Unit 4 HISTORY AND TRADITIONS
Reading and Thinking
【教学目标】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握过去分词作定语和宾语补足语的用法，并在真实语境中运用。
【教学重难点】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握过去分词作定语和宾语补足语的用法，并在真实语境中运用。
【教学过程】
Step 1 Lead in
Review the main idea of WHAT’S IN A NAME? by asking some students to retell the text.
Step 2 知识梳理
一、过去分词作定语的意义
1. 及物动词的过去分词作定语，在语态上表示被动；在时间上，常表示动作已经发生或完成，有时也不表示时间性。
Our teacher watched us doing the experiment and gave us a satisfied smile at last.
我们的老师看着我们做实验，最后给了我们一个满意的微笑。
The plan put forward at the meeting will be carried out soon.
会上提出的计划将很快被执行。
2. 不及物动词的过去分词作定语，它不表示被动意义，只强调动作完成。
Many little kids like gathering fallen leaves in the yard.
许多小孩子喜欢在庭院里收集落叶。
The risen sun is shining brightly in the morning.
早上已升起的太阳正明亮地闪耀着。
(2019?北京卷)Earth Day, ____________(mark) on 22 April, is an annual event aiming to raise public awareness about environmental protection.
解析：句意：地球日在4月22日举行，是一项旨在提高公众环保意识的年度事件。mark在这里是“庆祝，纪念(重要事件)”之意，是及物动词，Earth Day与之是被动关系，此处的字面意思是“地球日在4月22日被庆祝”，故用过去分词短语作定语。
二、过去分词作定语的位置
1. 前置定语
一般情况下，单个过去分词作前置定语，即放在所修饰词之前。
The polluted water was to blame for the spread of cholera.
被污染的水造成了霍乱的传播。
We needed much more qualified workers.
我们需要更多的合格的工人。
2. 后置定语
过去分词短语作定语时往往作后置定语，即放在所修饰词之后，它的作用相当于一个定语从句。
He is a teacher loved by his students.
他是一位受学生爱戴的老师。
The book published ten years ago is still a best?seller today.
十年前出版的这本书现在仍然是一本畅销书。
3. 过去分词与现在分词作定语的区别
例如：
As we all know, China is a developing country.
众所周知，中国是一个发展中国家。
The visitor is from a developed country.
这位游客来自一个发达国家。
4. 过去分词(done)、现在分词的被动语态(being done)
与动词不定式的被动语态(to be done)作定语的区别
例如：
The building built last year is our classroom building.
去年建造的那栋楼是我们的教学楼。
The building being built now is our classroom building.
现在正在建造的那栋楼是我们的教学楼。
The building to be built next month is our classroom building.
下个月将要建造的那栋楼是我们的教学楼。
三、常见的过去分词作宾语补足语的情况
1. 过去分词用在表状态的动词keep, leave等词的后面作宾语补足语。
He passed away, leaving his works unfinished.
他去世了，留下他的著作还未完成。
2. 过去分词用在使役动词have/get和make的后面作宾语补足语。
(1)“have/get＋宾语＋过去分词”表示“让别人做某事”。
He wants to have/get his eyes examined tomorrow.
他明天想去检查眼睛。
Jenny hopes that Mr. Smith will suggest a good way to have her written English improved in a short period.
珍妮希望史密斯先生会建议一个好的方法以使她的英语写作在短期内得到提升。
(2)在“make＋宾语＋过去分词”这种结构中，过去分词表示结果。
They managed to make themselves understood by using very simple English.
他们用很浅易的英语来设法使自己被理解。
3. 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。
When we saw the road blocked with snow, we decided to spend the holiday at home.
当我们看到道路被雪封住后，我们决定在家过假期。
4. 表示“意愿；命令”的动词，如like, want, wish, expect, order等可用过去分词作宾语补足语。
The manager ordered the work finished at the end of this week.
经理要求在本周末完成这项工作。
5. 过去分词用在“with＋宾语＋宾补”这一结构中，过去分词与宾语之间是动宾关系。
With every problem settled, he began to think of a journey.
每一个问题解决后，他开始考虑旅行。
Step 3 知识答疑
1. 核查同学们的自学情况，收集问题逐步答疑。
2. 根据课前自学内容，对过去分词作定语和宾补的相关知识进行更详细的补充说明。
3. 让学生把从课文中找到带有过去分词的句子写出来，并分析过去分词在句子中充
当什么成分。
Step 4 小试牛刀
用括号内单词的适当形式填空。
1. In art criticism, you must assume the artist has a secret message ______ (hide) within the work.
2. Michael put up a picture of Yao Ming beside the bed to keep himself ______ (remind) of his own dreams.
3. Claire had her luggage ______ (check) an hour before her plane left.
4. I was surprised to find my hometown _______ (change) so much.
5. Those woods gave us all a sense of _______ (belong).
6. It could be a bit problematic, _______ (legal) speaking.
Step 5 Homework
课后练习
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Unit 4 HISTORY AND TRADITIONS
Listening and Speaking
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。
【教学重难点】
1. 本课时的重要词汇与句式；
2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。
【教学过程】
Step 1 Lead in
Look at the photo on Page 37, and then get the Ss to ask and answer the questions.
1. What do you know about the buildings in the photo?
2. What traditions of that city/country do you know about?
3. Why is it important to protect historic buildings and cultural traditions?
Then have some Ss share their views on the questions.
Step 2 Share views on historic sites
1. Before listening, get the Ss to look at some photos of Qufu in Activity 1 on Page 38. And ask “What can you say about these places?”
Get the Ss to discuss in groups, and then ask several volunteers to share their views with the class.
2. Listen to a conversation between a British tourist and a Chinese student in Qufu, and then write down what they say about Confucius.
Facts/Opinion about Confucius
William
Xiao Kong
Finally check the answers with the class.
3. Listen again and decide whether these statements are true (T), false (F), or not mentioned (NM).
(1) Listen and judge, and check the answers.
1) Confucius said that learning without understanding leads to confusion.
2) Xiao Kong is doing a research project on Confucius philosophy.
3) As one of Confucius’ descendants, Xiao Kong’s name is recorded in the family tree.
4) Dacheng Hall is the tallest building in Qufu.
(2) Then go through the question as bellow, and choose the right answer.
·Why do you think William said his hometown was similar to Qufu?
A. There are famous halls in his hometown.
B. There are no tall buildings in his hometown.
C. Both places have a famous person who was born there.
D. His hometown doesn’t allow other buildings to be more noticeable than the historic buildings.
4. Activity 4
(1) At first, go through the Understand idioms with the Ss.
An idiom is an expression which means something different from the meaning of the individual words. Some idioms present an idea or paint a picture that gives a hint as to the meaning. Other idioms can only be understood from the context in which they appear.
(2) Write down the English idioms that are used in the conversation. Explain their meanings and think about some Chinese equivalents.
5. Discuss the questions in groups, and then get some Ss to share their answers.
(1) What do you know about Confucius’ ideas on education? Think of two or three examples. What else do you know about Confucius and his philosophy?
(2) Think about a historic site that you have visited, and give an introduction to its history and importance.
Step 3 Pronunciation
1. Read this part of the poem “If-” written by British poet Rudyard Kipling.
Notice the linking sounds. Then mark the linking sounds after the model
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on!"
2. Repeat the poem after the recording.
Step 4 Homework
课后练习
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Unit 4 HISTORY AND TRADITIONS
Reading and Thinking
【教学目标】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 引导学生通过课内阅读，了解英国的历史，全面培养学生的阅读能力和技巧。
3. 指导学生按照识记—领会—应用—交际的学习规律，由浅入深、有步骤、有次序地掌握词汇知识。
【教学重难点】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 指导学生按照识记—领会—应用—交际的学习规律，由浅入深、有步骤、有次序地掌握词汇知识。
【教学过程】
Step 1 Lead in
Before reading
(1) Go through some information about how to read a map.
When you look at a map, think first about what the map shows and what the symbols mean.
(2) Then discuss the questions in pairs.
Look at the map below. What does it show? What is it used for?
And at the end have some Ss share their views on the questions.
Step 2 While reading
1. Read the text and answer the questions.
(1) What are the four countries of the United Kingdom?
Which two were the first to be joined together?
(2) According to the text, what are two chief advantages of studying the history of a country?
2. Read again and pay attention to several points.
(1) They use the same flag, known as the Union Jack, as well as share the same currency and military defence. 像拥有同样的货币和国防一样，他们也使用同一面国旗。
the Union Jack英国国旗，由英格兰、苏格兰和爱尔兰的旗帜组成。known as the Union Jack,过去分词短语作后置定语，修饰前面的名词flag，相当于非限制性定语从句which is known as the Union Jack。
如：Yang Liwei, known as the first Chinese astronaut to go into space, is regarded as an astronautic hero.
= Yang Liwei, who is known as the first Chinese astronaut to go in space, is regarded as an astronautic hero.作为第一个进入太空的中国宇航员，杨利伟被称为航天英雄。
单个的过去分词一般用作前置定语。如：
He became one of the well-known actors of his day.他成为那个时代著名的演员之一。
currency货币。英国的货币是英镑（pound)，符号是。如
You will need some local currency when going abroad, and of course you can use your credit card. 出国时你需要准备一些当地的货币，当然你也可以使用信用卡。
【思考】启发学生思考：
①如何用英语表达我国的人民币和其他国家的货币单位吗？
②想出更多的过去分词前置和后置定语的例子吗？
(2) the Romans 古罗马人
公元前8世纪，古罗马人建立了强大的中央集权国家。公元前58年以后的几年间，罗马统帅恺撒率领大军征服了外高卢（今法国、比利时等）后，又占领了不列颠岛北部。此后，古罗马的文明传入了不列颠。
(3) the Anglo-Saxons 盎格鲁—撒克逊人
欧洲古代日耳曼人的一支。由盎格鲁和撒克逊人融合而成。公元9世纪，西撒克逊国打败诸国，建立统一的英格兰王国。此后，不列颠岛上的部落逐渐发生融合，形成盎格鲁一撒克逊人，成为后来英格兰人的主要部族。
(4) the Vikings 北欧海盗
维京人，斯堪的纳维亚人的一支。大约8世纪入侵不列颠，来自北欧的挪威和丹麦。
(5) the Normans 诺曼人
诺曼人来自欧洲西北部，1066年诺曼底公爵威廉入侵英国并实现了诺曼王朝对英国的统治。
3. Have the Ss read again and sort out the information according to the timeline in Activity 3. Get them to complete the chart by themselves and then check the answers with the class.
4. Complete the conversation about the UK using the phrases in their correct forms in Activity 4. And then get some Ss to show their answers.
Finally check the answers with the class.
5. Work in groups.
Discuss the questions in groups, then have some Ss to share their views with the class.
(1) Why is it important to study the history and culture of a country before visiting it?
(2) What important things should visitors know about before they come to China?
Step 3 Homework
课后练习
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Unit 4 HISTORY AND TRADITIONS
Reading for Writing
【教学目标】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 引导学生通过课内阅读，了解爱尔兰的历史传统和美丽风光，引导学生在情境中体会单词的词性、构成方法、用法，提高学生的美文欣赏能力和词汇运用能力。
3. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。
【教学重难点】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。
【教学过程】
Step 1 Lead in
1. Before reading
(1) Try to ask one student to retell the history of Britain.
(2) Look at the picture in Activity 1, and ask the Ss: What do you think of Ireland before you reading the text? What kind of word will you use to describe it first?
2. And have some Ss share their views on the questions.
Step 2 While reading
1. Read the text and answer the questions.
(1) What makes the Irish countryside exciting and inspiring?
(2) What are the best ways to experience some Irish traditions and culture?
(3) What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”?
(4) What are the best ways to experience Chinese traditions and customs?
Get the Ss to read the text carefully and then have some Ss answer them and also check with the class.
2. Read again and learn to appreciate this sentence as bellow. Try to understand how to describe gracefully.
The peaceful landscape of the “Emerald Isle” and its many green counties is a true feast for the eyes, with its rolling green hills dotted with sheep and cattle.
“绿宝石（爱尔兰）岛”风光宁静秀美，郡县草木葱茏，青山连绵起伏，牛羊点缀其中，堪称一场名副其实的视觉盛宴。
a feast for the eyes 视觉盛宴，赏心悦目的事物。如：
We went to a painting exhibition yesterday, which was really a feast for the eyes. 我们昨天去看画展，那真是一场视觉盛宴。
2. Analyse the descriptive paragraph in Activity 2.
(1) Identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s).
(2) The paragraph talks about different senses in different places. Write the senses and places in the order that they appear.
Senses: 1____________ Places: 1____________
2____________ 2____________
3____________ 3____________
4____________ 4____________
(3) Have the Ss to consider about the question: “What words does the writer use to describe sensory details?” Practice asking and answering.
3. Go through Activity 3.
Tell the Ss: “Use what you have learnt in this unit to describe an interesting, exciting, or surprising place.”
(1) Work in pairs. Choose one of their favourite places and tell a partner why they think it is interesting, exciting, or surprising.
(2) Use the questions below to describe the place they have chosen.
·What can you see?
·What can you hear?
·How does the place feel?
·What can you smell?
·What can you taste there?
·What does the place make you think or feel?
(3). Have them to use their answers to draft a passage about the place.
4. Tell the Ss to exchange drafts with their partner.
(1) Use the checklist to help evaluate his/her draft.
√ Does the writer start with an image, quote, or question?
√ Is the description well-organised and easy to read?
√ Has the writer included sensory details?
√ Does the writer use specific words and give examples?
√ Is the ending effective?
√ Can you find any grammar or spelling mistakes?
(2) Give the comments to partner and ask him/her to revise the draft.
5. Have the Ss put up their passage in the classroom or make a class book about favourite places.
Step 3 Homework
课后练习
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