《新編英語教程》第5冊教案(一)

南京工程學院教案【教學單元首頁】

第卜3次課授課學時6教案完成時間:2012.10

UnitOne

章、節(jié)

TextI:HittheNailontheHead

主1.Backgroundinformation

2.Organizationandmainideaofthetext

要

3.Importantlanguagepoints

內(nèi)4.Analogyasanexpositorymeans

5.Readingcomprehensionexercises

容

目

1.Understandingthevariousaspectsrelatedtotheusageofwords.

的2.Knowingtheimportanceofchoosingandusingtherightwordincommunication.

3.Cultivatingasenseofappropriatenessinstyle

與4.Learningtouseanalogyasanexpositorymeans.

要

求

重1.Learningtouseanalogyasanexpositorymeans.

2.Knowingtheprofileofaword-thevariousaspects

點

3.ParaphrasingdifficultsentencesintheTextI.

與4.Masteringsomeimportantlanguagepointsandsentencestructures.

難

點

教

學

1.teacher'slecture

方2.students9discussion(pairwork&groupwork)

3.students'presentation

法4.roleplay

5.videoshow

與

手

段

南京工程學院教案【末頁】

本

單

元1.Variousaspectsrelatedtotheusageofwords.

知2.Theimportanceofchoosingandusingtherightwordin

識

點communication.

歸3.Asenseofappropriatenessinstyle

納4.Analogyasanexpositorymeans.

思1.WhathaveyoulearnedfromthetextabouttheEnglishvocabularyandthe

考

題Englishrhetoric?Doyoufindsuchknowledgeusefulornot?Explainwith

或illustration.

作

業(yè)2.Whataspectsdoweneedtoconsiderwhenweareconfrontedwithseveral

題

wordsbutnotcertainaboutwhichtochoose?

3.Whatcontributestoappropriatenessinstyle?

本Themostimportantis,inthisunit,thatstudentsshouldknowtheimportanceof

單choosingandusingtherightoraccurateword(hitthenailonthehead)in

元communication.Alsostudentsaresupposedtolearntohowtouseanalogyinwriting.

教

學

情

況

小

結

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注：教案首頁和末頁中間為授課內(nèi)容

TextIHittheNailontheHead

II.Teachingobjectives

1.Understandingthevariousaspectsrelatedtotheusageofwords.

2.Cultivatingasenseofappropriatenessinstyle

3.Learningtouseanalogyasanexpositorymeans.

III.Warm-upquestions

1.Doesthetitlestrikeyouasabitunusual?

2.HaveyoueverheardoftheEnglishproverb"Hitthenailonthehead”？What

doesitmean?

3.Whosejobinvolveshittingnails?Isthetextconcernedaboutthecarpenter?

Then,what'sthemajorconcernoftheauthor?(stylisticmatter,howtouse

therightwordfromtheextensivevocabulary^oftheEnglishlanguage)

4.Whatsimilaritiesdoestheauthorrecognizeinthejobofacarpenterandthe

workofawriter?

■Theprocessthewriterchoosestherightwordissimilartothewayacarpenter

hammersanail.

■Likethecarpenterwhoneedstodrivehomeeverynail礦hewantshis

workproperlydone,awriterneedstoputeffortsinchoosingtheright

wordifhewantstobeaccurateandconcise.

5.Howmuchdoyouknowaboutstyle?Doyoufinditaninterestingtopic?

6.Howdoyoulikethetext?Doyoufinditdifficultoreasy?Didittakeyou

longtopreparebeforeyoucometotheclass?Aretheremanynewwordsin

thetext?

IV.Organizationofthetext

Directions:

Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,

decidewhethersomeparagraphscanbegroupedtogethertoformasectionandhow

eachsectionisrelatedtotheother.

Discuss&conclude:

SectionI(paragraph1-3):Raisingthesubject:

Importanceofchoosingtherightword

Para1:Introducingthetopicbydrawingananalogybetweenthe

carpenterhammeringanailandthewriterusingwords.

Para2-3:Elaboratingontheimportanceofchoosingtherightword一

.Itisaprocessofrealizing,definingandclarifyingyourthought.

Section2(paragraph4-10):

Explainingthevariousaspectsintheprofileofaword

Para4-7:IIllustratinghowwordswithcommonrootshavedifferent

meanings(Semanticaspect)

Para8:Illustratinghowwordswithsimilarmeaningsmayhave

differentassociations(Connotationalaspect)

Para9:Illustratinghowwordswithsimilarmeaningsmayhavestylistic

differences.(Stylistic/situationalaspect)

Para10:Pointingoutthatageneralnotionmaybeexpressedbyavariety

vofspecificwords(Variationinexpression)

Section3(paragraph11):Conclusion:

Qualityismoreimportantthanquantityinlearning

vocabulary(withananalogytoechothebeginning)

V.Textworkandlanguagepoints

SectionI(paragraph1-3)

Paragraph1:

1.Callstudents,attentiontotheuseofanalogybyaskingquestionssuchas

■Howdoestheauthorintroducethesubject?

■Whatexpositorymeansisusedinthefirstparagraph?

■Canyouexplainthedifferencebetween“comparison”and"analogy”?

2.Askstudentstoreadthepassageonpage?withthefollowingquestionsinmind:

■WHATisthepurposeofdrawingananalogy?

■WHENisitoftenused?

■HOWisitdifferentfrom“comparison”?

3.Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara..1

Comparison

Aclumsymanaskillfulcarpenter

Agoodwriteraskillfulcarpenter

Analogy

Awriterchoosingtherightword

I

Acarpenterhammeringanail

4.Sumupthemainpoints:

Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplain

things.Thepurposeofanalogyistoexplainsomethingabstractandremote.

Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliar

subject,whichhelpstoexplaintheother,whichisusuallyadifficultand

abstractsubject,somethinghardtodefine.

Paragraph2?3

1.Askquestionstocheckstudents9understandingofthetext

■Howisparagraph2linkedtothepreviousone?Whatdoestheword

6tthis^^referto?

■Isiteasytofindthewordthatexpressespreciselywhatawriterwantsto

express?Why?Doyouhavethisprobleminwriting?

-Wordsaremanyinnumber

-Wordsmayhavesubtledifferencesinthem(semantic,stylistic)

■Doesabigvocabularyguaranteetheabilityofusingtherightword?

Why?

■Doyouagreewiththeauthorthatthereisagreatdealoftruthinthe

seeminglystupidquestion“HowcanIknowwhatIthinktillIseewhatI

say?”

[Thequestionsoundsirrational,butistrue.Unlesswehavefoundthe

exactwordstoverbalizeourownthoughts,wecanneverbeverysureof

whatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedor

statedinaclearandprecisemanner.]

rdefiningyourthought

Choosingwordsisaprocessof，clarifyingwhatyoumean.

realizingyourmeaning

2.Callstudents9attentiontotheauthor'sgeneralization(line11-16:Wordsare

manyandvarious...thosewhohearorreadourwords(line19-21)“〃ishard

work...wearedealingwith")Askthemtoreadaloud.Remindstudentsthe

importanceofgeneralizationafterillustrations.

Languagepoints

1)(line4)drivesomethinghome:force(thenail)intotherightplace;make

somethingunmistakablyclear,e.g.

■Thepersonwhowinstheargumentistheonewhodriveshomehis

points.

■Advertiserskeeprepeatingthenamesoftheproductinorderto

drivethemessagehome.

(also:drivehometosb,sth.)

■YoumustdrivehometoJohnwherethedifficultylies.

■YoumustdriveithometoJohnthatwedon'thaveenoughmoney.

2)(line4)hittingitsquarelyonthehead:directly,usedbothliterallyand

figuratively,examples:

■Theboxerhithisopponentsquarelyonthejaw.

■Wemustfacetheproblemsquarely.

3)(line7)cleanEnglish:Englishwhichispreciseandclear(incontrastwith

vague,slovenlylanguage)

4)(line10)scrupulouswriters:writerswhoareverycareful,payingattention

todetails——絲不茍的作家.“scrupulous“generallymeanspainstaking,

meticulous(i.e.payinggreatattentiontosmallthings).Itmaybepositiveor

negativeinassociation,e.g.

■Heisscrupulousinhisbusinessdealings,(positive,正派，謹慎)

■Thenursetreatedhimwiththemostscrupulouscare,(positive)

■Thepaperisnotentirelyscrupulousinsettingitsassumptions,(negative)

■Hepaysscrupulousattentiontostyle,(positive)

Compare:66unscrupulous^^不擇手段的(usuallynegativeinassociation)

5)shadesofmeaning:slightdifferencesinmeaning.

6)Someusefulsentencepatternsinthissection

■(line13)Itisnotonlyamatterofitisalso...

■(line19)Itishardwork+doingsth

■(line23)...hesitatedoingsth(also..hesitateaboutdoingsth,hesitate

todosth.hesitateatsth.)

Sentencesforparaphrase

1."Awordthatismoreorlessright,aloosephrase,anambiguousexpression,a

vagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.”:i.e.A

writerwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwill

neverfeelhappywithawordwhichfailstoexpressanideaaccurately.

2.“Choosingwordsispartoftheprocessofrealization,...forthosewhohear

orreadourwords.”:i.e.Theprocessoffindingtherightwordstouseisa

processofperfectionwhereyoutrytosearchforwordsthatmaymostaccurately

expressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymake

yourlistenersandreadersunderstandyourthoughtsandfeelings.

3.“Itishardworkchoosingtherightwords,butweshallberewardedbythe

satisfactionthatfindingthembrings.”:i.e.Findingthemostsuitablewordto

useisinnosenseeasy.Butthereisnothinglikethedelightweshallexperience

whensuchawordisfound.

Relevantinformation:

TheallusiontoFlaubert(Note7,page5)

GustaveFlaubert(1821-1880),Frenchnovelist,wasassociatedwith,though

notrepresentativeof,themovementofnaturalismandknownasoneofthe

greatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolong

hoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessand

accuracyofobservation,extremeimpersonalityandobjectivityoftreatment,and

precisionandexpressivenessinstyle,ortheprincipleofthemotjuste.

Section2(paragraph4-10):Thevariousaspectsinwordusage

(I)Thesemanticaspectofwords(paragraph4-7)

1.Askstudentstomakecommentsonthethreepairsofexamplesgiveninthis

sectionCompareandcontrasttheirdifferencesinmeaning.

human:of,orrelatingtoman,

1)Je.g.humanbeing;humannature;humanrights

humane:.characterizedbykindness,mercy,orcompassion.

e.gahumanejudge/ojficer

chumanaction=actiontakenbyman

Lhumaneaction=mercifulaction

￡humankiller=personthatkillshumans

Ihumanekiller=thatwhichkillsbutcauseslittlepain,esp.

instrumentsforthepainlesskillingofanimals

ranxiety:associatedwithworry/fear

2)Y

-eagerness：fullofinterestordesire

singularity(ofmind):oddity,peculiarity,sththatsinglesapersonout

"fromothers思想奇特、古怪

3)[

singleness(ofmind):holdingsteadfastlytothepurposeinmind,without

beingdrawnasidebylessworthyobjects.思想專一、堅定

2.Pointoutwhatmayhappenifweconfusewordswithasimilarform,(onepossible

consequence:malapropism).

Explain:Malapropismistheuseofawordinmistakeforonesoundingsimilar,

resultingincomiceffect,e.g.^allegory"for"alligator";"delusions"for

“allusions"

ThewordhasitsorigininMrs.Malaprop,afamouscharacterinSheridan's

comedytheRivals(1775).Sheisnotedforherblundersintheuseofwords."As

headstrongasanallegory(alligator)onthebanksoftheNile“isoneofher

grotesquemisapplications.Shealsorequeststhatnodelusions(allusions)tothe

pastbemade.Shehasgivenusthewordmalapropismasanameforsuch

mistakes.

Askstudentswhethertheycanrecallothernamesoffictioncharactersthathave

enteredtheEnglishdictionaryasMrs.Malaprop,(e.g.Mr.Micawber,RipVan

Winkle...etc)

"RipVanWinkle"isashortstorybytheAmericanauthorWashingtonIrving

publishedin1819,aswellasthenameofthestory'sfictionalprotagonist.

Plot:ThestoryofRipVanWinkleissetintheyearsbeforeandaftertheAmericanRevolutionaryWavRipVan

Winkle,avillagerofDutchdescent,livesinanicevillageatthefootofNewYork'sCatskillMountains.An

amiablemanwhosehomeandfarmsufferfromhislazyneglect,heislovedbyallbuthiswife.Oneautumndayhe

escapeshisnaggingwifebywanderingupthemountains.Afterencounteringstrangelydressedmen,rumoredto

betheghostsofHenryHudson^crew,whoareplayingnine-pins,andafterdrinkingsomeoftheirliquor,hesettles

downunderashadytreeandfallsasleep.Hewakesuptwentyyearslaterandreturnstohisvillage.Hefindsout

thathiswifeisdeadandhisclosefriendshavediedinawarorgonesomewhereelse.Heimmediatelygetsinto

troublewhenhehailshimselfaloyalsubjectofKingGeorgeHI,notknowingthatinthemeantimetheAmerican

Revolutionhastakenplace.Anoldlocalrecognizeshim,however,andRip'snowgrowndaughtereventuallyputs

himup.AsRipresumeshishabitofidlenessinthevillage,andhistaleissolemnlybelievedbytheoldDutch

settlers,certainhen-peckedhusbandsespeciallywishtheysharedRip'sluck.

TobeaRipvanWinkle,istoawakesuddenlytoprofoundchangesinone's

surroundings.Thismaybeduetophysicalabsenceortoabsenceofmind.Someone

whohasremainedoblivioustosocialandpoliticalchangesoveranextendedperiod

canbesaidtobe'Rip-Van-Winkleish*.

Cinderellaisapopularfairytaleembodyingaclassicfolktalemyth-elementofunjust

oppression/triumphantreward.Thousandsofvariantsareknownthroughouttheworld.Thetitle

characterisayoungwomanlivinginunfortunatecircumstanceswhichsuddenlychangeto

remarkablefortune.Theword''Cinderella"has,byanalogy,cometomeanonewhounexpectedly

achievesrecognitionorsuccessafteraperiodofobscurityandneglect.Thestill-popularstoryof

Cinderellacontinuestoinfluencepopularcultureinternationally,lendingplotelements,allusions,

andtropestoawidevarietyofmedia.

3.Askstudentstogivefurtherexamplesofconfusingwords,i.e.wordsthatlook

similarinformbutdifferentinmeaning,suchas“credulous”and“credible”,etc.

LanRuaqapoints:

1)distinct:adj.A.differentinkinde.g.

■Weshouldkeepthetwoideasdistinct.將兩個概念區(qū)別開來

■Donkeysandhorsesaredistinctanimals.不同的動物

B.clearlymarked,plain,e.g.

■adistinctimprovement明顯的

■adistinctpronunciation清晰的

2)afield:adv.awayfromone'shomeorusualenvironment,e.g.

■Don'tgotoofarafield.

Inthetext,itmaybeinterpretedas:Thereisnoneedforustomakeaneffortto

findproofofbadcarpentryinlanguage.^^Namely,64Youcanfindexamplesofbad

usageeverywherearoundyou.^^

3)rife:(predicativeonly)widespread,common,increasinglyprevalent,e.g.

■Superstitionisstillrifeinthecountry.(Not:rifesuperstition)

■Thecountrywasrifewithrumorsofwar.

■Crimeandviolencewererifeinthiscitybeforeliberation.

■Diseaseusedtoberifeinthiscountry.

(II)Thecoimotationalaspectofaword(paragraph8)

1.Askstudentstosumupthemainpointoftheparagraph.

2.Callattentiontothecohesivelinkinthetopicsentence(from"malapropism“tomove

toanewpoint—inappropriatenessresultingfromanignoranceoftheword's

connotation)

3.Discussthedifferentconnotationsineachofthefollowing:

r-imprisoned-force,coercion,compulsion,againstwill

-contained-moregeneral,neutral

J-epitomized-literary,formal

-summedup-general

I-distilled--moreformal,

Illustratetheusagewithfurtherexamples,e.g.

■Thecharterincludessomeconditionsthatimprison(限制)theindustrial

workerstoday.

■Heepitomizes(概括、凝聚)thegoodqualitiesofhisfamily,(bea

perfectexample,typify)

■Watercanbemadepurebydistillingit.(提煉)

4.Givefurtherexamplestoillustratethatwordswithsimilarorsamemeaningmay

havedifferentconnotations,e.g.

廠happiness

joy

々delight

rapture

匚ecstasy

5.Callattentiontothegeneralization(line56-60)whichwellsumsupwhat'sbeen

discussedintheparagraph.

LanRnagepoints:

Coercion:todosth.undercoercion;togetsth.bycoercion

Coerce:tocoercesb.intodoingsth.

■Hepaidthemoneyundercoercion.被迫

■Theterroristsgotwhattheywantedbycoercion.(Longman)

■Theterroristscoercedthepilotintoacceptingtheirdemandnottoland.

脅迫(Longman)

(III)Thesituationalaspectofwords(paragraph9)_

1.Introducetostudentstheconceptofregister,andlevelofformality(e.g.Martin

Joo'sFiveClocks:frozen-formal-consultative-casual-intimate)

2.Askstudentstocommentonthestylisticdifferencesinthetwopairsofexamples

giveninthetext.

3.Askstudentstogivefurtherexamplestoillustratethedifferencesinstyle,such

as::

rpoorP-face-begin

-poverty-stricken<-mug|-commence

-penniless1-visagej-inaugurate

=broke1I-initiate

4.Discuss:

■Whatarethefactorsthatdecidethestyle?(subjectmatter,participants,

circumstancesetc.)

■Isitrighttoconsiderastyleasmoresuperiortoanother?(e.g.formal

styleisbetterthaninformalstyle.)Whatcriteriashouldweusewhen

evaluatingthestyle?

/RefertoRandolphQuirk'sAGrammarofContemporaryEnglish:

-AscaleofstylesexistsinallouruseofEnglish.Eachofusworksnot

justwithonestylebutdifferentstyles.

-Ahaphazardknowledgeofseveralstylesmaybeworsethanuselessif

wedonotknowtheoccasionswhenweareshiftingfromonetoanother.

-Itistheheightofnaivetytogoroundwithasingleyardstick,measuring

IEnglishas"good"or"bad")

(IV)Variationinexpression:genericvs.specific(paragraph10)

1.Askstudentstosortoutthespecificverbsfor"walk”accordingtothedifferent

connotationormannerinvolved.Classifythemintosensiblecategories,suchas

-walkingwithoutmakinganoise(creep...)

-walkinginashowyway(strut,stalk...)

-walkingwithoutadefiniteaim(loiter,ramble...

-walkingwithleisure(stroll,saunter,meander,lounge)

-walkingwithbigsteps(stride,march,...)

-walkingwithdifficulty(plod,tramp,trudge,...)

-...etc.

2.Referstudentstotheexerciseon9(Workbook)forpractice.

Summary:Profileofaword-thevariousaspects

Cultural

Section3:Conclusion

1.Callstudents5attentiontotheanalogyusedinthelastparagraph.Identifythetwo

subjectsbeingcomparedandtheparallelelements.

2.Paraphrasetheconcludingsentence“Agoodcarpenterisnotdistinguishedby...

cleanlyonthehead.”

Tojudgewhetheracarpenterisgoodorbad,wewouldnotjustseehowmany

toolshehas.Whatcountsishisskills.Inthesameway,awriterisnotjudgedby

thenumberofwordsheknows,butbyhisabilityinusingsuchwords.Inother

words,qualityismoreimportantthanquantityinlearningvocabulary.

LanqiiaRepoints

1)alliterationindiscouragedanddismayed...(line87)

tohaveagoodcontrolandcommandover...(line93)

similarto“safeandsound”

2)takecourage:bebrave,beconfidente.g.

■It'sachallengingjob,buttakecourageandworkhardatit,andyou'llbe

rewarded.

VI.Classroomdiscussion

1.WhathaveyoulearnedfromthetextabouttheEnglishvocabularyandthe

Englishrhetoric?Doyoufindsuchknowledgeusefulornot?Explainwith

illustration.

2.Whataspectsdoweneedtoconsiderwhenweareconfrontedwithseveral

wordsbutnotcertainaboutwhichtochoose?

3.Whatcontributestoappropriatenessinstyle?

南京工程學院教案【教學單元首頁】

第4~5次課授課學時」教案完成時間：2012.10

章、節(jié)UnitTwoTextI:Bewarethedirtyseas

主1.Backgroundinformation

2.Organizationandmainideaofthetext

要

3.Importantlanguagepoints

內(nèi)4.Textorganizationpattern:causeandeffectpattern

5.Readingcomprehensionexercises

容

目

1.Toknowsomebasicknowledgeaboutwaterpollutionandwaterpollutioncontrol.

的2.GettoknowreasonsofpollutionabouttheMediterranean.

3.Learntousecauseandeffectpatterninwritingandreading.

與

要

求

1.Learningtousecauseandeffectpatterninwritingandreading.

重2.Knowingtheimportanceofenvironmentalprotection.

3.ParaphrasingdifficultsentencesintheTextI.

點

4.Masteringsomeimportantlanguagepointsandsentencestructures.

與

難

點

教1.teacher'slecture

2.students'discussion(pairwork&groupwork)

學

3.students7presentation

方4.roleplay

5.videoshow

法

與

手

段

南京工程學院教案【末頁】

本

單1.Backgroundinformation

元

2.Organizationandmainideaofthetext

知

識3.Importantlanguagepoints

點4.Textorganizationpattern:causeandeffectpattern

歸5.Readingcomprehensionexercises

納

思

考

題Afterclassdiscussion:

或Citeevidenceofpollutioninourenvironment,andpredictitsconsequences,both

作

業(yè)immediateandfar-reaching.

題

1.Waterpollutionisamajorelementof20th-centuryenvironmentalpollution.To

本preventfurthercontaminationofoceans,lakes,rivers,andstreams,governmentsall

單overtheworldhastotakemeasures.Waterpollutioncontrolisthetopicthatdraws

元theattentionoftheworldbecauseitoftengosidebysidewithlocaleconomical

教development.

學2.Causeandeffectpatterninreadingandwriting.

情3.Topicsentenceinparagraphwritingandreading.

況

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注：教案首頁和末頁中間為授課內(nèi)容

UnitTwo

TextIBewaretheDirtySeas

I.Pre-readingQuestions

1.Howdoesthetitleofthetextstrikeyou?Why"thedirtyseas”？Whatcausestheseastobecome

dirty?Whyarethereaderscalledontobewareofthem?

II.AbouttheMediterranean:

*

*LocationofTheMediterraneansea

TheMediterraneanSeaisaseaconnectedtotheAtlanticOceansurroundedbythe

Mediterraneanregionandalmostcompletelyenclosedbyland:onthenorthbyEurope,onthe

southbyAfrica,andontheeastbyAsia.TheseaistechnicallyapartoftheAtlanticOcean,

althoughitisusuallyidentifiedasacompletelyseparatebodyofwater.

TheMediterraneanSeaisconnectedtotheAtlanticOceanbytheStraitofGibraltaron

thewestandtotheSeaofMarmaraandBlackSea,bytheDardcmellesandtheBOSDOTUS

respectively,ontheeast.Theman-madeSuezCanalinthesouth-eastconnectsthe

MediterraneanSeawiththeRedSea.

個TheMediterraneancivilization

TheancientMediterraneancivilization,fromancienttimestothebeginningoftheMiddle

Ages,isoneofthemostdistinguishedcivilizationswhichhaveinfluencedpositivelyawide

developmentofthehumancultures.

TheMediterranean'svastandvariedculturallegacy,whichincludesthealphabetdevisedby

thePhoenicians,thephilosophyanddramaofGreeks,theRomanmasteryofcivilengineeringand

theastronomicaladvancesoftheEgyptians,hasplayedafundamentalroleinthedevelopmentof

Westerncivilization.Theregionhasprovidedameetingpointfbrthepeoplesandculturesof

Europe,AfricaandAsia.

?PleaserefertoNote3onpage19.

?RecommendedBookforafterclassreading:

?TheMediterranean:CradleofEuropeanCulture

?ByMichaelStreeter

TheMediterranean-world-famousresort

TheusualmodernimageoftheMediterraneanisofblueskies,asparklingsea,longsandy

beaches,andarichandexcitingdietoffoodandwine.FromSpaintoTurkey,andfromItalyto

Tunisia,theregion'smanyresortsholdaseeminglyendlessattractionfortourists.Whetheritisfor

thevirtuallyguaranteedsunshine,thebeautifulviews,theenchantinglightorthedelicioussea

food,theMediterraneanattractsconstantstreamofvisitorstoitsshoresandislandeachyear.It

hasalwaysbeenthefavoriteresortintheworld.

ButtheMediterraneanseaisheavilyillbecauseo