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,nolocationismorethan125kmfromtidalwatersKingJamesⅠ
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.”???
俗话说,磨刀不误砍柴工。作为高中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,让高中教师能够快速的解决各种教学问题。那么如何写好我们的高中教案呢?经过搜索和整理,小编为大家呈现“Period6reading&writing”,欢迎大家阅读,希望对大家有所帮助。
Period6readingwriting
Step1Appreciation
Readthefollowingpoemcarefullyandwritedownthepairsofwordsthatrhymeandaddmoresimilarrhymingwords.
Step2.Pre-writing
Howtomakefriendswithothers?
1.ReadaletterfromastudentcalledXiaodong.What’shisproblem?
2.Supposeyouwereeditor,pleasewriteyouradvicetoXiaodong.
Discussingroupsoffour.CollectyouradvicetoXiaodongandyourattitude.
Usefulexpressions:
Inmyopinion,youshould…
Myadviceis…
Ithink/believe…
I’mafraidthat…
Iadviseyouto…
Idon’tthink…
Don’tworry…
Iagree/Idon’tagree.
Ithinkso./Idon’tthinkso.
Step3While-writing
Thisactivityenablesstudentstoexpresstheirfeelingsandtohelpothers.Inotherwords,itgivesstudentsabetterunderstandingofhowtodealwiththiscommonsituation.Thisisasmucharoleplayasawritingactivity,soitisimportantforstudentstodiscusstheirideasfirst.Inthiswaytheycancollecttheirideas,sortthemoutandpreparetowrite.
AsktheSstowritealettertoXiaodongasaneditorandgivehimsomeadvice.
1.Ssmakealistabouttheimportantinformationthattheyneed.
2.SsbegintowritethelettertoXiaodong.
3.Ssrevisetheirlettersbythemselves.
4.Ssexchangetheirwritingpaperwiththeirpartnersandcorrectthemistakes.(tense,spelling,letters,structures….)
5.Ssgetbacktheirownwritingpaperandwritetheletteragain.
Writingtips
Contents(Thelettershouldcontainthefollowingpoints)
1.Makeanefforttochangethesituation.
2.Starttalkingtopeopleaboutwhatyoubothlike.
3.Joininpeople’sdiscussion.
4.Showyourinterestintheirtalk.
5.Trytomakefriendswithoneortwoclassmates.
Structure
Topicsentence(yourpointofview)
Body(youradvice)
Conclusion(yourwishes)
Tense:Asitisaletter,SimplePresentTensewillbeappliedtothewriting.
Connectors:
Illustration(阐述)Ithink,Ibelieve,Isuggest,inmyopinion…
Addition(递进)secondly,andthen,besides,inaddition…
Contrast(转折)but,however,ontheotherhand…
Summary(总结)inshort,inaword,therefore,so…
Step4.Post-writing
Choosesomestudents’writingpaperandshowintheclass.AsktheSstocorrectthemistakestogetherandalsolearnfromsomegoodwritings.
Samplewriting:
DearXiaodong,
Somepeopleliketalkingwithothers,butsomepeopleareshy.Ifyoufallintothesecondgroup,itcanbehardtomakefriends.Butyoucanchangethesituation.
Whatareyouinterestedin?Ifyoulikebasketball,forexample,youcouldtalkwithsomeofyourclassmateswholikebasketball.Theeasiestwaytostarttalkingtopeopleistofindsomethingyouhaveincommon.
Ifyouarestandingbesideagroupofyourclassmates,joinintheirdiscussionifyouknowsomethingaboutthesubjecttheyarediscussing.Butifyoudont,youshouldntfeelafraidtosay,forexample,”Thatsoundsinteresting,whatisitabout??Onceyoustarttalkingtooneperson,itwillgeteasiertotalktoothers.
Findonepersonyouhavesomethingincommonwith,andonceyoubecomefriendswithhim,hisfriendswillstarttalkingtoyoutoo.
Goodluck!
Editor
Homework:writethecomposition
一名合格的教师要充分考虑学习的趣味性,作为高中教师就需要提前准备好适合自己的教案。教案可以让学生更好的吸收课堂上所讲的知识点,帮助高中教师提高自己的教学质量。我们要如何写好一份值得称赞的高中教案呢?下面是小编为大家整理的“The United Kingdom Period 5 Grammar?教案”,但愿对您的学习工作带来帮助。
Period5Grammar?古人云,工欲善其事,必先利其器。教师要准备好教案,这是教师工作中的一部分。教案可以让学生能够在课堂积极的参与互动,使教师有一个简单易懂的教学思路。您知道教案应该要怎么下笔吗?下面是小编帮大家编辑的《Great scientists Period 4 Reading and Writing教案》,仅供参考,希望能为您提供参考!
Period4ReadingandWriting
TheGeneralIdeaofThisPeriodInthisperiodtheteachingandlearningwillcenteronreadingandwriting.Asusual,theteachercanbegintheteachingwithreviewingtheformerknowledge.Thefollowingpartisthelead-in—talkingaboutsomescientists,becausethisunittalksaboutgreatscientistsandthispassageisaboutNicolausCopernicusandhistheory.?Astoreadingtraining,theteachershouldstilldevelopthestudents’abilityofscanningandskimming.Soatthebeginning,getthestudentstopreparesomeknowledgeforreading.Forthatpurpose,theteacherwillfirstlyaskforinformationaboutCopernicusaccordingtowhatthestudentsalreadyknow.?Thentheteachercanhavethestudentslistentothetapeandfindoutwhetherthestatementsaretrueorfalse.Itisdesignedtotrainthestudents’listeningandtocheckwhetherthestudentshavepreviewedthepassagewell.Later,theteacherwillaskthestudentstoskimitandfindoutthemainideaforeachpart.Thepurposeofdoingtheseistohelpthestudentstoformthegoodhabitofreadingwithsomestrategy.Whenreadingapassage,wehadbetterfirstreaditasawhole,thatis,understandthestructureofthepassageandcatchthemainideawiththehelpofthestructureandtitle.Thefollowingstepistoreadthepassageforthedetails.Theteachercandesignsometeachingactivitiestohelpthestudentstoknowaboutmoreandmoreinformationbytakingpartinthereadingactivities.Asaresult,theteachershouldbecareful,cautiousandcreativewhendesigningthereadingactivities.Thereadingactivitieshadbetterbevarious,whichcancatchmorestudents’attention.?Attheendofreading,someactivitiesshouldbedesignedtocheckthestudents’understanding?bysayingsomethingaboutCopernicusandmakingupadialoguebetweenCopernicusandhisfriend.Thepracticinghelpsthestudentsimprovetheirspeakingandarousetheircreativity.Thecompetitionisheldtomakethestudentstakepartintheclassactivitiesactively.Atthesametime,letthestudentsconsiderthewritingpurpose.Besidesreading,thestudentsarealsoexpectedtolearnandpractisetheirwritingskill.Bystudyingthepassage,thestudentsshouldlearntodopersuasivewritingtochangesomeoneelse’sdecision.Theteachershouldgivethestudentssomeadviceonhowtoplanthewritinganddevelopthewriting—beginning,bodyandconclusion.TeachingImportantPointsHelpthestudentsknowaboutCopernicusandhistheory.?Developthestudents’readingability.?Improvethestudents’writingability.?TeachingDifficulty?Developthestudents’readingability.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAimsKnowledgeAimsGetthestudentstoknowaboutCopernicusandhistheory.?Learnaboutpersuasivewriting.?AbilityAimsMastertheskillofgistreading.?Developthestudents’readingability,suchasskimmingandscanning.?Improvethestudents’writingability.?EmotionalAimsArousethestudents’interestinscienceanddevotiontoscience.?
TeachingProcedureStep1GreetingT:Hello,everyone.?Ss:Hello,MissWang.?Step2ReviewingT:LastclasswetalkedaboutQianXuesenandCarlLinnaeus.Canyousaysomethingabout?them?S:QianXuesenisafamousChinesephysicist.?S:QianXuesenoncestudiedinthe!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--USAandthenreturnedtoChina.?S:QianXuesenmadegreatcontributionstospaceresearch.?S:CarlLinnaeusdevelopedasystemtoclassifyplantspeciesaccordingtothemaleandfemaleorgansinthefollowers.?S:CarlLinnaeusearnedthetitle“Fatherofclassification”.?Ss:...?Step3Pre-readingT:Youhavedoneagoodjob.Sowehavelearnedaboutalotaboutgreatscientists,suchasJohnSnowandQianXuesen.Whoelsewouldyouliketolearnabout?Why??S1:I’dliketoknowsomethingaboutMadameCurie,becauseshewasoneofthegreatwomenscientists.?S2:I’dliketoknowaboutAlbertEinstein,becauseheplaysanimportantpartinthedevelopmentofPhysics.?S3:StephenHawkingbecausehehasmadegreatachievementsalthoughheisdisabled.?Ss:...?T:Ifindyouareinterestedinscienceandscientists.Buttodaywearegoingtoreadabout?Copernicus.Doyouknowsomethingabouthim??S1:HewasborninPoland.?S2:Hebelievedtheearthmovesaroundthesun.?S3:Itwassaidthathewasburnedtodeathbecauseofhistheory.?Ss:...?T:Doyouwanttoknowmoreabouthim??Ss:Ofcourse.?T:Solet’scometothepassageCopernicus’revolutionarytheory.?Step4ListeningT:FirstI’dlikeyoutolistentothetapeandfindoutwhetherthestatementsareTorF.?(Givethestudentsoneminutetoreadthestatementsandthenplaythetape.)??()1.WhenCopernicusfoundthattheearthwasnotthecenterofthesolarsystem,hewasveryexcited.?()2.Someastronomersfounditstrangethatsomeplanetsappearedbrighteratsometimes.?()3.Copernicusworkedoutthetheorybyobservationandcalculation.?()4.Copernicusdidn’tpublishhisideasuntilhediedin1543.?()5.AccordingtotheChristianideaofgravity,thingsfelltothegroundbecause?theearthisthecenteroftheuniverse.?(Afewminuteslater.)?T:Areyouready?Who’dliketohaveatry.Ifthesentenceistrue,pleasereadit.Ifitisfalse,correctit.S1:Thefirstsentenceisfalse.WhenCopernicusfoundthattheearthwasnotthecenterofthesolarsystem,hewasfrightened.?S2:Thesecondstatementistrue.?S3:Thethirdstatementisalsotrue.?S4:Thefourthstatementisfalse.Copernicusdidn’tpublishhisideasuntilhelaydyingin1543.S5:Thefifthstatementistrue.?Suggestedanswers:1.F;2.T;3.T;4.F;5.T?Step5GistReadingT:Youhavedoneagoodjob.Inthinkyoupreviewedthepassagewell.Tounderstandthepassagebetter,Idividethepassageintofourparts.Readthepassagequicklyandfindoutthemainideaofeachpart.(Afterthreeminutes.)?T:Haveyougotit?Generallyspeaking,ifwewanttointroducesomething,first,weusuallygiveabriefintroduction.Whataboutthemainideasofotherparts?(Askthestudentstogivetheiropinionsandintheendtheteachergivesthemtheanswer.)Suggestedanswers:Para1Briefintroduction?Para2ThecauseofCopernicus’theory?Paras3-4TheprocessofCopernicus’theory?Para5ThesignificanceofCopernicus’theory?Step6DetailedreadingT:ThispassagemainlytalksaboutCopernicus’theory.Solet’scomparehistheoryandthetheorybeforehim.Workinpairs.Readthepassageagainandfillinthefollowingform.?BeforeCopernicus’theoryCopernicus’theory1.Godmadetheearth.2.Theearthwasthecenterofthesolarsystem.1.Thesunisthecenterofthesolarsystemandtheplanetsgoarounditexceptthemoon.2.Theearthisspinningasitgoesroundthesun.(Twominuteslater.)T:Haveyoufoundoutthedifferenttheories?Who’dliketohaveatry??S:BeforeCopernicus’theory,theybelievedGodhadmadetheearth,soitwasthecenterofthesolarsystem.?T:Verygood.WhataboutCopernicus’theory??S:Copernicusfoundthatthesunisthecenterofthesolarsystemandtheplanetsgorounditexceptthemoon.?T:That’sright!Anythingelse??S:Healsofoundtheearthisspinningasitgoesroundthesun.?T:Great!(Showthecompleteformtothestudentsandletthemreadit.)Justnow,weknewCopernicusdidn’tpublishhistheoryimmediatelyhefoundit.Canyoutellmewhy??S:Becausehedidn’twanttobeattackedbytheChristianChurch.Hepublisheditmanyyearslater.T:Yes.Atthattime,anyonewhowantedtochallengethetheoryoftheChristianChurchwouldbepunished,evensometimesbesentencedtodeath.IfyouwereCopernicus,wouldyouhavehiddenyourtheorysoformanyyears?Pleasegiveareason.(Twominuteslater.)?T:I’dliketoknowaboutyourideas.Areyouready?Anyvolunteers??S:IfIwereCopernicus,Iwouldhavedonethesame,becauseatthattime,peopledidn’tenjoythefreedomofspeech.WhoeverchallengedtheChristianChurchwouldbepunished.Whilethereislife,thereishope.Therewouldbemorechanceformetomakemytheoryknowntothepublic.?T:Itsoundsreasonable.Thankyou.Anyoneelse??S:IfIwereCopernicus,IwouldhavepublishedmyideasassoonasIfoundthem.SinceIfoundmyideaswereright,Iwouldmakethemknowntomorepeople,regardlessofdanger.Asascientist,Ishouldbebravetochallengeanddevotemyselftoscience.?Ss:...?T:Youhavedoneaverygoodjob.Iappreciateyourgoodideasandopinions.?Step7PractisingT:Sincewehavelearnedthewholepassage,I’dlikeyoutodosomepractice.?(Showthefollowingonthescreen.)?1.SaysomethingaboutCopernicus.?Copernicus____________________.?2.MakeupadialoguebetweenCopernicusandoneofhisfriends.Copernicusshowedhisideasprivatelytohisfriendandhisfriendencouragedhimtopublishhisideas.?T:FirstpleasesaysomethingaboutCopernicus.Giveasmuchinformationaspossibleabout?himbymakingsentencesbeginningwithCopernicus.?S1:CopernicusisaPolandastronomer.?S2:Copernicusfoundtheearthisnotthecenterofthesolarsystem.?S3:Copernicusdidn’tpublishhistheoryuntil1543.?S4:Copernicusmadeagreatcontributiontoastronomy.?Ss:...?T:I’mdeeplyimpressedbyyoursentences.Youareexcellent.FromthepassageweknowCopernicusshowedhistheorytohisfriendsandhisfriendsencouragedhimtopublishhistheory.Pleasemakeupadialogueinpairsbasedonthissituation.Wewillholdacompetitiontoseewhichgroupactsthebest.?(Afterafewminutes,theteachergetsseveralpairstoactitoutanddecideswhichgroupisthebestone.)?Step8WritingT:JustnowwelearnedthatCopernicusdidn’tpublishhisideasassoonashefoundhistheory.WealsotalkedaboutwhatyouwouldhavedoneifyouwereCopernicus.NowwriteashortletteraskingCopernicustopublishhisideassoeveryonecanreadthem.Firstyouneedtocollectyourideas.TherearesomesuggestedinformationonPage7.Thenyouneedtoarrangetheseideas.Thereisaplanforit.?Beginning:TellCopernicuswhoyouareandwhyyouwanthimtopublishhisideas.?Paragraph2:Reason1andevidence.?Paragraph3:Reason2andevidence.?Summingup:Askhimtothinkagainaboutpublishinghisideas.?(GiveSssometimetodoit.Askthemtodrawanoutlinefirst,anditwillhelpthemtodeveloptheirwritingskill.Thepassagewillbeclear.Iftheyhavefinishedwriting,getthemtoexchangewiththeirdeskmates.Finallyasksometoreadtheirwritingstothewholeclass.Whiledoingthis,theteachercandesignacompetitiontoarousetheirexcitement.)?Step9HomeworkT:Youdidverywellinclass.There’sthehomeworkforyou.?1.Previewthereadingpassageandunderlinethephrasesyouthinkimportantanduseful.2.Finishthewritingifyouhaven’tfinishedandimproveitifyouhave.?
TheDesignoftheWritingontheBlackboard
Unit1Greatscientists
Period4ReadingandWritingCopernicus’revolutionaryworkMainideaofeachpart:?Para1Briefintroduction?Para2Thecauseof?Copernicus’theory?Paras3-4Theprocessof?Copernicus’theory?Para5Thesignificanceof?Copernicus’theory??BeforeCopernicus’theoryCopernicus’theory1.Godmadetheearth.??2.Theearthwasthecenterofthesolarsystem.1.Thesunisthecenterofthesolarsystemandtheplanetsgoarounditexceptthemoon.2.Theearthisspinningasitgoesroundthesun.
ResearchandActivitiesThethemeoftheactivityis“agreatscientistinoureyes”.Getthestudentstoworkingroupsandintroduceagreatscientistintheirminds.First,theyneedtodecidewhichscientisttheythinkisthegreatest.Then,collectasmuchinformationaspossibleaboutthescientist,suchashis/herlife,achievements,andsoon.Intheend,eachgrouppresentsittothewholeclass.Theactivityisdesignedtoarousethestudents’interestinscience,cultivatetheirteamspiritandlearnsomethingfromthesegreatscientists.Italsohelpsthemlearntosearchforinformationandorganizeitwell.
ReferenceforTeaching
NicolausCopernicus
!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--BornonFeb.19,1473,inThorn(Torun),Poland,NicolausCopernicuswasdestinedtobecome,throughthepublicationofhisheliocentrictheory70yearslater,oneoftheseminalfiguresinthehistoryofscientificthought.Thesonofaprosperousmerchant,hewasraisedafterhisfather’sdeathbyamaternaluncle,whoenabledhimtoentertheUniversityofKrakow,thenfamousforitsmathematics,philosophy,andastronomycurriculum.ThisexperiencestimulatedtheyoungCopernicustostudyfurtherliberalartsatBologna(1496-1501),medicineatPadua,andlawattheUniversityofFerrara,fromwhichheemergedin1503withthedoctorateincanonlaw.ShortlyafterwardhereturnedtoPolandandeventuallysettledpermanentlyatthecathedralinFrauenberg(Frombork),lessthan100milesfromhisbirthplace.Throughhisuncle’sinfluencehehadbeenelectedacanonofthechurchevenbeforehisjourneytoItaly.Copernicusnotonlyfaithfullyperformedhisecclesiasticalduties,butalsopracticedmedicine,wroteatreatiseonmonetaryreform,andturnedhisattentiontoasubjectinwhichhehadlongbeeninterested-astronomy.?ByMay1514CopernicushadwrittenDerevolutionibusorbiumcoelestium(OntheRevolutionsoftheHeavenlySpheres,1543).ThisclassicworkchallengedthegeocentriccosmologythathadbeenacceptedsincethetimeofAristotle.Copernicusproposedthattheearthgoesroundthesunwiththeotherplanets.?ThenewtheorythatCopernicusespousedinDerevolutionibusexhibitsapeculiarmixtureofbothradicalandconservativeelements.Inthemidstofhisradicalreorderingofthestructureoftheuniverse,CopernicusstilladheredtotheancientAristoteliandoctrinesofsolidcelestialspheresandperfectcircularmotionofheavenlybodies,andheheldessentiallyintacttheentireAristotelianphysicsofmotion.Moreover,withsignificantinnovations,heclungtothePtolemaicrepresentationofplanetarymotionbymeansofcomplicatedcombinationsofcirclescalledepicycles.AlthoughCopernicusrealizedthathistheoryimpliedanenormousincreaseinthesizeoftheuniverse,hedeclinedtopronounceitinfinite.TheseaspectsoftheCopernicantreatisedonotmitigatethenoveltyortheimpactofthefinaltheory,ortheauthor’sfirmconvictionthathissystemwasanaccuraterepresentationofphysicalreality.Rather,theyindicatethescopeoftheworkthatlayaheadandthatwaseffectivelyaddressedinthenextcenturywhenKeplerdeterminedtheellipticityofplanetaryorbits,Galileoformulatedhisnewconceptofmotion,andNewtonespousedhistheoryofuniversalgravitation.TheenunciationoftheheliocentrictheorybyCopernicusmarkedthebeginningofthescientificrevolution,andofanewviewofagreatlyenlargeduniverse.Itwasashiftawayfromthecomfortableanthropocentrismoftheancientandmedievalworld.Ascientifictheorythatreflectedsoprofoundlyonhumanitywasnotwelcomedbythechurch,anditwasonlyafterthepublication(1540)ofNarratioprima(AFirstAccount),byanenthusiasticsupporternamedRheticus,thattheagedCopernicusagreedtocommittoprintthetheoryalreadyoutlinedin1514.Anundocumented,butoftenrepeated,storyholdsthatCopernicusreceivedaprintedcopyofhistreatiseonhisdeathbed.HediedonMay24,1543.
ShenzhouⅥtouchesdown
BEIJING,Oct.17(Xinhua/chinadaily.com.cn)—ThereturnmoduleofChina’ssecondmannedspacecraftShenzhouⅥhasreturnedtotheEarth,andtheastronautsaresafe.?ThemoduleandastronautstoucheddowninthemainlandingfieldinCentralInnerMongoliaAutonomousRegionat4:33A.M.Mondayafterafive-dayflight.?FeiJunlonggotoutofthereturnmodulebyhimselffirst,followedbyNieHaisheng.?Thetwosaidtheywereingoodconditionwhenansweringquestionsfromjournalists.?ThetwoPeople’sLiberationArmycolonelsreceivedahero’swelcome.JubilantresidentsinNie’shometownincentralHubeiprovincesetofffirecrackersandperformedtraditionalliondances.Fei’smotherweptonlearningofhissafereturn,andhisfatherdeclared,“Themotherlandissogreat!”StatetelevisionshowedtheastronautsemergingfromShenzhouⅥunaided,pausingatopthecharredreentrycrafttowavetotherecoveryteam.?ChenBingde,chiefofChina’smannedspaceproject,declaresthemissionacompletesuccess.Thereturnmoduellandedonekilometerawayfromthetarget,andsixkilometersfromtheShenzhouV’slandingsite.?
ThetwomenareexpectedtobetakenbyahelicoptertoalocalairporttoboardaflighttoBeijing.Bothwillbeinisolationforobservationfor14daysafterthemission,butfamilymemberswillbeallowedtovisit,theBeijingYouthDailynewspapersaidSunday.?FeiandNieblastedoffWednesdayonChina’ssecondmannedspacemission.ItcamealmostexactlytwoyearsafterChina’sfirstmannedspaceflight.?Chinaisonlythethirdcountrytosendhumansintoorbitonitsown,afterRussiaandtheUnitedStates.StatetelevisionshowedscoresoftechniciansmonitoringthelandingatcomputerscreensataBeijingcontrolcenter.Theyshowednoreactionwhenanannouncersaidthecapsulehadlandedbutbrokeintocheersafterwordcamethattheastronautsweresafe,theAssociatedPressreported.ChineseleadersincludingthetoplegislatorWuBangguowereshownontelevisionwatching?thelandingfromthecontrolcenter.?Themissionhad“accomplishedtheplannedexperimentsandaccumulatedvaluabletechnicaldata,”XinhuasaidSunday.?“Wefeelgood,ourworkisgoingsmoothlyandourlifeishappy,”FeiwasquotedassayingSundayeveningbeforethecraftbeganitsre-entrymaneuvers.“Wewilldoourutmosttofulfillthemission.”?“We’regratefulforthedeeploveandconcernbyallChinesepeople,theHongKong,MacaoandTaiwancompatriots,”Niesaid.?Shenzhou6orbitedtheEarth76timesandtraveledmorethan1.9millionmiles.Themissionwassubstantiallylongerandmorecomplexthanthe2003flight,whenastronautYangLiweiorbitedfor211/2hoursbeforehiscapsulelandedbyparachute.?
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