Teaching objectives and demands:
1. Words and useful expressions:
learn the new words and expressions in this unit.
2. Everyday English for communication
Are you from...?
Where are you from?
What are you?
I am from…
3. To help the students know something about Great Britain and Ireland.
4. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication
2. Words and useful expressions
3. Grammar: the grammar items that we learned in the previous units
Time arrangement:
This unit is arrangement to be finished in 5~6 teaching periods, including a unit test.
Teaching procedures:
Lesson 85
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Revise something about the countries, the people, the capital, the language spoken and so on. Show the following form to the Ss, let them fill in the blanks quickly.
Country Adjective People Language
England the English/ the British
Scotland Scottish English / Scottish
Ireland the Irish English/ Irish
Wales Welsh The Welsh
Germany German German
France the French French
The USA American
China
Egypt Egyptian Arabic
Greece Greek
India Hindi
Step 2. Listening
T: David and Zhou Lan are talking about Britain. Look at the sentences on the Bb, listen to the tape twice, you’ll have to fill in the gaps.
David is from__
He is__
He is not__
He speaks__
He is__
After checking the answers, let the Ss say sth. about David with books closed. They nay not look at the Bb, either.
Step 3. Reading
Show the map of islands of Britain and Ireland to the Ss. Ask them to find out Scotland quickly. Help the Ss to describe the position of Scotland and other parts of UK.
T: Scotland is in the north, and its capital is Edinburgh. It has many lakes and mountains, and is famous for its beautiful countryside. The highest mountain is in northwest Scotland. It is called Ben Nevis. It is only 1,343 metres high. Mt Jolmo Lungma is 8,848 metres high.
Get the Ss to recognize where England, Ireland, Northern Ireland are.
Step 4. Explanations to the dialogue
1. Are you English?…But you speak English! 你是英國人嗎?……不過你說的是英語呢!
這兩句中English的詞類和詞義都不同。前者是形容詞，作“英國的、英格蘭的”解，常用來詢問國籍；后者是名詞， 作“英語”解。例如：
Mary is English. She teaches us English. 瑪麗是英國人，她教我們英語。
English is the language of the English. 英語是英國人的語言。
詢問國籍時， 除了用“ Are you … ? (English/Chinese /Japanese…)外，還可以用以下表達法：
Are you from…?(England/China/Japan…)
Where are you from?--I'm from…(England/China/Japan…)
比較正式的說法是：“What country are you from?”--“I'm from China.”
“你是哪國人?”--“我是中國人�！�
“ What nationality are you? ”--“ I'm of Chinese nationality. /My nationality is Chinese.” “你是哪國國籍”--“我是中國籍�！�/“我的國籍是中國�！�
2. Zhou Lan: Have you got a map to show me? I'm puzzled.
周蘭：你有沒有地圖，給我指點一下好嗎?我都被弄湖涂了。
在這篇對話中，為什么周蘭在最后會說“I'm puzzled.”呢 ? 這是因為周蘭缺乏有關Britain的國情知識。 雖然我們通常把“He is English.”等同于“He is British.”(他是英國人)，但嚴格地說，English特指英格蘭人 (People of England)，而British 才是英國人的統(tǒng)稱，這是英格蘭人、蘇格蘭人、 愛爾蘭人、威爾士人普遍可以接受的。正如英格蘭( England) 只是Britain的一個部分，盡管它地大、物博、人口眾多、經(jīng)濟發(fā)達，但它畢竟只是聯(lián)合王國的一個組成部分， 不能代表Scotland、Wales和Ireland。作為這些地區(qū)的人來說， 由于民族感情的原因， 通常也不愿被說成是 English (英格蘭人) ， 而愿接受Scotlish/Welsh/Irish， 或被稱做 British 。 這就是為什么David說“I'm British, but I'm not English, I'm Scottish.”的緣故。
3.國家名(COUNTRY)和相應的形容詞(ADJECTIVE)和該國人( PEOPLE)的名稱。①the English=people of England，表示全體英格蘭人， 也可指英國人，但其正式說法應是the British 。 就個體而言，男性用 Englishman(復數(shù)Englishmen)，女性用 Englishwoman( 復數(shù)Englishwomen)。
②the Scots=people of Scotland，表示全體蘇格蘭人。 就個體而言，男性用Scotsman(復數(shù) Scotsmen)，女性用Scotswoman( 復數(shù)Scotswomen)。the Irish和the Welsh 的情況同此。
③the French=people of France，表示全體法國人。就個體而言，男性用Frenchman(復數(shù)Frenchmen)， 女性用 Frenchwoman(復數(shù)Frenchwomen)。
Step 5. Workbook
SB1b, Page 85, Exx.2~3. Make the students to do the exercises in Pairs, and then ask several students to give their answers. Finally check the answers with the whole class.
Homework
(1) Finish off the exercises of Lesson 85 in the workbook.
(2) Revise the key points of this lesson.
(3) Preview the next lesson.
Lesson 86 Britain and Ireland
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points in Lesson 85.
Step 2. Lead-in
T: Do you know sth about the Great Britain, such as places of interest, people and films?
Who was the writer of Hamlet?
What is the name of the well-known university in England?
Do you know any famous football star, pop music star (groups)?
The teacher may divide the class into groups of four and let them discuss the Qs.
Step 3. Presentation
Show the map of Britain and Ireland and ask some Qs about it. Label the numbers on the map, let the Ss have a try to guess the name of each part.
1. What is the name of the sea?
2. What is the name of the northern part? What’s the name of its capital?
Altogether there are ten numbers, if the Ss cannot say them out at a time, it doesn’t matter. They can find the names after they read the text.
Step 4. Skimming
T: Read the text quickly and match the numbers on the map with the following words(Ss can discuss with their partners)
England, Scotland, Wales, Northern Ireland, Republic of Ireland, Dublin, Edinburgh, Belfast, Cardiff and London.
Check the answers with the whole class.
Step 5. Scanning
(1) Get the Ss to read the text again, then read the following statements see if they are likely to be true or false.
1. According to the text, Britain is separated from Europe by the Irish Sea. (F)
2. Both Scotland and Wales are famous for their beautiful countryside. (T)
3. England is the largest country of the UK and it lies in the southeast. (T)
4. Though there are hills in Scotland, generally speaking much of it is rather flat. (F)
5. It seldom snows in Ireland though it is wet all year round. (T)
(2) Get the Ss to read the text again, and then ask them to do Ex. 1 in the Wb in pairs. Check the answers with their books closed.
Step 6. Language points
1. The larger of the two islands is Britain, which lies to the east of Ireland.這兩個島中較大的一個是不列顛，位于愛爾蘭的東面。
(1) the larger of the two islands(兩個島中較大的一個)。表示“兩者中比較……的一個”用下列結(jié)構：“the+adj.比較級+of the two…”。例如：
Jack is the elder of the twins. 杰克是這對雙胞兄弟中年長的一個。
Which is the more important of the two persons?
這兩個人中哪一個是比較重要的人物?
(2) 句中的lie作“位于”解。lie to the east of Ireland =lie eastwards of Ireland位于愛爾蘭的東面。在課文第三段的第一個句子中也有“l(fā)ie to”短語：
Wales lies to the west of England. 威爾士位于英格蘭的西面。
在lie后用介詞to(lie to the east/west of…) 表示方位或朝向，意即“在……之東/西”)，并不強調(diào)是否接壤。例如：Britain lies to the east of Ireland.
不列顛位于愛爾蘭之東。(這兩個島之間隔著愛爾蘭海，并不接壤)
Wales lies to the west of England.
威爾士位于英格蘭之西。(這兩個部分是交界的)
如果強調(diào)二者交界則用介詞on(即lie on the east/west of ……)。例如：
Wales lies on the west of England. 威爾士位于英格蘭的西面。
又如：Guangdong lies to the south of Hubei. 廣東在湖北以南。
(句中用介詞to表示方位，不能用on， 因為廣東和湖北并不接壤，中間隔著湖南。)
Guangdong lies to/on the south of Human. 廣東在湖南的南面。
(既可以用介詞to， 表示方位， 也可以用on ，表示兩省交界。)
lie on 還可用來表示“在……河畔”，如課文第四段中的句子：
London lies on the River Thames…”(倫敦位于泰晤士河畔)。
又如：Nanjing lies on the Changjang River. 南京位于長江之濱。
此處，還可以用lie in表示“在……的境內(nèi)”。例如：
Shanghai lies in the east of China. Japan lies to the east of China.
上海位于中國的東部(在境內(nèi))，日本位于中國的東方(在境外)。
2. The letters“UK” stand for “The United Kingdom of Great Britain and Northern Ireland.” “UK”這兩個字母代表“ The United Kingdom of Great Britain and Northern Ireland”。( 大不列顛及北愛爾蘭聯(lián)合王國)
(1) UK是(the) United Kingdom(聯(lián)合王國) 兩個詞的首字母的縮寫，常用在正式的場合。一般可用Britain或Great Britain表示英國，非正式情況下，也可以用England表示英國。
(2) stand for作“代表”、“代替”解。例如：
The UN stands for the United Nations. The U. S. A. stands for the United States of America. UN代表聯(lián)合國, USA代表美國。
Each star on the flag of the United States stands for a state of the nation.
美國國旗上的每一顆星代表著美國的一個州。
3. The UK is made up of four countries. ( = There are four countries in the UK.)聯(lián)合王國是由四個國家組成的。
be made up of作“由……”解。例如：
The research group is made up of 15 scientists.
這個研究小組是由十五名科學家組成的。
The British Isles is made up of two large islands and more than 5,000 small islands. 不列顛群島是由兩個大島和五千多個小島組成的。
Eleven players make up a football team. (or, A football team is made up of eleven players.)十一個球員組成一個足球隊。(或：足球隊是由十一個球員組成的。)
4. Scotland has many lakes and mountains, and is famous for its beautiful countryside. (=Scotland… is well known for its beautiful countryside.) 蘇格蘭有許多湖泊和山脈，并以其鄉(xiāng)村美景著稱。
be famous for作“以……而聞名”、“以……著稱”解。例如：
Beijing is famous for its ancient places of interest.北京以其古老的名勝而著稱。
Hangzhou is famous for the West Lake. 杭州以西湖而聞名。
5. There used to be a lot of coal mines in the south, but many of them have been closed or about to be closed. (威爾士)南部曾經(jīng)有過許多煤礦， 但是其中不少煤礦已經(jīng)關閉了，或瀕臨倒閉。
(1) “There used to be…”是“There be”結(jié)構， 有“過去常有”、“曾經(jīng)有過”的意思，暗指現(xiàn)在不復存在了。例如：
There used to be some apple trees around here.
這一帶曾經(jīng)有過一些蘋果樹的。(暗指現(xiàn)在沒有了)
There used to be a shop near the school, but it has been moved to another place.
學校附近曾經(jīng)有一家商店，不過現(xiàn)在已經(jīng)搬到另外的地方去了。
(2) be about to (do sth.)是“即將做某事”的意思，to 是不定式符號， 后跟動詞原形。 本句中用的是不定式的被動式(…about to be closed)。例如：
Be quick! The train is about to leave. 快點，火車就要開了。
It's too late， the meeting is about to be closed. 太晚了，會議就要結(jié)束了。
6. Ireland is divided into two countries. 愛爾蘭被分成兩個國家。
divide vt.分開。常構成“divide A into B”結(jié)構，意為“把A分成B”。此結(jié)構的被動式是：“A is divided into B”( A被分成B份)。本句就是這種被動式。例如：
Let's divide our class into four groups. 咱們來把我們的班分成四個小組。
Wuhan is divided into three cities by the Changjang River and the Han River.
武漢市被長江和漢水分成為三個城市。
7. The southern part of the island is a separate country, called the Republic of Ireland with Dublin as its capital. 該島南部則是另外一個國家，叫做愛爾蘭共
和國，首都是都柏林。
(1) called the Republic of Ireland是過去分詞短語， 在句中作定語，相當于一個非限制性定語從句：“…… which is called the Republic of Ireland ”， 以補充說明先行詞country。例如：
A terrible fire broke out in a big city in Brazil, called Sao Paulo.
在巴西的一個名叫圣保羅的大城市發(fā)生一場可怕的大火。
The car factory in Shanghai produces a new car called Santana.
上海的汽車工廠生產(chǎn)一種叫桑塔納的新型汽車。
(2) with Dublin as its capital是介詞with的復合結(jié)構， 它是由“with+n.+介詞短語”構成，在這兒相當于一個定語從句，對前面的句子作補充說明。類似的例句如：
There were some boys among them, with white caps on their heads.
他們中間有著一些男孩，頭上帶著白帽子。
這種with的復合結(jié)構更多的是用作方式狀語， 表示伴隨動作或狀態(tài)。
8. Generally, the weather in Britain is neither too cold in winter nor too hot in summer. 一般說來，不列顛的氣候冬天不太冷，夏天不太熱。
句中的“neither…nor”是連詞詞組，作“既不……又不……”解，常用來連接兩個并列的句子成分(本句中連接兩個并列的表語 cold和hot)。例如：
They are neither workers nor peasants; they're students.
他們既不是工人，也不是農(nóng)民；他們是學生。(連接兩個表語)
He was ill then; he could neither eat nor drink.
他那時病了；既不能吃，又不能喝。(連接兩個謂語動詞)
I had neither pen nor paper. How could I make notes?
我既沒有筆，又沒有紙。我怎么能做筆記呢?(連接兩個賓語)
Neither Jack nor Mary agreed with you.
杰克和瑪麗都不同意你的意見。(連接兩個主語)
當neither…nor連接兩個主語時， 謂語動詞應同鄰近的那個主語在人稱和數(shù)上取得一致。如：Neither you nor he is right. ( 你和他都不對 ) 。
又如：Neither he nor you are right. (他和你都不對。)
9. Snow falls in Scotland every winter, and sometimes in England and Wales too. Falls of snow in Ireland are most unusual. 蘇格蘭每年冬天都下雪，英格蘭和威爾士有時也下雪， 愛爾蘭下雪則是非常稀罕的事。
(1) 注意，這兩個句子中的falls詞義相同(都作“落下”解)，但是詞類不同，作用不同。 第一句中的falls 是不及物動詞，作謂語；第二個句中的falls是可數(shù)名詞(復數(shù))，作主語。這種情況叫做詞的轉(zhuǎn)化。類似的例句如下：
The heavy falls of rain are usual in summer in my hometown.(比較：Rain usually falls heavily in summer in my hometown.)
在我的家鄉(xiāng)， 夏天下大雨是尋常事。
此外，在美國英語中，fall還可以作名詞，作“秋天”解。
(2) 第二句中的unusual是由“前綴un+usual”構成。前綴 un-有否定的意思，作“不”、“非”解。例如：
kind(仁慈的) →unkind(不仁慈的)
known(已知的) →unknown(未知的)
like(相同的) →unlike(不相同的)
lucky(幸運的) →unlucky(不幸的)
natural(自然的) →unnatural(不自然的)
necessary(必要的) →unnessary(不必要的)
practical(實際的) →unpractical(不實際的)
prepared(有準備的)→unprepared(無準備的)
real(真實的) →unreal(虛假的)
safe(安全的) →unsafe(不安全的)
Step 7. Consolidation
Get the Ss to read the text again, and then ask them to do Ex. 1 in the Wb in pairs. Check the answers with their books closed.
Let the Ss quickly go over the text again and try to fill in the form with books closed.
Describe the weather in Britain and Ireland, and then fill in the blanks.
Winter: __ summer: __
North:__ South: __
East: __ West: __
Rain: ___ Snow: __
Ireland: ___
Step 8. Workbook
Get the students to do Ex.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 86 in the workbook.
(1) Revise the key points of this lesson.
Lesson 87 Ireland
Step 1. Revision
(1) Check the homework exercises.
(2) Revise something about L86. Show the two forms to the Ss and ask them to retell the main idea of the text.
Let the Ss look at the map in L86 and put in the missing words (Part 2 of L87).
Step 2. Presentation
T: Where is Ireland? What’s the name of its capital? Do you want to know more about the country? Please dread L87 and decide which topic it talks about: geography / history / sports / language / food / everyday life / political life.
Step 3. Reading
(1) Go over the text and fill in the form with relevant information: (the italic parts are the possible answers)
1. The original inhabitants the Scots / Europeans
2. Features (land conditions)
poor land, enough grass, full of all sorts of fish in the seas
3. Weather rain so much, especially wet
4. Lifestyle
a. lead a simple life, live mainly on potatoes b. go to church, the church plays an important part in their lives c. be fond of music and poems
(2) Something about the terrible disease:
When: Around 1850
How: Hit the potato crops, went bad
Results: tens of thousands of people died of hunger, left Ireland and to Britain or to North America
Although separated, still kept in touch with each other.
Step 4. Language difficulties
1. Long ago, the first travellers went to Ireland from Scotland, and later from the south and west of Europe. 很早以前，首批到愛爾蘭來的人是從蘇格蘭來的， 后來則來自南歐及西歐。
“the first+單數(shù)名詞”表示“第一個”；“the first+ 復數(shù)名詞”表示“第一批”。本句中的“the first travellers ”是“第一批旅行者”的意思。例如：
George Washington was the first president in the U.S.
喬治華盛頓是美國首任總統(tǒng)。
Mao Zedong, Zhou Enlai and Zhude were the first leaders in new China.
毛澤東、周恩來和朱德是新中國的首批領導人。
2. The seas around Ireland were full of all sorts of fish. (= The seas around Ireland were rich in all kinds of fish.) 愛爾蘭四周的海域盛產(chǎn)各種各樣的魚。
(1) sea通常是不可數(shù)名詞。句中用了the seas(復數(shù))， 表示愛爾蘭島四周的水域(東臨愛爾蘭海，西臨太平洋)。
(2) full是形容詞，常用于“(be) full of”結(jié)構， 作“充滿……”解。例如：
The bus was full of people; we couldn’t get on.
公共汽車擠滿了人，我們上不去。
Young men, your future is full of hope. 年輕人，你們的前途是充滿希望的。
In his room, there were some bookcases full of all sorts of books.
在他的房里有幾個書柜，裝滿著各種各樣的書。
(3) all sorts of (=all kinds of)各種各樣的……。例如：
A car is made up of all sorts of parts. 汽車是由各種各樣的部件組成的。
She can make all sorts of toys for children.
她可以做孩子們玩的各種各樣的玩具。
No one can do all sorts of work in a factory.
沒有一個人能在工廠里做全能工。
3. Many of the peasants were very poor. 許多農(nóng)民都很窮。
peasant和farmer都可譯作“農(nóng)民”，但有一定的區(qū)別：
peasant多用于發(fā)展中國家， 原指有小塊土地并親自耕種的小自耕農(nóng)或佃農(nóng)(the owner of a farm or a hired farm labourer)；
farmer常指經(jīng)營農(nóng)場的人，或農(nóng)場主(a person who owns or rents a farm)。他們擁有農(nóng)場， 也可能在農(nóng)場勞動，因而可以譯作“農(nóng)民”、或“農(nóng)場主”。 這個詞在英語國家中用得較多。
4. They lived mainly on potatoes. (= They eat lots of potatoes and little else.) 他們以土豆為主食。
live on是短語動詞(v.+prep.)，作“靠吃……為生”、“靠……(收入)過活”解，后跟名詞。例如：
The people in north China live mainly on wheat. (中國)華北人以吃小麥為主。
The American live mainly on bread and milk. 美國人主要吃面包和牛奶。
How could they live on such a small income?
他們怎么能靠這樣一點收入來生活呢?
live on還可以作“繼續(xù)生活”解(=continue to live)。 作此義解時，on是副詞。例如：
The baby lived on for a week after its mother died.
嬰兒的母親死后，他還活了一個星期。
Lei Feng is dead, but his spirit lives on. 雷鋒去世了，但是他的精神猶存。
5. Around 1850, a terrible disease hit the potato crop, and potatoes went bad in the soil. (= … and potatoes rotted in the soil before they could be gathered.) 大約在1850年，土豆作物發(fā)生了一場可怕的病害，土豆全都爛在地里了。
go bad(=become bad)變壞了。這里的go是連系動詞，作“變”、“變得”解，后跟形容詞作表語， 表示主語由一種狀態(tài)變成另一種狀態(tài)，而這種轉(zhuǎn)變通常是由好變壞， 或由正常情況變成特殊情況，如go bad(變壞)，go blind(變瞎)，go mad(變瘋) ，go wrong( 出毛病)等。例如：
Fish soon goes bad in hot weather. 熱天里，魚很快就變質(zhì)了。
He went blind when he was only six. 他六歲時就失明了。
Beethoven went deaf almost completely at the age of 40.
貝多芬在四十歲的時候，就幾乎全部喪失了聽力。
My poor mother, your hair has gone quite white.
可憐的媽媽，你的頭發(fā)全都變白了。
上述例句中的go都可以用become/get代替。become比較正式，get比較口語化。此外，become和 get的變化可以由好變壞，也可以由壞變好，而go的變化通常是由好變壞。例如：
The situation has become even better/worse. 情況變得更好/糟了。
They are getting richer/poorer and richer/poorer. 他們越來越富/窮了。
若以go來代替上述例句中的 become/get ， 我們可以說：
“The situation has gone even worse. ”， 通常不說：
“The situation has gone even better.”。同樣， 我們可以說：“They are going poorer and poorer.”，通常不說：“They are going richer and richer.”。
6. Tens of thousands of people died of hunger. 數(shù)以萬計的人死于饑餓。
(1) “tens of thousands of …”作“數(shù)以萬計的……”解。例如：
We hope that there'll be tens of thousands of deer in the nature park someday.
希望將來有一天我們的天然公園養(yǎng)著成千上萬頭鹿。
Tens of thousands of people went into streets and shouted “Victory!” with joy.
數(shù)以萬計的人走上街頭，歡呼勝利。
(2) die of作“因……而死”解，常表示由于疾病、饑餓、 年老體衰等原因而引起的死亡。例如：
That year, lots of people died of cold and hunger.
那一年，許多人因饑寒交迫而死去。
Her father died of heart trouble. 她的父親是因心臟病去世的。
表示“因……而死”還可以用die from， 但一般指因意外的原因引起的死亡。例如：
Her father died from a car accident. 她的父親死于車禍。
The child died from her fall out of the high window.
那孩子從高高的窗戶上掉下去摔死了。
7. Although many families became separated, people still kept in touch with each other. (=Though family members lived in different areas, they wrote to each other from time to time and exchanged family news.) 雖然許多家庭分散了，但是家人還是保持著聯(lián)系。
(1) separated是動詞 separate的過去分詞，作“分散的”、“分離的”解，在句中作表語(become separated是系表結(jié)構)。例如：
The two towns become separated by a river. 這兩個城鎮(zhèn)被一條江分隔開來了。
She and her mother became separated by war. 她和她媽媽因戰(zhàn)爭而離散了。
(2) keep in touch with 同……保持聯(lián)系。
Please keep in touch with me when we are separated.
我們分開時， 請同我保持聯(lián)系。
A good teacher should always keep in touch with the students.
一個好的教師應當經(jīng)常同學生接觸。
I first met Jim two years ago and have kept in touch with him ever since.
我兩年前遇上吉姆，此后一直保持著聯(lián)系。
8. Today, life has improved for the population, although many farmers in the west continue to lead a simple life. 盡管西部還有許多農(nóng)民保持著簡樸的生活，但
就全體居民來說，今天的生活已經(jīng)有了改善。
lead a…life “過著……的生活”。在life 前可以用不同的形容詞來修飾，如 lead a better life (過著較好的生活) ，lead a happy life (過著幸福的生活)， lead a hard life(過著艱苦的生活)等。例如：
Though they are old they still lead an active life.
雖然他們年老了，但是他們生活得仍很活躍。
In the past workers and peasants led a hard life.
過去工人和農(nóng)民過著艱苦的生活。
Her grandparents are leading a quiet life in the countryside.
她的爺爺奶奶在鄉(xiāng)下過著平靜的生活。
9. Most Irish people go to church every Sunday and the church plays an important part in people's lives. (…and the church is important for people.) 大部分愛爾蘭人每個星期天都去做禮拜。 教會在人們生活中起著重要作用。
(1) go to church 去(教堂)做禮拜。在church 前不加冠詞，不指具體的教堂，而指“做禮拜”。 如果要指出某個具體的教堂則要用冠詞，如go to a/the church(去教堂)， 但不一定是去做禮拜。試比較：
She went to the church near the station to talk to the Father.
她到車站附近的教堂同神父談話去了。
She went to church at eight every Sunday morning.
她每星期天早晨八點去(教堂)做禮拜。
類似的例子有：
go to school 去上學
go to hospital 去看病
go to bed 去睡覺
go to prison 去坐牢
在第二個分句“…and the church plays …”中的“ the church”用了定冠詞，這里指的是“教會”(an organization of religion believers)。
(2) play a part in在……方面起作用， 在……中扮演角色。這個短語中的part原作“(劇中的)角色”講，在part 前可以用不同的形容詞來修飾(如great、small、important等)，表示起著“大 /小/重要的作用”。例如：
“Which part do you play(in the film)?”--“ I play the part of Lenin.”
“你(在電影中)扮演哪個角色?”--“我扮演列寧。”
Science plays an important part in agriculture. 科學在農(nóng)業(yè)中起著重要的作用。
Young people played an active part in revolutionary work.
年輕人在革命工作中起過積極的作用。
Please explain the part that weather plays in our country's production.
請說明氣候在我國生產(chǎn)中所起的作用。
10. The Irish are very fond of music and poems. (=The Irish like music and poems very much.) 愛爾蘭人很喜歡音樂和詩歌。
be fond of作“喜歡”、“愛好”解(like very much)， 后跟名詞、(代詞)或動詞的-ing形式。例如：
They are fond of sports. 他們喜歡運動。
My father is fond of collecting stamps. 我父親愛好集郵。
Girls are usually fond of singing and dancing. 女孩子通常喜歡唱歌跳舞。
表示“喜歡”、“愛好”的英語詞還有l(wèi)ike、enjoy、love等。
但在用法和喜愛的程度上有區(qū)別：
like是一般的用語，用得最廣泛，后面的賓語可以是名詞、 不定式或-ing形式。例如：
I like swim/to swim/ swimming in the river. 我喜歡在江里游泳。
like在喜愛的程度上比 enjoy 稍弱， 而且在用法上也稍有不同。
enjoy后只可以跟名詞和-ing形式，而不跟不定式。例如：
I enjoy swim./swimming in the river. (在enjoy 后的賓語不用不定式to swim)
love在這三個詞中表達喜愛的程度最大，語氣最強，有“熱愛”的意思。例如：
We love our motherland. 我們熱愛祖國。
She likes him, but doesn't love him. 她喜歡他，但并不愛他。
be fond of (=like very much)，在喜愛的程度上比like 強，但比love弱。例如：
I'm fond of light music. (=I like light music very much.) 我很喜歡輕音樂。
11. They also get together to read their own poems to each other. 他們還聚在一起，互相朗誦自己的詩歌。
get together聚會，相聚。通常指“約定的聚會”(meet, usually by arrangement)。例如：
The boss and the workers got together to talk about common difficulties.
老板和工人相聚在一起，談論共同的困難。
Let's get together for lunch next Saturday. 下周六中午咱們來聚餐吧。
Step 5. Précis of the text
Get the Ss to read the text again, and then let them try to retell the main idea by using the information in the form. Give them enough time to prepare. Check several Ss.
Step 6. Practice
SB, P31, Part 2 and 3, get the students to read the texts again, and then let