Unit 2 The United Kingdom
本单元话题是“英国”。通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。“阅读”(reading)部分从地理，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，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。以通过给学生看地图，拼地形图卡片，看幻灯片等，尽可能多地直观的向学生介绍有关英国概况的知识，使学生对当代英国的经济与政治，城市与乡村等诸多方面有一个整体认识。老师要尽量给学生自主学习的时间和空间，通过自学、自做、自悟、自助等方式，让学生体会和理解文章的内容，探讨英国的文化。
1. Target language 目标语言
a. Key words and expressions：
consist of , puzzle, clarify, convenience, convenient, attraction, influence, worthwhile
b. Key sentences重点句子：
1. How many countries does the UK consist of?
2. England can be divided into three main areas.
3. There is no need to debate any more about why different words are used to describe the four countries: England, Wales, Scotland and Northern Island ．
4. You can easily clarify any problems if you study British history.
2. Ability goals 能力目标
a. Students will be familiar with some background knowledge of the UK.
b. Students are expected to get the main idea of the text.
c. Students will understand the text and answer the following questions:
d. Students are able to master the details about the passage, choosing the correct answer according the text and fill in the form about the passage and the diary.
e. Students can learn the reading skill of getting the main idea of each paragraph/ part & each passage.
3. Learning ability goals 学能目标
a. Help students to discuss:
How to describe a place of interest.
How to introduce a country
b. Let the Ss know how to get the main idea of the text.
c. Get the Ss to learn how to find the relative key words from the passage to choose the correct answers.
d. Enable the Ss to retell the passage using the first person.
a. Students to learn different reading skills, especially gist reading and comprehending beyond lines.
b. Students have a general idea of what the scientific research is and set a positive attitude towards it.
c. To learn about the past participle used as the object complement.
a. Skimming and scanning
b.Elicitating
c. Individual, pair or group work to finish each task.
d. Discussion.
A tape-recorder, the multimedia, a projector
StepI. Brainstorming
When you mention England, what or who will you think of?
StepII. Presentation
Show Ss some typical pictures about the UK.
StepIII. A quiz
Check Ss’ understanding of the UK.
StepIV. Reading
Fast-reading
Let Ss read the text quickly to find out the answer to the following question:
What does the National flag stand for? (skimming)
(The Union Jack flag unites the three flags of three countries in the United Kingdom.)
Then ask Ss to scan the article to find out the answer. Ask Ss to pay attention to the four parts of Great Britain. ( scanning)
2. Let Ss read the text once again.
Task1: Ask Ss to name the four parts of the UK.
Task2: Divide GK into three parts.
Show the zones of the South, Midlands and North of England.
( North: Leeds, York, Sheffield, Manchester; Midlands: Coventry, Birmingham; South: Reading, London, Brighton, Plymouth) [来]
Task3: Scanning
According to the text, join lines to the right answers.
Para. 1 Explains the joining of England and Wales.
Para. 2 States topic to be examined in the reading.
Para. 3 Explains the importance of London as cultural and political centre in the UK.
Para. 4 Explains what the term “Great Britain” means and how it came about.
Para. 5 Explains differences in the four countries.
Para. 6 Explains how England is divided into three zones.[来源:学*科*网Z*X*X*K]
Task4: Divide the passage into three parts.
Part I: about the UK
Part II: about England
Part III: about London
Task5: What’s the writing style of this passage?
The text is written in narrative style, which introduces to the learners how the UK was formed geographically and historically, mainly dealing with England and the other three countries, which not only work together as a union in many aspects but also develop their own administrative(行政的) systems. It also introduces the four invaders who influenced the UK language, place-names, vocabulary and system of government.
StepV. Language points
consist of
由…组成，由…构成，包括（注意：不能用于被动语态和进行时态）= be made up of
consist in 基于，在于，存在…之中
Coal consists mostly of carbon.
煤大部分由碳组成。
This club consists of more than 200 members.
这个俱乐部由２００位以上的会员构成。
divide
意为“把一个整体分成若干个部分” 常与 into，among, between 搭配
divide into 把…分成
divide sth. among sb. 在…分配
divide sth. with sb. 与…分担
divide… by… 用…除以
辨析：divide, separate
divide 划分；把整体分成若干部分，破坏了宾语的完整性
separate分隔；把原来连在一起或靠近的分隔开来，没有破坏宾语的完整性，只是将宾语分开
The world is divided into five continents.
Let’s divide the cake into three.
He separated the big eggs from the small ones.
The grinding machine (碾谷机) separates the grain from the husk（糠）.
There is no need to debate any more about why different words are used to describe the
four countries: England, Wales, Scotland and Northern Island ．
对于用来描述英格兰、威尔士、苏格兰和北爱尔兰这四个国家的词语，现在已经没有争辩的必要了。
There is no need to do sth. 没有必要做某事
There is no need (for you) to come if you don’t want to. 如果你不想来，那就没有必要来了．
Is there any need to explain any further？还有必要作进一步的解释吗？
句中why引导宾语从句，作介词about的宾语
4. debate v. & n. ①辩论，讨论
debate about sth. 对某事进行辩论，讨论
What are they debating (about)?
We are just debating what to do next.
After a long debate, the House of Commons approved the bill.
5. You can easily clarify any problems if you study British history.
如果你学习了英国历史，很容易就能弄清楚任何问题。
clarify vt. 澄清，讲清楚；阐明 vi. 澄清，清楚，明了；
Could you clarify the question？
His mind suddenly clarified.
拓展：clarification n.
6. However, just as they were going to get Ireland connected to form the United Kingdom, the Southern part of that country broke away to form its own government.
然而，正当他们打算把爱尔兰也同另外三个国家联合起来形成联合王国的时候，爱尔兰的南部却分离出去了．
break v. (broke, broken) ＜习惯搭配＞：
break away 破坏、出故障、分解、脱离
break down 抛锚，出故障，身体跨了，削弱
break into 闯入，突然发出
break out （战争、瘟疫、火灾）爆发
break off 中断
break the rules 违反规则
break the records 打破记录
England is the largest of the four countries and for convenience it is divided roughly into
three zones.
在这四个国家中，英格兰最大，为了方便起见，它大致被分为了三个地区．
convenience n. 方便，便利 convenient adj. 适合需要的，方便的
a convenient place/ time
It is an inconvenient time to come.
I can’t see him now; it’s not convenient.
Will it be convenient for you to start work tomorrow?
8. Although the four countries do work together in some areas (for example, in international relations), they are still different.
尽管这四个国家在某些方面（如国际关系方面）是合作的，但它们还是不同的．
work together
是一个习惯用语, 不能按字面意思直译．work 在此处的被译为“起反应，起作用”
由动词work 构成的词组：
work well 做得好
work in / into 渗透，渗入
work at something 从事
work out 算出
work one’s will on /upon somebody 将某人的意志强加给别人
9. However, these industrial cities built in the nineteenth century do not have the historical attractions of other places.
然而,这些在十九世纪建立起来的城市却没有其它地方所具有的历史魅力.
attraction
n. 吸引，引力；吸引人的东西；喜闻乐见的东西；精彩节目
attractive adj. 有吸引力，诱人的
attraction of gravity 重力
He can’t resist the attraction of the sea on hot day. 酷热的夏天他经不住海的诱惑。
10. influence vt. & n.影响
have an influence with / on 对…有影响
under the influence of 在…影响下
My teacher influenced my decision to study art.
The weather influences crops.
My teacher’s influence made me study science at college.
He is a man of influence in the city.
11. invader n. 入侵者；侵略者 invade vt. 侵入；侵略；拥入；挤满
Hitler invaded Poland in 1939.
Doubts invade my mind.
Disease invade the body.
12. 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。
It looked splendid when first built!
当第一次建的时候它看上去很辉煌！
When first built = When it was first built
When asked why he was late, he went red.
StepVI. Grammar
The past participles as Object Complement
过去分词作宾语补足语
阅读下列句子，并体会黑体部分的用法
1．Now when people refer to England you find Wales included as well.
2．Finally the English government tried in the early twentieth century to form the United Kingdom by getting Ireland connected in the same peaceful way.
3．You find most of the population settled in the south，but most of the industrial cities in the Midlands and the North of England.
4．It passes through Greenwich，so Pingyu had a photo taken standing on either side of the line.
5．However，just as they were going to get Ireland connected to form the United Kingdom，the southern part of that country broke away to form its own government.
Ⅰ.常见的过去分词作宾语补足语的情况
1．感官动词see，hear，notice，observe，watch，feel，find等后可用过去分词作宾语补足语。
I saw an old man knocked down by a car.
我看到一位老人被车撞倒了。
[名师点津] 在此类“动词＋宾语＋宾语补足语”结构中，如用过去分词作宾语补足语，表示与宾语构成逻辑上的动宾关系或宾语所处的状态。(用现在分词作宾语补足语表示动作正在进行且与宾语构成逻辑上的主谓关系。)
2．意欲动词want，like，wish，order，expect等动词后接过去分词作宾语补足语，相当于过去分词前省略了to be，表示“希望/要求某事/某人被……”。
The father wants his daughter taught the piano.
这位父亲想让女儿学钢琴。
I'd like the job done when I come back from the journey.
我希望我旅行回来时，这项工作已经做完了。
3．使役动词have，get，make，leave，keep等后可用过去分词作宾语补足语。
Have you got your films developed?
你拿胶卷去冲洗了没有？
The speaker raised his voice but still couldn't make himself heard.
演讲者提高嗓音但还是不能让听众听到他的声音。
[名师点津]
“使役动词have＋宾语＋过去分词”的几种含义：
(1)主语请别人做某事
He wants to have his eyes examined tomorrow.
他明天想去检查眼睛。
(2)主语遭遇到某种不幸的事情
While they were on holiday，they had their car broken into.
他们在度假时车被撬了。
(3)使完成某事(事情既可以是别人做完，也可以由主语参与完成)
He had the walls painted this morning.
他今早给墙刷漆了。(主语自己可能参与)
4．在“with＋名词/代词＋过去分词”的复合宾语结构中，过去分词表示被动意义，过去分词与宾语在逻辑上是动宾关系。
With all the work done，I feel very relaxed now.
所有的工作都做完了，我现在感到非常放松。
An old man was brought in，with his hands tied behind his back.
一个老人被带了进来，他的双手被绑在背后。
Ⅱ.过去分词/现在分词/不定式作宾语补足语的区别
1．感官动词后接复合宾语的比较
感官动词(短语)see，watch，observe，look at，notice，hear，listen to，feel的宾语补足语主要有三种形式，试比较(以see为例)：
I heard her sing an English song just now.
刚才我听见她唱了一首英文歌。(主动，完成)
I heard her singing an English song when I passed by her room yesterday.
昨天经过她房间时，我听见她正在唱英文歌。(主动，正在进行)
To learn English well，we should find opportunities to hear English spoken as much as possible.
为了学好英语，我们应该发现机会并尽可能多地听别人说英语。(被动，无时间性)
2．使役动词make，have，get，keep，let后加复合宾语的比较(以make、have为例)：
(1)make＋宾语＋
He made his workers work 12 hours a day.
他让他的工人们每天工作12个小时。
He tried to make himself understood.
他尽量使自己被理解。
(2)
have还可用于have sth.to do结构，该结构中have作“有”讲，不定式作定语。
I have something urgent to inform you.
我有很紧急的事要通知你们。
3．with复合结构中补足语的比较
with
John received an invitation to dinner，and with his work finished，he gladly accepted it.
约翰收到一份宴请函而且他的工作也干完了，他就欣然接受了邀请。
With a lot of difficult problems to settle，the newly elected president is having a hard time.
因为有很多难题要解决，这位新任总统的日子不好过。
Ⅰ.单句语法填空
用所给动词的适当形式填空
1．They knew her very well. They had seen her (grow) up from childhood.
2．Someone saw the missing boy last (play) near the river.
3．Luo Ying heard Wang Siyu (talk) with Mr.Zhang next office yesterday.
4．Father makes/has me (wash)t he car tomorrow.
5．We have our classroom (clean )after school every day.
6．With the boy (lead)the way，we found the house easily.
7．With the boy (lead)the way，we will find the house easily tomorrow.
8．He lay on the bed with the bedroom door (shut)．
9．All the parents feel very happy to see their children (look) after well in the nursery.
10．The general ordered his soldiers (defend) against the enemy bravely.
【Key】 1.grow 2.playing 3.talking 4.wash 5.cleaned 6.leading 7.to lead 8.shut 9．looked 10.to defend
Ⅱ.句型转换
1．Those plants are not suitable for that part of the garden. They must be pulled up.
→Those plants are not suitable for that part of the garden. I must them ．
2．Though I've learnt English for years，I still can't make people understand me quite well.
→Though I've learnt English for years，I still can't make quite well.
3．I'll just wash the dishes and then I'll come.
→I'll just the dishes and then I'll come.
4．I won't hear anyone say anything against him behind his back.
→I won't hear anything against him behind his back.
5．After the hurricane，I saw lots of houses whose roofs had been blown off.
→After the hurricane，I saw lots of houses with .
【Key】 1.have; pulled up 2.myself understood
3. get/have; washed 4.said 5.roofs blown off
StepVII. Writing
应用文写作——如何写好导游词
本单元的写作任务是写一篇导游词。导游词是导游对游客所参观的景点或进行旅游活动时所作的口头介绍。一篇成功的导游词可以生动地介绍景点，吸引游客，甚至达到“未临其景，先入其境”的效果。在写作训练中一篇导游词一般由下面几部分组成：
1．简短欢迎词。首先对游客的到来表示欢迎，给游客一种“宾至如归”的温馨感觉，为接下来的旅游营造一种良好的气氛。
2．概述活动安排。对将要进行的旅游活动进行简要的介绍，让游客做到心中有数。比如入住的宾馆、乘车或就餐的时间或地点，旅游的景点、景区的特点或进行的购物活动等。
3．具体景点介绍。对具体景点的位置、建筑风格、历史、传说等进行描述。
4．表达美好祝愿。祝游客在本次旅游活动中能够开心快乐，达到放松、观光的目的。
[亮点句式]
1．问候语常用的表达方式
①Hello，my dear visitors. Welcome to...
②It's so nice to meet you here!
③I feel it a great honor to be your tour guide today.
④I'd like to take this opportunity to give you a brief introduction about...
2．景点介绍常用句式
①It was built in...so it had a very long history.
②It is located/situated...，with an area of...
③It has become the most popular tourist attraction since...
④With its pleasant climate，rich natural resources and picturesque scenery，...is one of China's major tourist cities.
3．结束语常用句式
①Please allow me，then，take this opportunity to thank you for your cooperation and understanding.
②Wish you have a good time and enjoy yourself.
③Thanks again for listening. Have a good time!
[写作要求]
假设你是王颖，是北京青年旅行社股份有限公司(Beijing Youth Travel Service Co.，Ltd.)的一名英语导游，10月1日要带一批来自美国的游客旅游观光。请根据下表提供的信息写一篇英语导游词。
北京概况
历史悠久，旅游资源丰富。2022年冬季奥运会的召开，会令北京的面貌焕然一新。
旅游活动安排
1.早七点在红星宾馆门口集合，然后乘汽车去天安门和紫禁城游览观光；
2.下午2：00乘汽车到长城游览参观。
注意：1.词数80个左右；
2．文章开头和结尾已给出，不计入总词数。
Ladies and gentlemen，
Welcome to Beijing. I'm Wang Ying. And I'm more than glad to be your guide.
Finally，I sincerely hope every one of you will enjoy yourself here.
[审题谋篇]
体裁
应用文——导游词
话题
介绍北京概况和旅游活动安排
时态
介绍北京概况用一般现在时而介绍将来的活动要用一般将来时
人称
主要人称应以第一和第三人称为主
[遣词造句]
Ⅰ.词汇
1．……丰富
2．举办
3．呈现
4．乘车
5．人造的
6．玩得愉快
【Key】 1.be rich in 2.take place 3.take on
4．take a bus 5.man-made 6.enjoy oneself
Ⅱ.句式
1．很荣幸成为您的导游。
to be your guide.
2．北京历史悠久。
Beijing ．
3．将举办2022年冬季奥运会。
The 2022 Winter Olympic Games in Beijing.
4．早上七点在门口集合。
We'll at 7：00 in the morning.
5．众所周知，长城是世界上最长的人造建筑。
，the Great Wall is the longest man-made structure in the world.
【Key】 1.It's a great honour 2.has a long history
3．will take place/be held 4.meet at the gate
5．As is known to all/As we all know
[妙笔成篇]
【One possible version】
Ladies and gentlemen，
Welcome to Beijing. I'm Wang Ying. And I'm more than glad to be your guide.
With a long history，Beijing is rich in tourist attractions .Besides，it will take place on a fresh look because of the 2022 Winter Olympic Games. Now I'd like to tell you something about our trip.
At 7：00 on the morning of October 1，we'll meet at the gate of Hongxing Hotel and then we'll take a bus to our traveling destinations. First，we'll go to Tian'anmen Square，then the Forbidden City. At 2 o'clock in the afternoon，we'll visit the Great Wall，which is known as the longest man-made structure in the world.
Finally，I sincerely hope every one of you will enjoy yourself here.
StepVIII. Homework
1. To Finish Exercise 1 & 2 on page 11.
2. Find sentences with past particles in the text and get prepared for grammar study.
略。
Unit 2 The United Kingdom
教材分析
本单元以The United Kingdom为中心话题。通过学习，使学生了解英国的历史、地理、政治、文化、宗教、社会习俗及名胜古迹等有关知识。
1. 内容梳理
1.1 Warming Up 通过一个小测试考查学生对英国的了解情况。
1.2 Pre-reading通过三个有关英国的小问题，让学生进一步加深对英国的了解。
1.3 Reading本单元的阅读材料 ——PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。
1.4 Comprehending通过回答问题、解析地图中的信息、划分课文段落写出大意以及归纳课文内容写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。
1.5 Learning about Language分词汇和语法两部分。词汇部分设置了“短文填空”和“句子填空”两个内容；语法部分由两个部分组成：一是让学生自己通过在课文中寻找含有相关语法项目（过去分词用作宾语补足语）的句子；二是对该语法项目进行操练。形式有语法结构讲练、趣味性游戏等。
1.6 Using Language 通过增加阅读篇目“SIGHTSEEING IN LONDON”，让学生了解英国首都伦敦的名胜古迹；该部分还提供了听力材料（conversation between Zhang Pingyu and a tourist guide），设计了“说” 的话题（让学生表演游客和导游之间的对话），并设置了写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。
1.7 SUMMING UP 让学生用选择的形式来小结本单元所学的主要内容。
1.8 LEARNING TIP就“如何修改自己的作文”给学生提出了几点建议。
2. 教材重组
2.1 将Warming Up, Pre-reading, Reading和Comprehending四部分整合为一节“阅读课”。
2.2将Using Language中的Reading和Work-book中的READING TASK整合为一节“泛读课”。
2.3将Learning about Language中的Discover-ing useful words and expressions，Discovering useful structures；Workbook中的USING WORDS AND EXPRESSIONS和USING STRUCTURES整合为一节“语言学习课”。
2.4将Using Language中的Listening与Workbook 中的LISTENING和LISTENING TASK整合为一节“听力课”。
2.5 将 Using Language中的Speaking和Workbook中的TALKING， SPEAKING TASK以及Learning about Language中的Discovering useful structures 整合为一节“口语课”。
2.6 将Using Language中的Writing和Workbook中的WRITING TASK整合为一节“写作课”。
3. 课型设计与课时分配
1st Period Reading
2nd Period Extensive Reading
3rd Period Language Study
4th Period Listening
5th Period Speaking
6th Period Writing
教学目标
【知识目标】
1. 功能句式
Talk about language difficulties in communication:
Can you speak more slowly please?
I beg your pardon? / Pardon?
What did you mean by ... (or by saying ...)?
Excuse me ... I’m afraid I can’t follow you.
I didn’t understand ...
I’m sorry but could you repeat that?
Talk about space: position, direction and distance:
Wales was linked to ...
England and Wales were joined to
The zones nearest ... is called ...
The middle zone is called ...
2．词汇
a．四会词汇
unite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, project, arrange, sightseeing, available, delight, tower, expand, royal, uniform, splendid, statue, communism, thrill, pot,
b.认读词汇
the United Kingdom, London Heathrow Airport, River Thames, River Severn, Wales, Scotland, Northern Ireland, the Union Jack, educational, roughly, Midlands, industrial, historical, Roman, Norman, Anglo-Saxon, invader, Viking, site, occasion, St Paul’s Cathedral, Westminster Abbey, Big Ben, Buckingham Palace, Greenwich, longitude, navigation, Karl Marx, Highgate Cemetery, Library of the British Museum, original, Windsor Castle
c.词组
consist of, divide ... into, break away (from), leave out, break down
3．语法
The past participle as the object complement .
the three countries found themselves united peacefully ...
However, just as they were going to get Ireland connected to form ...
You find most of the population settled in the South, ... .
4．重点句子
(1) Now when people refer to England you find Wales included as well. P9
(2) However, the southern part of Ireland was unwilling and broke away to form its own government. P10
(3) The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P10
(4) You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P10
(5) Her first delight was going to the Tower. P14
(6) There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P14
(7) That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52
【能力目标】
1. Talk about the United Kingdom
2. Talk about language difficulties in communication
3. Talk about space: position, direction and distance
4. Learn to use the past participle as the object complement
5. Learn to write a non-chronological report: tourist guide
【情感目标】
1. Talk about language difficulties in communication.
2. Help the students learn how to talk about the historical sites in the UK.
3. Learn how to use the past participle as the object complement.
4. Help the students learn how the disagreements can be resolved.
5. Help the students learn how to describe one of the places of interest they have visited.
教学重难点
【教学重点】
1. How to understand the geographic puzzle of the UK.
2. Talk about the historical sites in the UK.
3. Help the students identify different kinds of tour and talk about the most interesting place for the tour.
4. Learn to use the past participle as the object complement.
5. Let the students learn how to resolve the disagreements.
6. Enable the students to write a short passage about a place of interest they have visited.
7. How to describe a famous building or a place of interest.
【教学难点】
1. Help the students identify different kinds of tour and talk about the most interesting place for the tour.
2. Learn to use the past participle as the object complement.
3. How to describe a famous building or a place of interest.
课前准备
Tape recorder, Multimedia, a projector.
教学过程
The First Period Reading
Step I Lead-in
1. Free talk about the topic: The United Kingdom. And a brief introduction to the UK.
The United Kingdom is a great country. It has a long history. It consists of Great Britain and Northern Ireland.
Great Britain is made up of three countries, that is, England, Scotland and Wales. So the United Kingdom is actually composed of four countries: England, Scotland, Wales and Northern Ireland.
London is its capital. The 2012 Olympic Games was held in the city.
2. Ask the students to do the quiz on page 9 and then check the answers.
T: In this unit, we are going to learn something about the United Kingdom. Now let’s work in pairs, do the quiz in the Warming Up and find out how much you know about the UK. There are five questions with three choices A, B and C for each one. Now please look them through quickly and choose the answers. You may discuss these questions with your partners.
【设计意图】
了解有关英国的情况，通过一个小测试考查学生对英国的了解情况。
Step II Pre-reading
T: Next let’s talk about the three questions in the Pre-reading. First of all, I’d like to ask you one more question before we deal with the Pre-reading questions.
1. Can you name the capital cities of the countries of the UK? What do you know about any other cities or towns in the UK?
S: The United Kingdom of the Great Britain and Northern Ireland.
S: Well. London is the capital city of the UK and also the capital of England. Cardiff is the capital of Wales, Edinburgh is the capital of Scotland and Belfast, the capital city of Northern Ireland.
2. England can be divided into three main areas. Do you know what they are?
T: Very good. Now the next question is a little bit more challenging. Who’d like to have a try?
S: England can be divided into the following three main areas: North England, Midlands and South England.
T: Great! Is there anyone else who’d like to have a try?
S: Yes. I’d like to tell you something about a city in the south of England. Can you guess which city it is? Yes, It is Dover, where many people have been trying again and again to swim across the English Channel. It is a port city in the far southeast of England. It has a long history. People have lived in what is now called Dover since the Stone Age. The first settlements in Dover were made around 6,000 years ago by Stone Age people. So it is one of the oldest cities in the world. There are a lot of cultural relics in Dover. So few other towns or cities can boast such a unique collection of relics and monuments dating back from the Bronze Age, the Roman Empire, the Saxon era, and in fact every other important historic periods. While modern developments have seen many of Dover’s important historical buildings swept away, there are still many important sites that must be preserved for future generations. The story of Dover is as old as civilization itself.
3. Look at the title and pictures in the reading passage and predict what it is about. Then skim it to see if you were right.
【设计意图】
通过三个有关英国的小问题，让学生进一步加深对英国的了解。
Step III While-reading
Task 1: Skimming
Ask the students to read the reading and do the following exeriences.
1. Match the main idea of each paragraph.
Para 1 A. Explains what the term “Great Britain” means and how it came about.
Para 2 B. States the topic of the passage.
Para 3 C. Explains differences in the four countries.
Para 4 D. Explains the importance of London as a cultural and political center in the UK.
Para 5 E. The evidence of the invaders can be found in the British countryside.
Para 6 F. Explains how England is divided into three zones.
(1. B 2. A 3. C 4. F 5. D 6. E)
2. What is the main idea of the text?
A. How many countries make up the United Kingdom.
B. Explain how England is divided into three zones.
C. The reason why London became the cultural capital of England.
D. A brief introduction to the UK about its foundation and development based on geography, history and culture, etc.
Task 2: Scanning
Read paragraphy 1and answer the following question.
Which countries make up the UK?
(England, Wales, Scotland, Northern Ireland.)
Read paragraphy2 and answer the following questions.
1. Which countries form Great Britain?
(In the currency and international relations.)
2. What are the four countries’ differences?
(In the thirteenth century.)
3. When were England and Wales joined to Scotland?
(In the seventeenth century.)
4. When did Southern Ireland break away and Northern Ireland join with England Scotland and Wales to form the UK?
(In the early twentieth century.)
Read Para 2, complete the form.
In the 13th Century
_____ was linked to England.
In the 17th Century
England and Wales were joined to __________.
In the early 20th Century
______Ireland broke away and _______ Ireland joined with _______, Wales and _________ to become __________.
(Wales； Scotland ；Northern；Southern；England；Scotland；the United Kingdom)
Read paragraphy3 and answer the following questions.
1. Which areas do the four countries work together?
（In the currency and international relations.）
2. What are the four countries’ differences?
（They have developed different educational and legal systems as well as different football teams for competitions like the World Cup. ）
Read paragraphy4 and answer the following questions.
1. England can be divided into _____ parts.
They are: __________________________________________________
（three ；North of England；Midlands；South of ；England）
2. What are the features of the South?
(Most of the population settled in the South.)
3. What are the features of the Midlands and North of England?
(Most of the large industrial cities are in the Midlands and North of England.)
4. Where can you find more about British history and culture?
(In older but smaller towns first built by the Romans.)
Para 5 mainly tells us ______.( Para 5)
A. museums B. invaders C. government D. the Vikings (B)
In the history of England, there has been four sets of invaders. They are:
________________,________________, ______________, ____________. (Para 6)
(the Romans ; the Anglo-Saxons; the Vikings; the Normans )
What did the Four Invaders leave for England?
（Left castles and words for food .）
Task3: Comprehending
Divide the text into three parts according to the main ideas given.
Part 1 (Para _ 1-3____ ) How the UK came into being?
Part 2 (Para _4___ ) England is divided into 3 zones.
Part 3 (Para __5 - 6___ ) The cultural importance of London.
T: Now let’s do “Comprehending” Exercise 1 and 2 on page 11 . Show them on the screen.
Then , do Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.
Sample answers:
North: York, Leeds, Sheffield, Manchester
Midlands: Coventry, Birmingham
South: Reading, London, Brighton, Plymouth
【设计意图】
本单元的阅读材料 —PUZZLES IN GEOGRAPHY(“地理之迷”)，从地理、历史、政治、文化、体育等方面简要介绍了联合王国的形成和发展、风土人情和人文景观。本部分通过回答问题、解析地图中的信息、划分课文段落写出大意等练习，加强学生对课文深层次的理解。
Step IV Post-reading
1. Ask the students to write down a short summary of the passage.
The writer examines how the UK developed as an administrative unit. It shows how England is also divided into three zones. It explains why London became the cultural capital of England.
2. Ask the students to analyze the writing techniques of the text: What is the writing style? What is the main idea of the text?
Sample answers:
1. Writing style
The text is written in narrative style, which introduces to the learners how the UK was formed geographically and historically, mainly dealing with England and the other three countries, which not only work together as a union in many aspects but also develop their own administrative systems. It also introduces the four invaders who influenced the UK language, place-names, vocabulary and system of government.
【设计意图】
归纳课文内容，分析文章写作方法，并写出小结等练习，加强学生对课文深层次的理解，培养学生归纳、概括、总结能力。
Step V Homework
1. Get ready to retell the text in your own words.
2. Go over “Learning about Language” 1, 2 and 3 on pages 12.
3. Do “Discovering useful structures” 1 and 2 on pages 13.
【设计意图】
利用课文资料训练口头表达能力。并完成课后练习。
The Second Period Extensive Reading
Step I Lead-in
Look at the following pictures and talk about London with the students.
( the Big Ben; the Tower London Bridge; the Hyde Park; the London Eye; the Shakespeare’s Residences; the Loch Ness; the Roral Greenwich Observatory; … )
T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?
S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.
【设计意图】
了解英语的一些名胜景点。
Step II Reading
T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.
Task 1: Ask the students to read the text to get the main idea.
T: Now please read the text and find the answers to the following questions.
Show the questions on the screen.
1. How did Zhang Pingyu plan her tour?
2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?
Sample answers:
1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.
2. The buildings mentioned in the text were:
Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.
Task 2: Ask the students to study the structure of the text “Sightseeing in London”.
Show the following.
Do the exercise on page 15 and show them on the screen.
【设计意图】
让学生了解英国首都伦敦的名胜古迹，加强学生对课文深层次的理解，提高学生阅读能力。
Step III Homework
Deal with reading task on page 51.
A particular British celebration
Ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details and do the exercises after the text.
T: Guy Fawkes Night is celebrated in Britain annually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.
Sample answers to Exercise 1:
Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.
Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.
Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.
Nov. 6: the king and all his advisers would be in the parliament for the meeting.
Sample answers to Exercise 2:
S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.
S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.
S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parliament on November 5th.
S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the soldiers found him before he could do anything and he was taken to the Tower of London to be killed.
S5: If King James had kept his promise, nothing would have happened.
2. Ask the students to review the words learnt in this unit.
【设计意图】
通过独立的阅读练习，培养学习独立思考问题习惯。
The Third Period Language Study
Step I Revision and Lead-in
Check the students’ homework .Then read the words and text.
【设计意图】
检查练习，引入正课。
Step II Language points
T: In the previous period, we’ll learn some new words and expressions. Now let’s learn them. Look at the screen, please.
Words and expressions.
1. consist of
consist in e.g. The beauty of the city consists in its historical architecture.
consist with e.g. Theory should consist with practice.
2. divided into e.g. We divide the cake into two parts.
3. refer to
You know who I’m referring to.
This paragraph refers to the events of last year.
You may refer to your notes if you want to.
(refer的过去式、过去分词及现在分词都要双写词尾的字母r, 然后加-ed或-ing。refer to当中的to是介词，后接名词或者动名词。)
reference n. 提及；查阅；参考书目
refer … to … 把……称为； 把……叫作
4. wonder look at sth. in wonder 惊奇地看着某物
e.g. He looked at the UFO in wonder.
No wonder that… 难怪，不足为奇 e.g. No wonder that he won the game.
wonder 奇观; 壮举 the seven wonders of the world
wonder 奇才
e.g. He’s a wonder.
wonder vt. 奇怪 e.g. I wonder at his rudeness.
5. clarify vi./vt. clarify matters 澄清真相 clarification n. 澄清，明白
clarity n. 清晰，清楚，明确
e.g. I hope this can clarify my position.
Could you clarify the question?
6. link v. e.g. The internet links you and me together.
n. e.g. The police thought there was a link between the two murders.
7. happily 作状语
e.g. Happily, the accident was not serious.
e.g. Luckily, he won the first prize.
8. unwilling e.g. Tom was unwilling or unable to pay the rent.
9. break away from挣脱, 脱离
break away 挣脱, 逃脱; 脱离, 背叛
break down 抛锚, 出故障, 身体垮了
break into 破门而入
break out (战争、瘟疫、火灾) 爆发
break off 折断; 中断; 断绝
break up 崩溃; 分离; 解散; 终止
practice
(1) When we were out, a thief ___________ our house.
(2) She _________ a piece of chocolate and gave it to me.
(3) Unluckily, our car ___________ on the high way.
(4) The two companies decided to ________ the partnership.
(5) A big earthquake _________ in Tangshan.
(broke into ; broke off ; broke down ; break up; broke out )
10. credit
(1) I didn’t give ______ to his story. 我不相信她的故事。
(2) She earned enough _______ for her degree. 她为获得学位取得了足够的学分。
(3) She was given the _____ for what I had done.? 事情是我做的, 她却受到称赞。
(4) This bank refused further _______ to her company.? 银行拒绝再贷款给她的公司。
(credit ; credits; credit; credits)
to his credit 值得赞扬的是
e.g. To his credit, he never told anyone exactly what had happened.
11. convenience e.g. We bought this house for its convenience.
e.g. The newly-built office building is equipped with many modern conveniences.
for one’s convenience 为 …… 方便
for convenience’s sake 为方便起见
at one’s convenience 在 …… 方便的时候
convenient adj. 方便的
It is convenient to sb.
It is convenient for sb. to do sth.
12. attract vt. attract sb. 吸引某人 attract sb. to sth. 把某人吸引到
e.g. The female fish attracts the male fish to her fish bowl.
attracts one’s attention
e.g. The book attracts the baby’s attention.
13. collection n. e.g. He has a very good collection of foreign coins.
14. worthwhile e.g. It is worthwhile discussing / to discuss the question.
It is worthwhile to do /doing sth.
be (well) worth + sth./doing sth
be (well) worthy + of being/ to be done
15. leave out
e.g. His name is left out of this name list.
(1) You can’t leave out any important
(2) details in your composition.
(3) No one speaks to him; Tom is always left out.
Important sentences
(1) Now when people refer to England you find Wales included as well. P9
(2) However, the southern part of Ireland was unwilling and broke away to form its own government. P10
(3) The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P10
(4) You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P10
(5) Her first delight was going to the Tower. P14
(6) There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P14
(7) That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52
【设计意图】
学习新词汇短语，更深层次的理解一些重点句。
Step III Grammar
The past participle as the object complement
1. Look at these sentences, and think of what is the object complement?
(1) We think him ______. (clever)
(2) What she did made him _______. (angry )
(3) We consider the answer ________. (correct)
2. Look at these sentences, and think of what the object complement is?
We think him clever.
What he said made me angry.
We consider the answer correct.
We find them playing basketball.
Definition
An object complement is a word or phrase that follows the direct object to modify or complete its meaning.
What can be used as an object complement?
1. His father named him Doming. noun
2. They painted their house white. adjective
3. He asked me to lend my computer to him. infinitive
4. We saw her leaving. present participle
5. I always find him in the classroom. prepositional phrase
6. Let the fresh air in. adverb
7. You cannot call it what you will. clause
8. We must get the work finished by 10 o’clock. past participle
The relationship between the object and the past participle
1. 及物动词(短语)的过去分词用作宾
补时，宾语即是过去分词的逻辑宾语，宾语和过去分词之间存在逻辑上的被动 关系。
2. 少数不及物动词如 go, change, fall 等的过去分词作宾语补足语时，仅表示动作 完成_。因此，宾语与过去分词之间不存在逻辑上的被动关系。
3. 动词 seat, hide, dress 等的过去分词作宾语补足语一般表示宾语的状态，而不表示被动或完成的意义。
The situation where the past participle is used as the object complement.
1. The past participle as the object complement is used after some link verbs, such as keep, leave.
e.g. They kept the door locked for a long time.
Don’t leave the windows broken like this all the time.
2. The past participle as the object complement is used after some causative verbs, such as get, have, make etc. Means “the object is …”
e.g. I have had my bike repaired.
I raised my voice to make myself heard.
3. The past participle as the object complement is used after some verbs of senses, such as watch, notice, see, hear, listen to, feel, find.
e.g. When we got to school, we saw the door locked.
We can hear the windows beaten by the heavy rain drops.
4. The past participle as the object complement is used after some verbs, such as want, wish, like, expect, order.
e.g. When we got to school, we saw the door locked.
We can hear the windows beaten by the heavy rain drops.
5. The past participle as the object complement is used in the structure “ with + object + object complement ”.
e.g. The thief was brought in with his hands tied behind his back.
With many brightly-coloured flowers planted around the building, his house looks like a beautiful garden.
With the matter settled, we all went home.
Some questions about the past participle used as the object complement.
Compare the past participle used as the object complement with the present participle.
1. I saw him sleeping in bed.
2. I saw him bitten by a dog.
过去分词与宾语之间是动宾关系
现在分词与宾语之间是主谓关系
Compare the past participle used as the object complement with the infinitive.
I saw her taken out of the classroom.
I saw her come into the classroom.
With all the problems settled, he felt happy.
With many problems to settle, he felt worried
过去分词强调与宾语之间的被动关系，
表示动作已完成。不定式强调动作发生的全过程、或表将来要发生的事情。
省略to的情况
1. 使役动词 let, have, make等后作宾补。 e.g. The speaker raised her voice but still couldn’t make them hear what she said.
His parents let him do whatever he wants.
2. 感官动词 see, watch, look at, notice, find, observe, hear, listen to, smell, feel 等后作宾补。
e.g. I didn’t notice him come into the room.
All the boys see the plane fly away.
注意：在被动语态中，to不能省掉。
I saw him dance. = He was seen to dance.
The boss made them work the whole night. = They were made to work the whole night.
Practice 1:
1. 他说的话让我吃惊。 What he had said made me _________.
2. 我的眼镜坏了。我要修理一下。
My glasses are broken. I’ll have to get them ________.
3. 指着那个碎花瓶，妈妈问我：“谁干的？”
With her finger _______ to the broken vase, my mother asked me, “Who did that?”
4. 医生看到他偷偷吸烟了。
The doctor saw him ______ secretly.
（surprised；repaired；pointing；smoke）
Practice 2:
1. The manager discussed the plan that they would like to see ______ the next year.
A. carry out B. carrying out C. carried out D. to carry out
2. ---- There’s a hole in your bag.
---- I know, I’m going to have it _____.
A. mend B. mending C. mended D. to be mended
3. Though he had often made his little sister
____, today he was made ____ by his little sister.
A. cry; to cry B. crying; crying C. cry; cry D. to cry; cry
4. He managed to make himself _____with his____ English.
A. understand; breaking B. understand; broken
C. understood; breaking D. understood; broken
5. I found the door _____ when I got home.
A. opened B. close C. unlocking D. open
6. The doctor asked him not to leave his wound ______.
A. expose B. exposed C. to expose D. exposing
（C C C D D B）
【设计意图】
学习过去分词作宾语补足语。并通过练习掌握语法。
Step IV Homework
1. Doing “Learning about language” on page 12.
2. Do Exx. 1 and 2 of “USING WORDS AND EX-PRESSIONS” on pages 49 and 50.
3. Do “USING STRUCTURES” on pages 50 and 51.
【设计意图】
课后完成练习册上的习题。
The Fourth Period Listening
Step I Revision and Listening
Check the students’ homework.
Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.
T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open your books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.
1. Who was the sister of Queen Mary?
2. Who was Queen Mary’s father?
3. Who was King Edward V’s uncle?
4. Who were King Edward IV’s sons?
Then answer the following questions.
1. Which king on the list was one of the princes in the Tower? How do you know?
2. Who had the two princes killed?
And then check the answers.
【设计意图】
利用课本材料，指导学生完成听力训练。
Step II Homework (P52-53)
T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.
【设计意图】
让学生独立完成课后听力练习，提高学生听力水平。
The Fifth Period Speaking
Step ⅠRevision and Lead-in
Ask the students to talk about the UK.
A sample talk:
The UK, the dominant industrial and maritime power of the 19th century, played a leading role in developing parliamentary democracy and in advancing literature and science. At its zenith, the British Empire stretched over one-fourth of the earth’s surface. The first half of the 20th century saw the UK’s strength seriously depleted in the two World Wars. The second half witnessed the dismantling of the Empire and the UK rebuilding itself into a modern and prosperous European nation. As one of five permanent members of the UN Security Council, a founding member of NATO, and of the Commonwealth, the UK pursues a global approach to foreign policy; it currently is weighing the degree of its integration with continental Europe. A member of the EU, it chose to remain outside the Economic and Monetary Union for the time being. Constitutional reform is also a significant issue in the UK. The Scottish Parliament, the National Assembly for Wales, and the Northern Ireland Assembly were established in 1999, but the latter is suspended due to bickering over the peace process.
【设计意图】
利用课本材料训练学生的口语交际能力。
Step II Speaking
Task 1: Ask the students to work in pairs to make dialogues about language difficulties.
T: Suppose one of you will be the tourist and the other the tour guide. You may have a few problems in understanding each other. Now please make up dialogues. These phrases may help you.
Show the following to the students.
Excuse me ... I’m afraid I can’t follow you.
I beg your pardon? / Pardon?
I didn’t understand ...
Please, can you speak more slowly?
What did you mean by...?
I’m sorry but could you repeat that?
Where is...?
How does one go on...?
In what direction is...?
It is within ... kilometers of ...
It lies on the west / east.
The place is on the border.
A sample dialogue:
(T=tourist; G=guide)
T: Excuse me. Could you please tell me some places of interest in your province?
G: Well. Mount Wutai; Ancient City in Pingyao; Yungang Grottoes; Hukou Waterfall; Mount Lingkong, etc.
T: Thanks. Could you please tell me how I can get to Mt. Wutai?
G: Well. You can take No. 365, No. 543 or No. 263 bus there.
T: I’m sorry, but I can’t follow you.
G: Take No. 365, 543 or 263 bus at the Jiannan Bus Stop.
T: Good. No. 365, 543 or 263 bus, thanks. And in what direction can I find the station?
G: Hmmm. You can take a taxi and it will take you right there.
T: Thanks. How long will it take me to get to the station?
G: About forty minutes if the traffic is not busy as what we see now.
T: Excuse me. Could you speak more slowly? You know, I only came here three days ago.
G: Well. About ... forty ... minutes.
T: Fifty minutes. Thanks.
G: Sorry, forty.
T: Forty. Sorry. Thanks. Bye!
Task 2: Ask the students to describe the landscape they are familiar with.
Show the following to the students.
Position:
Type of land:
Geographical features:
Places of interest:
Season:
A sample description:
Mt. Emei
Mt. Emei lies in the southern area of Sichuan basin in China. Mt. Emei is one of the four sacred Buddhist Mountains in China. It is said that Mt. Emei derived its name from two peaks which face each other and look like eyebrows. The whole mountain range extends over 200 kilometers in length and breadth. Ever since the introduction of Buddhism into China in the 1st century AD, Buddhist buildings have been built on the mountain. Now there are more than one hundred temples and monasteries. It is known as the place of Buddhist Rites of Puxian.
Mt. Emei is rich in natural and cultural heritage and carries several monikers: “Kingdom of Plants”, “Paradise of Animals”, “Geological Museum”, “Buddhist Celestial Mountain” and is particularly famous for the title, “Elegance of Mt. Emei Under The Sun”. The Four Wonders of Mt. Emei are the Golden Summit Sunrise, sea of clouds, Buddha’s Halo and the Holy Lamp. The main attractions include the Baoguo Temple, Fuhu Temple, Leiyin Temple and many other spots. In 1996, Mt. Emei and the Grand Buddha in Leshan were included in the List of the World Famous Cultural Relics.
One passes through four seasons in a day in the 5 kilometers from the base to the summit. The hike takes most people a full day up and a full day back down; the monasteries along the way and at the top offer overnight accommodations for travelers at reasonable prices. As you make your way up, you may be expected to encounter plenty of pilgrims trudging their way steadily upward. The stamina of some of the older pilgrims is sure to surprise you. The monkeys aren’t really dangerous, but it’s probably better to appease them.
Mt. Emei is one of the most attractive tourist attractions. It lies 150 kilometers away from Chengdu, 130 kilometers from the Shuangliu International Airport and only 28 kilometers from Leshan city.
【设计意图】
设计了“说” 的话题（让学生表演游客和导游之间的对话），进行情境交际练习。
The Six Period Writing
Step I Writing
Ask the students to write a tour plan.
A tourist guide is a paragraph or an article which describes the sights that the tourists are going to see or introduces some activities that they are to be involved in. As a result, it is based on description and introduction and typically provides some detailed information on why the sights are worth seeing.
Why not visit our local castle?
Only five minutes from the main road!
This great stone castle was constructed five Hundred years ago when King Henry III Was king. He loved his food and you can tell that by visiting his extremely large and well-designed kitchens. See where he fed six hundred people at one time. Admire the beautifully decorated rooms where he met kings from other countries. Examine the care with which he organized toilets to be built for all his followers. Walk through his wonderful gardens …
1. Use one or two sentences to express your welcome and greetings to all the tourists.
2. This part should be as simple and short as possible, but I should also make the tourists feel welcomed and honored enough.
What to introduce: the location, unique feature, population, history and so on.
How to introduce: Describing should be specific as much as possible.
What to mention: Mention what sights a tourist can see, including the cultural sights and the natural sights.
What to introduce: Mainly introduce the local people’s favorite activities, special buildings, snacks and so on.
How to close: Close your guide by sincerely thanking your audience ---- the tourist. Meanwhile, show your best wishes to them.
导游常用英语
1. Welcome to --- and I feel greatly honored to be your guide. I am more than glad to be your English guide and I will show you around.
2. Now I will give a brief introduction to --- / I’d like to tell you something about …
3. During the tour, I hope we can care for each other and pay attention to safety.
4. I will be at your service whenever and wherever you need help.
5. I sincerely hope all of you will spend a good time here.
I hope all of you will enjoy yourselves here.
介绍或描写景点常用语
1. It is a beautiful city with a population of ….
It is a historic city located ….
It was founded / built ---
2. The history of the city goes back to /dates from /dates back to ---
3. There are many fascinating sights like …. An interesting place to visit is ….
4. There are many things to do in the city. People are into … in their spare time.
5. The most interesting activity in this city is ….
Writing task
欢迎来北京旅游
假设你是一名导游，正在向游客们介绍北京，请写一篇词数不少于130 的导游词，内容包括：
1. 北京是中国的首都，有3000多年的历史；元、明、清等很多朝代的皇帝都曾住在这里。
2. 面积超过16800平方千米，人口近2000万。
3. 中国名牌大学的集中地之一，这里集中了包括清华大学和北京大学在内的多所中国著名大学。
4. 中国著名的旅游景点之一，这里你不仅可以游览著名的长城、天安门广场和颐和园，还可以欣赏到许多美丽的公园和古代建筑。
First Paragraph:
Welcome and greetings
Welcome to Beijing and I greatly honored to be your guide.
Middle Paragraphs
Introduction
Beijing is China’s capital city with a history of more than 3000 years, where lived many emperors including Yuan’s, Ming’s, Qing’s and so on. The city covers an area of over 16, 800 square kilometers with a population of nearly 20 million.
Besides, it is also a fascinating place of interest. Not only can you pay a visit to Summer Palace but you can also appreciate a good many breathtaking parks and beautiful ancient houses with traditional Chinese culture in the city. It is no wonder that every year an increasing number of people come to visit it.
Middle Paragraphs
Sightseeing
Today, Beijing is home to many Chinese key universities, among which Qinghua University and Beijing University have enjoyed a well known reputation at home and abroad.
Last Paragraph
I hope all of you will enjoy yourselves here.
【设计意图】
写作练习，要求学生用“恰当的形容词和动词”来描写他们熟悉或参观过的某一建筑或景观。
Step II Homework
Ask the students to do the task in PROJECT on page 54.
【设计意图】
完成课本中的课后练习。
教学反思
略。
