Unit1 My Home is My Castle

By Margaret Griffin,2014-08-30 13:08
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Unit1 My Home is My Castle

    Unit One My Home is My Castle

I? Teaching Objectives

    1. Reading: multiple choice; matching prompts to elements in the text

    dwellings and appliances; furniture; colours and rooms; household 2. Vocabulary

    chores; home safety

    3. Grammar: present tenses; state verbs; adverbs of frequency 4. Use of English: prepositions of place; adverbs of frequency; phrasal verbs; linkers 5. Listening: listening for specific information; multiple matching; note-taking; T/F

    statements; matching speakers to statements

    6. Speaking: describing a room; talking about your house; comparing and contrasting

    types of houses; suggesting ways to make a house safe for children;

    note-taking; giving information about a house; starting a conversation;

    expressing sympathy; renting a house; requesting services 7. Intonation: expressing sympathy

    8. Writing: an advertisement; a short descriptive article; an in formal letter

II. Teaching Aims:

    1. New words learning;

    2. Cultural information about building;

    3. Grammar points on present tenses, adverbs of frequency, state verbs phrasal

    verbs--- break ,bring;

    4. Basic listening and speaking skills.


    III. Teaching periods:

Time Allotment (3 periods in total)

    Contents Time allotted

    Text In Search of the Perfect Home 1-2 periods

    Vocabulary practice 1 period

    Grammar in use 1 period

    Listening and speaking skills 30 mins

    After class reading 15 mins

IV. Teaching Methods

    1. Group activity, students’ teaching, exercise training and answers checking,

    2. Role play, teacher’s presentation


    V. Teaching Contents

?). Reading


Language points:

1. Background information:

Blarney Castle:

    Blarney Castle (Irish: Caisleán na Blarnan) is a medieval stronghold in Blarney, near Cork, Ireland, and the River Martin. Though earlier fortifications were built on the same spot, the current keep was built by the Mac Carthy dynasty, Kings of Desmond, and dates from 1446. The noted Blarney Stone is found among the machicolations of the castle.

    The castle originally dates from before AD 1200, when a wooden structure was built on the site. Around 1210 A.D. this was replaced by a stone fortification. It was destroyed in 1446, but subsequently rebuilt by Cormac Laidir MacCarthy, Lord of Muscry.

    Blarney House

    The castle was besieged during the Irish Confederate Wars and was seized in 1646 by Parliamentarian forces under Lord Broghill. However after the Restoration the castle was restored to Donough MacCarty, who was made 1st Earl of Clancarty. During the Williamite War in Ireland in the 1690s, the then 4th Earl of Clancarty (also named Donough MacCarty) was captured and his lands (including Blarney Castle) were confiscated by the Williamites.

    The castle was sold and changed hands a number of times before being purchased by Sir James St. John Jefferyes.

    Members of the Jefferyes family would later build a mansion near the keep. This house was destroyed by fire however, and in 1874 a replacement baronial mansion - known as Blarney House - was built overlooking the nearby lake.

    The castle is now a partial ruin with some accessible rooms and battlements. At the top of the castle lies the Stone of Eloquence, better known as the Blarney Stone. Tourists visiting Blarney Castle may hang upside-down over a sheer drop to kiss the stone, which is said to give the gift of eloquence. There are many legends as to the origin of the stone, but some say that it was the Lia Fáila magical stone upon which

    Irish kings were crowned.

    Surrounding the castle are extensive gardens. There are paths touring the grounds with signs pointing out the various attractions such as several natural rock formations which have been given fanciful names, such as Druid's Circle, Witch's Cave and the Wishing Steps. Blarney House, also open to the public, is a Scottish baronial-style mansion

    that was built on the grounds in 1874.

Dunnottar Castle

    Dunnottar Castle is a ruined medieval fortress located upon a rocky headland on the north-east coast of Scotland, about two miles (3 km) south of Stonehaven. The surviving buildings are largely of the 15th16th centuries, but the site is believed to

    have been an early fortress of the Dark Ages. Dunnottar played a strategic role in the history of Scotland from the Middle Ages through to the Enlightenment, because of the location: it overlooked the shipping lanes to northern Scotland; and is situated on a


    narrow coastal terrace that controlled land access to the coastal south via Portlethen Moss to Aberdeen during the medieval period. The site, owned by private interests is open to the public, visited annually by hundreds of thousands of tourists. The ruins of the castle are spread over 3 acres (1.2 ha), surrounded with steep cliffs that drop to the North Sea 50 metres (160 ft) below. The L plan castle is accessed via

     narrow strip of land, joining the mainland to a steep path leading up to the gatehouse. a

    The cliff and headland formations, which extend to the north and south, is a notable bird sanctuary to pelagic birds.

2. New Words and Phrases

    1) abandon v. 遗弃)放弃

    -ed 被抛弃的)自甘堕落的?-ment n.

    ; abandon oneself to doing

    2) accuse of 控告?谴责

    3) accustomed adj. 习惯的?惯常的

    be accustomed to doing

    4) appeal to有吸引力?引起兴趣?呼吁)要求

    appeal arms 诉诸武力

    5) cater vi. 准备食物

    caterer n.. 就系承办商)饮食服务公司

    6) convert sth into sth 转化为

    7) convince v. 使相信)使信服)说服

    convince sb (of sth ) 说服某人 ?相信某事(

    8) draught 穿堂风& drought干旱)缺乏

    9) evict v. ?尤指依法从房屋过土地上(驱逐)赶出

    evictee, evictor, eviction

    evict out of / evict from 驱逐

    10) outskirts 市郊

    rural 乡下的)农村的

    urban 市内的)城市的


    2. Lead-in

    1) Show some pictures. Read out the title. Explain that this tis taken from the English proverb An Englishman home is his castle. It means that an Englishman takes pride

    in his home.

    2) Ask Ss to look at the pictures. Ask them what looks unusual. Read out the list. Ask Ss to match the words/ phrases with the houses in the pictures.

    3) Use the adjectives to describe each house. Give reasons. Let ss work in pairs and decide which adjectives best describe each house, and give reasons. Check Ss

    answers around the class, then ask some Ss to talk about each house. 3. Text

    1(Read out the title of the article and elicit ss ideas about the content of the article

    and what type of publication, it might be found in by asking questions. 2) Explain the task. Read out the tip. Point out that ss need to follow this advice in


order to complete the task successfully.

    3) Read through the text. Explain the points.

    ? tree surgeon 树木整形专家

    ? go up上升)增长

    ? convince sb of sth 使某人相信

    ? set up : establish

    ? cant resist from: cant keep from doing

    ? landmark 里程碑

    4(Give some time and let the ss read the text again, then review the meaning of the words in bold by giving examples or synonyms. Then, ss use their dictionaries to find synonyms ofr the highlighted words. Check ss; answers.

?). Vocabulary practice

    1. Elicit the meaning of the subtitle by asking questions or giving examples. 2. Explain that when we think of a type of dwelling we need to consider its style, its

    location, its cost, and its general description.s look up any unknown vocabulary.

    Then, read out the words in the table and elicit the meaning of any unknown

    words by giving examples.

    3. Explain that ss are going to listen to two people talking about their houses.

    Explain the task. Play the MP 3 and ask ss to underline the adj that Ann uses. Play

    it again. Ss circle the adj that John uses Play the tape again. Ss listen and check

    their answers.

    4. Ask ss to look at the two texts and elicit where they can be found. Read out the

    adv and explain any unknown words. Explain the task. Ss work in pairs and list

    the special features of each property. Check ss; answers.

    5. Read out the list of household appliances and licit what they are used for.

    Alternatively, ask ss questions to find out if they know what they are.Explain the

    task. Elicit names of rooms and write them on the board. When ss have completed

    the task, check their answers. Ask ss to give reasons for the location of these

    items.Allow ss a minute to complete the task. Check ss answers. Then ss make up

    sentences about their houses. Point out that ss can use either structure. 6. Go through the tables and explain the task, Read the examples aloud and focus ss;

    attention on the various structures. Explain that we use. S make up sentences.

    Check that ss use the linkers correctly.

    7. Elicit what house hold chores are by giving examples. Ss work in pairs and

    complete the exercise. Check ss; answers. Elicit adverbs of frequency and write

    them on the board. Ss make up sentences using the phrases.

    8. Tips:


    Terraced house排房

    Isolated 孤立的)隔离的

    Overpriced 索价过高的

    Family-sized 适合、足够全家人居住的



Entrance hall 门厅

    Attic 阁楼

    Rear patio露台

    Let 出租屋

    Glazing 玻璃窗

    Tube station 地铁站

    Humidifier 加湿器

    Whereas 然而)反之

    Cellar 地下室

    Household chores家务事

    Coffee table 茶几

    Candlesticks 烛台

?). Grammar in Use

    Present tenses

    ; Explain the task, then do item 1 with ss. Ss work in pairs and do the exercise.

    Check ss answers. As an extension, ss make up sentences for each use. Refer

    ss to the Grammar Reference section for more detail.

    ; Read out the theory box. Ask ss to make up sentences using the verbs in bold.

    Refer ss to the Grammar Reference section for more detail. Allow ss two

    minutes complete they exercise. Check ss; answers on the board. Ss justify

    their answers.

    ; Check ss; answers on the board while they read them out.

    ; Quickly revise the adverbs of frequency. Elicit the adverbs from ss. Ask ss to

    put always in the correct place in tthese sentences. Elicit from ss that adverbs

    of frequency go before a main verb, but after auxiliary verbs. Go through the

    diagram with ss. Read out the examples. Point out that ss can use any of the

    three structures to make up sentences. Ss then complete the task.

    ; Elicit from ss how we use these time adverbs. Ask questions: which time

    adverbs do we use with the present perfect? What sentence structure do we

    use with yet? What sentence structure do we use with already? Alternatively,

    give prompts and ask ss to make up sentences using the listed time adverbs.

    ; wrete :I have cleaned the house, I have beening cleaning the house since

    10oclock-on the board. Ask :which sentence gives emphasis to the duration

    of the action? 2(which sentence is about a finished action?(1) Do item 1 with

    ss, then go through the rest of the items and check for any unknown words.

    Allow ss two minutes to do the exercise. Check ss; answers while ss read out

    their sentences. Alternatively, complete the task orally in class, then assign it

    as written HW.

    ; Explain the task. Ss work in pairs and do the exercise. Allow them two

    minutes to complete the task then check their answers. Ask ss to justify their



    ; Explain that this exercise works with Appendix at the back of the ss books.


    Present the table in the Appendix and go through letters A and B with ss. Ss

    work in pairs and do the exercise. Check ss answers. Then, ss try to explain

    the phrases by giving examples, synonyms, etc. ss should memorise these


    ; Explain that the phrases in this exercise are taken from the article on pp 6-7.

    do item 1 with ss, then ss work in pairs and complete the exercise. Check ss;

    answers. Ss choose five expressions and make up sentences. Alternatively,

    assign the exercise as writtenhw. Ss prepare their sentences for the next

    lesson. Check ss answers.

    Phrasal verbs:

    Explain that this exercise works with Appendix 2 at the back of the ss book. Ask ss to

    think of any phrasal berbs formed with break or bring. Write them on the board. Elicit their meanings by asking ss to give examples. Do item 1 with ss, then ss work in paris and c omplete the exercise. Check ss answers. Ss should then memorise these phrasal


    Word formation

    Ask ss to look at the title of the article and the picture. Ask ss to say how this house could be broken in. explain that the words in bold are the stem from which the missing words are derived.. Read the text aloud up to the example. When ss have completed the exercise, choose individual ss to read out the text. Error correction

    Ask ss to look back at pp 6-7 and list the unusual houses. Brainstorm with ss and list other unusual house that ss have heard of. Explain that in this kind of exercise ss are given a text in which some lines contain a mistake in the form of an extra word which needs to be removed. Read out the title and elicit what the text might be about. Deal the passage sentence by sentence , lead ss find the mistake.

    Key-word transformations

    Read the whole sentence, then look at the key words. Try to work out what the question is testing. Complete the sentence without changing the word given. Check that you have written two to five words. Also check for spelling.

    Idioms and fixed phrases

    Show the idioms and explain those in English.


    revolve 使旋转

    irritation 愤怒

    mill 工厂)磨坊

    haunted 闹鬼的

    curry 咖喱粉

    spice 调味料

    a storm cellar 防风地下室

    have a power cut 停电

    prune 剪除

    be absent from

    become accustomed to doing


accuse sb of sth 指控某人

    agree on

    approve of 赞成

    neg for

    from scratch 从头开始

    bring out 出版)生产

    break up 分裂)结束

    break in 闯入)打断

    break out 突发)爆发

    bring back 使回忆起来)使恢复

    break off 断除)解除

    derive from 由来)衍生

    mow the lawn

    pirate 海盗

    billiard 台球

    décor 舞台装饰

    force ones way 强行前进)强行进入

    once in a blue moon 千载难逢的

    have green fingers 园艺能手

    a bit green 有些生)无经验

    纸黑字)书面的)印刷的 in black and white

    out and about 能外出走动的

    clear the air 澄清事实)消除误会

    vanish into thin air 消失的无影无踪

    not take no for an answer 不允许说不

    refuse to play ball 不买账

    drive hard bargain 激励讨价还价)坚持苛刻的条件

?). Listening and speaking skills

    1. listen for specific information. Listen again, if necessary.

    2. Lead ss to describe pictures, using as many descriptive words as


?). Culture Clip

    Leave the articles as the homework, then check the answers next time.

    ?). Writing an informal letter describing a house for rent

    3. Explain the tip /the rule to ss,(introduction, main body, conclusion)

    4. Analysing a model text

    Read the letter and underline the topic sentences, then replace them with your

    own topic sentences. Then ,sort them into the interior and exterior of the house.

    5. Study the table, then fin examples of informal style in the letter. Contrast

    them .

    6. Read through the six given statements, sort them into opening and closing



    7. Using the various adjectives to describe nouns, and make clear the meanings .

    8. Explain the given famous words. Show the realistic meaning of them.

    9. Tips:

    sign off 停止活动

    abbreviation 缩写

    impersonal 非个人的

    feel obliged to do 必须)不得不

?). Summary

    Lead ss to review what we have learnt in this unit, including words, grammar,

    idioms and daily expressions.

?). Attendance

出勤人Monday Tuesday Wednesday Thursday Friday



?). Reflections after teaching:


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