职业高中英语第二册Unit10阅读与写作部分教案Book2 unit10 reading and writing
中职英语基础模块2(新课标版)教案：Unit10 Why was it built 01
Unit 10 Why was it built（第一课时教学设计）一、教材分析1．教学内容第十单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：了解有关著名的建筑物，听懂关于著名建筑物的建造时间、所在位置及其他简单信息。
2．教学重点、难点⑴教学重点听懂关于著名建筑物的简单信息，并掌握有关表达建筑物的建造时间、所在位置等简单信息的词汇、句型。
⑵教学难点获得在相对真实的情境下用合适的方式和语句询问和回答有关建筑物信息的能力。
三、教学目标1.知识目标（1）了解世界著名建筑物的专有名词，如：the Palace Museum, the Golden Gate Bridge, Stonehenge, Sydney Opera House, the Pisa Tower, the Taj Mahal etc.（2）掌握与著名建筑物有关的词汇和短语，如guide, tourist, design, locate, revolution, pyramid, stair, expert, keep out, collection, congress，include, more than, rebuild, describe, description, electricity, etc（3）掌握表达建筑物的建造时间、所在位置等简单信息的词汇、句型。
如：①asking for some information of the famous building：Where was it built?When was it built?Who designed it ?How was it built?Why was it built?.What was it used for?How long was it?②Giving some information of the famous building：It was started in…It was completed in …It was designed by…四、教学步骤Step One Lead-in （7-8m）Show some symbols and let the students tell which country the famous building symbol stands for.Step Two Listening and speaking1. Listen and decide on the relationship of the speakers.2. Listen and circle the questions asked in the dialogue3. Listen again and complete the fact file4. Read and underline. Practice the dialogue with partners and then underline the sentences used to ask information about Statue of LibertyStep Three Development activities1. Give the following cards to the students. 0ne student acts as a tour guide , the other student acts as a tourist.(1) Key vocabulary(2) Sentence structure:Where was it built?When was it built?Who designed it ?How was it built?Why was it built?.What was it used for?How long was it?Step Four Homework(1) Read and copy the new words of this part.(2) Practice dialogues with your classmates after class.(3) Do Exercise Book P93-94.板书设计Unit10 Why was it built?(第二课时教学设计)一、教材分析1.教学内容阅读著名建筑物的故事，读懂和理解关于著名建筑物---美国国会图书馆的故事，并能有条理地讲解美国国会图书馆的历史。
高职英语Book 2 unit 10讲课教案
Get to know the wordsrelatedto encouragement and inspireSs to encourage others.
教学重点
To let the students understand the passage better and master the words, phrases and sentence patterns and help the students to express their thoughts by using what they have learnt in the reading.
3.练习本作业（A）：《路路通导学》Unit10中Period 1部分/词语初识&重点句型初识（1遍）
教学反思
（用黑色墨水笔书写）
签名：
课题名称
Unit 10Success Starts Early
(The Example of Success)
授课课时
2
授课形式
Lecturing
授课时间
班周（月日，星期）第节课
教学难点
To improve the students’ reading skills.
教学方法
Task-based teaching method
Interactive and communicative teaching method
教学环节
教学内容（知识点或技能点）
教师活动
学生活动
备注
Preparation
高职英语Book 2 unit 10
课题名称
Unit10Success Starts Early
最新中职英语第二册教案：Unit10Huntingforajob03英语
I have studied …
I worked as…
I would be very happy if you could
give me an interview.
Please contact me at…
1）布置任务：
What does this letter talk about?
2）学生小组阅读，讨论答案。
2.细节阅读
布置任务形式：小组比赛
1）小组阅读，找出不认识的单词与词组。
2）在小组内互帮互助，学习新单词
和词组的发音及意思。
3）小组讨论，回答问题：
a. What position does Zhang Yi want to get?
板书设计
Sentence patterns: Resume
Name
Position applied for
Education background
Major
Work experience
Phone number
I’m writing to apply for a position…
I’m a s空。
4.根据个人情况，填写简历表。
5. 2人一组，口头
练习求职信。
以表格形式提炼文章细节，同时为下一课时做铺垫。
既复习课文内容，又练习阅读和翻译能力。
掌握简历表的填写，既为写好求职信做铺垫，又能在将来的实际求职中使用，做到学以致用。
3’
总结
1.求职信中常用的表达方式。
2.正确填写简历表。
2)培养学生的自主学习能力和合作精神。
教学
重点
1.掌握求职信中的常用表达方式；
BookII Unit 10 Section B 2a—2c
【教学设计】BookII Unit 10 Section B 2a—2cUnit 10 I’d like some noodles. Section B (2a-2c)【学习目标】1.（90%学生）在阅读中，利用图片、构词法、上下文等有关信息推测理解运用生词world, different, candle, blow, candy, lucky, popular, idea 等词义。
2.（85%学生）通过运用预测、速读、扫读、寻读、mind-map等阅读策略获取相关信息，抓住主题句和支持细节，理解文章细节；注意到中外文化的差异。
3.（80%学生）通过小组合作讨论生日食物所蕴含的特殊含义，从得到从小爱到博爱的情感升华。
【目标——活动——评价设计】【课程设计】1. Show a short video and ask Ss one question: Whose birthday is it？Ss answer the question: It’s Anna’s birthday. Then ask Ss: What do you usually do on your birthday? What do you usually eat on your birthday? Show some possible answers and let Ss read the phrases together.2. Before reading, ask Ss to look at the title and picture below and guess: What is the passage about? A. party B. gift C. foodLet Ss Answer the question and show tip1 : The title and the picture can help us to predict.3. Fast reading. Ask Ss read the passage quickly and mark out the paragraphs. Then ask Ss to match the paragraphs with main ideas. Check the answers and show tip 2: The first sentence of each paragraph usually gives the main idea.4. Careful Reading. Ask Ss to read paragraph 1 and answer: What would people like to eat on their birthday? The answer would be different, but how different? Ask Ss to read paragraph 2 and complete the blanks. Check the answer and then let Ss answer questions:(1). What do people in the UK sometimes put in a birthday cake?(2). The child with the candy is _____________.Show the answer and tip3: Pay attention to the key words. Then ask Ss toretell paragraph 2.Ask Ss to read paragraph 3 and fill in the mind map, then retell this paragraph.Ask Ss to read paragraph 4 and fill the chart, then check the answer.5. Retelling. Ask Ss to retell the passage according to the mind map.6. Ask Ss one question: When you have a birthday cake, do you eat it yourself or share it with others?Because of love, we give best wishes to those close to us, and because of love, we care enough for living. Heal the world, make it a better place.10. Conclusion.11. Homework.。
高教版中职英语(基础模块 第2册)Unit 10《Why was it built》word说课稿
Unit 10 Why was it built?InterpretationGood morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Service can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built? from English Book 2, published by Higher Education Press from the following five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection.1.Analysis of the StudentsI’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the service for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, 2011, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities.2.Understanding of the Teaching MaterialsTeaching innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives.1)The Content and Function of the LessonThis period mainly concerns the words and expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite common in English communication and a broad vision is necessary fora good tour guide. So how important this lesson is for my students.2) Key Points and Difficult Points of the LessonThis lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable students to use what they have learned in the class to solve problems in real life.3) Teaching ObjectivesBased on the content and function of this lesson, I establish the following teaching objectives: Language Knowledge:①Students are able to command words about buildings such as build, design, locate andrevolution.②Students are able to command expressions asking for and introducing buildings:When was it built? It was built in/on…Why was it built? It was built to …Who design ed it? It was designed by…What was it used for? It was used for…Language Skills:①Students are able to predict before listening and listen for detailed information by catching thekey words to understand the dialogues talking about the famous buildings②Students are able to talk about the famous buildings with each other by using the key wordsand expressionsCultural Awareness: Students are able to get familiar with the history of some famous western buildings.Affection:①Students are able to broaden their eyes by getting familiar with some famous buildings in theworld and love their own hometown by introducing its famous buildings.②Students are able to cooperate with others by selectively putting the materials together tomake an introduction of one famous building.3.Teaching MethodsTo achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class.4.Teaching ProceduresT eaching procedures are the most important of a successful teaching. Before class, apart from making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here come the six teaching steps:Step 1: Lead-inI will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a relaxing atmosphere.With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’ background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following activities are to help them prepare for this duty.First of all, broaden their eyes. A matching competition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it? Why was it built? to lead in the study of key expressions. Group cooperation can relieve students’ fear caused by the unfamiliarity with the English expressions of these famous buildings while group competition can fully motivate their learning enthusiasm.Step 2: ListeningThe students may know a lot about one famous building, but how to introduce it to tourists? I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the same time. This is the point where I integrate the teaching materials and set an interesting situation for students.Students are certainly eager to begin their traveling, but which buildings are we going to visit? They will listen to three tour guides introducing the three buildings and order the pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult.Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the students: If you are the tour guide, what questions do you think the tourists will ask? Do you know the answers? With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and completing the fact file. In the above process, students are not passively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiative role in a vivid learning environment.Step 3: SpeakingThe Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-Answer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then this activity is to cultivate students’ ability to summarize and help students command the key expressions in an explicit way.After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Question-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards. By role playing, students become the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again.Step 4: TaskEnsuring that the students have enough language foundation after a series of listening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks:First, share the materials they have collected with their group members and choose a famous building they all like.Then discuss with each other about the building and put together the materials to make an introduction of it.(Possible questions to think about: What was the building used for? When was it built? Who designed? Why was it built? Why is it famous? Is there any interesting stories about it...)At last, each group should choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards:The standards not only act as guidance for the students to work out the group task during the discussion, but also attract the attention of the whole class during the show time.The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this lesson.Step Five Self-checkThe following step is self-check. It presents the key contents of this lesson to deepen students ’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What’s more, it offers two different levels for students to choose from, which can meet the different needs of students in different language levels.Step Six HomeworkAfter class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned in the class to make an oral presentation in the next class.5. Teaching ReflectionAs teachers, we should always help students study more efficiently and get ready for their future study or future jobs. In this class, all the teaching activities are carefully designed to meet students ’ real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower.6. LayoutAt last, I’d like to show the layout as follows:Self-check Sheet。
中职英语导学案book2 unit10 Listening and Speaking
中职英语导学案book2 unit10 Listening and Speaking 潘仲位教学目标：1.掌握词汇position, apply for ,decision, several, , subject,Have something to do with ,major……2.能获取一些与招聘面试有关的对话。
3.掌握几个常用句式have something to do with ,Do you have work experience?教学过程一单词过关（写出汉语）Lead inApply for positionSeveral subjectDecision majorInform work experienceResume . lead二新课学习讲解并训练1.(职位申请) 我想要在你们公司申请一工作职位。
I’d like to a position in your .What would you like to ?2.(与有关与电脑有关) 与电脑有关的任何工作。
Any job that computer.3.(工作经历当导游) 你有当导游的工作经历吗？Do you have any work experience a tour guide .4.(决定两天后) 两天后告诉你我们的决定。
I’ll tell you our in two days .5.(专业旅游) 你的专业是旅游。
Y our major is.三听力训练。
听录影带，然后角色朗读课文.比一比，练一练（每组推荐两人）四判断正误。
完成【3】.小组合作完成，并核对答案。
五小组合作完成【4】，并通过录音带核对答案。
六知识训练连线。
最新中职英语第二册教案：Unit10Huntingforajob01英语
第1课时
教学
目标
1.知识目标：
1)正确拼读单词；
2)掌握一些简单有关面试的句型。
2.能力目标：运用句型，正确回答一些简单的面试问题。
3.情感目标：
1）初步掌握面试技巧，增强面试信心；
2）培养学生自主学习性和团队精神。
教学
重点
1．记住新单词；
2．用句型回答简单的面试问题。
教学
难点
1.完成单词练习，熟练掌握单词；
3.要求学生将所学的基本句型组成简短的对话，进行情景模拟。
4.设立不同的2组情景，进行模拟训练。
1.根据提示练习句型。
2.在无提示的情况下练习，检查句型掌握情况。
3.通过讨论学习和小组合作学习，将句型整合成简短对话，进行简单的情景模拟。
增强自信心。
检查句型掌握情况。
提高学生的自主学习能力。
3’
总结
1.单词复习。
掌握单词和句型，为后面的学习打好基础。
为下一课时铺垫。
教学反思
本课时重点讲授单词和一些最基本的面试用语，为下一课时的听说练习扫清单词障碍。通过2个小游戏来掌握单词，提高学习的趣味性。通过小组学习和讨论学习，提高学生的自主学习能力，增强合作精神。在单词和句型学习时，练习由简到难，有层次性和递进性，便于学生接受。设置情景教学，将学习引入生活，使得学生能“做中学，学中做”，有实践性和实用性。
3.同伴相互问答，练习基本句型。
1.听录音，填单词。
2.小组讨论答案。
3.口语练习。
降低难度。
讨论学习和合作学习。
10’
句型学习
1.提出问题：
面试时面试官会问到哪些具体
问题？
2.根据上面的听力练习，引出基本句型。
职业高中英语第二册Unit10语法部分教案Book 2 unit 10 language in use
教学内容Book 2 unit10 Why was itbuilt?language in use(ppt 24-35)课型学时节次授课班级授课日期出勤情况纪律情况教学目的知识与技能过程与方法情感态度价值观听—能够听懂建筑物的建造时间、所在位置及其他简单信息。
说—能够进行有关建筑物修建历史的简单对话。
读—能够读懂著名建筑的简单介绍。
写—能够正确使用一般过去时的被动语态简述建筑物的历史学生能够通过略读等阅读技巧，巧取文章大意提高阅读能力。
1、自我探究法2、情景教学法3、讲授法4、小组合作法文化意识：学生能够简单了解西方国家建筑物的特点情感态度：学生能够了解古今中外的著名建筑物，开阔眼界。
教学重点能够本单元与建筑有关的词汇和常用表达方式。
能够听懂建筑物的有关信息和询问建筑物有的问题。
能够正确使用一般过去时的被动语态简述建筑物的历史教学难点能够运用所学的语言知识介绍一个世界著名建筑，并写出有关文章。
能够正确使用一般过去时态。
教学资源多媒体、相关建筑资料教学后记教学程序重、难点诠释、教学方法等Step1 Review1.抽查学生到黑板上默写上节课所学习的单词。
2.做activity 15的练习，教师在班里举办一个Speech contest. 把学生按小组划分，每个小组选出代表以导游的身份介绍国家图书馆，班上评出最佳演讲者。
Step 2 Lead—inIt was built in 1889.It was designed by Alexander Eiffel.The books were kept in one room of the Capitol building.All of them were burnt that year by British soldiers.In 1980, a third building was completed near the first two.1.学生自己阅读方框内的句子2.教师引导学生说出一般过去时被动语态的基本结构。
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教学内容Book 2 unit10 Why was itbuilt?Reading and writing(ppt 13-23)课型学时节次授课班级授课日期出勤情况纪律情况教学目的知识与技能过程与方法情感态度价值观听—能够听懂建筑物的建造时间、所在位置及其他简单信息。
说—能够进行有关建筑物修建历史的简单对话。
读—能够读懂著名建筑的简单介绍。
写—能够正确使用一般过去时的被动语态简述建筑物的历史学生能够通过略读等阅读技巧，巧取文章大意提高阅读能力。
1、自我探究法2、情景教学法3、讲授法4、小组合作法文化意识：学生能够简单了解西方国家建筑物的特点情感态度：学生能够了解古今中外的著名建筑物，开阔眼界。
教学重点能够本单元与建筑有关的词汇和常用表达方式。
能够听懂建筑物的有关信息和询问建筑物有的问题。
能够正确使用一般过去时的被动语态简述建筑物的历史教学难点能够运用所学的语言知识介绍一个世界著名建筑，并写出有关文章。
能够正确使用一般过去时态。
教学资源多媒体、相关建筑资料教学后记教学程序重、难点诠释、教学方法等Step1 Review1、请学生两人一组朗读Activity 6的对话。
2、请学生默写上两节课所学习的单词。
Step2 lead in1.教师呈现一些著名图书馆的图片。
2.教师询问学生几个关于读书的问题：Do you like reading in your free time?Do you often go to the library for reading？What’s your ideal college library ?3.教师询问学生activity8的问题，由此导入本节课的学习。
What do you know about the largest library in the world?Where does it locate?Step 3 PresentationV ocabulary learningcollection n. 收集、收取congress v. 国会、代表大会include v. 包括、含有more than 多于rebuild v. 重建electricity n. 电describe v. 描述description n.1、先由学生自由拼读单词（可以让学生在课前预习）2、教师请学生读单词，并纠正发音。
3、教师带领学生读单词，重点带读学生读错的单词。
4、给予学生三分钟的时间自己读单词，然后教师请小老师带读单词。
Text learningEveryday EnglishWhen was it built? 它是什么时候建造的？Why was it built? 为什么要建造它？Who designed it? 它是谁设计的？What was it used for? 它的用途是什么？可以让学生采用讨论的形式，也可以自由发言。
教师也可以采用小组竞赛的形式，或者男女生竞赛的形式。
注意学生的发音It was started in 1980 and completed in 1990.它始建于1980年，竣工于1990年。
1.教师先呈现Everyday English ，请学生自由朗读2.教师抽查学生朗读，如果有错误，先请学生帮助更正，然后教师再带领学生朗读。
3.教师给予学生几分钟的时间读Everyday English，然后请学生背诵(教师说中文，学生说中文。
)教师可以把学生分成小组，采用小组竞赛的形式，看那一组能背下来的人最多。
Activity 9 Read quickly and tick the topics mentioned in the passage.( )location ( ) buildings( ) problems ( ) library cards( ) collection of books ( ) name changing1、先引导学生看每个选项，弄清楚每个选项的意思2、要求学生快速地阅读文章并选出短文中所涉及的话题3、教师请学生回答，师生一起检查答案正确与否Activity10 Match the paragraphs with their main ideas. Paragraph 1 a. Changes of buildingsParagraph 2 b. Introduction of the libraryParagraph 3 c. Growth of collectionsActivity 11 Read again and tick the correct statements in the fact file.Facts about the US Library of CongressIt is the largest library in the world. ______It has a collection of 20 million items. _______It was burnt in 1814. _______It bought many books from Thomas Jefferson.?_______Activity 12 Describe the changes of the library in pairs.1.教师先带领学生阅读时间轴。
2.学生两人一组在文中找出各时间点所述信息。
3.教师点名检查。
其他的学生可以当评委，如有错误，其他的学教师可以在讲解文章时，让学生每个段落的大意注意学生时态和语态的运用（一般过去式的被动语态）生可以更正。
Step 4 Practice and consolidationActivity 13 Write a brief description of the National Library ofChina.The National Library of China* located / the West of Beijing* a collection / over 24 million items* the fifth largest / all over the worldNational Library of China: Basic Information1. It is located in the West of Beijing.2. __________________________________________.3. __________________________________________.Activity 14 Write about the historical changes of the Library. Use the passive voice when necessary.1.教师先讲明题意，示范读例句，并引导学生注意句子中的一般过去时被动语态2.学生自己完成句子3.教师呈现正确答案，学生自己更正错误。
如有疑问，可以请学生提问。
Step 5 Homework1、做Activity 15 的练习Make a one-minute presentation of the library.Hello, everyone. I am very glad to introduce the National Library of China to you. It is located in the West of Beijing______________________________________________________ ______________________________________________________ Now, I would like to tell you more about the history of the library.In 1909________________________________________ _______________________________________________Thank you very much.2.要求学生就本节课所学习的单词进行默写3.学生在早自习时，把所学习的课文读熟练。
教师带领学生理解提示信息要求学生可以把前面两个活动的信息汇总并记录下来。
下次上课前可以请学生导游的身份介绍国家图书馆。
重点词汇和句型：1.It has more than one hundred thirty million items in its collection. 它（美国国会图书馆）保存各类收藏超过一亿三千万件。
collection n. 收集，收藏品Eg: The collection grew to about 3000 books in 1814. 1814年，馆内收藏的图书增至3000本。
President Thomas Jefferson sold his own collection of books to help rebuild the library. 托马斯. 杰斐逊总统出售了自己的私人藏书来帮助重建图书馆。
a collection of 一批、一些：有关...的收藏Eg: He has a fine collection of stamps.他收集了一些精美的邮票A collection of photographs was on display in the hall.大厅里展出了一辑照片。
It's a collection of Chinese jade.这是收藏的一批中国玉器。
2.The library was opened in 1800 with only eleven boxes of books. 这座图书馆于1800年开放，那时馆内只有11箱书。
With prep 具有，带有Eg：an old man with glasses 一位戴眼镜的老人a house with a beautiful garden 有漂亮花园的房子3.: The collection grew to about 3000 books in 1814. 1814年，馆内收藏的图书增至3000本。
grow v. 意为“发展，增加，加大”Eg; The village is growing into a town.My difficulties are growing.4.But all of them were burnt that year by British soldiers. 但是那一年所有的书都被英军烧毁。