelydetermininganapproximatetimeperiodduringwhichShakespearewroteeachplay.SomebelievethatTheComedyofErrors,afarcicalplaycenteringonthemistakenidentitiesoftwosetsoftwins,mayhavebeenShakespeare’sfirstplay.AfewcounterthatTheTwoGentlemenofVerona,whichfocusesontheconflictbetweenromanticloveandfriendship,mayhavebeenShakespeare’sfirstplay.Somescholarssuggestthattheseplaysmayhavebeenwrittenasearlyas1588or1589,whilemanyothersdatebothplaysseveralyearslater,suggestingthattheywerewrittenbetween1592and1594.Otherplayswrittenduringthisearlyperiodincludeoneofthehistorytetralogies:HenryⅥ,PartOne(1589-1590);HenryⅥ,PartTwo(1590-1591);HenryⅥ,PartThree(1590-1591);andRichardⅢ?(1592-1593).Manypeoplebelievethat?HenryⅥ,PartOnewasShakespeare’sfirstplay.ThistetralogytreatstheWarsoftheRoses,theconflictbetweentwofactionsofnobles.Thelastplayofthesequence,RichardⅢ,endswiththeestablishmentoftheTudordynasty,towhichbelongedQueenElizabeth,whoruledduringmuchofShakespeare’slife.ItisalsobelievedthatShakespearewroteTitusAndronicus(1592-1594),TheTamingoftheShrew(1593-1594),andLove’sLabor’sLost(1593-1595)duringthisperiodofhislife.TitusAndronicus,Shakespeare’searliesttragedy,dealswiththecycleofrevengewhichdestroysthefamiliesinvolvedintheplay’saction.TheTamingoftheShrewisalivelycomedyfeaturingthewillfulKateandher“tamer,”Petruchio.Kate’s“taming”(herapparentanduncharacteristicsubmissiontoherhusband)oftentroublesmodernaudiences.Love’sLabor’sLosthasbeendescribedasasatirizationofthecourtlyandsomewhatartificialloveofmalenobles,andoftheacademicpursuits,whichwereoftenmorefashionablethanseriousinShakespeare’stime,ofthenobility.Inadditiontothesedramaticworks,itisbelievedthatShakespearewrotethepoemVenusandAdonisandbegancomposinghissonnetsin1592or1593.Heeventuallywrote154sonnets.Between1593and1594,heprobablywrotethepoemTheRapeofLucrece.In1596thepatronoftheLordChamberlain’sMen(HenryCarey,LordHunsdon,theQueen’sChamberlain)died,leavingShakespeare’scompanyunderthepatronageofhisson,GeorgeCarey,secondLordHunsdon.Thenextyear,ShakespeareboughtaspaciousStratfordhome,knownasNewPlace.Shakespearecontinuedtobenotedasanactor;in1598heappearedinaperformanceofBenJonson’sEveryManinHisHumor,andwaslistedasaprincipalactorintheLondonperformanceofthedrama.Soonafter,in1599,ShakespeareandothermembersoftheLordChamberlain’sMenleasedlandfortheGlobeTheater,whichopenedlaterthatyear.Alsoin1599,thepoetJohnWeeverpublishedapoem(“AdGuglielmumShakespeare”)inwhichhepraisedShakespeareasapoetandplaywright.Duringthisperiodofhislife,fromabout1595through1600,Shakespearewroteanumberofplays,includingthesecondhistoricaltetralogy(RichardⅡ[1595];HenryⅣ,PartOne[1596-97];HenryⅣ,PartTwo[1598];andHenryⅤ?[1599]).ThistetralogydealswiththeeventsleadinguptotheWarsoftheRoses:RichardⅡisusurpedbyHenryBolingbrookandlaterassassinated.Thenewking,HenryⅣ,worriesoverhisroleinRichard’sdeathandabouttheabilityofhis“madcap”son,Hal,torule.AsubplotfocusesonHal’swildadventureswiththecomicalknight,SirJohnFalstaff.HalbecomesKingHenryⅤafterhisfather’sdeath;heconquersFranceandrestorespeace.KingJohn,ahistoricaldramadealingwiththereignofKingJohnandthetragedyoftheyoungArthur,isestimatedtohavebeenwrittenbetween1594and1596.AMidsummerNight’sDreamandthefamoustragedyRomeoandJulietwereprobablywrittenin1595or1596.AMidsummerNight’sDream,afantasticalcomedycompletewithfairiesandmagic,dealswithsuchtopicsaslove,imagination,andart.OneofShakespeare’smostpopularandwell-knownplays,RomeoandJulietisthestoryofill-fatedloverswhoattempttoescapethedisapprovaloftheirfeudingfamilies.ThecomediesTheMerchantofVeniceandTheMerryWivesofWindsorarebelievedtohavebeenwrittenbetween1596and1597.Identifiedbycriticsasaproblemplay(onethatraisesmoraldilemmaswhichitdoesnotresolve),TheMerchantofVeniceislikeTheTwoGentlemenofVeronainthatitdealswiththerelationshipbetweenromanticloveandmasculinefriendship;theplayalsofocusesonthethemeofmercy.TheMerryWivesofWindsorisafarcedealingwithmiddleclasslifeandvalues;itfeaturestheknightFalstaff,whowasintroducedinHenryⅣ,PartOneasHal’sdrunkenandwaywardcompanion.?OtherplayswrittenduringthisperiodofShakespeare’slifeincludeMuchAdoaboutNothing(1598-1599);JuliusCaesar(1599);andAsYouLikeIt(1599-1600).MuchAdoaboutNothingisthewittycomedyfeaturingBeatriceandBenedick.Theplayissometimesconsideredflawedbycriticsduetowhattheyandmanyaudiencesseeastheinsensitivetreatmentofthefemalecharacters,particularlythefalselyaccusedHero.TheRomantragedyJuliusCaesardramatizesthedownfallofthetitlecharacterandexaminesthenatureofpoliticalrivalry,ambition,andpower.AsYouLikeItdepictsthebeautifulForestofArdenasahavenfromthetrappingsofcourtlylife.Shakespearealsowroteseveralcomediesduringtheseyears,includingAll’sWellThatEndsWell(1601-1603);TwelfthNight?(1601-1602);andMeasureforMeasure?(1604).All’sWellThatEndsWellandMeasureforMeasurehavebothbeentaggedasproblemplays.ThefirstcomedyendsabruptlywithBertram’ssuddenacceptanceofhiswifeHelena,whomhehadessentiallyabandonedearlierintheplay.InMeasureforMeasure,deceptionplaysacentralroleintheplay’saction;thisincludesthedeceptionperpetuatedbyacharacterdepicted?asaparagonofvirtue,Isabella.TwelfthNightistypicallyseenasoneofShakespeare’smorematurecomedies.Likeothercomedies,itfeaturessomedisguiseandrole-playing,suchasthatofonethecentralfigures,Viola,whodisguisesherselfasthepageCesario.Theplayalsoconcernsgenderrolesandclassdifferences.InthisperiodShakespearealsoproducedGreekandRomandramas,includingTroilusandCressida(1601-1602);AntonyandCleopatra(1605-1607);Coriolanus(1607-1608);andTimonofAthens(1607-1608).TroilusandCressida,aGreekdrama,emphasizesthedifferencesbetweentheidealandtherealbyportrayinglegendaryGreekfiguresaspeoplewithless-than-admirablequalities.AntonyandCleopatraisthestoryoftheloveandpassionbetweenthefamousRomangeneralandthesensuous,legendaryEgyptianqueen.CoriolanusisaRomanpoliticaltragedydealingwithissuesofcharacterandpride.FeelingsofbitternessanddisillusionmentpermeatetheGreekdrama,TimonofAthens.ShakespearealsowrotePericles,PrinceofTyreprobablybetween1607and1608.Periclesisanadventuroustaleofaprincewhosuffersthelossofhiswifeanddaughter,butis,intheend,reunitedwithhisfamily.Periclesisthoughtbysomescholarstohavebeenacollaborativeeffort.After1608Shakespeare’sdramaticproductionlessenedsomewhat.TheGlobeTheaterburneddown,butwasrebuiltayearlaterontheoppositebankoftheThamesRiver.Duringtheseyears,Shakespearewroteromantictragicomedies(thatis,romancesfeaturingelementsofbothtragedyandcomedy).TheromantictragicomediesincludeCymbeline(1609-1610);TheWinter’sTale(1610-1611);andTheTempest?(1610-1611),CymbelineandTheWinter’sTalearebothstoriesoflossandpain,but,likePericles,theyendwithahappyreunion.TheTempestfeaturesthesameelementsoflossandreunion,butitalsoemphasizesthebalanceofwisdomandpowerthatProsperoachievesattheplay’send.IthasbeennotedthatTheTempestwasprobablythelastplayShakespearewroteonhisown,andthatthecharacterofProspero,asonewhomanipulatesevents,stagesmasques,anddirectstheactionsofothercharacters,representsShakespearetheplaywrightandhisfarewelltothetheater.Duringthislaterperiod,ShakespearealsowrotetwoplaysthatmostscholarsbelievewerecomposedincollaborationwiththedramatistJohnFletcher:HenryⅧ(1612-1613),ahistoricaldrama,andTheTwoNobleKinsmen(1613),thestoryofthelovetwomenhaveforthesamewoman.ItisalsobelievedthatShakespearewroteanotherplayaround?1612or1613,Cardenio,butithasbeencompletelylost.

高二英语Unit 2 The United Kingdom期中复习教案

经验告诉我们，成功是留给有准备的人。作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，帮助高中教师掌握上课时的教学节奏。你知道怎么写具体的高中教案内容吗？为满足您的需求，小编特地编辑了“高二英语Unit 2 The United Kingdom期中复习教案”，供您参考，希望能够帮助到大家。

高二英语Unit2TheUnitedKingdom期中复习教案
必修五Unit2TheUnitedKingdom
一、单词拼写
1.Thisarticlecanbed______intofourparts.
2.Hisexplanationc______themystery.
3.It’si______tobuycigarettesinBritainifyou’reunder16.
4.Ifitisc______toyouI’llbewithyounextTuesday.
5.Idontwanttoi______you.Youmustdecideforyourself.
6.Pleasea______forataxitopickmeupatsixo’clock.
7.I’msorry,sir,thoseshoesarenota______inyoursize.
8.Totheird______,theirsonwasadmittedintoafamousuniversity.
9.Ionlywearatieonspecialo______.
10.Theyplayforthet______ofit,notmerelytowin.
二、完成句子
1.todebateanymorewhydifferentwordsareusedtodescribethefourcountries.
对于用来描述这四个国家的词语，现在已经没有争辩的必要了。
2.,thethreecountriesfoundthemselvesunitedpeacefully_________________bywar.
这三个国家惊奇地发现他们是和平地而没有通过战争联合起来了。
3.Youmust_________youreyes__________ifyouaregoingtomakeyourtriptotheUnitedKingdom_________________.
如果你想要使你的英国之旅不虚此行，你就必须把眼睛睁得大大的。
4.______________thetimeavailable,ZhangPingyuhadmadealistofthesitesshewantedtoseeinLondon.
由于担心时间不够，张萍玉早就把她想在伦敦参观的地点列了一张单子。
5.Comeandseemewhenever___________________toyou.只要你方便，随时都可以来。
三、重点短语
1.consistof由……组成
2.divide…into…把……分成
3.atwar(with…)（与……）交战中
4.breakaway(from…)挣托（束缚）；脱离
5.educational/legalsystem教育/立法制度
6.haveagood/badinfluenceon…对……有好/坏影响
7.taketheplaceof代替
8.breakdown(机器)破坏，损坏；（人）身体出毛病；（计划等）受挫，失败
9.makeanerror出错
10.leaveout省去；遗漏；不考虑
11.puzzleover/about为…烦恼，困扰
12.debatesth.withsb.与某人讨论、争辩
13.atyourconvenience在你方便的时候
14.in/withrelationto（介）关于……；和……相关
15.underconstruction在建设中
单词拼写答案
1—10:divided,clarified,illegal,convenient,influence,
arrange,available,delight,occasions,thrill
完成句子答案
1.Thereisnoneed2.Totheirsurprise,insteadof3.keep,open,worthwhile
4.Worriedabout5.itisconvenient

Unit 2 The United Kingdom教学案

俗话说，凡事预则立，不预则废。作为教师就要在上课前做好适合自己的教案。教案可以让学生们能够更好的找到学习的乐趣，帮助教师缓解教学的压力，提高教学质量。你知道如何去写好一份优秀的教案呢？小编经过搜集和处理，为您提供Unit 2 The United Kingdom教学案，仅供参考，希望能为您提供参考！

Unit2TheUnitedKingdom

TeachingGoals:

1.GetthestudentstoknowtheinformationabouttheUnitedKingdom.

2.EncouragethestudentstotalkoutwhattheyknowabouttheUKandIreland.

3.Helpthestudentslearntogetinformationbylistening.

Teachingmethods

1).SkimmingaboutGreatBritain;theUK.

Part2(Para.5):thegeographicaldivisionofEnglandintozones;theirsimilaritiesanddifferences.

Part3(Para.6):theculturalimportanceofLondon.

Step2.Teachingnewwordsandstructures

1.consistvi.组成；在于；存在于

常用搭配：consistof=bemadeupof由……组成；由……构成

Eg.TheteamconsistsoffourEuropeansandtwoAmericans.

Thecommitteeconsistsofsevenmembers.

consistin=liein在于；存在于

eg.Whatdoeshappinessconsistin?

ThebeautyofVeniceconsistinthestyleofitsancientbuildings.

2puzzle1)n.迷；难题；玩具；迷惑（只用单数）

aChinesepuzzle（中国玩具）复杂难懂之事

across-wordpuzzle（纵横填字游戏）

常用搭配：beinapuzzleabout对……大惑不解

Iaminapuzzleaboutthematter.我对这件事大惑不解。

2)vt.常用搭配：puzzlesb./bepuzzledwith使……迷惑;对……大惑不解

Thequestionpuzzledme./Iampuzzledwiththequestion.这个问题使我很迷惑。

3)vi.puzzleover苦思……

Ipuzzledoverthequestionforquiteawhile.这个问题我想了好半天。

3.clarifyvt.,vi.解释；澄清；阐明

clarifymatters澄清真相

Thegovernmenthastimeandagainclarifieditspositiononequalpayforwomen?

政府已经反复阐明政府对男女同工同酬的立场。

Hismindsuddenlyclarified.他的头脑突然清醒了。

4.conveniencen.适合；方便

Weboughtthishouseforitsconvenience.

我们买下这所房子为的是它方便。

Whenandwherewillitsuityourconvenienceforournextmeeting?

"我们下次见面什么时候,什么地点对你方便?"

Pleasecomeatyourconvenience.请在你方便的时候前来。

常用搭配：forone’sconvenience为……方便

forconvenience’ssake为方便起见

atone’sconvenience在……方便的时候

拓展：convenientadj.方便的；便利的

Ourhouseisconvenientfortheshops.

常用搭配：beconvenienttosb.对……方便

Itisconvenientforsb.todosth.某人做……是方便的

Isitconvenientforyoutocometomorrow?你明天来方便吗？

5.attractionn.吸引,吸引力;吸引人的东西;引力

Theideaofworkingforstate-ownedenterpriseshaslittleattractiontoyoungpeoplenowadays.

现时去国营企业就职的想法对年青人没有多大吸引力。

Thetidesarecausedbytheattractionofthemoonfortheearth.

潮汐是由月亮对地球的引力引起的。

Abigcityoffersmanyandvariedattractions.大城市有多种多样吸引人的东西。

拓展：attractv.吸引

attractiveadj.有吸引力的

常用搭配：haveattractionforsth.对……有吸引力

attractone’sattention吸引某人的注意力

beattractedtosth.被……所吸引

6.influence1)n.（常与on连用）影响力；感化力

Myteachersinfluencemademestudyscienceatcollege.由于我老师的影响，我上大学学了理科。

Manyawomanhashadcivilizinginfluenceuponherhusband.许多妇女对其丈夫有影响。

2)n.（常与over,with连用）权力；势力

Willyouexerciseyourinfluenceonmybehalf?你愿意运用你的权力给我帮忙吗？

3).vt.影响

Myteacherinfluencedmydecisiontostudyscience.我的老师对我学理科的决定起了影响作用。

常用搭配：undertheinfluenceof受到……的影响

influenceon/upon对……的影响

注意：influence可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.

Iwasdeeplyaffectedbythenews

我深深被这消息所感动.

7.YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomworthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。

解读：1)句中的keepyoureyesopen和makeyourtripworthwhile都是“动词＋宾语＋形容词作宾补”结构。

Hefoundtheroomopen.他发现房间是开着的。

Therainmadethegroundwet.雨使地面浸湿了。

2)worthwhileadj.值得做的,常用于Itisworthwhiletodosth./doingsth.中。

Idon’tthinkitisworthwhile.我认为不值得做这件事。

Itisworthwhilediscussing/todiscussthequestion.讨论一下这个问题是值得的。

注意：worth,worthy和worthwhile的区别

worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。

worthy是形容词，在句中作表语或定语。作表语时，用beworthyof＋n./doingsth.或beworthytobedone结构。

Thisbookiswellworthreading.这本书很值得一读。

Thisdictionaryisworthtenyuan.这本字典值10元。

Theplaceisworthyofavisit/beingvisited.这个地方是值得参观的。

Thissuggestionisworthytobeconsidered.这个建议是值得考虑的。

Step5.Exercise

单句改错

Theforeignertriedhisbesttomakehispointbeunderstood.（删去be）

Theyfoundapieceofropewithoneendtyinginacircle.（tired）

Theybothspentthenightlockingintheroom.（locked）

Whatkeptyousoexciting?（excited）

Inoticedthetrafficholdingupafterabadaccident.（held）

Itisagreatc_______tohaveacellphone.

Generallyspeaking,studentsarei__________bytheirteachersinworldandsactions.

Don’tinterruptme！Iamdoingawordp________.

Imust_________（澄清）myreasonsfornothavingattendedthemeeting.

Tobehonest,Ican’ttellwhatthea________ofthisfamouspaintinghas.

convenience2.influenced3.puzzle4.clarify5.attraction

Step6.Homework

Writeashortsummaryofthepassage.

Period3learningaboutlanguageandGrammar

Teachinggoals

1.Learnabouttheappositiveclause.

2.Identifynounclauses.

3.Enablestudentstousenewwords.

Teachingprocedures

Step1Reviewthevocabularyandcompletethesentences.

a.Studentsworkinpairsfirst.

b.Theteacherchecktheanswers.

Step2Brainstorming

a.Reviewthetextandpresenttheappositiveclausebyaskingquestions:

1.Whatimpressesyoumostinthepassage?

Thefactthat¡­impressesmemost.

2.Whathaveyoualreadyknownbeforereadingthepassage?

Ihaveknownthefactthat¡­

3.DidyouhearanynewsaboutBritainrecently?

Iheardthenewsthat¡­

b.Collectanswersasmanyaspossible,remindingstudents

ofsentencestructureiffinderrors.

Step3GrammarExplanation

a.Getstudentstoidentifytheclauses.

c.Trytomakestudentstellthedifferencesbetweenappositiveclauseandattributiveclausebycomparingthesentences.

1.Thenewsthattheplanewouldtakeoffontimemadeeverybodyhappy.

2.Thenewsthatisspreadingaroundtheairportisthataheavystormiscoming.

3.Thesuggestionthatstudentsshouldlearnsomethingpracticalisworthconsidering.

4.Thesuggestionthattheyareconsideringisthatstudentsshouldlearnsomethingpractical.

c.Theteacheroffersexplanationifnecessary.

Step4Tellthefunctionofthefollowingsentences.

1.TheideathatGreatBritainismadeupofthreecountries¡¯Corner,BigBenandtheTowerofLondonispast.

2.ThefactthatGreatBritainismadeupofthreecountriesisstillunknowntomany.

3.TheresultofsomuchFrenchinfluencewasthattheEnglishlanguageendedupwithmanyFrenchwordssuchastable,animalandage.

4.SomepeoplefeelthatWalesisanancientfairyland.

5.ThatmostofthesearenowthreatenedandmaydisappearisaseriousmattertothepeopleinBritain.

6.Theyrealizethatitisofgreatvaluetorecordandteachthemtotheyoungergeneration.

Step5Consolidation

Consolidatewhathavebeenlearnedbydoingfurtherexercises.

Period4Usinglanguage(Reading:SightseeinginLondon)

Step1Revision：WhatisLondonfamousfor?

BigBen,LondonTowerBridge,HydePark,etc

Step2Newwordsstudy.

Step3Readthepassageandanswerthesequestions

1WhobuilttheTowerofLondon?Whenwasitbuilt?

2.WhoguardedtheQueen’sjewels?Whatkindofclothesdidtheywear?

3.Whatinterestedhermost?Whatkindoflineisit?

4.whichplacesdidshevisitonthelastday?

5.Whatseemedstrangetoher?

Step4MakealistofZhangPingyu’stourofLondonandacommentoneachplaceshevisited.

sitesofLondon
comments
Day1
1.Tower
delight
2.StPaul’sCathedral
splendidandinteresting

3.WestminsterAbby
interesting
4BigBen
famousandveryloud

Day2
Greenwich

famousandinteresting

Day3
KarlMarx’sstatue

famousandinteresting

BritishMuseum

thrilled

Step5Languagepoints

1.sightseeingn.&a.观光的gosightseeing观光游览

sightseev.观光sightseern.观光客游客

2.availableadj.

1)(sth.)thatcanbeused可用的；可得到的

Thiswastheonlyavailableroom.

2)(sb.)befreetoseen可会见的

Iamavailableintheafternoon.

Hewasnotavailablefortheinterview.

3.delightn.&v.愉快，乐趣，快乐

toone’sdelight令…感到愉快的是delightsb.withsth.用某物使某人高兴

delightin喜欢，嗜好takedelightin乐于，爱好

delightedadj.bedelightedtodo

1)Itookdelightinbooks.

2)Tohisdelight,hepassedthedrivingtest.

3)Shedelightsinbeingsurroundedbyadmirers.

4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。

Itlookedsplendidwhenfirstbuilt!

当第一次建的时候它看上去很辉煌！

Whenfirstbuilt=Whenitwasfirstbuilt

Whenaskedwhyhewaslate,hewentred.

Unlessinvitedtospeak,youshouldremainsilentattheconference.

5.inmemoryof=inhonorof为了纪念

incelebrationof为了庆祝

eg:Themuseumwasbuiltinmemoryofthegreatwriter–LuXun.

6.Itisstrange(necessary,natural,important,apity)+that(should)+v.虚拟语气（引导主语从句）

e.g:Youcan’timaginethatawell-behavedgentleman(should)besorudetoalady.

Itisstrangethatheknowsomuchaboutme.

7.displayn.&v.陈列，展示，表露

ondisplay展览onshow展示=onexhibition

eg.Thesellerdisplaysallkindsoffruitsintheshop.

displayone’struefeelings表露自己真正的感受

8.thrillvtexciteThefilmthrilledtheaudience

thrillingexcitingathrillingexperience

thrilledexcited

9.feel/beproudof自豪（褒义）feel/beproudabout骄傲（贬义）

dosbproud给人面子，待人客气takepridein以……为自豪

Hetakesaprideinhissuccess.

Heisproudofhissuccess

The United Kingdom Period 2 Reading

Period2Reading

TheGeneralIdeaofThisPeriodThisperiodisthehighlightofthewholeunit.Itlaysemphasisonreadingandunderstanding.Firsttheteachershouldcheckifthestudentshavemasteredthenewwordsandexpressions?byaskingthemtofillintheblanksofsomesentencesbyusingsomeofthewordsandphrasesthatwillappearinthereadingpassage.Thispartcanhelpthestudentstolearnwordsandexpressionsbyheartinacertainlanguagesituation.?TheninPre-readingpart,thestudentsareaskedtodistinguishthedifferencesbetweentheUK,GreatBritainandEngland.Hence,theteachercanleadtothetopicofthehistoricalinfluence?ongeographyinthecountry.Providedwithtwosimplequestions:“Didthecountries?oftheUKunitepeacefullyorbywar?Whereshouldwegoifwewanttoappreciate?somehistoricalattractionsoftheUK?”,thestudentswillreadthepassagefastandfindtheanswersdirectlyinthepassage.Next,thestudentswillfirstlistentothetapewiththeirtextbooksclosed.Inordertomakethisstepefficient,theteacherwillprovidethemwithfivestatementsbasedonthepassage.Whilelistening,thestudentsshouldjudgewhetherthesestatementsaretrueorfalse.Ifitisfalse,thestudentsshouldcorrectit.?Thenthestudentswillbegivenseveralminutestoreadthepassagesilently.Theyshoulddividethepassageintothreepartsandwritethemainideasofeachpart.Inordertohelpthestudentsunderstandthepassagebetter,theteachercanprovidesomecomprehendingexercises?,includingansweringsomequestions,paraphrasingsomedifficultsentences.Astothesecond?,thirdandsixthparagraphs,thestudentswillfinishtwotables,analyzingthedetails?.Thepurposeofthisstepistotrainthestudents’abilityofreadingcomprehension,whichisaveryimportantskill.Atlast,thestudentswilldoaspeakingtaskinpairs.OneactsasavisitortoEnglandandtheotheractsasanativeEnglishman.Thevisitorisaskingthenativesomequestionsabout?thegeographytheUnitedKingdom.ThispartnotonlyhelpsthestudentstorevisewhatthehavelearnedinthispartbutalsoprovidesthemwithanopportunitytospeakinEnglish.?TeachingImportantPointsImprovethestudents’readingability.?Trainthestudents’abilitytograspkeyinformationwhilelistening.?TeachingDifficultiesKnowaboutthe!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--UK’shistoricalinfluenceonthegeography.?Knowaboutthehistoricaltreasuresleftbytheinvaders.?TeachingAidsataperecorder?aprojector?theblackboard?

ThreeDimensionalTeachingAimsKnowledgeAimsdebate,clarify,legal,relation,convenience,attraction,influence,collection,construct,puzzle,educational,roughly,industrial,historical?breakawayfrom,leaveout,divide...into...,belinkedto,toone’ssurprise,aswellas,beknownas,lookaround,keepone’seyesopen,makeone’stripworthwhile?Thereisnoneedtodebateanymoreaboutwhydifferentwordsareusedtodescribethefourcountries:England,Wales,ScotlandandNorthernIreland.?YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomworthwhile!?AbilityAimsLearnsomedetailedinformationabouttheUnitedKingdom.?Improvethestudents’readingability.?Trainthestudents’abilitytograspkeyinformationwhilelistening.?Trainthestudents’speakingability.?EmotionalAimsTrainthestudents’abilitytocooperatewithothers.?KnowabouttheUK’shistoricalinfluenceonthegeography.?Knowaboutthehistoricaltreasuresleftbytheinvaders.?

TeachingProcedureStep1GreetingsGreetthestudentsasusual.?Step2RevisionT:Atthebeginningofthisperiod,Iwillcheckifyouhavemasteredthenewwordsandphrasesinthisunit.Pleasefinishthefollowingsentencesusingsomewordsandphraseinthisunit.Pleasepayattentiontotheformsofthewordsandphrases.1.TheUK__________fourcountries.?2.ManypeoplefindthegeographyoftheUK__________.?3.Unlessthemoneyispaidimmediatelyweshallbeforcedtotake__________action.?4.Theprinterhas__________twolinesfromthisparagraph.?5.Janethasaverygood__________offoreigncoins.?6.Idon’twantto__________you.Youmustdecideforyourself.?7.Itisdifficultto__________abadhabit.?8.Theexplanationinthenote__________thedifficultsentence.?9.Shoppingbagsareprovidedforthecustomers’__________.?10.Ittakesabouttwoyearsto__________alargebridge.(Givethestudentsseveralminutestothinkaboutthem.)Suggestedanswers:1.consistsof2.puzzling3.legal4.leftout5.collection6.influence?7.breakawayfrom8.clarified9.convenience10.construct?Step3Pre-reading?T:Inthefirstperiod,youhavelearnedabriefintroductiontotheUK.DoyouknowthedifferencebetweentheUnitedKingdom,GreatBritain,andEngland??S:Ifindtheirrelationshippuzzling.?T:Theofficialnameofthecountryis“TheUnitedKingdomofGreatBritainandNorthernIreland.”TheUnitedKingdomconsistsofGreatBritainandNorthernIreland.GreatBritainisthenameoftheislandnorthwestofFranceandeastofIrelandthatcanbedividedintothreeregions:England,WalesandScotland.Therefore,EnglandispartofGreatBritain,whichispartoftheUnitedKingdom.Thepuzzlingsituationwascausedbythehistory.Inthisunitwewilllearnaboutthehistoricalinfluenceonthegeographyofthecountry.Step4FastReadingT:Readthepassageentitled“PuzzlesinGeography”,andanswerthefollowingquestions.1.DidthecountriesoftheUKunitepeacefullyorbywar??2.WhereshouldwegoifwewanttoappreciatesomehistoricalattractionsoftheUK??(Givethestudentsseveralminutestoreadthepassagesilently,andanswerthequestions.)?(Theteachercheckstheanswerswiththewholeclass.)?S:Thecountriesunitedpeacefullyinsteadofbywar.?S:Weshouldgotosomeolderbutsmallertownstoappreciatesomehistoricalattractions.T:Excellent.??Step5ListeningandUnderstanding?T:NowI’llplaythetapeforyoutolisten.Whilelistening,pleasefindoutwhetherthefollowingstatementsaretrueorfalse.?TrueorFalseQuestions:1.WhenWalesandEnglandunited,thecountrywasnamedGreatBritain.?2.ThenorthernpartofIrelandbrokeawaytobecomeanindependentcountry.?3.ThecountriesintheUKhavedevelopedtheirowneducationalandlegalsystems.?4.MostpeopleinLondonliveintheSouth.?5.TheNormansinfluencedthevocabularyandplace-namesoftheNorthofLondon.(Theteacherplaysthetape.)?Suggestedanswers:1.FalseBecauseGreatBritainwasthenamegivenwhenEnglandandWaleswerejoinedtoScotland.?2.FalseBecauseitwasthesouthernpartofIrelandthatbrokeawaytoformitsowngovernment.?3.True.?4.True.?5.FalseBecausetheNormansleftcastlesandwordsforfood,whiletheVikingsinfluenced?thevocabularyandplace-namesoftheNorthofLondon.?T:Youhavedoneaverygoodjob.?Step6DetailedReadingT:NowIwillgiveyouseveralminutestoreadthepassageagain.Whilereading,pleasetrytodividethepassageintothreepartsandwritedownthemainideaofeachpart.?(Studentsreadthepassageandfinishthetask.)?S:Part1:Paragraph1Theintroductiontothetopic.?Part2:Paragraph2-5Thehistoricalinfluenceonitsgeography.?Part3:Paragraph6Historicaltreasureleftbytheinvaders.?T:LookatthefirstsentenceinParagraph1,“Thereisnoneedtodebateanymoreaboutwhydifferentwordsareusedtodescribethefourcountries:England,Wales,ScotlandandNorthernIreland.”Canyousayitinanotherway?Trytofillintheblanksinthesentence:?Itis__________to__________anymoreaboutwhypeople__________differentwordstodescribethefourcountries.?S:Itisunnecessarytoargueanymoreaboutwhypeopleusedifferentwordstodescribethefourcountries.T:Readthesecondpart.T:HereisthenationalflagoftheUnitedKingdom.Whatisitcalled??S:TheUnionJack.

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--T:Herearethedescriptionsoftheflag.Readit.?BluefieldwiththeredcrossofStGeorge(England)edgedinwhitesuperimposedonthediagonalredcrossofStPatrick(Ireland),whichissuperimposedonthediagonalwhitecrossofStAndrew(Scotland).ItisproperlyknownastheUnionFlag,butcommonlycalledtheUnionJack.Thedesignandcolors(especiallytheBlueEnsign)havebeenthebasisforanumberofotherflagsincludingotherCommonwealthcountriesandtheirconstituentstatesorprovinces,aswellasBritishoverseasterritories.?T:Whichcountryisleftout?Why??S:Wales.WaleswaslinkedtoEnglandinthe13thcenturyAD,sowhenpeoplerefertoEngland,itisincludedaswell.T:Haveyoufoundouthowthefourcountriesjoinedtogether?Usetheinformationfromthepassagetofillintheblanks.TheFormationoftheUnitedKingdom:?__________→__________→__________→__________S:England→WalesjoinedEngland(13thcenturyA.D.)→England,WalesjoinedScotland(1603)→England,Wales,ScotlandgotNorthernIrelandconnectedT:OftenwilluseEnglandtostandfortheUK.OneofthereasonsisthatEnglandisthelargestofthefourcountries.SoEnglandisdividedintothreezones.Doyouknowthethreezones?S:TheSouth,theMidlandsandtheNorth.?T:Yes.Lookatthemapinpart2onPage11.DrawlinesacrosstoshowthezonesoftheSouth,MidlandsandNorthofEngland.Thenputeachtownorcityintoitscorrectzone.?S:York,Leeds,ManchesterandSheffieldbelongtotheNorth.?S:BirminghamandCoventrybelongtotheMidlands.?S:Plymouth,Brighton,ReadingandLondonbelongtotheSouth.?T:Youdidquiteagoodjob.?T:DoyouhaveanyquestionsaboutPart2??S:Whatdoes“those”meaninthesentence“ForthoseyouhavetogotoolderbutsmallertownsfirstbuiltbytheRomans.”??T:Inordertoanalyze“those”,youhavetoreadthesentencebeforeit.“...theseindustrial?cities...donothavethehistoricalattractionsofotherplaces.”Sonowdoyouknowwhat“those”refersto?S:Yes.Itmustreferto“thehistoricalattractions”.?T:Youareveryclever.Nowtrytoparaphrasethesentencebyfinishingthefollowingsentence.__________youwantto__________some____________________,youhavetogotoolderbutsmallertowns____________________firstbuiltbytheRomans.?S:Ifyouwanttoseesomehistoricalattractions,youhavetogotoolderbutsmallertownswhichwerefirstbuiltbytheRomans.T:Youareright.?T:Thelastparttellsusabouttheinvaders’influenceonEnglandandLondon.Readitandtrytofillinthetablebelow.?EnglandLondonTheRomansTheAnglo-SaxonsTheVikingsTheNormans(Afterafewminutes.)?T:Nowlet’scheckyouranswers.?EnglandLondonTheRomanslefttheirtownsandroadsbuilttheoldestportinthe1stcenturyADTheAnglo-Saxons

lefttheirlanguageandgovernment

builttheoldestbuildinginthe1060sTheVikingsinfluencedthevocabularyandplace-namesNoneTheNormansleftcastlesandwordsforfoodconstructedtheoldestcastlein1066Step7PairWorkThestudentsworkinpairstomakeadialogue.OneofthemisanativeEnglishman,whiletheotherisavisitortoEngland.ThevisitorisaskingthenativeEnglishmanaboutthegeographyoftheUnitedKingdom.(Theteachergivesthestudentstopracticeinpairsforafewminutes.)?(Thentheteacherasksoneortwopairstocometothefronttodemonstratetheirdialogues.)Oneexample:A:WelcometoEngland.IsthisyourfirstvisittoEngland??B:Yes.I’mverygladtomeetyou.WouldyoumindifIaskedyousomequestions??A:Ofcoursenot.Goahead.?B:IsyourcountrycalledEnglandorBritain?Iamreallypuzzled.?A:Actually,thewholecountryiscalledtheUK,whichstandsfortheUnitedKingdomofGreatBritainandNorthernIreland.TheGreatBritainismadeupofthreecountries,thatis,England,WalesandScotland.?A:WhataboutthesouthernpartofIreland??B:Thesouthernpartofthatislandbrokeawaytoformitsowngovernment.?B:ThenwhydopeoplecallyourcountryEnglandsometimes??A:Oh,that’sbecauseEnglandisthelargestoneofthefourcountries.?B:Isee.Ihaveanotherquestion.LasttimewhenIwatchedtheWorldCup,InoticedthereisafootballteamofEngland.ButtherearealsoteamsofNorthernIrelandandScotland.Canyouexplainthistome??A:Thefourcountriesdoworktogetherinsomeareas,buttheyarestillverydifferent.Forexample,NorthernIreland,EnglandandScotlandhavedevelopeddifferenteducationalandlegalsystemsaswellasdifferentfootballteamsforcompetitionsliketheWorldCup.?B:Isee.Thankyouforyourkindness.?A:Youarewelcome.HaveagoodstayinEngland.?B:Thanks.Bye.?A:Bye.?Step8Homework1.Trytowriteashortsummaryofthepassageinabout50words.?2.FinishPart1inLearningaboutlanguageonPage11.?

TheDesignoftheWritingontheBlackboardUnit2TheUnitedKingdomPeriod2ReadingⅠWordsthereisno“dryseason”.SnowfallsinScotlandeverywinterandsometimesinEnglandandWalestoo.FallsofsnowinIrelandaremostunusual.?*Questionfordiscussion:BothpassagesareabouttheUnitedKingdom,butthetwowritersfocusedondifferentthings.Whatarethemajordifferencesbetweenthetwopassages??

ReferenceforTeaching

AnIntroductiontotheUnitedKingdomTheUnitedKingdomofGreatBritainandNorthernIrelandisacountryinwesternEurope?.ItisaCommonwealthRealm,andamemberoftheEuropeanUnionandNATO.UsuallyknownsimplyastheUnitedKingdomortheUK,itisalsoofteninaccuratelynamedGreatBritain,BritainorEngland(themostpopulousofthehomenations).TheUKhasfourconstituentparts,threeofwhich—theancientnationsofEngland,WalesandScotland—arelocatedontheislandofGreatBritanin.ThefourthpartisNorthernIreland,whichislocatedontheislandofIreland.?TheborderbetweenNorthernIrelandandtheRepublicofIrelandformstheUnitedKingdom’sprincipalinternationallandborder,althoughthereisalsoanominalfrontierwithFranceinthemiddleoftheChannelTunnel.TheUKalsohasoverseasterritoriesthroughoutthe?world,andrelationshipswithseveralCrowndependencies.?TheUKwasformedbyaseriesofActsofUnionwhichunitedtheKingdomofEngland(whichincludedWalesasaprincipality)withthoseof,first,KingdomofScotlandandthenKingdomofIrelandunderasinglegovernmentinLondon.ThegreaterpartofIrelandlefttheUnitedKingdom(thencalledtheUnitedKingdomofGreatBritainandIreland)in1922toformanindependentstate(inwhich,until1949,theKingoftheUnitedKingdomwasalsoKingofIreland).ThisstatelaterbecametheRepublicofIreland.Sixcountiesinthenorth-easternportionoftheisland,meanwhile,remainedapartoftheUnitedKingdom,formingNorthernIrelandtothisday.TheUKissituatedoffthenorth-westerncoastofcontinentalEurope,andhasalandborderwiththeRepublicofIreland,butisotherwisesurroundedbytheNorthSea,theEnglishChannel,theCelticSea,theIrishSea,andtheAtlanticOcean.GreatBritain,orjustBritain,isthegeographicalnameofthelargestoftheBritishIsles(oftenalsoincludingitssmallerneighboringislands,thoughneverIreland).Politically,thetermGreatBritainreferscollectivelytothenationsofEngland,WalesandScotland(i.e.,theUnitedKingdomexceptforNorthernIreland).Thispoliticalusageof“GreatBritain”datesfromthepersonalunionoftheCrownsofScotlandandEngland(includingWales)in1603,withthetermbeingusedinthesense“allofBritain”.Intheearlyyearsofthe“UnitedKingdomofGreatBritain”,formedbytheActofUnionof1707,itwascustomarytoreferofficiallytoScotlandandtoEnglandandWalesas,respectively,“NorthBritain”and“SouthBritain”,thoughtheusageneverreallycaughton.Itshouldbenotedthatthepracticebysome,theinformalmediainparticular,ofusing“(Great)Britain”asshorthandfortheUnitedKingdomisaninaccuracy,whichcancauseoffence.TheBritishIslesisatermfrequentlyusedtorefertothearchipelagowhichincludesthemainlandofGreatBritain,themainlandofIreland,andthesmallerislandsassociatedwiththesetwo,suchastheChannelIslands,theHebrides,theIsleofMan,theIsleofWight,Orkney,theShetlandIslands,etc.Thetermis,however,oftenavoided,especiallyinIreland,bythosewhoareconsciousthatitissometimesmisunderstoodinternationallytomean“theislandsbelongingtoBritain(i.e.theUnitedKingdom)”,adescriptionoutofdateintheIrishcasesince1922.Analternative,theIslandsoftheNorthAtlantic(IONA)hasbeenproposed,butislittleusedoutsidediplomaticcircles.?

GEOGRAPHYLocation:WesternEurope,islandsincludingthenorthernone-sixthoftheislandofIrelandbetweentheNorthAtlanticOceanandtheNorthSea,northwestofFranceGeographiccoordinates:5400N,200WMapreferences:EuropeArea:total:244820sqkmwater:3230sqkmnote:includesRockallandShetlandIslandsland:241590sqkmArea-comparative:slightlysmallerthanOregonLandboundaries:total:360kmbordercountries:Ireland360kmCoastline:12429kmMaritimeclaims:continentalshelf:asdefinedincontinentalshelfordersorinaccordancewithagreeduponboundariesexclusivefishingzone:200NMterritorialsea:12NMClimate:temperate;moderatedbyprevailingsouthwestwindsovertheNorthAtlanticCurrent;morethanone-halfofthedaysareovercastTerrain:mostlyruggedhillsandlowmountains;leveltorollingplainsineastandsoutheastElevationextremes:lowestpoint:Fenland-4mhighestpoint:BenNevis1343mNaturalresources:coal,petroleum,naturalgas,tin,limestone,ironore,salt,clay,chalk,gypsum,lead,silica,arablelandLanduse:arableland:26.41%?permanentcrops:0.18%?other:73.41%(1998est.)Irrigatedland:1080sqkm(1998est.)Naturalhazards:winterwindstorms;floods

Environment-currentissues:

continuestoreducegreenhousegasemissions(hasmetKyotoProtocoltargetofa12.5%reductionfrom1990levelsandintendstomeetthelegallybindingtargetandmovetowardsadomesticgoalofa20%cutinemissionsby2010);by2005thegovernmentaimstoreducetheamountofindustrialandcommercialwastedisposedofinlandfillsitesto85%of1998levelsandtorecycleorcompostatleast25%ofhouseholdwaste,increasingto33%by2015;between1998-1999and1999-2000,householdrecyclingincreasedfrom8.8%to10.3%Environment-internationalagreements:partytAirPollution,AirPollution-NitrogenOxides,AirPollution-Sulphur94,AirPollution-VolatileOrganicCompounds,Antarctic-EnvironmentalProtocol,Antarctic-MarineLivingResources,AntarcticSeals,AntarcticTreaty,Biodiversity,ClimateChange,Desertification,EndangeredSpecies,EnvironmentalModification,HazardousWastes,LawoftheSea,MarineDumping,MarineLifeConservation,NuclearTestBan,OzoneLayerProtection,ShipPollution,TropicalTimber83,TropicalTimber94,Wetlands,Whalingsigned,butnotratified:AirPollution-PersistentOrganicPollutants,ClimateChange-KyotoProtocolGeography-note:liesnearvitalNorthAtlanticsealanes;only35kmfromFranceandnowlinkedbytunnelundertheEnglishChannel;becauseofheavilyindentedcoastline,nolocationismorethan125kmfromtidalwaters

KingJamesⅠ

BIOGRAPHY

ANINFANTKING.JamesCharlesStuartwasbornonJune19,1566atEdinburghCastleinScotland.Hisfather,LordDarnley,wasmurderedinearly1567beforeyoungJameswas1yearold.Hismother,MaryQueenofScots,subsequentlyascended（上升）totheScottishthrone.Herreign（统治）,howeverwasshortlivedandshewasforcedtoabdicate（退位）infavorofhersononJuly24,1567.LittleJameswascrownedKingJamesⅥofScotlandfivedayslateratthetenderageof13months.ReformationleaderJohnKnoxpreachedthesermonathiscoronation（加冕礼）.?

James’mother,Mary,wasimprisonedinEnglandbyhercousinQueenElizabethand19yearslater,inFebruaryof1587,wasexecutedforherpartintheconspiracy（阴谋）toassassinate?（暗杀）QueenElizabeth.KingJamesneverknewhismother.?Andso,likemanymonarchsofthetime,KingJameswasrearedbyneitherfathernormotherbutratherbytutors.Ofhisfourtutors,perhapsoneofthemostinfluentialwasGeorgeBuchanan,astaunch（坚定的）Calvinist.ItwasunderMr.Buchanan’sstrictteachingmethodsthatKingJamesbecameoneofthemostlearnedandintellectuallycuriousmentoeversitonanythrone.Mr.Buchananwas64yearsoldwhenhebegantutoringtheyoungking.KINGJAMESBEGINSTOREIGNINSCOTLAND.

KingJamesbegantorulehisnativeScotlandwhenhewas19yearsold.Afewyearslater,hetookAnneofDenmarktobehisqueen.KingJameslovedhiswifeandwrotebeautifulpoetryforher.Togethertheyhadninechildren.Once,whentheKingandQueenwereouthunting,QueenAnneaccidentallykilledtheKing’sfavoritehuntingdog,Jewell.TheQueenfeltbadlyaboutthisandtheKingboughtheragifttoeasehermindofthisincident.?KingJamesbelievedintheDivineRightofKingsandthemonarch’sdutytoreignaccordingtoGod’slawandthepublicgood.Inordertopassonhiskinglyinstructiontohiseldestson,PrinceHenry,KingJameswroteBasiliconDoronwhichmeans,“theKinglyGift”.BasiliconDoronwasnotmeantforgeneralpublication,butfortheinstructionoftheyoungprinceinthelikelyeventthathisfatherwouldnotsurvivetoinstructhim—KingJameswassicklyandsurvivedanumberofassassinationattempts.TheKingboundhisprinterRobertWaldegravetosecrecyandorderedaneditionofonlysevencopies.Somehow,however,intelligenceofthebookanditscontentsgotabroad.Subsequently,therewassomuchdemandforBasiliconDoronthatforged（稳步前进）,corruptedcopieswerebeingdistributed.Withthesepressures,theKingthenhaditpublished?forthegeneralpublicanditbecameabestseller.ItwaspublishedinEnglish,Welsh,Latin,French,SwedishandGermanforaperiodofover50years.?BasiliconDoronisashorttreatise（论文）,only153pageslong.Itconsistsofthreeshortvolumes,thefirstofwhichis“AKing’sChristianDuetietowardsGod.”JamesD’israelisaid,“Jameshadformedthemostelevatedconceptionofthevirtuesanddutiesofamonarch.”?InBasiliconDoron,KingJames’understandingofChristiandiscipleship,styleandproseareattheirbest.HeskillfullyintertwinessacredscripturewithgodlyandChristianadvice.TheKingoffershissonthisimportantadviceonknowingGod:?Diligentlyreadhisword,&earnestly...prayfortherightunderstandingthereof.SearchthescripturessaithChristfortheywillbeartestimonyofme.ThewholeScripturessaithPaulareprofitabletoteach,toimprove,tocorrect,andtoinstructinrighteousness,thatthemanofGodmaybeperfectuntoallgoodworks.?“ThewholeScripturecontaynethbuttwothings:acommandandaprohibition.Obeyinboth...TheworshipofGodiswhollygroundedupontheScripture,quickenedbyfaith.”??BasiliconDoron??byKingJames???THEKINGUNITESSCOTLANDANDENGLAND.?KingJames’greataspirationtobethefirstKingofbothScotlandandEnglandwasrealizedin1603uponthedeathofQueenElizabeth.WhenheascendedtotheEnglishthronethatyearhehadalreadybeenkingofScotlandfor36years.HewasnowknownasKingJamesVIofScotland&IofEngland.Thekingplayedamasterlypoliticalgameandkepthiskingdomoutofwar.ForthefirsttimeaScottishmonarchwieldedeffectiveauthorityoverthemorefar-flungareasoftherealm（领域）.Hesupportedliteratureboththroughhisownwritingandhispatronage（赞助）.Therewaspeaceduringhisreign—bothwithhissubjectsandforeignpowers.THEKINGHADMANYENEMIES.?AsaScotsmanrulingovertheEnglish,theKingenduredmuchracismandslander—especiallyfromtheoncepowerfulEnglishLordsandLadieswhohereplacedwithhisScottishcountrymen.Unfortunately,manyoftoday’shistorianslooktothewritingsofhostilesourcessuchasSirAnthonyWeldonandFrancisOsborneasaccuratedescriptionsofthisgreatking.Oneoftheking’sdetractors（诽谤者）,SirAnthonyWeldon,wasknightedbyKingJamesbutwassubsequentlydismissedafterKingJamesfoundracistwritingsbyWeldonabouttheKing’snativeScotland.ManyhistorianstodayquoteWeldonasifhewereareliablehistoricalsource.ExamplesofWeldon’sracismarefoundinhistreatiseentitled,“APerfectDescriptionofthePeopleandCountryofScotland”wherehesaysthattheScotsarea“stinkingpeople”whohold“fornication...butapastime”.Healsosaid,“...theirfleshnaturallyabhorscleanness.Theirbreathcommonlystinksofpottage...tobechainedinmarriagewithoneofthem,weretobetiedtoadeadcarcass,andcastintoastinkingditch...Idowonderthat...KingJamesshouldbeborninsostinkingatownasEdinburghinlousyScotland.”Despitethisobviousbias,historianscontinuetoconsultthewritingsofAnthonyWeldon?whointimatedthatKingJameshadinordinateaffectionstowardsothermen—buthedidnotdothisuntil25yearsafterKingJameswasdeadandcouldnotdefendhimself.Today’ssodomite/homosexualcommunityistoutingtheKingasoneoftheirown,whichhewasnot.Thesemisinformedsources,virtuallywithoutexception,failtomentionthatKingJamesandhisQueenhadninechildrentogether.YoucanreadabouttherumorsinthisarticleorcheckoutanexcellentlyresearchedbookonthesubjectbyStephenCoston,Sr.entitled,KingJames:UnjustlyAccused?Almostprophetically,thekingwroteofhisenemies:?“Theyquarrelme(notforanyevilorviceinme)butbecauseIwasaking,whichtheythoughtthehighestevil,andbecausetheywereashamedtoprofessthisquarreltheywerebusytolooknarrowlyinallmyactions,andIwarrantyouamoatinmyeye,yesafalsereportwasmatterenoughforthemtoworkupon.”??

—JamesI,BasiliconDoronThereligionwasalsoanenemyofkingJames.Papists(asKingJamescalledthem)attemptedtoassassinatehimanumberoftimes.Mostnotably,in1605RomanCatholicGuyFawkesattemptedtoblowupParliamentwhenthekingwastohavebeenpresent.Theconspiracywasdiscoveredandallco-conspiratorswereexecuted.ThisfailedattemptiscelebratedonNovember5inEnglandeachyearandisknownasGuyFawkesNight.?KingJameswasanevangelistofthetruegospel,whichautomaticallymadehimanenemy?ofRome.KingJamesstronglydelineatedtheerrorsofRomansuperstitionandspurnedthemyethetreatedRomanistsubjectsfairly.CatholicambassadorNicoloMolinsaidthisofKingJames:?“HeisaProtestant...theKingtriestoextendhisProtestantreligiontothewholeisland.TheKingisabitterenemyofourreligion.Hefrequentlyspeaksofitintermsofcontempt.Heisalltheharsherbecauseofthislastconspiracyagainsthislife...HeunderstoodthattheJesuitshadahandinit.”SUCCESSINKINGSHIP.?Despitehisdetractors,KingJamestheⅥofScotlandandⅠofEnglandwasahighlysuccessfulKing.?

Asaloverofthetheatre,KingJamesbecamepatrontothetroopofoneofhismostfamoussubjects—WilliamShakespearetheplaywright.Shakespeare’stroopcametobeknownastheKing’sMen.ShakespeareandtheKingheldaspecialrelationshipastheybothlovedliterature.Shakespeareevenwrotehisfamousplay,“Macbeth”specificallyforKingJames.AnotherlittlerecognizedfactisthatKingJamestheⅥandⅠisthefoundingmonarchoftheUnitedStates.Underhisreign,wehavethefirstsuccessfulcoloniesplantedontheAmericanmainland—Virginia,Massachusetts,andNovaScotia(LatinforNewScotland)inSECanada.TheKinghimselfordered,wroteandauthorizedtheEvangelisticGrantChartertosettletheColonyofVirginia:??“Tomakehabitation...andtodeduceacolonyofsundryofourpeopleintothatpartofAmerica,commonlycalledVirginia...inpropagatingofChristianreligiontosuchpeopleasyetliveindarkness...tobringasettledandquietgovernment.”???

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