Unit 1 Science and Scientists Reading and Thinking教学设计人教版（2019）选择性必修第二册
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| 名称 | Unit 1 Science and Scientists Reading and Thinking教学设计人教版（2019）选择性必修第二册 |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-07 21:25:13 | ||
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1252220011849100Teaching and Learning Design
选择性必修Book2 Unit1 Science And Scientists
教学设计
Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence;
2) Comprehend the text better to improve thinking quality.
Teaching and learning important points:
1) Language focus and better reading comprehension;
2) Text reconstruction and thinking quality improvement.
Teaching and learning difficult points:
New language items learning, text reconstruction and thinking quality improvement.
Teaching and learning procedure:
Step 1 Review
Activity 1 Review
Check the answers to the reading comprehension exercises in reference book to review the main content of the text and improve the students’ reading comprehension of the text.
Step 2 Language Focus
(In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better, and also focus on how to use the language items in specific language situations created by the teacher or doing some exercises such as sentence making and blank-filling exercises to help the students to grasp their usages.)
Activity 2 Learning about the new language items
Learn about the following new language items:
1. This illness causes severe diarrhoea, dehydration, and even death.
这种疾病会导致严重的腹泻、脱水，甚至死亡。
severe adj. 极为恶劣的；十分严重的；严厉的
be severe on/with 对……严厉
be severe with oneself 严于律己
severely adv. 严重地；严格地，严厉地
e.g. His injuries are severe. 他的伤势很严重。
The courts are becoming more severe on young offenders. 法院对年轻罪犯越来越严厉。
She was a severe woman who seldom smiled. 她是个严肃的女人，很少微笑。
He is severe on/with his children. 他对子女很严格。
2. frustrated adj.懊恼的；沮丧的；失意的(常形容人)
feel frustrated at/with对……感到沮丧/懊恼
frustrate vt.使懊丧；使懊恼；挫败；阻止；防止
frustrating adj.令人懊恼的；令人沮丧的 (常形容事物)
frustration n.[U]懊丧；沮丧；挫败 [C, usually pl.] 令人懊丧(或懊恼、沮丧)的事物
e.g. They felt frustrated at the lack of progress. 没有进展，他们感到懊丧。
I bit/held back my frustration. 我忍住了沮丧的情绪。
These magical flowers melted our frustrated hearts and blew away all the unpleasant moods.
这些神奇的花朵融化了我们沮丧的心，吹走了所有不愉快的情绪。
3. once and for all 最终地；彻底地;
e.g. We have to resolve this matter once and for all. 我们必须彻底解决这一问题。
He closed his shop once and for all and retired. 他最后一次关上他的商店大门后就退休了。
4. contradictory adj. 互相矛盾的；互相对立的
be contradictory to… 与……矛盾、相反
contradict v. 反驳；与……相矛盾
contradiction n. 抵触；矛盾；矛盾的说法
in direct contradiction to 与……恰恰相反
e.g. His remark was contradictory to the truth. 他的话与事实相矛盾。
Don’t contradict! 别顶嘴。
5. infection n. 传染，感染；传染病，染毒物；影响
infectious adj. 传染的；有传染性的；易传染的；有感染力的
contagious adj.（病）接触传染的；（态度）感染性的
e.g. Ear infections are common in pre-school children. 耳部感染在学前儿童中很常见。
Exactly which bacteria cause the infection is still unknown. 到底是什么细菌引起的感染还不清楚。
Flu is highly infectious/ contagious. 流感的传染性很高。
His enthusiasm was contagious (= spread quickly to other people). 他的热情富有感染力。
6. subscribe vt.认购(股份)；定期交纳(会费)；vi. 同意；捐助；定期订购
subscribe to 同意；赞同；订购
subscribe...to... 把……签署在……上；向……捐赠……
subscription n.订阅(费)；用户费
subscriber n.订阅人；定期捐款者；消费者
a subscriber to… ……的订阅者
subscription n. 订阅；订阅费；定期捐款
e.g. With the intention of strengthening the bond between two schools, we will subscribe about 200 books to the Chinese language class in your school. 为了加强两校之间的联系，我们将为贵校的中文班捐赠大约200本书。
He subscribes to the view that children can benefit from being independent. 赞同
If you subscribe to this newspaper, you’ll get an extra magazine.定期订购
I subscribed my name to the document, which was very important.
我在文件上签了名，这个文件很重要。
7. proof n. [c/u] 证明；检验；证据(=evidence) [pl.] proofs
adj. 防/抗……的；能抵御 vt. 使防水（防火等）；校对
e.g. Can you provide any proof of identity? 你能提供什么身份证明吗？
Keep the receipt as proof of purchase. 保存收据，作为购物证明。
rainproof/windproof clothing 防雨/防风服装
8. He discovered that in two particular streets the cholera outbreak was so severe that more than 500 people died in ten days. 他发现，在两条特定的街道上，霍乱疫情非常严重，十天内就有500多人死亡。
句式结构so...that...如此……以至于……
(1) so...that...常引导结果状语从句，此结构中so为副词，后面跟形容词或副词。其结构为：
so＋adj./adv.＋that...adj.＋a（n）＋可数名词单数＋that...many/few/much/little（少）...＋n.＋that...
(2) such...that...“如此……以至于……”，连接一个表示结果的状语从句时，与so...that...意思相同，但用法不同。such后要跟名词(这个名词前面可以带形容词，也可以不带)。such...that...的句型结构可分为以下三种：such＋a（n）＋adj.＋可数名词单数＋that.../adj.＋可数名词复数＋that.../adj.＋不可数名词＋that...
e.g. There are so many useful resources online that it has become an important way to study recently.
网上有如此多有用的资源，以至于最近它已经成为一种重要的学习方式。
Youth is such a popular magazine that I’m a regular reader for ten years.
→Youth is so popular a magazine that I’m a regular reader for ten years.
Youth是一本很受欢迎的杂志，所以十年来我一直是它的忠实的读者。
The game is so significant that it is required that everyone should present themselves punctually
这场比赛如此重要，以至于要求每个人都要准时到场。
My English teacher is such a great soul that I owe many thanks to him.
我的英语老师是个了不起的人，我非常感谢他。
The food is so delicious that you don’t need much of it to make you happy.
这食物如此美味，以至于你不需要吃太多就能让你开心。
9. multiple adj. 多重的；多个的；复杂的；多功能的n. 倍数；连锁商店
e.g. multiple copies of documents 各种文件的大量的副本
He died of multiple injuries. 他死于多处受伤。
10. Snow suspected that the water pump was to blame. 斯诺怀疑是水泵出了问题/是罪魁祸首。
1) suspect vt.& vi. 怀疑；疑有；不信任 n. 犯罪嫌疑人；可疑对象
suspect sb. of (doing) sth. 怀疑某人(做过)某事
suspect sb./sth. to be/as... 怀疑某人/某物是……
suspect that... 怀疑……
suspicion n.怀疑；嫌疑
suspicious adj.感觉可疑的；令人怀疑的
e.g. Judging from his abnormal behavior, I suspected him to be (be) a thief.
从他的反常行为来看，我怀疑他是个小偷。
Initially, Bernard suspected that he couldn’t sell his popcorn as planned.
起初，伯纳德怀疑他不能像计划的那样卖爆米花。
I have no reason to suspect her honesty. 我没有理由怀疑她的诚实。
The police suspect him of having taken the money. 警方怀疑他拿走了钱。
I suspected him to be a liar. 我怀疑他是个骗子。
4) blame vt. 把……归咎于；责怪；指责 n. 责备；指责
blame sb. for (doing) sth责备某人(做了)某事
blame sth. on sb. 把某事归咎于某人
be to blame (for) 应(为……)承担责任；该(为……)受责备
在be to blame (for)短语中，不定式用主动形式表示被动含义。
accept/ bear/ take blame for 对某事负责；承担责任
put/ lay the blame for sth. on sb./sth. 归咎于……；把某事的责任推到某人身上或某事上
e.g. Marie still blames herself for Patrick’s death.
You can’t blame all your problems on your family.
The boss didn’t blame his assistant for the mistake, which was beyond expectations.
It is you rather than I that are to blame for the accident. 是你而不是我应为这次事故受到责备。
Officials believe that more than one person may be to blame for the fire.
Lots of people find it hard to get up in the morning, and put the blame on the alarm clock.
很多人觉得早上很难起床，并把责任推到闹钟上。
The police laid / put the blame for the accident on the driver.
The company is ready to bear / take / accept / get the blame for what has happened.
不定式的主动形式表示被动含义的句式结构：
(1) n.+ be+ adj.+to do这个结构中常用表特征或性质的形容词，如difficult, hard, easy, comfortable, pleasant, interesting, exciting等。(2) n.+ be+ too + adj. + to do，太……而不……；(3) n. + be + adj. + enough to do ……足够……；这些句式结构中句子的主语与不定式是被动关系，形容词表示主语的特征或性质，用不定式的主动形式表被动意义。
e.g. The question was very difficult to answer.
The thing is too small to see.
The box is light enough to carry.
11. It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day. 这个女人似乎非常喜欢(饮用)水泵里的水，因此她每天都让人把水送到她家。
1)句式结构：It seemed that … “看来……”, that引导表语从句。It+不及物动词(短语)+ that从句，that引导表语从句，常用于该句型的不及物动词(短语)有seem (看上去)，turn out (证明是)，appear (显得)，happen (碰巧)。句中的so…that…引导结果状语从句。
e.g. It turned out that we were wrong.
It happened that he was out that day.
2) have sth. done结构中过去分词作宾语补足语，表示被动的含义，此结构有时也可以用get sth done来替换；其常用三种含义如下： (1)表示“让某人做某事”； (2)表示“遭遇到某种不幸，受到打击”；(3)表示“做完某事(主语可能参与其中)”。
e.g. We began to help pick peaches and then had them delivered to the farmers’ houses.
我们开始帮忙摘桃子，然后让人把它们送到农民家里。
They are going to have their house painted before getting married.
When he was riding a bike in the street, he had his arm hurt. 当他在街上骑车时胳膊受了伤。
12. handle n.把手；拉手；柄 vt.处理；搬动；操纵(车辆、动物、工具等)
e.g. I turned the handle and found the door was open. 我转动把手，发现门是开着的。
He raises the lid of his barrel organ and turns the handle. (n.把手)
I suggested to him that we should handle the problem at once. (vt.处理)
This kind of car is very popular if it is handled well even on wet roads. (vt.操纵)
13. link n.联系；纽带 vt. 把……连接起来；相关联；挽住
link...to/with...把……与……连接/联系起来
be linked to/with与……有联系/关系
link up with与……联合；使与……衔接
a link between...and... ……与……之间的关系/联系
e.g. Health problems are closely linked to/with bad eating habits and a lack of exercise.
健康问题与不良的饮食习惯和缺乏锻炼密切相关。
His uncertainty is linked with/to his lack of confidence.他的不确定与他缺乏信心有关。
They went on to the next town, where they linked up with the other party.
他们继续前往下一个城镇，在那里他们与对方会合。
In my opinion, there is a close link between teachers and students.
14. raw adj. 生的；自然状态的；不熟练的
raw meat 生肉 raw sugar 原糖 a raw beginner 没有经验的新手
e.g. These fish are often eaten raw. 这些鱼常常生吃。
We import raw materials and energy and export mainly industrial products.
我们进口原材料和能源，主要出口工业产品。
15. Through Snow’s tireless efforts, water companies began to sell clean water, and the threat of cholera around the world saw a substantial decrease. 通过斯诺的不懈努力，水务公司开始销售清洁水，全球霍乱的威胁大幅下降。
decrease n. 减少；降低；减少量 vt. vi. (使大小、数量等)减少；减小；降低
on the decrease/increase正在增加/减少中
decrease/increase by 减少了……/增加(长)了……
decrease/increase to…减少到……/增加(长)到……
decrease/increase from...to... 从……减少/增加到……
e.g. The number of people aged 50 and under will decrease by more than 30% during the time.
After taking the medicine, his temperature decreased to 36.8℃.
The number of new students decreased from 210 to 160 this year.
The charge for transportation is on the decrease because of lower fuel costs.
→The charge for transportation is decreasing because of lower fuel costs.
16. thanks to 幸亏；由于(多放在句首，表达正面意思，接近于原意“感谢”)，偶用于讽刺口吻。
表示“由于；因为”的其他常用短语：
because of 因为；由于(常作状语) 着重某个结果的原因
owing to 由于；因为(作状语或表语) “由于、因为”
due to 因为；由于(作状语或表语) 表示原因，可与owing to 互换
as a result of 作为……的结果；由于(作状语)
on account of 由于；因为(作状语或表语)
e.g. Thanks to your guidance, I won the first place in the contest.
多亏您的指导，我在比赛中获得了第一名。
Thanks to his strong determination and persistence, David finally got to the finishing line.
As a result of an accident, Tony was thrown into a world of darkness and sank into hopelessness.
All this was due to a young American sailor, who, through his kindness and generosity, brightened our paths.
17. transform vt. 使改观；使改变形态 vi. 改变；转变
transform into 转变成；转化成；改造为
transform... (from…) into... 把……变成……
be transformed from...into... 由……变成……
transform…with… 用……来改变……
transformation n.改变；转换；改观
transformable adj. 可变形的；可变化的
transformer n. 促使改变的人或物；变压器
e.g. This equipment can transform light into energy.
The sofa can transform for use as a bed.
We can transform the world with our knowledge.
Besides, she is trying to colour her babies with black to transform them into pandas.
What was not so easy to see was the inner transformation that had taken place, at least for me.
Step 3 Post Reading—Text reconstruction and thinking quality improvement
Activity 3 Text reconstruction thinking quality improvement
1. In groups, discuss the following questions and share answers.
1) What was the most important tool Snow used to defeat cholera? What common medical tools, e.g. a microscope, didn’t he use? Why?
He used maps and statistics to analyse where the deaths occurred. He didn't use a microscope, for example. He didn’t test the water, nor did he draw blood or examine patients.
The reason he did not use medical equipment such as a microscope was because, while they may be good at identifying what the germ is, locating where the germ comes from and how it spreads is not possible with the microscope. Further, understanding of germs was still developing, and so he had to innovate methods himself based on the theory he believed.
2) How has John Snow’s work affected our daily lives?
Snow’s work has provided readily available clean water to drink, for example, as well as an emphasis on hygiene such as the need to wash hands after they become dirty. He also showed how to prevent cholera epidemics, and transformed the way scientists study diseases, which has allowed for more protection from once common diseases such as cholera.
3) What scientific spirits contributed to Snow’s success?
Determination. He was determined because he never lost his desire to destroy the cholera.
2. Retell the content of the text to reconstruct the text by using the words, phrases, and sentence structures learned above.
3. Talk about what impresses you most about John Snow’s research into the cause of cholera and what can you learn from him?
Step 4 Evaluation and summary
Activity 4 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor)
3. What inspirations have you got from John Snow’s defeating cholera?
Activity 5 Summary
(The teacher) Summarize the usages of the main language items of this period briefly and encourage the students to learn from great scientist for their scientific spirits.
Homework:
1. Arrange notes after class to consolidate the new language items.
2. Complete the vocabulary exercises in the workbook.
3. Complete the vocabulary exercises in the reference book.
选择性必修Book2 Unit1 Science And Scientists
教学设计
Teaching and learning contents: Reading and thinking—Language Focus and Thinking Quality Development
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Learn about the usages of new words, chunks and sentence patterns and try to use them in real language situations to improve language competence;
2) Comprehend the text better to improve thinking quality.
Teaching and learning important points:
1) Language focus and better reading comprehension;
2) Text reconstruction and thinking quality improvement.
Teaching and learning difficult points:
New language items learning, text reconstruction and thinking quality improvement.
Teaching and learning procedure:
Step 1 Review
Activity 1 Review
Check the answers to the reading comprehension exercises in reference book to review the main content of the text and improve the students’ reading comprehension of the text.
Step 2 Language Focus
(In this step, the teacher explains some of the new and important language items in the context by offering some examples so that the students could comprehend the text better, and also focus on how to use the language items in specific language situations created by the teacher or doing some exercises such as sentence making and blank-filling exercises to help the students to grasp their usages.)
Activity 2 Learning about the new language items
Learn about the following new language items:
1. This illness causes severe diarrhoea, dehydration, and even death.
这种疾病会导致严重的腹泻、脱水，甚至死亡。
severe adj. 极为恶劣的；十分严重的；严厉的
be severe on/with 对……严厉
be severe with oneself 严于律己
severely adv. 严重地；严格地，严厉地
e.g. His injuries are severe. 他的伤势很严重。
The courts are becoming more severe on young offenders. 法院对年轻罪犯越来越严厉。
She was a severe woman who seldom smiled. 她是个严肃的女人，很少微笑。
He is severe on/with his children. 他对子女很严格。
2. frustrated adj.懊恼的；沮丧的；失意的(常形容人)
feel frustrated at/with对……感到沮丧/懊恼
frustrate vt.使懊丧；使懊恼；挫败；阻止；防止
frustrating adj.令人懊恼的；令人沮丧的 (常形容事物)
frustration n.[U]懊丧；沮丧；挫败 [C, usually pl.] 令人懊丧(或懊恼、沮丧)的事物
e.g. They felt frustrated at the lack of progress. 没有进展，他们感到懊丧。
I bit/held back my frustration. 我忍住了沮丧的情绪。
These magical flowers melted our frustrated hearts and blew away all the unpleasant moods.
这些神奇的花朵融化了我们沮丧的心，吹走了所有不愉快的情绪。
3. once and for all 最终地；彻底地;
e.g. We have to resolve this matter once and for all. 我们必须彻底解决这一问题。
He closed his shop once and for all and retired. 他最后一次关上他的商店大门后就退休了。
4. contradictory adj. 互相矛盾的；互相对立的
be contradictory to… 与……矛盾、相反
contradict v. 反驳；与……相矛盾
contradiction n. 抵触；矛盾；矛盾的说法
in direct contradiction to 与……恰恰相反
e.g. His remark was contradictory to the truth. 他的话与事实相矛盾。
Don’t contradict! 别顶嘴。
5. infection n. 传染，感染；传染病，染毒物；影响
infectious adj. 传染的；有传染性的；易传染的；有感染力的
contagious adj.（病）接触传染的；（态度）感染性的
e.g. Ear infections are common in pre-school children. 耳部感染在学前儿童中很常见。
Exactly which bacteria cause the infection is still unknown. 到底是什么细菌引起的感染还不清楚。
Flu is highly infectious/ contagious. 流感的传染性很高。
His enthusiasm was contagious (= spread quickly to other people). 他的热情富有感染力。
6. subscribe vt.认购(股份)；定期交纳(会费)；vi. 同意；捐助；定期订购
subscribe to 同意；赞同；订购
subscribe...to... 把……签署在……上；向……捐赠……
subscription n.订阅(费)；用户费
subscriber n.订阅人；定期捐款者；消费者
a subscriber to… ……的订阅者
subscription n. 订阅；订阅费；定期捐款
e.g. With the intention of strengthening the bond between two schools, we will subscribe about 200 books to the Chinese language class in your school. 为了加强两校之间的联系，我们将为贵校的中文班捐赠大约200本书。
He subscribes to the view that children can benefit from being independent. 赞同
If you subscribe to this newspaper, you’ll get an extra magazine.定期订购
I subscribed my name to the document, which was very important.
我在文件上签了名，这个文件很重要。
7. proof n. [c/u] 证明；检验；证据(=evidence) [pl.] proofs
adj. 防/抗……的；能抵御 vt. 使防水（防火等）；校对
e.g. Can you provide any proof of identity? 你能提供什么身份证明吗？
Keep the receipt as proof of purchase. 保存收据，作为购物证明。
rainproof/windproof clothing 防雨/防风服装
8. He discovered that in two particular streets the cholera outbreak was so severe that more than 500 people died in ten days. 他发现，在两条特定的街道上，霍乱疫情非常严重，十天内就有500多人死亡。
句式结构so...that...如此……以至于……
(1) so...that...常引导结果状语从句，此结构中so为副词，后面跟形容词或副词。其结构为：
so＋adj./adv.＋that...adj.＋a（n）＋可数名词单数＋that...many/few/much/little（少）...＋n.＋that...
(2) such...that...“如此……以至于……”，连接一个表示结果的状语从句时，与so...that...意思相同，但用法不同。such后要跟名词(这个名词前面可以带形容词，也可以不带)。such...that...的句型结构可分为以下三种：such＋a（n）＋adj.＋可数名词单数＋that.../adj.＋可数名词复数＋that.../adj.＋不可数名词＋that...
e.g. There are so many useful resources online that it has become an important way to study recently.
网上有如此多有用的资源，以至于最近它已经成为一种重要的学习方式。
Youth is such a popular magazine that I’m a regular reader for ten years.
→Youth is so popular a magazine that I’m a regular reader for ten years.
Youth是一本很受欢迎的杂志，所以十年来我一直是它的忠实的读者。
The game is so significant that it is required that everyone should present themselves punctually
这场比赛如此重要，以至于要求每个人都要准时到场。
My English teacher is such a great soul that I owe many thanks to him.
我的英语老师是个了不起的人，我非常感谢他。
The food is so delicious that you don’t need much of it to make you happy.
这食物如此美味，以至于你不需要吃太多就能让你开心。
9. multiple adj. 多重的；多个的；复杂的；多功能的n. 倍数；连锁商店
e.g. multiple copies of documents 各种文件的大量的副本
He died of multiple injuries. 他死于多处受伤。
10. Snow suspected that the water pump was to blame. 斯诺怀疑是水泵出了问题/是罪魁祸首。
1) suspect vt.& vi. 怀疑；疑有；不信任 n. 犯罪嫌疑人；可疑对象
suspect sb. of (doing) sth. 怀疑某人(做过)某事
suspect sb./sth. to be/as... 怀疑某人/某物是……
suspect that... 怀疑……
suspicion n.怀疑；嫌疑
suspicious adj.感觉可疑的；令人怀疑的
e.g. Judging from his abnormal behavior, I suspected him to be (be) a thief.
从他的反常行为来看，我怀疑他是个小偷。
Initially, Bernard suspected that he couldn’t sell his popcorn as planned.
起初，伯纳德怀疑他不能像计划的那样卖爆米花。
I have no reason to suspect her honesty. 我没有理由怀疑她的诚实。
The police suspect him of having taken the money. 警方怀疑他拿走了钱。
I suspected him to be a liar. 我怀疑他是个骗子。
4) blame vt. 把……归咎于；责怪；指责 n. 责备；指责
blame sb. for (doing) sth责备某人(做了)某事
blame sth. on sb. 把某事归咎于某人
be to blame (for) 应(为……)承担责任；该(为……)受责备
在be to blame (for)短语中，不定式用主动形式表示被动含义。
accept/ bear/ take blame for 对某事负责；承担责任
put/ lay the blame for sth. on sb./sth. 归咎于……；把某事的责任推到某人身上或某事上
e.g. Marie still blames herself for Patrick’s death.
You can’t blame all your problems on your family.
The boss didn’t blame his assistant for the mistake, which was beyond expectations.
It is you rather than I that are to blame for the accident. 是你而不是我应为这次事故受到责备。
Officials believe that more than one person may be to blame for the fire.
Lots of people find it hard to get up in the morning, and put the blame on the alarm clock.
很多人觉得早上很难起床，并把责任推到闹钟上。
The police laid / put the blame for the accident on the driver.
The company is ready to bear / take / accept / get the blame for what has happened.
不定式的主动形式表示被动含义的句式结构：
(1) n.+ be+ adj.+to do这个结构中常用表特征或性质的形容词，如difficult, hard, easy, comfortable, pleasant, interesting, exciting等。(2) n.+ be+ too + adj. + to do，太……而不……；(3) n. + be + adj. + enough to do ……足够……；这些句式结构中句子的主语与不定式是被动关系，形容词表示主语的特征或性质，用不定式的主动形式表被动意义。
e.g. The question was very difficult to answer.
The thing is too small to see.
The box is light enough to carry.
11. It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day. 这个女人似乎非常喜欢(饮用)水泵里的水，因此她每天都让人把水送到她家。
1)句式结构：It seemed that … “看来……”, that引导表语从句。It+不及物动词(短语)+ that从句，that引导表语从句，常用于该句型的不及物动词(短语)有seem (看上去)，turn out (证明是)，appear (显得)，happen (碰巧)。句中的so…that…引导结果状语从句。
e.g. It turned out that we were wrong.
It happened that he was out that day.
2) have sth. done结构中过去分词作宾语补足语，表示被动的含义，此结构有时也可以用get sth done来替换；其常用三种含义如下： (1)表示“让某人做某事”； (2)表示“遭遇到某种不幸，受到打击”；(3)表示“做完某事(主语可能参与其中)”。
e.g. We began to help pick peaches and then had them delivered to the farmers’ houses.
我们开始帮忙摘桃子，然后让人把它们送到农民家里。
They are going to have their house painted before getting married.
When he was riding a bike in the street, he had his arm hurt. 当他在街上骑车时胳膊受了伤。
12. handle n.把手；拉手；柄 vt.处理；搬动；操纵(车辆、动物、工具等)
e.g. I turned the handle and found the door was open. 我转动把手，发现门是开着的。
He raises the lid of his barrel organ and turns the handle. (n.把手)
I suggested to him that we should handle the problem at once. (vt.处理)
This kind of car is very popular if it is handled well even on wet roads. (vt.操纵)
13. link n.联系；纽带 vt. 把……连接起来；相关联；挽住
link...to/with...把……与……连接/联系起来
be linked to/with与……有联系/关系
link up with与……联合；使与……衔接
a link between...and... ……与……之间的关系/联系
e.g. Health problems are closely linked to/with bad eating habits and a lack of exercise.
健康问题与不良的饮食习惯和缺乏锻炼密切相关。
His uncertainty is linked with/to his lack of confidence.他的不确定与他缺乏信心有关。
They went on to the next town, where they linked up with the other party.
他们继续前往下一个城镇，在那里他们与对方会合。
In my opinion, there is a close link between teachers and students.
14. raw adj. 生的；自然状态的；不熟练的
raw meat 生肉 raw sugar 原糖 a raw beginner 没有经验的新手
e.g. These fish are often eaten raw. 这些鱼常常生吃。
We import raw materials and energy and export mainly industrial products.
我们进口原材料和能源，主要出口工业产品。
15. Through Snow’s tireless efforts, water companies began to sell clean water, and the threat of cholera around the world saw a substantial decrease. 通过斯诺的不懈努力，水务公司开始销售清洁水，全球霍乱的威胁大幅下降。
decrease n. 减少；降低；减少量 vt. vi. (使大小、数量等)减少；减小；降低
on the decrease/increase正在增加/减少中
decrease/increase by 减少了……/增加(长)了……
decrease/increase to…减少到……/增加(长)到……
decrease/increase from...to... 从……减少/增加到……
e.g. The number of people aged 50 and under will decrease by more than 30% during the time.
After taking the medicine, his temperature decreased to 36.8℃.
The number of new students decreased from 210 to 160 this year.
The charge for transportation is on the decrease because of lower fuel costs.
→The charge for transportation is decreasing because of lower fuel costs.
16. thanks to 幸亏；由于(多放在句首，表达正面意思，接近于原意“感谢”)，偶用于讽刺口吻。
表示“由于；因为”的其他常用短语：
because of 因为；由于(常作状语) 着重某个结果的原因
owing to 由于；因为(作状语或表语) “由于、因为”
due to 因为；由于(作状语或表语) 表示原因，可与owing to 互换
as a result of 作为……的结果；由于(作状语)
on account of 由于；因为(作状语或表语)
e.g. Thanks to your guidance, I won the first place in the contest.
多亏您的指导，我在比赛中获得了第一名。
Thanks to his strong determination and persistence, David finally got to the finishing line.
As a result of an accident, Tony was thrown into a world of darkness and sank into hopelessness.
All this was due to a young American sailor, who, through his kindness and generosity, brightened our paths.
17. transform vt. 使改观；使改变形态 vi. 改变；转变
transform into 转变成；转化成；改造为
transform... (from…) into... 把……变成……
be transformed from...into... 由……变成……
transform…with… 用……来改变……
transformation n.改变；转换；改观
transformable adj. 可变形的；可变化的
transformer n. 促使改变的人或物；变压器
e.g. This equipment can transform light into energy.
The sofa can transform for use as a bed.
We can transform the world with our knowledge.
Besides, she is trying to colour her babies with black to transform them into pandas.
What was not so easy to see was the inner transformation that had taken place, at least for me.
Step 3 Post Reading—Text reconstruction and thinking quality improvement
Activity 3 Text reconstruction thinking quality improvement
1. In groups, discuss the following questions and share answers.
1) What was the most important tool Snow used to defeat cholera? What common medical tools, e.g. a microscope, didn’t he use? Why?
He used maps and statistics to analyse where the deaths occurred. He didn't use a microscope, for example. He didn’t test the water, nor did he draw blood or examine patients.
The reason he did not use medical equipment such as a microscope was because, while they may be good at identifying what the germ is, locating where the germ comes from and how it spreads is not possible with the microscope. Further, understanding of germs was still developing, and so he had to innovate methods himself based on the theory he believed.
2) How has John Snow’s work affected our daily lives?
Snow’s work has provided readily available clean water to drink, for example, as well as an emphasis on hygiene such as the need to wash hands after they become dirty. He also showed how to prevent cholera epidemics, and transformed the way scientists study diseases, which has allowed for more protection from once common diseases such as cholera.
3) What scientific spirits contributed to Snow’s success?
Determination. He was determined because he never lost his desire to destroy the cholera.
2. Retell the content of the text to reconstruct the text by using the words, phrases, and sentence structures learned above.
3. Talk about what impresses you most about John Snow’s research into the cause of cholera and what can you learn from him?
Step 4 Evaluation and summary
Activity 4 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your mastery of the new language items? (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your learning performance? (Good/Fairly good/Moderate/Just so so/Poor)
3. What inspirations have you got from John Snow’s defeating cholera?
Activity 5 Summary
(The teacher) Summarize the usages of the main language items of this period briefly and encourage the students to learn from great scientist for their scientific spirits.
Homework:
1. Arrange notes after class to consolidate the new language items.
2. Complete the vocabulary exercises in the workbook.
3. Complete the vocabulary exercises in the reference book.