Unit 1 Great Scientists
教材分析
Ⅰ教学内容分析
人类文明发展的进程同时也是科学技术发展的过程，而这一过程渗透了许多优秀科学家的心血。本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。
热身(Warming up)部分通过问答使学生回想起不同领域的科学家，了解科学家们对人类的贡献及其成果。
读前 (Pre-reading) 通过若干问题及讨论，使学生初步了解得出科学观点所需的过程。为完成阅读奠定基础。
阅读 (Reading) 部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学发现的全过程具有其科学的严密性。
理解(Comprehending) 部分的练习一让学生给文章的主要信息排序已达到对文章的初步理解。练习二通过提问挖掘文章细节，使学生重温文章内容。练习三让学生写出文章的大意，进一步掌握文章内容。练习四让学生选择段落朗读，以流利的朗读表达文中的意思。
语言学习(Learning about language) 部分主要突出单元的重点词汇和主要语法项目的训练与练习，使学生对本课重点词汇与语法项目做到学以致用。
语言运用(Using language) 部分涵盖了听说和读两个部分。听的部分通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析、解决问题能力。
说的部分通过学生分组讨论将来选择什么科学工作，需要什么样的教育、品格及经历来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。
读的部分讲述了哥白尼是如何发现太阳中心说的，并通过1、2小题帮助学生理解文章主旨大意，学会寻求解决问题方法，同时提高阐明自己观点的能力。
写的部分是要求学生根据阅读文章内容及提示给哥白尼写一封信，建议他尽早公布他的发现，以此来培养学生的收集信息、整理信息及传递信息的能力，体现了自做、自助和自悟的教学思想，改进学生的学习策略。
小结 (Summing up) 部分通过让学生回忆本单元所学内容，总结对其掌握的程度，培养学生概括总结能力。
学习建议 (Learning tip) 部分建议学生如何写好“Persuasive writing”，以培养学生的逻辑思维及写作能力。
趣味阅读 (Reading for Fun) 部分引用了一些科学领域中名人的名言，如爱因斯坦、爱迪生、牛顿等，旨在从另一个侧面让学生了解科学研究的方法和科学研究的真谛。
Ⅱ教学重点和难点
教学重点
⑴ 本单元的生词和短语；
⑵ 过去分词作定语、表语；
（3） 学习描述人物的句型；
（4） 了解著名医生John Snow、哥白尼等科学家以及他们的作为和故事。
教学难点
⑴ 过去分词作定语、表语；
⑵ 学习表示意愿、希望或建议的句型；
⑶ 学写persuasive writing.
Ⅲ 教学计划
本单元分五课时：
第一、二课时：Warming Up, Pre-reading, Reading & Comprehending
第三课时：Learning about Language
第四课时：Listening and speaking
第五课时：Reading and writing
Ⅳ. 教学步骤:
Period 1&2 Warming Up, Pre-reading, Reading& Comprehending
Teaching Goals: 1.To learn about John Snow.
2.To develop some basic reading skills.
3.To arouse Ss’ interest in learning about the sprits of scientists.
Teaching Procedures:
Step 1. Warming Up
Purpose: To arouse Ss’ interest in learning about scientists.
To ask Ss to prepare something for the great scientists ahead of time and share them with others.
Pair work
Ask Ss to tell their partners their answers to the following question and show some to the whole class.
What do you know about great scientists?
Group work
Ss are divided into 3 groups to do the quiz and try to find out which knows the most.
Quiz Questions
Answer
(1) Which scientist discovered that objects in water are lifted up by a force that helps them float?
(2)Who wrote a book explaining how animals and plants developed as the environment changed?
(3) Who invented the first steam engine?
(4) Who used peas to show how physical characteristics are passed form parents to their children?
(5) Who discovered radium?
(6) Who invented the way of giving electricity to everybody in large cities?
(7) Who was the painter that studied dead bodies to improve his painting of people?
(8) Who invented a lamp to keep miners safe underground?
(9) Who invented the earliest instrument to tell people where earthquakes happened?
(10) Who put forward a theory about black holes?
Suggested answers: (1) Archimedes (2) Charles Darwin (3) Thomas Newcomen (4) Gregor Mendel (5) Marie Curie (6) Thomas Edison (7) Leonardo da Vinci
(8) Sir Humphry Davy (9) Zhang Heng (10) Stephen Hawking
Step 2. Pre-reading
Purpose: To get Ss to learn about the stages in a scientific experiment
Group work
(1) Get Ss into groups of four and discuss what kind of experiment they have experienced and the stages of them. Ask some groups to show their views.
(2) Ask Ss to put the following stages into proper order.
Draw a conclusion Think of a method Collect results Make up a question
Find a problem Analyze the results Repeat if necessary
Suggested Answers: Find a problem→Make up a question→Think of a method→Collect results→Analyze results→Repeat if necessary→Make a conclusion
Pair work
Ask Ss whether they know about infectious diseases and tell the answers to their partners.
For example: flu
Bird flu
SARS
Step 3. Reading
Skimming
Purpose: To get Ss to have a brief understanding of the whole text.
The passage is written in order of the stages in an experiment, so ask Ss to scan the text and find the different stages.
Suggested answers:
① Find a problem:
John Snow was a well-known doctor in London … until its cause was found.
② Make up a question:
He got interested in the two theories … and soon the affected person was dead.
③ Think of a method:
He believed in the second theory but ……so severe that more than 500 people had died in 10 days.
④ Collect results:
He determined to find out why … It seemed the water was to blame.
⑤ Analyze results:
Next, John Snow looked into the source of the water for these two streets …that cholera was spread by germs and not in a cloud of gas.
⑥ Repeat if necessary
Soon the disease began to slow down…that polluted water carried the disease.
⑦ Make a conclusion:
To prevent this from happening again, …not to expose people to polluted.
Scanning
Purpose: To get Ss to have some details in the text.
(1) Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these:
Q1. Who was John Snow?
Q2. What did John Snow do when the serious cholera broke out?
Q3. What were the two theories then?
Q4. What was John Snow’s attitude towards the two theories?
Q5. How did John Snow find the evidence for his theory?
Q6. How did he solve the problem finally?
Suggested answers:
A1. John Snow was a well-known doctor in London-so famous, indeed, that he attended Queen Victoria to ease the birth of her babies.
A2. John Snow wanted to use his knowledge to help solve this problem.
A3. The first suggested that cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.
A4. He believed in the second theory but needed to prove he was correct.
A5. He gathered the information and marked a map where all the dead people had lived. And at last he found that all the dead people drank the polluted water from the river.
A6. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined and mew methods of dealing with polluted water be found. And finally “King Cholera” was defeated.
(2) Since we have got the order of the seven stages, get Ss to write down the evidence or approach John Snow used in each stage. For example:
Paragraph
Stages in an experiment
①
Find a problem
②
Make up a question
③
Think of a method
④
Collect results
⑤
Analyze results
⑥
Repeat if necessary
⑦
Make a conclusion
Suggested answers:
Paragraph
Stages in an experiment
Example in this investigation
①
Find a problem
What causes cholera?
②
Make up a question
Which theory is correct?
③
Think of a method
Collect data on those who were ill or died and where they got their water.
④
Collect results
Plot information on a map to find out where people died or did not die.
⑤
Analyze results
Analyze the water to see if that is the cause of the illness.
⑥
Repeat if necessary
Find other evidence to confirm your conclusion.
⑦
Make a conclusion
The water is to blame. The source of all drinking water should be examined so that it is safe.
3. Listening.
Purpose: To train Ss’ listening ability.
Listen to the tape and follow it in a low voice.
4. Language points.
Purpose: To train Ss’ language capacity.
(1) attend vt & vi
① 出席；参加
He decided to attend the meeting himself.
② 照顾；看护
Which doctor is attending to (on) you?
③ 伴随
The work was attended with much difficulty.
（2）absorb vt.
① 吸收
A sponge absorbs water.
② 使专心
The little girl was absorbed in reading a tale.
severe adj.
① 严厉的；严格的
I think you are too severe on the boy.
② 剧烈的
He has a severe pain in his leg.
announce vt
① 发表、告知、宣布
The government announced its new economic policies.
② 宣布
His servant announced Mr and Mrs White.
③ 显示；预告
Warm sunshine announces the coming of spring.
Step 4. Post-reading
Purpose: To have a deep understanding of the text.
Group work
Let Ss Talk about the following questions. And present their opinions to the whole class.
1. What do you think of John Snow?
2. Do you think him great enough?
3. If you were he, what would you do?
Step 5. Discussion
The text introduces public health medicine to Ss, which is less well-known area of medicine. With the arrival of SARS in China in 2003, we do have some knowledge of the effect of infectious diseases on our life and lifestyle.
Discuss with your partners in groups of six and tell us your views.
Step 6. Homework
Try to write a short composition about a familiar scientist.
Period 3 Listening and speaking (Using Language)
Teaching Goals: 1. To use the language points and grammar of this unit.
2. To develop Ss’ listening and speaking abilities.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse them to talk about scientific subjects.
Show the pictures about the scientists and ask Ss whether they know them. And make sure they know some famous scientists in China.
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit.
1. Group work
The above pictures are all Chinese famous scientists. Let Ss talk about the stories of them. And they can also talk about other scientists in China. Get some Ss to present their stories to the rest of class.
2. Conclusion
All of them have made contributions to the development of Chinese science and technology. But do you know who the father of the Chinese space program is? (Qian Xuesen)
Step 3. Pre-listening
Purpose: To help Ss learn about the context of the Listening part.
Pair work
Ask Ss to discuss the pictures with their partners.
2. Discussion
Discuss the following three questions and present your opinions to your classmates.
(1) How can you describe the space?
(2) If we human beings go into the space, what are needed?
(3) Suppose you are an astronaut, what kind of qualities are necessary?
Step 4. While-listening
Purpose: 1. To get the main information in the Listening part.
2. To develop Ss’ listening ability.
3. To learn something from Qian Xuesen.
1. Listen to the dialogue, focusing on the subjects mentioned in the passage.
2. Listen to the tape and answer the questions.
Q1. What did Qian Xuesen study first?
Q2. What experience did he get in America that was very useful for China?
Q3. What was Qian Xuesen’s achievement when he returned to China from America?
Suggested answers:
A1. Qian Xuesen first studied to be an engineer.
A2. In America he began to work on space rockets so that he was able to develop a space programme when he came back to China.
A3. When Qian Xuesen returned to China he set up a Space Institute to begin training people in how to design and build rockets.
3. Listen to the tape again and make sure the answers are right.
Step 5. Speaking
Purpose: 1. To develop Ss’ speaking ability.
2. To learn about the words for character description.
1. Pre-speaking
Purpose: To arouse Ss’ interest and get them to focus on the topic of the Speaking part.
Show the pictures again.
Pair work
Let Ss discuss in pairs and present how they achieved their success in their future scientific job.
What kind of words can be used?
For your reference:
talent, intelligence, hard work, persistence, confidence, curiosity, enthusiasm, luck…
2. While-speaking
Purpose: To get Ss to talk about their favorite scientific jobs.
(1) Work in groups of four and discuss what scientific job each of Ss would like to choose in the future. The following questions and expressions can be helpful.
Questions:
What job do you want to do?
What personality will be needed?
What education will you need?
What personality will be needed?
How lone will the training take?
What work experience would be useful?
How will you prepare for this career?
Expressions:
I always wanted to … because … I might find it difficult to …
My greatest problem will be to … The experience I will need is …
I need to practise …
(2) Act out the dialogue and show to the class.
When describe someone’s character, the following words can be used.
patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with …
Sample dialogue:
A: What do you want to do when you grow up?
B: I want to build robots. I will have to do a physics and mathematics degree in china. After that I hope to go abroad to Reading University in England where you can study all about robots. There is a special cybernetics department there.
A: Why personality will be needed for that job?
B: They have a lot of uses: for example, in making cars on a popular line or doing other repetitive jobs.
A: What personality will be needed for that job?
B: I think I need to be patient for my ideas will take a long time to develop. I also need to be creative enough to have good ideas.
A: What experience will be most useful to you?
B: I think technology and engineering projects. I hope to work in a factory in my holidays.
A: What kind of person makes a good inventor?
B: I think someone who is happy to persevere at something and learns from his mistakes.
A: Thank you. I think designing robots sounds fun.
3. Post-speaking
Ask some Ss to give a speech to their classmates about their scientific jobs in the future
Step 6. Extension
Purpose: To make a conclusion from the Speaking part.
Discuss the questions below with your partners.
We know that a scientific job is challenging and difficult, but there are still many persons doing very well at their positions. What can you learn from them?
Share your views with your classmates.
Step 7. Homework
Write a short composition to introduce Qian Xuesen.
Get on the line and find out more scientists and their stories.
Period 4 Learning about language
Teaching Goals: 1. To enable Ss to master some new words and expressions.
2. To get Ss to have knowledge of the grammar point: the past participle as the attribute and predicative.
Teaching Procedures:
Step 1. Free talk
If you have a special chance to meet with John Snow, what kind of questions will you ask?
Step 2. word study
Purpose: To consolidate the new words and phrases in the text.
1. Choose the correct words to complete the following sentences
John Snow devoted himself to ______ (science, scientific) research.
He worked hard until he drew a _______ (conclude, conclusion) in 1854.
The teacher drew a picture to make herself _____ (ease, easy, easily) understood.
The boy needs one more stamp to make his collection _____(complete, completely).
_____ (Apart from, Expect) that 10 dollars, I have another ten given by my mother.
Suggested answers: (1) scientific, (2) conclusion, (3) easily, (4) complete, (5) Apart from
2. This is a report on living conditions in England in the nineteenth century. Choose the correct verb or conjunction to put into the text. Each word may be used only once.
link…to blame expose…to test defeat
reject absorb examine severe
In the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century ______ people _____ serious illnesses. The reports of many doctors _____ illness ____ drinking polluted water. However, one hundred years ago people did not connect a disease to the environment. So they did not _____ the companies that supplied dirty water. The doctors found that the dirtier the water, the more _____ the illness. It was only later when people began to ______ the water and _____ its quality that they _____ the idea that cholera was ______ from the air. It was only when everybody began to attack the dirty conditions that cholera was _____ and was not a problem any more.
Suggested answers: expose; to; link; to; blame; severe; examine; test; rejected; absorbed; defeated
3. Sometimes in English we put the verb make with a noun instead of using a simple verb; for example, make a mistake instead of to mistake. Look at these simple verbs and make another construction using make+a+noun. Add two more of your own.
to telephone
to decide
to plan
to contribute
to speak
to be noisy
to change
to describe
Suggested Answers: make a telephone call; make a decision
make a plan; make a contribution
make a speech; make a noise
make a change; make a description
4. In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also learned the following phrases. Can you make sentences with each of them?
make a face make friends make money make one’s way to
make phone calls make sure make up one’s mind make the bed
make room for
For example:
The teacher asked us not to make faces in class.
I tried to make friends with my neighbor but he was too old and did not want to talk to me.
The best way to make money is to study hard and gain good qualifications.
If you make phone calls abroad it will cost you a lot of money so I should watch the number of calls.
Step 3. Grammar
Presentation
Purpose: To get Ss to tell the usage of the past participle.
A broken window a worried mother
By his disappointed appearance, he was not satisfied.
Ask Ss to find more examples from the Reading part.
(1)The past participle as the attribute
A well-known doctor
Ordinary people exposed to cholera
Thousands of terrified people
…
(2) The past participle as the predicative
he became inspired when…
he got interested in two theories…
…
Practice
Purpose: To get Ss to have knowledge of the grammar through exercises
(1) Complete the table with phases that have the same meaning.
Past Participle as the Attribute
Past Participle as the Predicative
① terrified people
①
② reserved seats
②
③ polluted water
③
④ a crowed room
④
⑤ a pleased winner
⑤
⑥
⑥ children who look astonished
⑦
⑦ a vase that is broken
⑧
⑧ a door that is closed
⑨
⑨ the audience who feel tired
⑩
⑩ an animal that is trapped
Suggested answers: ① people who look terrified
② the seats that are reserved
③ the water that is polluted
④ the room that is crowded
⑤ the winner who is pleased
⑥ the astonished children
⑦ a broken vase
⑧ a closed door
⑨ tired audience
⑩ a trapped animal
(2) Choose appropriate verbs to complete the following sentences, using the past participle. Explain the use of the past participle in each sentence.
Worry interest arrive frighten prepare continue concern
They were ______ to accept my idea.
I’ll be _____ to hear what he has to say.
The major said that he was ______ about the ______ rise of the water level in the river bed.
Recently ______ soldiers are helping to take the victims to safe areas from the flood.
Most of the newspapers seems to be ______ with pop stars.
He was ______ of going alone into the empty house.
Suggested answers: ① prepared ② interested ③ worried, continued ④ arrived
⑤ concerned ⑥ frightened
Step 4. Homework
1. Review the new words and phrases.
2. Review the use of the past participle.
Period 5 Reading and writing (Using Language)
Teaching Goals: 1. To develop Ss’ reading ability.
2. To develop Ss’ writing ability.
3. To get Ss to learn something about Nicolaus Copernicus.
Teaching Procedures:
Step 1. Warming Up
Purpose: To lead Ss to the topic and arouse their interest in Copernicus.
Ask Ss to discuss the questions below:
Who is the man in the left picture?
What about the right picture?
Do you know the relationship between them?
Ask Ss to present their views.
Step 2 Reading
Purpose: To find some details in the text.
1. Ask Ss to discuss the following questions in pairs and answer them.
Q1. What made Copernicus confused?
Q2. Why couldn’t he tell about his theory?
Q3. What’s Christian’s view of universe?
Q4. When did he first show his theory? To whom?
Q5. What’s his friends’ reaction to the theory?
Q6. When was the theory published? Why?
Q7. What’s the evaluation of the theory?
Suggested answers:
A1. His mathematical calculations led to the same conclusion: that the earth was not the center of solar system.
A2. He could not tell anyone about his theory as the powerful Christian Church would have punished him for even suggesting such an idea.
A3. They believed God had made the world and for that reason the earth was special and must be the center of the solar system.
A4. In 1515 he showed it privately to his friends.
A5. His friends were enthusiastic and encouraged him to publish his ideas.
A6. He did not want to be attacked by the Christian Church, so he only published it as he lay dying in 1543.
A7. Now people can see that there is a direct link between his ideas and the work of Isaac Newton, Albert Einstein and Stephen Hawking.
2. Group work
Divide Ss into three groups and discuss the following question. Ask every group to present their ideas.
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?
Step 3. Writing
Purpose: To learn to write a persuasive essay.
Write a short letter asking Copernicus to publish his ideas so that everyone can read them.
First you need to collect your ideas. For example:
He believes his new theory is true.
There are problems with the present theory.
He has done many years of observations to prove his new theory is true.
Science can not develop unless people publish their ideas.
Time will show if his theory is true of now.
Here is a plan:
Beginning: Tell Copernicus who you are and why you want him to publish his ideas.
Paragraph 1: Reason 1 and evidence.
Paragraph 2: Reason 2 and evidence.
Summing up: Ask him to think again about publishing his ideas.
One Possible version:
Dear Nicolaus Copernicus,
I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.
I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the center of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.
I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.
So I hope you will feel you can publish your new theory.
Yours sincerely,
***
Step 4. Extension
Purpose: To deepen what we have learned in the Writing part.
Let us compare a persuasive essay with a report, a description and a creative piece and then find similarities and differences between these kinds of writing.
Report
Description
Creative writing/story
Formal language with few adjective
Vivid use of words with similes and metaphors
Vivid use of language and more informal style.
No speech except quotations
No speech except to help the description
Speech to show feelings, reactions etc.
Not emotional
Emotional to describe atmosphere
Emotional to describe feelings
Only one main character
No characters
May have several characters
Factual
Not factual but imaginative
Imaginative but can be based on fact
Structured according to experimental method
Not structured
Beginning, middle, end
Past tense and passive voice
Past tense
Past tense
Step 5. Homework
Write a short composition about a scientist, his/her life, achievements and the key to his/her success.
Unit1
Engine [ 'end?in ]
发动机
Steam engine
蒸汽机
Characteristic [ ,k?rikt?'ristik ]
特征
Radium [ 'reidj?m ]
镭
Put forward
提出
Theory [ 'θi?ri ]
理论
Infect [ in'fekt ]
传染
Infectious [ in'fek??s ]
传染的
Scientific [ sai?n'tifik ]
科学
Examine [ ig'z?min ]
检查
Conclude [ k?n'klu:d ]
结束
Conclusion [ k?n'klu:??n ]
结论
Draw a conclusion
得出结论
Analyse
分析
Repeat [ ri'pi:t ]
重复
Defeat
打败
Attend [ ?'tend ]
照顾
Expose [ iks'p?uz ]
暴露
Deadly [ 'dedli ]
致命
Cure [ kju? ]
治愈
Outbreak [ 'autbreik ]
爆发
Control [ k?n'tr?ul ]
控制
Absorb [ ?b's?:b ]
吸引
Severe [ si'vi? ]
严重的
Valuable [ 'v?lju?bl ]
贵重的
Clue [ klu: ]
索线
Pump [ p?mp ]
泵
Cambridge [ 'keimbrid? ]
剑桥
Pub
洒馆
Blame [ bleim ]
责备
Immediately [ i'mi:dj?tli ]
立即
Handle [ 'h?ndl ]
柄
Germ [ d??:m ]
微生物
Addition [ ?'di??n ]
加
In addition
也
Link [ li?k ]
连接
Link…to…
将….和…连接
Announce [ ?'nauns ]
宣布
Certainty [ 's?:t?nti ]
确知
Instruct [ in'str?kt ]
命令
Virus [ 'vai?r?s ]
病毒
Construction [ k?n'str?k??n ]
建设
Contribute [ k?n'tribju:t ]
捐献
Apart from
除….之外
Creative [ kri(:)'eitiv ]
有创造力的
Co-operative [ k?u'?p?r?tiv ]
合作的
Positive [ 'p?z?tiv ]
积极的
Strict [ strikt ]
严格
Strict with
对..严格的
Revolutionary [ 'rev?'lu:??n?ri ]
革命的
Calculation [ ,k?lkju'lei??n ]
计算
Lead to
导致
Movement [ 'mu:vm?nt ]
移动
Make sense
有意义
Good
神
God
上帝
Back ward
向后地
Loop [ lu:p ]
圈
Complete [ k?m'pli:t ]
完整的
Privately [ 'praivitli ]
私下地
Spin [ spin ]
旋转
Brightness [ 'braitnis ]
明亮
Enthusiastic [ in,θju:zi'?stik ]
热情的
Cautious [ 'k?:??s ]
小心的
Reject [ ri'd?ekt ]
拒绝
Persuasive [ p?'sweisiv ]
能说服人的
View [ vju: ]
观点
Point of view
态度
Logical [ 'l?d?ik?l ]
合逻辑的
1. characteristic用作名词，意思是“特点；特征；特性”与feature意思相近。它也可用作形容词意为“典型的；具有…的特点的”。
Traffic jams are a characteristic of large cities. 堵车是大城市的特点。
The smell is characteristic of garlic. 这气味是大蒜的特点。
He speaks with characteristic passion. 他以特有的热情说话。
2. put forward的意思是“提出主意、计划（offer, suggest , an idea）等”。
He often puts forward some useful advice. 他常常提出一些有用的建议。
〖帮你归纳〗put的常用词组有：
put aside节省（钱、时间）；储蓄；把……放在一边 put away储存（钱）；放好
put back拨慢；搁置 put down放下；记下；击败；使（飞机）着陆； put off延期；推迟
put on上演；穿上；戴上 put out熄灭；关掉；扑灭 put through接通电话；完成
put up with忍受；忍耐 put into action/effect/practice实施；实行
3. examine 的意思是“检查；审查；诊察；考察；测验”。
The doctor examined her carefully.医生仔细地给她作了检查。
The teacher examined the students on the book they read. 老师就学生读的书考学生。
examine指的是仔细观察以了解或发现什么东西，也可用于医生检查病人，以书面或口头的形式考察学生的知识与能力。check指的是通过检查以确保某事物正确、安全、满意或处于良好状态，核对，核实某物等。test指的是检验和衡量某物或某人的品质、质量等，测验某人在某方面的知识或能力，还有实验、考验的意思。
He is examining a theory. 他正在查验一个理论。You’d better check the tires. 你最好检查一下轮胎。They are testing the water for pollution. 他们在检验水污染情况。
4. repeat作为动词的意思是“重复；重做；”，相当于say/do again，故repeat不能与again连用Can you repeat this experiment? 你能否把这项试验重做一遍？
5. attend 的意思是“照顾(take care of, look after)；护理；出席；参加;上(学)等。
She attended him in hospital.她在医院护理他。
Only a few friends attended their wedding.只有几个朋友参加他们的婚礼。
He attended college in 1999.他在1999年去上大学。
attend on/upon侍候；随行 She is attending upon the patient. 他在侍候病人。
attend to致力于；专心于；处理；照顾Attend to work and stop talking.专心工作，不要说话。
6. ease用作动词，意思是“减轻；消除；舒缓；放松”，表示消除某人的痛苦时用结构“ease sb. of sth.”；也可以用作名词，意为“舒适；自在；不拘束；容易”。
These pills will ease the headache. 这些药丸会减轻头疼。
Walking helped to ease him of his pain. 他散了散步减轻了一些痛苦。
Her words gave ease to my distracted mind. 我心神不宁，她的话使我宽心。
ease作名词时的常见搭配：
at ease放松；自如；不拘束 be/feel at ease感到舒适 ill at ease不自在；感到拘束 put/set sb. at one’s ease使某人感到舒适、不拘束 with ease容易地；无困难地
7. exposed to cholera 是过去分词短语作后置定语，修饰people。相当于定语从句which were exposed to cholera。
expose的意思是“暴露；揭露；使曝光”，常与介词to连用，表示“使暴露于（日光、风雨等）；受到风险；使面临”的意思。
The soil was washed away by the flood, exposing bare rock. 泥土被洪水冲走，露出光秃秃的石头。
The baby was left exposed to the wind and rain.婴儿被弃于风雨之中。
The soldiers in the open field are exposed to the enemy’s fire. 空地里的士兵暴露于敌人的火力之下。
8. cure用作名词，意为“治愈；痊愈；治疗；疗法”，也可用作动词，意为“治疗；治愈；纠正；戒除”。常用结构“cure sb. of sth.”表示“治好某人的病；纠正某人的不良行为”。
The doctor can’t guarantee a cure. 医生不能保证治愈。
I hope the doctor can cure the pain in my shoulder.我希望医生能治好我肩上的疼痛。
The doctor cured her of a bad cold. 医生治好了她的重感冒。
cure, treat, heal与recover的用法区别：
cure意为“治疗；治愈”，多用于用药物治疗并治愈某种疾病或改正不良习气。treat为日常用语，意为“治疗；医治”，指治疗病人的全过程或活动。heal意为“治愈（伤口）； 医治”，指治好外伤或烧伤后的患部，使伤口愈合，不用于治感冒等疾病。recover意思为“痊愈, 复原”，主要是指从病中痊愈了，常与from连用。
That pill cured my headache. 那药治好了我头疼。
That will cure him of his bad habits. 那将改正他的坏习惯。
There are only two doctors to treat more than 50 patients.只有两名大夫来治疗50多个病人。
The wound on my arm has healed. 我胳膊上的伤已治好了。
He’s now fully recovered from his bad cold. 他现在已从重感冒完全康复了。
9. every time 在此句中相当于一个从属连词，引导时间状语从句。类似用法的副词和短语有“directly（一……就）, immediately（一……就）, instantly（一……就）, the minute（一……就）, the moment（一……就）, the second（一……就）, each (every) time（每当）, next time（下次……时）, the last time（上次……时）等。
She went to see him directly she got the letter. 她一收到信就去他了。
Immediately the meal was over, he switched on the radio.饭一吃完他就把收音机打开。
She came to the scene the moment she heard of the accident.她一听说发生了事故，就立刻到现场来了。
The last time we talked he said he needed another two days.上次我们谈话时他说他还需要两天。
10. control 既可用作动词，也可用作名词，意为“控制；支配；管理”。
The young teacher cannot control her class.那位年轻女教师管不住班上的学生。
Control yourself; don't get angry. 你要克制自己,不要发火。
He has no control over his emotions. 他控制不住自己的感情。
beyond control无法控制 in control of 控制住；掌管
in sb’s control/in the control of sb.受着某人的控制；在某人的掌握之下 out of control 不受控制；失去控制 under control 被控制住，情况良好 under sb’s control/under the control of sb.受某人的控制 gain/have control of控制；支配 lose control of 失去控制
11. absorb的意思是“吸收；吸引；使专心；合并；吞并”，常用be absorbed in sth.表示“专心于某事”。
Clever children absorb knowledge easily. 聪明孩子容易吸收知识。
Aspirin is quickly absorbed by /into the body. 阿司匹林很快被身体吸收了。
The strong states often absorbed the small states in the past. 过去大国兼并小国
He is absorbed in his business. 他专心致志的处理业务。
be absorbed by被……吞并；为……所吸收
absorb … into吞并；吸……到……
absorb one’s attention吸引某人注意
absorb one’s time占用某人的时间
12. severe 用作形容词，当它的意思为“严重的；严肃的”时，和serious相近；当它的意思为“严厉的；严格的”时，与strict 相近，常用结构be severe on(upon)/with sb.表示“对某人严厉或严格”；此外它还有“剧烈的；尖锐的；朴素的”的意思。
The drought is becoming increasingly severe. 旱灾日趋严重。
He is severe with his children. 和对子女很严格。
You are too severe on (upon) the boy. 你对那个男孩太严厉了。
I felt a severe pain in the chest. 我感到胸口剧烈疼痛。
表示“伤势严重”要用severe，不用serious； 但指“疾病严重”时，两者都可与illness连接。
She received severe head injuries in the accident.在事故中她的头部受了重伤。（此句不可用serious）
I was laid up for six weeks with a severe/serious illness.由于重病，我卧床六个星期。
13. valuable 的意思是“贵重的；有很大价值的；有用的；有帮助的”，其名词形式为value。
I have a valuable collection of painting. 我有一批很有价值的画。
This book is valuable to /for students of English. 这本书对学英语的学生很用。
valuable, valueless, invaluable, priceless与 worthless的用法区别：
(1)valuable, priceless, invaluable这三个词意思一样，都表示“贵重的；无价的”的意思。priceless意思为“无价的；价值连城的”，用于加强语气，加深程度等情况；比valuable的程度更强。invaluable的意思是“无法估价的；无价的”，不用于形容价值或金钱，而是指质或品质。
(2)valueless, worthless这两个词意思一样，表示“无价值的，无用的”的意思，worthless是个常用词，valueless很少用。
The jewel is of great value, and it is priceless. 这珠宝很有价值，是无价之宝。
This ancient gold coin isn’t just valuable, it’s priceless.这枚古代金币不仅贵重，而且价值连城。
Your advice is invaluable to us. 你的建议对我们来说是非常珍贵的。
The drawing is of no value, and it is worthless. 这画没有价值，它没有用。
It looked like gold, but in fact it was worthless (valueless). 这看起来像金子，其实毫无价值。
14 blame用作动词，意为“责备；责怪；归咎于”的意思。常用结构为blame sb for sth./blame sth on sb (把某事归咎于某人)，be to blame for sth(应受责备；对某坏事应负责任)，此句就使用这种结构。
Don't blame it on him, but on me. 别怪他，该怪我。
They blamed the secretary for the delay of the plan. 他们怪罪秘书造成计划延误。
The driver was not to blame for the traffic accident.那次交通事故不应该责怪司机。
blame也可用作名词，意为“责任；责怪”。常见搭配有：bear/take/accept/get the blame for sth.（对某事承担责任），lay/put the blame for sth on sb（把某事归咎于某人）。
We should take the blame for our failure. 我们应该承担失败的责任。
We shouldn’t lay the blame for our failure on him. 我们不应该把失败归咎于他。
15. handle 作名词的意思是“把手；柄”；作动词的意思是“（用手）搬动处理；操纵；经营（run, manage）”。
I turned the handle and opened the door. 我转动门把，打开了门。
Handle the TV with care. 小心搬动电视机。
This bookstore doesn't handle medical books. 这家书店不经销医学类书藉。
He learnt how to handle an axe. 他学会了怎样使斧头。
16. addition用作名词，意思是“加；增加；加法”。
The children start by learning Chinese and addition. 孩子们从学汉语与加法开始。
There’s no room for additions. 再添置东西就没地方搁了。
addition 的常见搭配：
（1）in addition的意思是“也；另外；此外（还）”，可以用在句子开头，可以用于句末。和besides意思相同，但besides不能用在句尾。
In addition, there was a crop failure in many provinces.此外，许多省份粮食歉收。
The man worked him sixteen hours a day and beat him in addition. 那人让他每天工作16小时，而且还打他。
(2)in addition to的意思是“除了……外（还有）”，可用于句首，也可置于句子后部，相当于 besides, apart from。
In addition to giving him some advice, I gave him thirty dollars. 我向他提出忠告，又给了他30美元。
He can get twenty dollars’ extra income every month in addition to his salary.除工资外，他每月还可得到20美元的收入。
(3)to have an addition (to one’s family)的意思是“生孩子，添人口”。
Recently they had an addition (to their family).最近，他们家新添了一个孩子。
17. link 在此句中用作动词,意为“连接；联系”，常用结构link… to/with意思是“将……和……连接或联系起来”，link up意为“连接或连接起来”；也可用作名词，意为“环；连接；联系；纽带”。
The highway links Shanghai to/with Beijing. 这条公路连接上海和北京。
A railway links up the two towns.这两个城镇由一条铁路连接起来。
Your story links up with his. 你所说的和他所说得能联系的起来。
A lot of links fitted together form a chain. 许多链环连在一起组成链条。
Old friends are a link with the past. 老朋友是连接往事的纽带。
(1)join指的是任何事物的直接连接，连接的程度可紧可松，还能分开之意。常用结构join…to, join up。
(2)connect指的是通过某种媒介物把事物连接起来，事物的特征还保持，常表示与技术有关的连接和火车、飞机等实行联运。常用结构connect…with/to。
(3)combine着重指两个或两个以上的人或事物为了共同目的而结合在一起，结合后原来部分可能仍不改变或失其本性，常用结构combine…with。
(4)unite强调紧密地结成一体，含极难分开之意,常用结构unite…with。
Please join this pole to that one. 请把这根竿子和那根竿子接起来`。
This flight connects with New York one. 这班飞机在纽约可接上另一班机。
We should combine theory with practice. 我们应该理论联系实际。
The two big companies plan to unite. 两家大公司计划联合起来。
18. announce的意思是“通告；发表； 宣布；宣告”，其名词为announcement意为“通告；宣告；通知”。
The captain announced that the plane was going to land. 机长宣布飞机就要着陆了。
He waited for the announcement of the result of the competition with bated breath.
他屏息静气地等待宣布竞赛结果。
19. instruct意思为“命令；指示；嘱咐；吩咐；教导（教授知识或技术）；训练”。其名词形式为instructor（教员；教练）和instruction（命令；指示；说明）。
The teacher instructed him to start early. 老师命令他早动身
I've been instructed to wait here until the lecturer arrives.我得到指示在这儿等到讲课老师到来。
He instructs a class in history. 他教授一个班的历史（instruct … in…）
Read the instructions on the pocket. 看一下袋子上的说明。
instruct 指向一个人或一组人传授知识，但并不清楚他们是否学到什么。
teacher是最普通的词，可指或不指学术方面的学习；作不及物动词时，表示教书生涯。
tutor指一学生与一老师的关系，常指课外的一个教师对一个学生的补习工作。
educate指范围更广泛的学术过程，完成比teach更大的结果。
train指使一个人或一组人在某一专门的技能或职业方面达到必要的水平，也可指训练动物。coach指在普通的教育体系之外训练或培养一个人或一组人，常为了通过某项专门的考试。
I taught history for many years. 我教历史好多年了。（是指学术的）
Who taught you to ride a bicycle? 谁教你骑自行车的？（不是指学术的）
He instructed us in English, but some of them made little progress. 他教我们英语，但我们有些人几乎没有进步。
In his spare time, he tutored me in English. 在课余时间，他教我英语。
The writer was educated at a very good school. 这位作家在一所很好的学校里受过教育。
It takes several years to train a doctor. 培养一名医生要花好几年时间。
He coached her for the English examination. 他辅导她英语考试。
20. conclude用作动词，意为“结束；推论；推断”，常用conclude by doing/with sth. 表示“以……而结束”；conclude from 表示“从……推出结论”的意思，to conclude表示“最后”的意思，相当于意思名词短语in conclusion。
He concluded his speech with/by reading a poem. 他朗诵一首诗结束了他的演讲。
What do you conclude from these facts. 从这些事实中你得出什么结论？
The doctor concluded that the patient's disease was cancer. 医生断定病人患的是癌症。
To conclude/in conclusion, I wish you all good health and a long life. 最后,祝大家健康长寿。
draw( arrive at/come to /reach )a conclusion “得出结论”，
jump to a conclusion 意为“草率地得出结论”，conclusion后可接that从句。
21. contribute的意思是“捐赠；贡献；投稿；提供”。常用短语contribute to意思是“有助于；有益于；促成”。其名词为contribution意思是“捐献： 贡献： 投稿”，常用make a contribution to/towards…，表示“对……作贡献”的意思。
Everyone should contribute three dollars to the Red Cross. 每位工人捐了3美元给红十字会。
Everyone should contribute what he or she can afford. 人人都应该尽自己的能力做贡献。
I’ve been asked to contribute an article to the language magazine. 有人请我给那份语言杂志撰篇稿。
Fresh air and exercise contribute to good health. 新鲜空气和锻炼有益与健康。
Does smoking contributed to lung cancer？吸烟会导致肺癌吗？
He made an outstanding contribution to science. 他对科学作出了卓越的贡献。
22. lead to的意思为“通向；导致；引起；造成”，to为介词，后接sth.或doing.
The path leads to the village. 这条小路通到那村庄。
New discoveries lead to some diseases being cured.新的发现使一些疾病被治愈。
23. make sense意为“有意义；意思清楚；有道理；明智的；合情合理的”；而make sense of意思为“理解；懂；明白”。
What you said made no sense. 你的话没有道理。
It makes sense to take care of your health. 注意身体健康是明智的。
Can you make sense of this poem? 你看得懂这首诗吗？
bring sb to his senses不再做傻事；苏醒 come to one’s senses不再做傻事；苏醒 in a/one sense从某种意义来说 in no/little sense一点也不；怎么说也不 the sixth sense第六感
24. complete用作形容词意为“完整的；全面的；彻底的；完成的；结束的”，常用complete with表示“齐备……的；备有……的”；也可用作动词意为“使圆满；使结束；完成；填（表格等）”。
This is a complete story. 这是一个完整的故事。（用作形容词）This year is now complete. 今年这一年到此结束。（用作形容词）David and Jean bought a house complete with furniture. 大卫和琼买了一幢配有家具的房子。（用作形容词）
The work is not completed yet. 这个工作还未完成。（用作动词）Complete your application in ink. 用钢笔填写申请书。（用作动词）
(1)finish表示“完成；完结“，但内在含义有些不同。finish意为bring sth. to an end, stop doing sth.,指”结束做某事；做完了某事“，后接名词或动名词，不可接不定式。
(2)complete常表示bring sth. into a whole, and what is missing or needed to form a finished whole, 指“使完整；使圆满“，尤指文学作品的完成或工程的竣工等，后接名词。
(3)end 为普通用词，指一种活动因达到目的而自然结束或因某一原因突然中止，可指作业、演讲、争论、旅行、战争或生命等的结束、终止，并可用作及物动词或不及物动词。
He has finished the work. 他做完了工作。
He has finished writing the paper.他已写完了论文。
The new school will be completed next month.新学校下个月竣工。（不可用finish）
His unexpected visit ended our discussion of the problem. 他、突然来访中断了我们对那个问题的讨论。
The party did not end until midnight. 晚会到半夜才结束。
25. cautious作形容词，意为“谨慎的；非常小心的；细心的”，其后常用介词about/with/of。
He was cautious when he was riding the bicycle.当他骑自行车的时候；他很小心。
She was cautious of strangers. 她对陌生人很警惕。
careful与cautious的用法区别：
careful的意思是“小心；仔细的；谨慎的”，表示很注意细节，行为小心以避免错误；cautious的意思是“十分小心的；谨慎的”，意义相近，但它所表示的是所有方面都仔细考虑之后才采取行为，带有迟疑、提防等心理。
He gave the patient a careful examination. 他仔细检查了病人的身体。
He was cautious about committing himself. 他对作出承诺很谨慎。
26. reject用作及物动词，意为“拒绝；不接受；摒弃”。
We rejected his idea for a music club, and decided to have an art club instead.我们没有采纳他关于成立音乐俱乐部的想法，而是决定成立艺术俱乐部。
It is hard for me to reject some bad habits. 我很难丢掉一些坏习惯。
(1)reject表示拒不接受不适当、不满足或厌恶的东西，如建议、计划、赠物、求婚、正义、忠告等，语气最强，有时还含有“抛弃；剔除”等意思。只可接名词，主语只能是人。
(2)refuse是普通用语，指坚决、果断甚至是粗暴的对别人的要求、请求、引诱或帮助加以拒绝，后接名词、代词或不定式，主语可以是人或物。
(3)decline常指婉转的拒绝，近似汉语的谢绝，多用于对他人的邀请或提供的帮助。在与不定式连用时相当于一般的“拒绝”，可与refuse通用。
He rejected their invitation point-blank.他直截了当地拒绝了他们 的邀请。
She refused his offer. 她拒绝了他的提议。
The big clock refused to welcome the New Year.这只大钟不愿迎接新年。
We asked him to come to our party, but he declined (the invitation). 我们请他来赴宴，但他谢绝了。
He declined to answer the question.他拒绝回答那个问题。（可用refuse）
Be against be for
语法解析：
He face wore a puzzled expression. 他脸上有一种困惑的表情。
(1)一般情况下，单个的过去分词作定语，放在被修饰的词之前；过去分词短语作定语放在被修饰的词之后，往往可用定语从句代替。
She had a worried look on her face. 她脸上有一种忧虑的表情。
I like eating the frozen food. 我喜欢吃冷冻食品。
The boy injured (who was injured) in the accident was taken to hospital. 在事故中受伤的男孩被送到医院了。
There is a car parked (which is parked) outside the house. 房子外面停着一辆车。
(2)个别情况下，也有单个过去分词作后置定语的。如：
There was nobody injured. 没有人受伤。
We’ve got a little left.我们只剩一点儿了。
Do you know the number of books ordered? 你知道订购了多少书吗？
(3)作定语用的过去分词表示一个完成的动作，若要表示正在进行的动作，则用现在分词的被动式（being done），若表示将来的动作，则用不定式的被动形式（即to be done）。
Is this the book written by Lu Xun? 这是鲁迅写的书吗？
What do you think of the meeting being held here? 你对正在这里举行的会议怎么看？
He prepared some poems to be recited at the English Evening. 他准备了几首将在英语晚会上朗诵的诗。
38. inspired是过去分词用作表语。
(1)过去分词作表语（其中有些已变成形容词）往往表示主语的状态或特点，常用在系动词后面，这些系动词有be, remain, feel, grow, become等。
I was delighted to be invited to her party. 我很高兴被邀请参加她的晚会。
She remained unmarried all her life. 她一生未婚。
(2)“be+过去分词”的结构与被动语态相似，区别在于这种结构表示的是一种状态，而被动语态表示的是一个动作；其次，如果过去分词前有too, very, so 等程度副词修饰时，为“be+过去分词”的结构，如果过去分词前后有much, too much so much very much修饰时，为被动语态；另外，“be+过去分词”的结构常用一般现在时，而被动语态要根据动作发生的时间来决定动词的时态，用过去时较多。
The glass is broken. 玻璃碎了。（be+过去分词）
The glass was broken last night. 玻璃昨晚被打碎了。（被动语态）
The man was too frightened to stand up.那个人害怕得站不起来。（be+过去分词）
He was so much shocked that he couldn’t utter a word. 他被震惊得说不出话。（被动语态）
过去分词作定语用法
（Past Participles Used as Attributes）
过去分词作定语，在语态上，表被动；在时间上，表示动作已经发生或完成，与它所修饰的名词有逻辑（意义）上的动宾关系。过去分词作定语时，所修饰的名词在逻辑上相当于被动句中的主语，过去分词相当于谓语。 过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来，因为只有及物动词才有被动意义。例如：? He?is?a?teacher?loved?by?his?students.?他是个很受学生爱戴的老师。? 也有用不及物动词的过去分词作定语的情况，一般作前置定语，它不表示被动意义，只表示主动意义，强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如： fallen?leaves?落叶? retired?workers?退休工人? the?risen?sun?升起的太阳? 注意下面过去分词作定语的几种情况：? 1.?单个的过去分词作定语一般放在被修饰的名词之前。例如：? We?needed?much?more?qualified?workers.?我们需要更多的合格的工人。? My?friend?is?a?returned?student.?我的朋友是个归国的留学生。? 单个分词也可以作后置定语，用以强调动作。例如：? They?decided?to?change?the?material?used.?他们决定更换使用的材料。 2.?过去分词短语作定语要放在被修饰的名词后面，作后置定语，其作用相当于一个定语从句。例如：? The?student?dressed?in?white?is?my?daughter.? =The?student?who?is?dressed?in?white?is?my?daughter.)穿白色衣服的学生是我的女儿。 3.?如果被修饰的词是由every/some/any/no?+?thing/body/one所构成的复合代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。例如：? Is?there?anything?unsolved??还有没解决的问题吗？? There?is?noting?changed?here?since?I?left?this?town.自从我离开这个城镇以来，几乎没有什么变化。 4.?单个过去分词前加一名词或副词，常用连字符将它们连接起来构成一个复合形容词，放在其修饰的名词前，作前置定语。分词前加的名词表示分词的动作或行为主体，所加的副词表示方式、时间、程度、性质等意义。例如：? This?is?a?state-owned?factory.?这是一家国营工厂。? This?is?our?school-run?factory.?这是我们的校办工厂。 5.?作前置定语的某些动词的过去分词的形式与作谓语或表语的过去分词的形式往往不一样。例如：? 原?形?用作定语的过去分词?用作表语或谓语的过去分词? drink?drunken?drunk? light?lighted?light/?lit? melt?melted?melted? sink?sunken?sunk? We?lit?the?candle?and?the?candle?lit?up?the?room.?我们点着蜡烛，蜡烛照亮房间。? There?is?a?lighted?candle?on?the?table.?桌上有一支点着的蜡烛。??
