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listening and speaking and writing skills.
Almost all the activities in this period are based on the story of Guy Fawkes’ planning toreplace the then government. In the Reading part, the students should first learn about the storyand the origin of the celebration. Then they will talk about the three main characters in the story.
The students will finish this task in groups of four, with the fourth student acting as a witness. Inthis part, the students are asked to fully understand the main characteristics of the person that theychoose to act.In Listening part, the students can get more related background. They will do some true-or-false exercises, answer some questions and fill in the chart. Then the students will have adiscussion in groups about the reasons for King James’ and Guy Fawkes’ actions. They shouldalso choose one of them to feel sympathy for and find out the reasons. This step doesn’t onlyprovide the students a chance to train their listening ability but also provide them knowledge
about a particular celebration in the UK. Above all, the students are given the chance and topics topractice speaking and cooperating with others.
Then the students will choose one of the serious things in their lives. They should analyze theproblems and put forward some suggestions to deal with the problems. They should write a letterto someone to ask for help. This part is just to train the students’ writing ability.Teaching Important PointsLearn a passage about a particular celebration in the UK.
Train the students’ listening ability.
Teaching DifficultiesTrain the students’ writing ability.
Learn to find reasons for their choices.
Teaching Aidsa tape recorder
a projector
the blackboard
Three Dimensional Teaching AimsKnowledge Aims Learn a passage about a particular celebration in the UK.
Learn the background of the celebration.
Ability AimsTrain the students’ listening ability.
Train the students’ speaking ability.
Train the students’ writing ability.
Learn to find reasons for their choices.Emotional AimsLearn to cooperate with others.
Learn to support justice.
Learn to feel sympathy for the weak.
Teaching Procedure
Period 6 Reading and WritingThe General Idea of This PeriodIn this period, teacher will help to train the students’ integrating skills, including reading,
Teacher greets the students as usual.
Step 2 Revision T: In the last period, we learned the past participle used as the object complement.Can youtell me the basic structure?S: have/get/find/see/feel/notice/hear/etc +object +past participle
T: You are right. So let’s first check your homework on Page 51.I will ask one of you to readthe passage.
(One student reads the passage.)
(Teacher corrects the mistakes if there are any.)
T: We also compared the present participle and the past participle. Can you tell me thedifferences between them?S: They are different when they are used as the attributive, object complement, predicate andadverbial.
T: Yes. I also gave you some sentences to finish. Now let’s check your answers.
Ss: 1) caught 2) seated 3) being taken 4) to have made 5) heated
6) to write 7) Compared8) to leaveT: You did a very good job.
Step 3 Reading
T: When talking about a country, besides its geography, historical attractions and leaders,
what should we also talk about? S: Its people.
S: Its climate.
S: Its holidays.
S: ...
T: Yes. So now let’s talk about some British celebrations. Do you know any holidays inBritain?S: New Year’s Day on January 1st.
S: Valentine’s Day celebrated on February 14th.
S: April Fools’ Day on April 1st.
S: ...
T: Yes, you know a lot of British holiday. But there is one celebration that happens only inBritain and nowhere else in the world. It is called Guy Fawkes Night or Bonfire Night.2005 is the400th anniversary of the Gunpowder plot. Today we will learn about its origin. Look at a poster ofthe celebration first.Bonfire Night5th November“Remember, remember,
Step 1 Greetings
Words to Guy Fawkes rhymeT: What information did you get from the poster?
S: The celebration takes place on November 5th.
S: It has something to with a person named Guy Fawkes.
S: People celebrate the day by letting off a lot of fireworks. T: You are very clever. Now read the passage “A Particular British Celebration” on Pages 51-52 and try to fill in the following timeline.
October 10November 1272283294305316(Students read the passage and try to finish the task.)(Teacher asks one student to come to blackboard and fill in the timeline.)
(After several minutes, Teacher checks the answers with the class.)
October 10plan to change thegovernmentNovember 1wait27buy a house close tothe House ofParliament2wait28buy large containersof gunpowder andstore them in thecellar3wait294wait305be searched by theyKing and found; bekilled31wait6the opening ofParliamentT: Now read the passage again. This time, please pay special attention to the characters in thestory.(Students read the passage.)
T: What are the main characters in the story?
S: Guy Fawkes, Robert Catesby and King James.
T: Here is a picture of all the people that took part in the plan.
the fifth of November, Gunpowder, treason and plot.We see no reason whyGunpowder treasonShould ever be forgot!”
Step 4 Group Work(Teacher divides the whole class into groups of four.)T: You are going to retell this story in a group. Decide whether you would like to be GuyFawkes, Robert Catesby, King James or an eyewitness. Think about what your character wouldsay or do. When you are ready, practice your speech so that you tell the story as a group. Whiledoing this, remember to introduce your character and explain reasons for your behaviour.
(Students work in groups. Meanwhile, the teacher goes around the classroom and helps themsolve any problem that they may have.)(After a few minutes, the teacher asks one group to come to the front to demonstrate theirstory.)Step 5 ListeningT: In order to know the related background better, we are going to do a listening test.Firstlisten to the tape, and decide which sentences are true and which are false. Tick the correct boxes.(Teacher plays the tape once and checks the answers with the whole class.)
(If possible, the teacher can ask the students to correct the wrong statements.)
T: Now discuss the following questions with a partner.
1.What was the King’s attitude to the Catholics?
2.Why did he change his mind?
3.What was the King’s attitude to the Protestants?
4.Why did Guy Fawkes and Catesby want to blow up the Houses of Parliament and kill the
T: What did the main characters in the passage do in the story? Let’s talk about King Jamesfirst.S: King James of Scotland became king of England in 1603.He seemed happy to be friendlyto both Catholics and Protestants and let them both practice Christianity in their own ways. Laterhe changed his mind. Before the opening of the Parliament he was told about Guy Fawkes’s planand decided to search those cellars, where he discovered some gunpowder. He had Guy Fawkeskilled at the Tower of London. Later he decided that he did not want his people to forget how closethe government had come to disaster. So he made November 5th into a yearly celebration.S: Guy Fawkes was one kind of Christian, a Catholic, but the government of England usuallysupported the Protestant cause. On October 10th, 1605 Robert Catesby asked him if he wouldsupport a plan to change the government and replace it with another that supported the Catholiccause.Fawkes agreed. Then they bought a house close to the Houses of Parliament and boughtlarge containers of gunpowder and stored them in the cellar. He waited by the gunpowder to startthe fire on November 6th, when the Parliament opened. But he was found by the soldiers sent byKing James. Guy Fawkes was taken to the Tower of London to be killed.S: Robert Catesby was Guy Fawkes’s friend. It was he that persuaded Fawkes to take part inthe plan to replace the government. He bought the house and gunpowder with Fawkes .When KingJames sent the soldiers to search those cellars, he took flight and ran away.T: Yes, these are the main things that they did.
(Teacher checks the answers with the whole class. If the students make any mistakes, there isno need to correct them, because the students will listen to the passage again.)
T: Now listen to the tape again and fill in the chart.
(Teacher plays the tape for the students to listen and finish the task. If necessary, the teacherplays the tape again.)
(Teacher checks the answers with the whole class.)
Step 6 Speaking
T: Do you think Guy Fawkes or King James were right to behave the way they did? Discuss
this problem in fours and make notes of your ideas. Then decide who gets your sympathy and givea reason.
T: The purpose of this exercise is to help you understand the story and then decide who youfeel most sympathy for. There is no right or wrong answer.
T: Now I will ask some of you to show the class your ideas. While somebody is speaking,
listen carefully and try not to repeat what has been said. Make your points clearly and speakloudly enough to be heard by everyone in the class. At the end of the discussion we will have avote ot see whose idea is the best of all.
(Students work in groups of four. Meanwhile the teacher goes the classroom to help themsolve any difficulties they may have.)
S: I sympathize with Guy Fawkes because King James had promised to treat the Catholics
and Protestants equally, but later he broke his promise and treated the Catholics unfairly. GuyFawkes wanted to replace the government not only for himself, but also for other Catholics. Ithink he was a hero.
Step 7 Writing
T: Is there anything at school or at home that you feel very strongly about? Make a list ofthings that you feel are important. Choose one you think is the most serious problem. Make a planto try and solve it peacefully. Do it with your partner.
(Ss practice in pairs.)
(After several minutes.)
S: Problem: more and more serious air
Almost all the activities in this period are based on the story of Guy Fawkes’ planning toreplace the then government. In the Reading part, the students should first learn about the storyand the origin of the celebration. Then they will talk about the three main characters in the story.
The students will finish this task in groups of four, with the fourth student acting as a witness. Inthis part, the students are asked to fully understand the main characteristics of the person that theychoose to act.In Listening part, the students can get more related background. They will do some true-or-false exercises, answer some questions and fill in the chart. Then the students will have adiscussion in groups about the reasons for King James’ and Guy Fawkes’ actions. They shouldalso choose one of them to feel sympathy for and find out the reasons. This step doesn’t onlyprovide the students a chance to train their listening ability but also provide them knowledge
about a particular celebration in the UK. Above all, the students are given the chance and topics topractice speaking and cooperating with others.
Then the students will choose one of the serious things in their lives. They should analyze theproblems and put forward some suggestions to deal with the problems. They should write a letterto someone to ask for help. This part is just to train the students’ writing ability.Teaching Important PointsLearn a passage about a particular celebration in the UK.
Train the students’ listening ability.
Teaching DifficultiesTrain the students’ writing ability.
Learn to find reasons for their choices.
Teaching Aidsa tape recorder
a projector
the blackboard
Three Dimensional Teaching AimsKnowledge Aims Learn a passage about a particular celebration in the UK.
Learn the background of the celebration.
Ability AimsTrain the students’ listening ability.
Train the students’ speaking ability.
Train the students’ writing ability.
Learn to find reasons for their choices.Emotional AimsLearn to cooperate with others.
Learn to support justice.
Learn to feel sympathy for the weak.
Teaching Procedure
Period 6 Reading and WritingThe General Idea of This PeriodIn this period, teacher will help to train the students’ integrating skills, including reading,
Teacher greets the students as usual.
Step 2 Revision T: In the last period, we learned the past participle used as the object complement.Can youtell me the basic structure?S: have/get/find/see/feel/notice/hear/etc +object +past participle
T: You are right. So let’s first check your homework on Page 51.I will ask one of you to readthe passage.
(One student reads the passage.)
(Teacher corrects the mistakes if there are any.)
T: We also compared the present participle and the past participle. Can you tell me thedifferences between them?S: They are different when they are used as the attributive, object complement, predicate andadverbial.
T: Yes. I also gave you some sentences to finish. Now let’s check your answers.
Ss: 1) caught 2) seated 3) being taken 4) to have made 5) heated
6) to write 7) Compared8) to leaveT: You did a very good job.
Step 3 Reading
T: When talking about a country, besides its geography, historical attractions and leaders,
what should we also talk about? S: Its people.
S: Its climate.
S: Its holidays.
S: ...
T: Yes. So now let’s talk about some British celebrations. Do you know any holidays inBritain?S: New Year’s Day on January 1st.
S: Valentine’s Day celebrated on February 14th.
S: April Fools’ Day on April 1st.
S: ...
T: Yes, you know a lot of British holiday. But there is one celebration that happens only inBritain and nowhere else in the world. It is called Guy Fawkes Night or Bonfire Night.2005 is the400th anniversary of the Gunpowder plot. Today we will learn about its origin. Look at a poster ofthe celebration first.Bonfire Night5th November“Remember, remember,
Step 1 Greetings
Words to Guy Fawkes rhymeT: What information did you get from the poster?
S: The celebration takes place on November 5th.
S: It has something to with a person named Guy Fawkes.
S: People celebrate the day by letting off a lot of fireworks. T: You are very clever. Now read the passage “A Particular British Celebration” on Pages 51-52 and try to fill in the following timeline.
October 10November 1272283294305316(Students read the passage and try to finish the task.)(Teacher asks one student to come to blackboard and fill in the timeline.)
(After several minutes, Teacher checks the answers with the class.)
October 10plan to change thegovernmentNovember 1wait27buy a house close tothe House ofParliament2wait28buy large containersof gunpowder andstore them in thecellar3wait294wait305be searched by theyKing and found; bekilled31wait6the opening ofParliamentT: Now read the passage again. This time, please pay special attention to the characters in thestory.(Students read the passage.)
T: What are the main characters in the story?
S: Guy Fawkes, Robert Catesby and King James.
T: Here is a picture of all the people that took part in the plan.
the fifth of November, Gunpowder, treason and plot.We see no reason whyGunpowder treasonShould ever be forgot!”
Step 4 Group Work(Teacher divides the whole class into groups of four.)T: You are going to retell this story in a group. Decide whether you would like to be GuyFawkes, Robert Catesby, King James or an eyewitness. Think about what your character wouldsay or do. When you are ready, practice your speech so that you tell the story as a group. Whiledoing this, remember to introduce your character and explain reasons for your behaviour.
(Students work in groups. Meanwhile, the teacher goes around the classroom and helps themsolve any problem that they may have.)(After a few minutes, the teacher asks one group to come to the front to demonstrate theirstory.)Step 5 ListeningT: In order to know the related background better, we are going to do a listening test.Firstlisten to the tape, and decide which sentences are true and which are false. Tick the correct boxes.(Teacher plays the tape once and checks the answers with the whole class.)
(If possible, the teacher can ask the students to correct the wrong statements.)
T: Now discuss the following questions with a partner.
1.What was the King’s attitude to the Catholics?
2.Why did he change his mind?
3.What was the King’s attitude to the Protestants?
4.Why did Guy Fawkes and Catesby want to blow up the Houses of Parliament and kill the
T: What did the main characters in the passage do in the story? Let’s talk about King Jamesfirst.S: King James of Scotland became king of England in 1603.He seemed happy to be friendlyto both Catholics and Protestants and let them both practice Christianity in their own ways. Laterhe changed his mind. Before the opening of the Parliament he was told about Guy Fawkes’s planand decided to search those cellars, where he discovered some gunpowder. He had Guy Fawkeskilled at the Tower of London. Later he decided that he did not want his people to forget how closethe government had come to disaster. So he made November 5th into a yearly celebration.S: Guy Fawkes was one kind of Christian, a Catholic, but the government of England usuallysupported the Protestant cause. On October 10th, 1605 Robert Catesby asked him if he wouldsupport a plan to change the government and replace it with another that supported the Catholiccause.Fawkes agreed. Then they bought a house close to the Houses of Parliament and boughtlarge containers of gunpowder and stored them in the cellar. He waited by the gunpowder to startthe fire on November 6th, when the Parliament opened. But he was found by the soldiers sent byKing James. Guy Fawkes was taken to the Tower of London to be killed.S: Robert Catesby was Guy Fawkes’s friend. It was he that persuaded Fawkes to take part inthe plan to replace the government. He bought the house and gunpowder with Fawkes .When KingJames sent the soldiers to search those cellars, he took flight and ran away.T: Yes, these are the main things that they did.
(Teacher checks the answers with the whole class. If the students make any mistakes, there isno need to correct them, because the students will listen to the passage again.)
T: Now listen to the tape again and fill in the chart.
(Teacher plays the tape for the students to listen and finish the task. If necessary, the teacherplays the tape again.)
(Teacher checks the answers with the whole class.)
Step 6 Speaking
T: Do you think Guy Fawkes or King James were right to behave the way they did? Discuss
this problem in fours and make notes of your ideas. Then decide who gets your sympathy and givea reason.
T: The purpose of this exercise is to help you understand the story and then decide who youfeel most sympathy for. There is no right or wrong answer.
T: Now I will ask some of you to show the class your ideas. While somebody is speaking,
listen carefully and try not to repeat what has been said. Make your points clearly and speakloudly enough to be heard by everyone in the class. At the end of the discussion we will have avote ot see whose idea is the best of all.
(Students work in groups of four. Meanwhile the teacher goes the classroom to help themsolve any difficulties they may have.)
S: I sympathize with Guy Fawkes because King James had promised to treat the Catholics
and Protestants equally, but later he broke his promise and treated the Catholics unfairly. GuyFawkes wanted to replace the government not only for himself, but also for other Catholics. Ithink he was a hero.
Step 7 Writing
T: Is there anything at school or at home that you feel very strongly about? Make a list ofthings that you feel are important. Choose one you think is the most serious problem. Make a planto try and solve it peacefully. Do it with your partner.
(Ss practice in pairs.)
(After several minutes.)
S: Problem: more and more serious air
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