【优品】高中英语人教版 必修5 Unit 1 Great Scientists教案

必修五 Unit 1 Great scientists
Using language
Teaching Important Points
Train the students’ speaking ability by describing, talking and discussing. ?
Help the students improve their listening ability. ?
Teaching Difficulties
Train the students’ listening ability. Especially listen and understand what the speakers mean beyond words. ?
Teaching Aids
a tape recorder, a projector and the blackboard
Three Dimensional Teaching Aims
Knowledge aims:
Let the Ss know about some scientists and their life and contributions. ?
Get the Ss to learn how to talk about scientific work and how to describe a person. ?
Ability Aims: ?
Train the students’ speaking ability by describing, talking and discussing. ?
Train the students’ listening ability.
Emotional Aims: ?
Train the students’ ability to cooperate with others. ?
Encourage the students to learn from scientists to show interest in scientific exploration and research. ?
Teaching Procedure
Step 1 Greeting
T: Hello, boys and girls. ?
Ss: Hello, Miss Wang. ?
Step 2 Revision
T: Today we will begin our lesson with a competition between groups. In the last period, we learnt about John Snow who defeats “King Cholera”. Now, please say something that you know about it. If you offer a complete sentence, you will be given ten marks. Your group will be given twenty marks when your expression is especially beautiful. ?
S: John Snow was a well-known doctor in London, who attended Queen Victoria to ease the birth of her babies. ?
S: He became inspired when he thought about helping ordinary people exposed to cholera, which was the deadly disease of his day.
S: John Snow got interested in two theories explaining how cholera killed people. ?
S: He believed in the second theory that is 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.
Ss: . . . ?
(The teacher should encourage more students to join in the competition. At the end of the competition, the teacher should announce the result of this competition. Praise the winner and encourage the losers. )?
T: What can we learn from John Show??
S: We should base our theories on practice. ?
S: We are inspired to have a spirit of scientific exploration.
S: We do some research with the purpose of serving the people and society. ?
Ss: . . . 　?
T: Yes, we can learn a lot from the scientist. In fact, there are a great number of people working on science worthy of being learned both at home and abroad. Can you name some scientists and introduce their main contributions??
S: Archimedes, who discovered that objects in water are lifted up by a force that helps them float.
S: Darwin wrote a book explaining how animals and plants developed as the environment changed. ?
S: Madam Curie discovered radium. ?
S: Stephen Hawking put forward a theory about black holes. ?
S: Zhang Heng invented the earliest instrument to tell people where earthquakes happened.
Ss: . . .
T: You did a good job and listed many scientists as well as their contributions. Today, we are going to learn about more scientists. ?
Step 3 Listening (on Pages 5-6)
Task 1 Pre-listening?
T: First let’s enjoy the picture. What can you see??
S: President Jiang Zemin and an old man. ?
T: President Jiang Zemin visited Qian Xuesen. ?
T: What have you already known about Qian Xuesen???
S: He is a Chinese scientist, whose research mainly centers on Physics. ?
S: He is honored as “Chinese Rocket Father”. ?
S: He has made great contributions to space travel in China. ?
T: Good. You seem to have a good knowledge of him. Qian Xuesen is a famous scientist who has contributed much to the country’s cause of science and technology. ?
Task 2 First Listening
T: We are to listen to the material, which is about Qian Xuesen. Yu Ping is telling her friend Steve Smith about Qian Xuesen’s life. If you were Yu Ping, what topics would you like to cover when introducing him??
S: The date when he was born and he died;the place where he was born, lived, studied and died;his family;his experience;his achievements;his contributions
T: Excellent. When we talk about and introduce a scientist, we usually describe these aspects. Now, listen carefully and tick out which topics are mentioned in the tape.
(After listening, let them check the answers. )?
Task 3 Second Listening
T: This time. You’ll write down the answers to the five questions. Boys and girls, how can we write the answers fast and correctly??
S: We should go through the questions first and keep them in mind. When we are listening, we just need to pay much attention to the sentences related to the answers. ?
S: We needn’t write down each word of the answers. We just write down some key words. Later we can write down the complete answers with the help of these key words. ?
T: You are clever. Now please get ready. First, look through the introduction to the listening material. Then, scan the questions.
(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences.)
T: Let’s check the answers one by one. ?
(If the students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check the answers. If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher should give them some help. )?
Task 4 Post-listening
T: After listening, would you please answer some questions??
1 What did you hear on the tape??
2 What can you learn from Qian Xuesen??
(At this part the teacher may have the students present what they have heard on the tape and show their own opinion about what they have learned from him. If possible, the teacher may have some of the students do the presentation work in class. By doing this, the students can get full understanding of what the tape is talking about. )?
Step 4 Listening (Page 41)?
Task 1 Pre-listening
T: Just now we learned about a Chinese scientist, Qian Xuesen, who has made great contributions on space travel in China. We will get to know another scientist, whose contribution is on botany. Can you guess who he is?
S: Carl Linnaeus, maybe Darwin. ?
T: You are right. Both scientists did study botany and devoted their time to the research. As we know, Carl Linnaeus developed his system about how to classify species. While Darwin wrote a book on the Original of Species, in which he explained how animals and plants developed as the environment changed. The following is about Carl Linnaeus.
T: Now, read the instructions about the listening and choose which of the following statements mist closely describes what this listening passage is about. Explain why the others are wrong. ?
S: I think the third one is right. This is about a man who finds a flower and wants to know if it is a new species of flower. Because he is interested in biology and especially in the study of plants. What he wants to do is to study whether it is a new species. The other two statements can not convey the study.
Task 2 Listening
T: What you said is reasonable. Let’s listen together to find whether your answer is right. ?
(After listening, let them check the answers. )?
T: Listen to the tape again and try to complete the following passage. ?
To find the name of an unknown flower, first you have to go to see a flower __________he/she will look in a special __________written by Carl Linnaeus. He lived in__________ from__________ to __________. He was very important because he solved a serious problem for __________. He saw all plants and animals produce __________. Some animals produce __________but others lay __________while plants__________. He used these different ways of producing young to put plants and animals into__________. For example, the group called birds lay __________to produce young and they all have __________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example __________and one is for the species, for example __________. So a parrot would be __________. He was the first person to successfully classify all plants and animals.
Task 3 Post-listening
Let the students fill in the blankets and then check. If the students feel it difficult to do it, let them listen it a third time. After checking the answers, ask the students to read it together. ?
Step 5 Listening (Page 44)
T: Look at the screen and let’s read the following new words firstly.
(These words are presented on the screen: analyse, pure, foundation, symbol, sin, cosin, geometry, calculus, mechanics, practical, topology)?
T: Can you guess which field the next scientist is in according to the new words??
S: The next must be a mathematician. ?
T: Right. This mathematician is Leonhard Euler. John Smith is discussing with Zhao Yang his research into the life and work of a mathematician called Leonhard Euler. Listen to the tape and fill in the chart on the importance of Euler’s work. ?
Euler’s achievements
Examples
New symbols and terms
Old areas of mathematics
New area of mathematics
Importance
(After listening, ask some students to fill in it. If many students feel it difficult, let them listen to it again. While doing it, the teacher can also ask two students to come to write the answers on the blackboard. The teacher had better give them praise if they do it well. )?
Step 6 Speaking
Task 1 Lead-in
T: Boys and girls, from the listening material, we know about some scientists. Do you have a dream to be a scientist in the future??
Ss: Yes. /No. ?
T: Suppose you would like to work as a scientist, and you are discussing with your partner about your future job. What questions would you like to concern??
S1: What job do you want to do??
S2: How will you get the job??
S3: What preparations will you make for the future job??
T: Right. Apart from those, we can also talk about the following questions: ?
1 What education will you need??
2 What personality will be needed??
3 What work experience would be useful??
4 How long will the training take??
5 How will you prepare for this career??
T: These expressions may help you: ?
I always wanted to. . . because. . . 　　　　The experience I will need is. . . ?
I might find it difficult to. . . I need to practise. . . ?
My greatest problem will be to. . . ?
I will need to be/become. . . ?
patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with. . .
Task 2 Dialogue (pair work)
T: Now it is time to discuss what scientific job each of you would like to choose in the future with the help of the mentioned questions and expressions in pairs. I will give you five minutes to prepare for it. After that I will let some of pairs to come to act it out. ?
Sample:
A: What job do you want to do in the future?
B: I always want to be a botanist.
A: If you want to be a scientist, what education will you need??
B: I will try my best to go to a key university to learn and study botany. ?
A: What work experience would be useful??
B: The experience I will need is to study wild plants in the wild when I am at school. Now, I join the social natural club organized by our school. Every time I make every effort to overcome difficulty to study plants in the wild. ?
A: Do you know what personality will be needed if you want to be a scientist in the future?
B: I will need to be patient, creative, hard-working, brave, energetic and co-operative. ?
A: Yes, I agree with you. Besides those personalities, we also should be determined, confident and positive. ?
B: I will make efforts to own such good quality. ?
A: How will you prepare for this career??
B: I intend to go to college next year and then I will have a chance to be a scientist. But my greatest problem will be whether I will be able to go to university in the future. ?
A: Don’t worry about it and just get down to preparing for it. Good chances always belong to the persons who have already prepared for them. I am sure you will succeed if you keep working hard. I am waiting for your good news. ?
B: Thank you for your encouragement. I will make full use of time to struggle for success.
Task 3 Free-talk
T: Let us talk freely. You are allowed to move about to find a student you’d like to talk with. Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. ?
(Of course, following the above, the students may gather around or move around to find their own favorite partners to talk with. This is a half-controlled activity. Teachers let them express whatever they want to on condition that there are some expressions on the theme. Give them about five minutes to prepare for it. Later, ask some pairs to act it out. As usual, the teacher won’t forget to give comments on what the students do, including the teacher’s words praising what they are doing in the first few stages. Only in this way are the students encouraged to talk freely about what they want to say and why they think so. ) ?
Step 7 Summary and Homework
T: In this period, we mainly focus on the speaking and listening abilities. If you feel listening or speaking poor, you had better practice more after class. Practice makes perfect. Today’s homework is to describe a scientist to your partner and let your partner guess who she/he is. Then exchange.
必修五 Unit 1 Great scientists
Using language
Step I Pre-reading
Talk about the center of the solar system.
“Do you know what is the center of the solar system?” Ask the students to look at the pictures on pages 7. And remind them of the common knowledge of “Sun-Centered Theory”.
Talk about Copernicus .
We know the first scientist is Copernicus. He was one of the first scientists to use mathematical observations to collect information. He believed the sun is the center of the universe and the earth and other planets went around it.
Step II Reading
1. Read through the passage, and tell whether the following statements are true or false.
(1) At Copernicus’ time, Christian Church was in charge of many western countries. (T)
(2) Copernicus noticed that observed from the earth, some planets appear in front of or behind the earth. (F)
(3) Copernicus didn’t show his new theory to his friends until he completed it. (T)
(4) His friends were not interested in his ideas. (F)
(5) Since he was not afraid of being attacked by the Church, Copernicus published his book as soon as he finished working on it. (F)
(6) Newton, Einstein, and Hawking are all scientists who made contribution to the study of the universe. (T)
2. Read carefully and try to draw the two theories of the universe. This time the students are encouraged to read the passage carefully and then do the exercises and problems on pages 7. Encourage the students to fulfill them quickly and correctly. And check the answers together.
Before Copernicus’ theory Showing Copernicus’ theory
A diagram showing the solar system with the Earth at its centre A diagram showing the solar system with the Sun at its centre
Step III language points
Using language
1. lead to
Such a mistake would perhaps lead to disaster.
All roads lead to Rome.
Too much work and too little rest often lead to illness.
His work leads to success in the end.
2. Only放句首的倒装
Only then did I realize that I was wrong.
Only with hard work can you expect to get a pay rise
Only when the war was over was he able to get back to work.
3. make sense讲得通，有意义; make sense of理解
Does that seem to make sense?
No matter how I tried to read it, the sentence does not make any sense to me.
Tom, don’t listen to her. What she is saying doesn’t make sense.
Does it make sense to let children play with the matches?
Can you make sense of what I said / what the writer is saying?
It would make sense to leave early.
4. be enthusiastic for (about)…对…热心
David is very enthusiastic about the plan.
They are enthusiastic admirers of that movie star.
My parents are enthusiastic skiers.滑雪迷
Your father likes to play gold; he’s really enthusiastic about it.
5. be cautious of / about 对…谨慎，慎重(带有提防、迟疑的心理)
She is cautious of hurting his feelings.
He was cautious about committing himself.
The bank was very cautious about lending money.
6. point of view观点、态度
If one has an open mind, it is easy to appreciate another’s point of view.
From that point of view, the best choice is to support them.
From my point of view, teachers are not well paid.
7. 名词、副词当连词
Every time I meet him, I always think of the things happened between us.
I will give the letter to him immediately/the moment /directly/instantly I see him.
8．be to do
You are not to speak loudly in the office.
The driver was to blame for the accident.
have sth done结构中的宾补成分
He had to have his car repaired, for it broke down this morning.
Mark had his hair cut yesterday.
10. debate
We had a debate yesterday. The lively debate really pumped us up.
His heart was pumping fast.
During the drought last year, the villagers had pumped the well dry, but got no more water.
11. complete a. 彻底的，完整的，已完成的 v.完成，使…完成
I will complete this task soon.
When will the work be complete?
He is a complete scholar.
When will the railway be completed?
12. reject 拒绝，驳回，丢弃
The supermarket rejected all spotted apples.
He rejected their offer of a job.
The child was rejected by its parents.
17. in addition
A number of people came to the zoo in addition to Peter and Paul.
The teacher in addition to two students is at the meeting.
In addition to giving a general introduction to computer, the course also provides practical experience.
In addition to an album, I gave him a pen and a pencil.
In addition to apples you asked for, I bought you some oranges.
☆ apart from
What do you learn apart from English?
Apart from being fun and good exercise, swimming is a very useful skill.
☆ also；as well as；besides
18. value
What is the value of this 18k white gold diamond necklace?
-- It cost me $2,000 (=It was worth $2,000.), but I valued the necklace at $1,000.
-- It was a valuable diamond necklace.
☆ value n.: the amount of money that sth. is worth
The Longman Dictionary of Contemporary English is of great value to you.
His research has been of no / little practical value.
☆ value vt.: to decide that how much sth. is worth
I value your friendship very highly.
☆ valuable adj.: worth a lot of money
必修五 Unit 1 Great scientists
Using language
Three Dimensional Teaching Aims
Knowledge aims:
Let the Ss know about some scientists and their life and contributions. ?
Get the Ss to learn how to talk about scientific work and how to describe a person. ?
Ability Aims: ?
Train the students’ speaking ability by describing, talking and discussing. ?
Train the students’ listening ability.
Emotional Aims: ?
Train the students’ ability to cooperate with others. ?
Encourage the students to learn from scientists to show interest in scientific exploration and research. ?
Teaching Important Points
Train the students’ speaking ability by describing, talking and discussing. ?
Help the students improve their listening ability. ?
Teaching Difficulties
Train the students’ listening ability. Especially listen and understand what the speakers mean beyond words. ?
Teaching Aids
a tape recorder, a projector and the blackboard
Teaching Procedure
Step 1 Greeting
Step 2 Revision
T: Today we will begin our lesson with a competition between groups. In the last period, we learnt about John Snow who defeats “King Cholera”. Now, please say something that you know about it. If you offer a complete sentence, you will be given ten marks. Your group will be given twenty marks when your expression is especially beautiful. ?
S: John Snow was a well-known doctor in London, who attended Queen Victoria to ease the birth of her babies. ?
S: He became inspired when he thought about helping ordinary people exposed to cholera, which was the deadly disease of his day.
S: John Snow got interested in two theories explaining how cholera killed people. ?
S: He believed in the second theory that is 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.
Ss: . . . ?
(The teacher should encourage more students to join in the competition. At the end of the competition, the teacher should announce the result of this competition. Praise the winner and encourage the losers. )?
T: What can we learn from John Show??
S: We should base our theories on practice. ?
S: We are inspired to have a spirit of scientific exploration.
S: We do some research with the purpose of serving the people and society. ?
Ss: . . . 　?
T: Yes, we can learn a lot from the scientist. In fact, there are a great number of people working on science worthy of being learned both at home and abroad. Can you name some scientists and introduce their main contributions??
S: Archimedes, who discovered that objects in water are lifted up by a force that helps them float.
S: Darwin wrote a book explaining how animals and plants developed as the environment changed. ?
S: Madam Curie discovered radium. ?
S: Stephen Hawking put forward a theory about black holes. ?
S: Zhang Heng invented the earliest instrument to tell people where earthquakes happened.
Ss: . . .
T: You did a good job and listed many scientists as well as their contributions. Today, we are going to learn about more scientists. ?
Step 3 Listening (on Pages 5-6)
Task 1 Pre-listening?
T: First let’s enjoy the picture. What can you see??
S: President Jiang Zemin and an old man. ?
T: President Jiang Zemin visited Qian Xuesen. ?
T: What have you already known about Qian Xuesen??
S: He is a Chinese scientist, whose research mainly centers on Physics. ?
S: He is honored as “Chinese Rocket Father”. ?
S: He has made great contributions to space travel in China. ?
T: Good. You seem to have a good knowledge of him. Qian Xuesen is a famous scientist who has contributed much to the country’s cause of science and technology. ?
Task 2 First Listening?
T: We are to listen to the material, which is about Qian Xuesen. Yu Ping is telling her friend Steve Smith about Qian Xuesen’s life. If you were Yu Ping, what topics would you like to cover when introducing him??
S: The date when he was born and he died; the place where he was born, lived, studied and died; his family; his experience; his achievements; his contributions
T: Excellent. When we talk about and introduce a scientist, we usually describe these aspects. Now, listen carefully and tick out which topics are mentioned in the tape.
(After listening, let them check the answers. )?
Task 3 Second Listening
T: This time. You’ll write down the answers to the five questions. Boys and girls, how can we write the answers fast and correctly??
S: We should go through the questions first and keep them in mind. When we are listening, we just need to pay much attention to the sentences related to the answers. ?
S: We needn’t write down each word of the answers. We just write down some key words. Later we can write down the complete answers with the help of these key words. ?
T: You are clever. Now please get ready. First, look through the introduction to the listening material. Then, scan the questions.
(Two minutes later, the teacher plays the tape. Then give Ss time to organize their sentences. )
T: Let’s check the answers one by one. ?
(If the students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again. After that, check the answers. If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher should give them some help. )?
Task 4 Post-listening
T: After listening, would you please answer some questions??
1 What did you hear on the tape??
2 What can you learn from Qian Xuesen??
(At this part the teacher may have the students present what they have heard on the tape and show their own opinion about what they have learned from him. If possible, the teacher may have some of the students do the presentation work in class. By doing this, the students can get full understanding of what the tape is talking about. )?
Step 4 Listening (Page 41)?
Task 1 Pre-listening
T: Just now we learned about a Chinese scientist, Qian Xuesen, who has made great contributions on space travel in China. We will get to know another scientist, whose contribution is on botany. Can you guess who he is?
S: Carl Linnaeus, maybe Darwin. ?
T: You are right. Both scientists did study botany and devoted their time to the research. As we know, Carl Linnaeus developed his system about how to classify species. While Darwin wrote a book on the Original of Species, in which he explained how animals and plants developed as the environment changed. The following is about Carl Linnaeus.
T: Now, read the instructions about the listening and choose which of the following statements mist closely describes what this listening passage is about. Explain why the others are wrong. ?
S: I think the third one is right. This is about a man who finds a flower and wants to know if it is a new species of flower. Because he is interested in biology and especially in the study of plants. What he wants to do is to study whether it is a new species. The other two statements can not convey the study.
Task 2 Listening
T: What you said is reasonable. Let’s listen together to find whether your answer is right. ?
(After listening, let them check the answers. )?
T: Listen to the tape again and try to complete the following passage. ?
To find the name of an unknown flower, first you have to go to see a flower __________he/she will look in a special __________written by Carl Linnaeus. He lived in__________ from__________ to __________. He was very important because he solved a serious problem for __________. He saw all plants and animals produce __________. Some animals produce __________but others lay __________while plants__________. He used these different ways of producing young to put plants and animals into__________. For example, the group called birds lay __________to produce young and they all have __________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example __________and one is for the species, for example __________. So a parrot would be __________. He was the first person to successfully classify all plants and animals.
Task 3 Post-listening
Let the students fill in the blankets and then check. If the students feel it difficult to do it, let them listen it a third time. After checking the answers, ask the students to read it together. ?
Step 5 Listening (Page 44)
T: Look at the screen and let’s read the following new words firstly.
(These words are presented on the screen: analyse, pure, foundation, symbol, sin, cousin, geometry, calculus, mechanics, practical, topology)?
T: Can you guess which field the next scientist is in according to the new words??
S: The next must be a mathematician. ?
T: Right. This mathematician is Leonhard Euler. John Smith is discussing with Zhao Yang his research into the life and work of a mathematician called Leonhard Euler. Listen to the tape and fill in the chart on the importance of Euler’s work. ?
Euler’s achievements
Examples
New symbols and terms
Old areas of mathematics
New area of mathematics
Importance
(After listening, ask some students to fill in it. If many students feel it difficult, let them listen to it again. While doing it, the teacher can also ask two students to come to write the answers on the blackboard. The teacher had better give them praise if they do it well. )?
Step 6 Speaking
Task 1 Lead-in
T: Boys and girls, from the listening material, we know about some scientists. Do you have a dream to be a scientist in the future??
Ss: Yes. /No. ?
T: Suppose you would like to work as a scientist, and you are discussing with your partner about your future job. What questions would you like to concern??
S1: What job do you want to do??
S2: How will you get the job??
S3: What preparations will you make for the future job??
T: Right. Apart from those, we can also talk about the following questions: ?
1 What education will you need??
2 What personality will be needed??
3 What work experience would be useful??
4 How long will the training take??
5 How will you prepare for this career??
T: These expressions may help you: ?
I always wanted to. . . because. . . 　　　　The experience I will need is. . . ?
I might find it difficult to. . . I need to practise. . . ?
My greatest problem will be to. . . ?
I will need to be/become. . . ?
patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strict with. . .
Task 2 Dialogue (pair work)
T: Now it is time to discuss what scientific job each of you would like to choose in the future with the help of the mentioned questions and expressions in pairs. I will give you five minutes to prepare for it. After that I will let some of pairs to come to act it out. ?
Sample:
A: What job do you want to do in the future?
B: I always want to be a botanist.
A: If you want to be a scientist, what education will you need??
B: I will try my best to go to a key university to learn and study botany. ?
A: What work experience would be useful??
B: The experience I will need is to study wild plants in the wild when I am at school. Now, I join the social natural club organized by our school. Every time I make every effort to overcome difficulty to study plants in the wild. ?
A: Do you know what personality will be needed if you want to be a scientist in the future?
B: I will need to be patient, creative, hard-working, brave, energetic and co-operative. ?
A: Yes, I agree with you. Besides those personalities, we also should be determined, confident and positive. ?
B: I will make efforts to own such good quality. ?
A: How will you prepare for this career??
B: I intend to go to college next year and then I will have a chance to be a scientist. But my greatest problem will be whether I will be able to go to university in the future. ?
A: Don’t worry about it and just get down to preparing for it. Good chances always belong to the persons who have already prepared for them. I am sure you will succeed if you keep working hard. I am waiting for your good news. ?
B: Thank you for your encouragement. I will make full use of time to struggle for success.
Task 3 Free-talk
T: Let us talk freely. You are allowed to move about to find a student you’d like to talk with. Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a description of the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information. ?
(Of course, following the above, the students may gather around or move around to find their own favorite partners to talk with. This is a half-controlled activity. Teachers let them express whatever they want to on condition that there are some expressions on the theme. Give them about five minutes to prepare for it. Later, ask some pairs to act it out. As usual, the teacher won’t forget to give comments on what the students do, including the teacher’s words praising what they are doing in the first few stages. Only in this way are the students encouraged to talk freely about what they want to say and why they think so. ) ?
Step 7 Summary and Homework
T: In this period, we mainly focus on the speaking and listening abilities. If you feel listening or speaking poor, you had better practice more after class. Practice makes perfect. Today’s homework is to describe a scientist to your partner and let your partner guess who she/he is. Then exchange.
The Design of the Writing on the Blackboard
Unit 1　Great scientists
Period 3　Listening and Speaking
The questions may be useful to discuss the scientific job,
The expressions may help you to discuss your future scientific job.
What job do you want to do??
What education will you need??
What personality will be needed??
What work experience would be useful??
How long will the training take??
How will you prepare for this career?
I always wanted to...because...?
The experience I will need is...?
I might find it difficult to...?
I need to practise...?
My greatest problem will be to...?
I will need to be/become patient, creative, hard-working, co-operative, confident, brave...
Research and Activities
After class, use the library or the Internet to find out facts about important women scientists in medicine, physics, chemistry, biology, astronomy or mathematics. There are very useful websites (including the “Biographies of women mathematicians website”).Prepare a talk on your chosen scientists. Remember to include some information about their life, their achievements and why they are considered important in science history. Then give your talk to the class.
Research for Teaching
Euler, Leonhard
(born April 15, 1707, Basel, Switz.died Sept.18, 1783, St.Petersburg, Russia)?
Swiss mathematician and physicist, one of the founders of pure mathematics. He not only made decisive and formative contributions to the subjects of geometry, calculus, mechanics, and number theory but also developed methods for solving problems in observational astronomy and demonstrated useful applications of mathematics in technology and public affairs.
Euler’s mathematical ability earned him the esteem of Johann Bernoulli, one of the first mathematicians in Europe at that time, and of his sons Daniel and Nicolas. In 1727 he moved to St. Petersburg, where he became an associate of the St.Petersburg Academy of Sciences and in 1733 succeeded Daniel Bernoulli to the chair of mathematics.?
Euler devoted considerable attention to developing a more perfect theory of lunar motion, which was particularly troublesome, since it involved the so-called three-body problem—the interactions of the Sun, Moon, and Earth.(The problem is still unsolved.) His partial solution, published in 1753, assisted the British Admiralty in calculating lunar tables, of importance then in attempting to determine longitude at sea. One of the feats of his blind years was to perform all the elaborate calculations in his head for his second theory of lunar motion in 1772.Throughout his life Euler was much absorbed by problems dealing with the theory of numbers, which treats of the properties and relationships of integers, or whole numbers (0, ±1, ±2, etc.); in this, his greatest discovery, in 1783, was the law of quadratic reciprocity, which has become an essential part of modern number theory.?
In his effort to replace synthetic methods by analytic ones, Euler was succeeded by J.-L. Lagrange. But, where Euler had delighted in special concrete cases, Lagrange sought for abstract generality; and, while Euler incautiously manipulated divergent series, Lagrange attempted to establish infinite processes upon a sound basis. Thus it is that Euler and Lagrange together are regarded as the greatest mathematicians of the 18th century; but Euler has never been excelled either in productivity or in the skillful and imaginative use of algorithmic devices (i.e., computational procedures) for solving problems.
Carl Linnaeus
(born May 23, 1707, Rshult, Sm land, Swed. died Jan.10, 1778, Uppsala )
Carl Linnaeus is a Swedish botanist and explorer who was the first to frame principles for defining genera and species of organisms and to create a uniform system for naming them.
Linnaeus was the son of a curate. His love of flowers developed at an early age; when only eight years old he was nicknamed “the little botanist.” He studied at the universities of Lund and Uppsala and received his degree in medicine from the latter.
The Systema Naturae, which Linnaeus had shown to the botanist Jan Fredrik Gronovius in manuscript, so impressed Gronovius that he published it at his own expense.Linnaeus’ system was based mainly on flower parts, which tend to remain unchanged during the course of evolution. Although artificial, as Linnaeus himself recognized, such a system had the supreme merit of enabling students rapidly to place a plant in a named category. It came into use at a period when the richness of the world’s vegetation was being discovered at a rate that outstripped more leisurely methods of investigation. So successful was his method in practice that its very ease of application proved to be the greatest obstacle to its replacement by the more natural systems that superseded it.
His later years were taken up by teaching and the preparation of other works: Flora Suecica (1745) and Fauna Suecica (1746); two volumes of observations made during the journeys in weden, V stg ta resa (1747) and Sknska resa (1751); Hortus Upsaliensis (1748); his Philosophia Botanica (1751); and the important Species Plantarum (1753), in which the specific names are fully set forth. In 1755 he declined an invitation from the King of Spain to settle in that country with a liberal salary and full liberty of conscience. In 1761 he was granted a Swedish patent of nobility, antedated to 1757, from which time he was styled Carl von Linné. An apoplectic attack in 1774 left him greatly weakened, and he died four years later.?
The Linnaean manuscripts, and his herbarium and collections of insects and shells, purchased by Sir J.E.Smith in 1783, are carefully preserved by the Linnean Society at Burlington House, London.
Marie Curie
(born Nov.7, 1867, Warsaw, Pol., Russian Empire.died July 4, 1934, near Sallanches, France )
Maria Sklodowska Polish—born French physicist famous for her work on radioactivity and twice a winner of the Nobel Prize. With Henri Becquerel and her husband, Pierre Curie, she was awarded the 1903 Nobel Prize for Physics. She was then the sole winner of the 1911 Nobel Prize for Chemistry.
From childhood she was remarkable for her prodigious memory, and at the age of 16 she won a gold medal on completion of her secondary education at the Russian lycée. Because her father, a teacher of mathematics and physics, lost his savings through bad investment, she had to take work as a teacher and, at the same time, took part clandestinely in the nationalist “free university, ”reading in Polish to women workers. At the age of 18 she took a post as governess, where she suffered an unhappy love affair. From her earnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would in turn later help her to get an education.
She came first in the licence of physical sciences in 1893.She began to work in Lippmann’s research laboratory and in 1894 was placed second in the licence of mathematical sciences. It was in the spring of this year that she met Pierre Curie.?
Their marriage (July 25, 1895) marked the start of a partnership that was soon to achieve results of world significance, in particular the discovery of polonium (so called by Marie in honour of her native land) in the summer of 1898, and that of radium a few months later. Following Henri Becquerel’s discovery (1896) of a new phenomenon (which she later called“radioactivity”), Marie Curie, looking for a subject for a thesis, decided to find out if the property discovered in uranium was to be found in other matter. She discovered that this was true for thorium at the same time as G.C.Schmidt did.?
In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie. The sudden death of Pierre Curie (April 19, 1906) was a bitter blow to Marie Curie, but it was also a decisive turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death; she was the first woman to teach in the Sorbonne. In 1908 she became titular professor, and in 1910 her fundamental treatise on radioactivity was published. In 1911 she was awarded the Nobel Prize for Chemistry, for the isolation of pure radium. In 1914 she saw the completion of the building of the laboratories of the Radium Institute (Institut du Radium) at the University of Paris.
One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only for the treatment of illness but also to maintain an abundant supply for research in nuclear physics; the resultant stockpile was an unrivaled instrument until the appearance after 1930 of particle accelerators. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium in which, over a period of several years, radium D and polonium had accumulated, made a decisive contribution to the success of the experiments undertaken in the years around 1930 and in particular of those performed by Irène Curie in conjunction with Frédéric Joliot, whom she had married in 1926 (see Joliot-Curie, Frédéric and Irène).This work prepared the way for the discovery of the neutron by Sir James Chadwick and above all the discovery in 1934 by Irène and Frédéric Joliot-Curie of artificial radioactivity. A few months after this discovery Marie Curie died as a result of leukemia caused by the action of radiation. Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by the award to her of two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.?
In 1995 Marie Curie’s ashes were enshrined in the Panth on in Paris; she was the first woman to receive this honour for her own achievements.?
必修五 Unit 1 Great scientists
Using language
Teaching procedures & ways:
Step 1 Revision
Check the homework.
Step 2 Teaching the new words (from “Nicolaus Copernicus” to “logical”)
Step 3 Reading
1. Fast reading
Read the passage and do Ex 1 on Page 7.
Before Copernicus’ theory
Showing Copernicus’ theory
A diagram showing the solar system with the earth at its centre
A diagram showing the solar system with the sun at its centre
2. Careful reading
Read the passage carefully and answer the following questions.
(1) Why was Copernicus frightened and cautious? (Para 4)
(2) Why could he not tell about his theory? (Para 1)
(3) What was his theory about? (Para 1)
(4) What had the astronomers noticed in the sky? (Para 2)
(5) When did Copernicus complete his theory? (Para 3)
(6) How did he explain changes in the movement of the planets and in the brightness of the stars? (Para 4)(7) When did he publish his idea? (Para 4)
(8) Why do people think there is a link between his theory and the work?
3. Post reading
If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason.
Step 4 Language points
1. lead to 导致
Too much work and little rest often lead to illness.
Only working hard leads to your success.
2. only if 只有，只要 （only放句首时，主句要倒装。）
Only if a teacher gives permission is a student allowed to enter the room.
Only in this way can you learn English well.
Only when one is away from home does one realize how nice home is.
If only ： (expressing a wish) 如果……就好了 (多用虚拟语气)
If only she would come! 要是她来了,就好了。
3. make sense / make sense of 懂；理解 make no sense 毫无意义
This sentence doesn’t make sense.
I can’t make sense of this sentence.
Can you make sense of what the speakers says?
What he says makes no sense.
4. would have done
(1)表示对过去的某种情况进行猜测, 或本来要做某事却因某种原因未做成，通常用来说明某一情况，但不象should或ought to 那样含有责备之意。如：
I guess the poet would have been about 20 when she wrote her first poem.
Another worker wouldn’t have acted like that.
(2) 相关知识总结：
needn’t have + 过去分词，表示做了不必做的事，相当于，译为“其实没必要… …”
should have + 过去分词，表示应该做某事但实际上未做，译为“本应该… …”
should not have + 过去分词，表示本不应该做某事但实际上做了，译为“本不应该……”
ought to have + 过去分词，表示动作按理该发生了，但实际上未发生，译为“该……”与should的完成式含义类似。
5. work on 从事
She is working on a new novel. (= She is writing a new novel.)
The students worked on his composition for hours.
6. complete vt. & adj. 完成；完整的；完成的
The workers haven’t completed the house yet.
When will the work be complete?
7. enthusiastic: having or demonstrating enthusiasm adj. 热心的，满腔热情的
enthusiastic support 热情的支持
be enthusiastic about 对某事充满热情
8. reject v.
to refuse to accept 拒绝；不接受
reject a gift / a possibility / a suggestion / an opinion
She rejected his offer of help.
We rejected his idea for a music club, and decided to have an art club instead.
(2) to discard as defective or useless; throw away 丢弃。如：
To choose the good apples and reject the bad ones.
Step 5 Writing
1. Let Ss know what is persuasive writing and the aims of the letter you write to Copernicus.
2. Get the Ss to collect their ideas.
3. Get the Ss to make an outline.
4. Write the letter by themselves, paying attention to the writing of a letter.
5. Check Ss’ articles and ask several Ss to read their letter out.
Step 6 Assignments
1. Do Exx 1—2 on Page 42.
2. Preview “Reading task”.
必修五 Unit 1 Great scientists
Using language
Teaching goals 教学目标
1. Target language 目标语言
重点词汇与短语
suggest, persuade, observation, contributions, achieve, devote ... to
2. Ability goals 能力目标
Enable the students to learn the way of persuasive writing and descriptive writing.
3. Learning ability goals 学能目标
Learn how to write a persuasive writing and a descriptive writing.
Teaching important points教学重点
Help the students to learn to write a persuasive writing and a report.
Teaching difficult points教学难点
How to write a report about a scientist and his / her job.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Presentation
Task 1: Summarize the way of writing a report.
T: Now class, if we want to write a report about a scientist, what contents should we include?
S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.
T: Yes. You are right. And how do we make an outline about it?
S2: We should put the collected information under three headlines: life, achievements and key to success.
Task 2: Remind the students of the writing techniques and writing features of a report.
Show the following to the students.
Report
Formal language with few adjectives
No speech except quotations
Not emotional
Only one main character
Factual structured according to experimental method
Past tense and passive voice
Task 3: Summarize the way of persuasive writing.
T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?
S1: I think the first is to give your opinion and idea.
S2: The second is to give the reasons and evidence to support your idea.
S3: The third is to make a conclusion.
Show the following to the students.
A persuasive writing
Formal or informal, vivid use of language
Speech to show feelings, reactions, etc
Emotional or not emotional to describe feelings and facts
Only two main characters
Factual or imaginative based on fact
Reason and persuade step by step
Present tense
Then ask the students to write a short letter as required in Exercise 3.
A sample version:
Dear Nicolaus Copernicus,
I am a student studying history 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 centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need 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 can publish your new theory.
Step Ⅱ Writing
Ask the students to write a report about a scientist.
Sample versions (见附件3, 4, 5)
Step Ⅲ Homework
Ask the students to do the Project on page 47.
必修五 Unit 1 Great scientists
Grammar
主备人：
用案人：
授课时间：____________
总第 课时
课题
课型
New
教学目标
Enlarge students’ to learn something about To-infinitive and Bare infinitive
Let them know the functions of To-infinitive and Bare infinitive
重点
Try to use To-infinitive and Bare infinitive
难点
How to make them to use To-infinitive and Bare infinitive correctly
教法及教具
Teaching
教
学
过
程
教 学 内 容
个案调整
教师主导活动
学生主体
活动

Step 1 Introduction
To-infinitive.
动词不定式
由“不定式符号to+动词原形”构成，否定形式not to do。是动词的一种非谓语的形式，在句中不能单独作谓语。动词不定式具有动词的性质，可以有自己的宾语和状语，也可以有时态和语态的变化。同时，它也具有非动词的性质，相当于一个名词、形容词或副词，可以在句中担任主语、宾语、宾语补足语、表语、定语和状语.Functions:
1.作主语
(1)不定式短语在句中作主语。谓语动词用单数形式。
e.g.: To say is one thing and to do is another.
To know oneself is difficult.
但在很多情况下，为了保持句子平衡，通常用it作为形式主语，而把不定式移到谓语之后，
e.g.: It is difficult to know oneself.
It is important to learn English.
2. 作表语.
不定式作表语说明主语的具体内容或表示目的。
e.g.: His wish is to become an engineer.
To live is to do something worthwhile.
3.作宾语.
作动词的宾语，即动词+to do sth. 常见的要加不定式作宾语的动词有：decide/ determine, learn, want, expect/ hope/ wish, refuse, manage, pretend, offer, promise, choose, plan, agree, ask/ beg, afford, prefer, require, enable, need, order…
e.g.: He agreed to meet here but so far she hasn’t turned up yet.
He pretended not to see me when I passed by.
在find, make, think, consider等动词后，如果宾语带有宾语补足语时,常用it作形式宾语，而把真正的宾语放在宾语补足语后.
e.g.: I find it interesting to study English.
I think it impossible to work out the problem.
4、作宾语补足语，即Ｖ＋sb. (not) to do sth.如动词advise, allow, ask, cause, challenge, command, consider, enable, encourage, forbid, force, inform, invite, persuade, tell, send, urge, want,warn….
Eg. :I want you to speak to Tom.
Ask him not to make noise.
(1)在感官动词以及使役动词（let, have, make）后作宾语补足语，不定式都不带to.变为被动语态时，原不带to的不定式要变成带to的不定式.
“一感(feel)二听 (hear, listen to )三让(let, have, make )四观看(see, observe, watch, look at)”
e.g.: I often hear him sing the song.
Did you see him go out?
The boss made the employees work ten hours a day.
The employees were made to work ten hours a day.
(2)在表示心理状态的动词后作宾语补足语,这时不定式通常是 “to be+形容词或副词”的结构.这类动词有：consider, think, believe, find, imagine, judge, suppose, prove等。 consider, think, find后的to be常可省略.
e.g.: We consider him (to be) a good teacher.I thought her (to be) nice and honest the first time I met her.5．作定语.
不定式作定语通常放在其修饰的名词或代词之后，与被修饰的名词或代词之间是主谓关系、动宾关系、同位关系.
e.g.: The next train to arrive was from New York.
He has a lot of letter to write.
He was the best man to do the job.
Women and children were the first to get into the lifeboats.
She has a child to take care of.
There is nothing to worry about.
The Browns have a comfortable house to live in.
He had no money and no place to live (in).
6. 作状语.
不定式作状语可以表示行为的目的、结果、原因、条件等.
e.g.:To save the child, he laid down his life.
To look at him, you would like him.
He got to the station only to find the train had gone.(only to do 常表意想不到或不愉快的结果)
I’m very glad to see you. (表喜怒哀乐的形容词后跟不定式表原因)
years.
板
书
设
计
教
学
札
记
必修五 Unit 1 Great scientists
Grammar
Q：神马是动词的过去分词？
A：①
②
过去分词作定语。
动词的过去分析作定语的意义；
a respected guest a risen sun
a retired worker the broken glass
conclusion: 过去分词作定语的意义是表 & 。
动词的过去分析作定语的位置；
fallen leaves retired workers the risen sun
The computer centre, opened last year, is very popular among young people.

The bridge built 2000 years ago is in good condition now.

conclusion: 单个的过去分词作定语，往往放在被修饰的名词的 ；
过去分词短语往往放在被修饰的名词的 。
翻译下列短语或句子：
一个被宠坏的孩子：
一次有组织的旅行：
交通事故造成的死亡：
一本被英语老师写的书：
过去分词作定语 与 定语从句 的关系。
We all like the lectures that are given by Mr. Song.
=>We all like the lectures given by Mr. Song.
译：
The bridge which was built 2000 years ago is in good condition now.
=> The bridge built 2000 years ago is in good condition now.
译：
conclusion：把定语从句中的 和 省去之后，便成为了 ；因此过去分词短语与定语从句可以 。
把下列定语从句变为过去分词短语作定语,并翻译。
Let’s try the bookstore that was opened last year.
Nine out of ten women who were interviewed about the product said they liked it.
Yesterday, the President went to visit the workers who had retired.
The United States is a country which has developed.
He told us the great wrong which had been done to him.
We must keep a secret of the things which is being discussed here.
Please tell me the subjects which will be discussed at the next meeting.
EXERCISE:
一直迷路的羊
英语口语
一名退休的教师
发达国家
鲁迅写的书很受欢迎
PRACTICE：
I found this plate on the floor. The plate was broken in pieces.
I looked at that modern abstract(抽象的) painting. It was colored in yellows and greens.
Yesterday I got the answer to my question on the Internet. It was the one I expected.
She is one of my friends. She is devoted to my interests.
On the doorstep I found a lot of bottled. They were marked in green ink.
We saw many windows in that room. They were all cracked.
过去分词作表语。
1. 过去分词可放在系动词be, get, feel, remain, seem, look, become等之后作 ，表示主
语 。
When I got the classroom, the door was locked.
When we heard of it, we were deeply moved.
2. 过去分词作表语与被动语态的区别。
My glasses are broken. 强调
My glasses were broken by my son. 强调
归纳：
必修五 Unit 1 Great scientists
Grammar
Teaching contents
Usages of Past Participle as the predicative and attribute.
Teaching aims
To help students learn to use The Past Participle (1) as the Predicative & attribute
Important and difficult points
Try?to?understand?the?meaning?of?the?past?participles?in?the?sentences?and?
know?how?to?deal?with?the?exercises.?
Teaching Procedures
I. Making a list
Make is a word which is so active that it forms numerous phrases. Now make a list of phrases like “make a list, make mistakes”.
Collocations of make…
make a guess, make a haircut, make haste, make holiday, make inquires, make a joke, make a journey, make a landing, make a leap, make a living, make a mistake, make a motion, make a noise, make a note, make an objection, make an offer, make peace, make preparation, make progress, make a progress, make a promise, make a proposal, make a recovery, make a remark, make a reply, make a report, make a request, make a resolution, make a speech, make trouble, make a turn, make war
II. Reading and finding
Read again the text JOHN SNOW DEFEATS “KING CHOLERA” and find out all the examples where the past participle is used.
So many thousands of terrified people died. (used as attribute)
But he became inspired when he thought about helping ordinary people. (used as predicative)
III Doing exercises
Turn to page 4 and complete in pairs Exercises 1, 2 and 3. Then check your answers against your partners’.
IV. Learning about the making and uses of past participle
To form the past participle of a verb, add the ending -ed to the base form. (But note that many common verbs have irregular past participle forms.)
The past participle is used in the following circumstances
◇After the auxiliary have in the perfect tense
Has the radio been fixed yet?
◇After a form of the auxiliary be in the passive voice
The radio was fixed on Monday.
◇After the verbs have and get with a causative meaning
We had the radio fixed last week.
◇As a passive participial adjective
The recently fixed radio is broken again.
过去分词作定语
1
单个的过去分词作定语一般放在所修饰的名词之前；过去分词短语作定语一般要后置。
two married women
a found umbrella
a used stamp
fallen leaves
a novel written by Jim
the letter sent to our boss
2
过去分词具有被动或完成的含义。
What’s the language spoken in Germany?
They decided to rebuild the damaged bridge.
3
过去分词作定语常可扩展为一个定语从句。
He is fond of the food cooked (=which had been cooked) by your mother.
The report is the best of its kind ever written (=that has ever been written).
4
有时通过一个形容词或数词加另一名词的ed形式构成复合形容词。
a three-legged desk a one-eyed dog
an honest-faced man a warm-hearted lady
Explain the usage of the past participles as predicative and attribute.
1. 过去分词作表语表示主语所处的状态。用作表语的过去分词大多来自及物动词；不及物动词的过去分词能作表语的只限于少数表示位置转移的动词，如go, come, assemble等，它们用在连系动词之后，表示完成意义，无被动意义。例如：
The man looked quite disappointed.
He is greatly discouraged by her refusal.
His hair is nearly all gone.
已经形容词化了的过去分词大多可作表语，常见的有accomplished, amazed, amused, astonished, broken, closed, completed, complicated, confused, crowded, devoted, disappointed, discouraged, drunk, excited, frightened, hurt, interested, lost, satisfied, surprised, worried等。
2. 过去分词作定语
a）用作前置定语的过去分词通常来自及物动词，带有被动意义和完成意义。例如：
We like skating in the frozen lake in the winter.
=We like skating in the lake which has been frozen in the winter.
How many finished products have you got up to now?
=How many products that have been finished have you got up to now?
来自不及物动词的过去分词很少能单独用作前置定语，能作这样用的仅限以下几个词，这时仅表示完成意义，不表示被动意义。例如：
a retired worker=a worker who has retired
an escaped prisoner=a prisoner who has escaped
a faded / withered flower=a flower that has faded / withered
fallen leaves=leaves that have fallen
the risen sun=the sun that has just risen
a returned student=a student who has returned
vanished treasure=treasure that has vanished
b) 用作后置定语的过去分词通常也来自及物动词，表示被动意义和完成意义。这时过去分词相当于一个定语从句。例如：
Things seen are better than things heard.
=Things which are seen are better than things which are heard.
The lobster broiled over charcoal was delicious.
=The lobster which was broiled over charcoal was delicious.
Practice:
将下列句子译成英语。
1. 他看上去又累又沮丧.
2. 我们一得到补充资金,就继续我们的实验。
3. 我们可以看到被阳光照亮的月球的一部分.
4. 经过一个激动和无眠的夜晚之后，第二天我强迫自己在海滨走了很久.
5. 早在1649年,俄亥俄州就决定在每一个城镇建立免费的、由税收支持的学校。
6. 彼得对这一切似乎很惊奇。
Sample answers:
1. He looked tired and depressed.
2. We will go on with our experiment as soon as we get the added fund.
3. We can see the part of the moon lighted by sunlight.
4. After a night spent in excitement and sleepless-ness, I forced myself to take a long walk along the beach the next day.
5. As early as in 1649, Ohio made a decision that free, tax-supported schools must be established in every town.
6. Peter was very amazed at all this.
必修五 Unit 1 Great scientists
Grammar
Teaching Aims
Knowledge Aim
To learn about the past participle used as the attribute and the predicative. ?
Ability Aim
To use the past participle used as the attribute and the predictive freely and properly in speaking and writing.?
Emotional Aims
Encourage the students learn more about the grammar.?
Help the students to form the good habit in learning.?
Encourage the students to do more exercises to consolidate their knowledge.?
Teaching Important Point
To learn about the past participle used as the attribute and the predicative.?
Teaching Difficulty
To know the differences between the past participle and the present participle.?
Teaching Aids
Multi-media classroom and other normal teaching tools.
?
Teaching Procedure
Step 1 Greeting
T: Hello, my friends.?
Ss: Hello, Miss...?
Step 2 Revision
T: Do you still remember what you learned in this unit? Would you please say something about the great scientists we learned in this unit. First please something about John Snow.?
S: John snow, a well-known doctor in London, defeated cholera.?
S: He got interested in two theories explaining how cholera killed people.?
S: John Snow gathered the information and marked it on a map where all the dead people had lived.?
S: He discovered that many of the deaths were near the water. It seemed the water was to blame.?
Ss: ...?
T: You really did a very good job. Now, let’s say something about Nicolas Copernicus.?
S1: Nicolas Copernicus believed that the earth is not the centre of the solar system. But at that time people all believed God had made the world and for that reason the earth was special and must be the centre of the solar system.?
S2: In 1514 he showed his theory privately to his friends and explained his theory.?
S3: He was very cautious because he did not want to be attacked by the Christian church.?
S4: He published his theory as he lay dying in 1543.?
S5: His theory was rejected by the Christian Church.?
Step 3 Presentation
T: Today we will learn the grammar—past participle used as the attribute and the predicative. First look at your text on Page 4, part I. Look at the following sentences where the past participles are used.?
T: In this sentence the past participle is used as an attribute phrase. Terrified people means people who were terrified. Now please find two more examples from the reading passages with past participles used as the attribute. You are allowed to find as many sentences as possible in two minutes.
(Two minutes later, ask the students to report what they have found.)?
S1: From the stomach the disease attacked the body quickly and soon the affected person was dead.?
S2: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could not be used.?
S3: John Snow suggested that the source of all water supplies be examined and new methods of dealing with polluted water be found.?
S4: He placed a fixed sun at the centre of the solar system.?
T: Good. You just found all the sentences containing the past participles used as the attributes. Besides using as the attribute, the past participles can also be used as the predicative. Can you find the sentences with past participles used as the predicative? Finish it in two minutes.?
(Two minutes later, let the students read these sentences with past participles as the predicative.)?
S1: Neither its cause, nor its cure was understood.?
S2: He knew it would never be controlled until its cause was found.
S3: He got interested in two theories explaining how cholera killed people.?
S4: They were given free beer and so had not drunk the water from the Broad Street pump.?
S5: He found that it came from the river, which had been polluted by the dirty water from London.?
S6: Immediately John Snow told the astonished people in Broad Street to remove the handle from the water pump so it could not be used.?
...
Step 4 Practising
T: From the sentences mentioned just now, what do you know about the usage of past participles as the attribute and the predicative??
S: We use past participles as attributes when we want to join two clauses together.?
T: Yes, very good. Now let’s look at the screen and finish the exercises quickly.
Past Participle as the Attribute
Past Participle as the Predicative
1.terrified people
2.reserved seats
3.polluted water
4.a crowded room
5.a pleased winner
6.
7.?
8.?
9.?
10.
1.?
2.?
3.?
4.?
5.?
6.children who look astonished
7.a vase that is broken
8.a door that is closed
9.the audience who feel tired
10.an animal that is trapped
Suggested answers:
1.people who are terrified　2.seats which are reserved　3.water which is polluted　4.a room which is crowded　5.a winner who is pleased　6.astonished children　7.a broken vase　8.a closed door　9.the tired audience　10.a trapped animal
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。如: ?
The destroyed house will be rebuilt next year.?
这种情况下的过去分词为及物动词的过去分词。 不及物动词的过去分词很少能单独作前置定语, 少数表示状态改变或位置转移的动词的过去分词可前置, 仅表示时间的完成, 无被动意义。而现在分词表示动作正在进行。如: ?
falling leaves正在下落的树叶　a developing country发展中国家　the boiling water沸水?
fallen leaves落叶　a developed country发达国家　the boiled water(凉）开水?
T: Besides this, the past participle can be put after the noun to modify the noun form, for example, The famous writer’s play, mentioned in one of my books, was published in 1963. Do you understand the sentence?
S: The famous writer’s play, which was mentioned in one of my books, was published in 1963.
T: Yes, very good. In this sentence we can get two pieces of information. A: The famous writer’s play was published in 1963.　B: The play was mentioned in one of my books. Now, let’s do some exercises to combine two sentences together using past participle as the attribute.?
1.This is one of the questions.　It was discussed at the meeting yesterday.?
S: It is one of the questions discussed at the meeting yesterday.
T: His letter was addressed to the wrong number. It reached me late.?
S: His letter, addressed to the wrong number, reached me late.?
T: The students didn’t know how to answer it. They were surprised at the way the question was put.?
S: The students, surprised at the way the question was put, didn’t know how to answer it.?
T: The audience all voiced support for the suggestion. They were moved by his speech.?
S: The audience, moved by his speech, all voiced support for his suggestion.?
T: Basketball is now an interesting sport. It was first played in the USA.?
S: Basketball, first played in the USA, is now an interesting sport.?
T: Well done.?
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。如: the terrified people, the polluted water, the astonished people。?
单个分词也可以作后置定语, 用以强调动作。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。如: The man chosen mayor of the city received a Doctor’s Degree of Engineering.?
3.如被修饰的词是 something, anything, everything, nothing 等, 分词放在被修饰词的后面。如: Do you have anything unfinished??
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。如: a newly-born baby, a well-known doctor。?
T: Now let’s come to the past participle used as the predicative. Generally speaking the past participle used as the predicative shows the state the subject remains.(过去分词作表语表示主语所处的状态。) eg: I was surprised to find that such great changes had taken place in the college.?
Now look at the screen. Finish the exercises quickly.?
1. He got__________ about losing the money.?
2. Why do you always look so __________?Do you sleep well these days??
3. I was__________ with the film I saw last night. I had expected it to be better.?
4. Everybody was__________ to hear the death of the famous film star.?
5. The children are really__________ about going to the zoo.?
6. His wound became__________ with a new virus.?
Suggested answers:
1.worried　2.tired　3.disappointed　4.astonished　5.excited　6.infected
T: Well done.
Step 5 Further Practising?
T: Now let’s do some exercises.?
1. The Olympic Games, __________(play) in 776 B.C., did not include women players until 1912.?
2. Cleaning women in big cities get __________ (pay) by the hour.?
3. Most of the people __________ (invite)to the party didn’t turn up because of the heavy rain.
4. Who is the man __________ (talk)to our headmaster??
5. The professor __________ (pay) a visit to our school is from Beijing University.?
6. The__________ (die) man was immediately taken to hospital.?
7. The soldiers got off the truck and moved the __________ (fall) tree away from the high way.
8. We __________ (surprise) to find that few of the students did the experiment well.?
Suggested answers:
1～8: played, paid, invited, talking, paying, dying, fallen, surprised
Step 6 Consolidation
T: In this period, we mainly focus on the past participle used as the attribute and the predicative. After class, would you please write a passage containing past participles and present participles, which shows that you have known how to use past participles properly? Besides, you will also have to finish the exercises on Page 44 Ex 1-2 using the past participle.?
The Design of the Writing on the Blackboard
Unit 1　Great scientists
Period 5 Grammar
Past participles used as the attribute
Past participles used as the predicative
1. It is one of the questions discussed at the meeting yesterday.
2. His letter, addressed to the wrong number, reached me late.
3. The audience, moved by his speech, all voiced support for his suggestion.?]
4. Basketball, first played in the USA, is now an interesting sport.
1. He got worried about losing the money.?
2. Why do you always look so tired??
3. I was disappointed with the film I saw last night. I had expected it to be better.?
4. Everybody was astonished to hear the death of the famous film star.?
5.The children are really excited about going to the zoo.
Research and Activities
Suppose you are mayor of Wuxi. Find out measures to stop pollution. Please use the past participle as the attribute and the predicative.
Nowadays everyone in Wuxi is worried about the environment. The air is polluted. The water is polluted. We can not breathe the polluted air any more. Let’s take action—Students should use their imagination and creativity to continue the writing.?
Reference for Teaching
现在分词和过去分词的区别
现在分词和过去分词主要差别在于: 现在分词表示“主动和进行”, 过去分词表示“被动和完成”(不及物动词的过去分词不表示被动, 只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?
1.单个分词作定语一般放在被修饰之前（有些单个过去分词作宾语时, 也可放在被修饰词之后）, 如: 分词短语作定语一般放在被修饰词之后, 有时可用定语从句代替。单个分词作前置定语表示被修饰词所发出的动作, 即分词动作的逻辑主语是它修饰的词。如: ?
The exciting news that Chinese athletes won over 20 gold medals in Sydney 2000 Olympic Games inspired all of us.（单个现在分词作前置定语, 表示被修饰词所发出的动作, 即The news was exciting.）?
The building lying on the west of the sea cost some 20 000 000 dollars.（现在分词短语作后置定语, 相当于一个定语从句that lies）
现在分词表示主动的动作或正在进行的主动动作, 如: boiling water, the rising sun, developing country; 过去分词表示被动动作或已完成的动作, 如: boiled water, the risen sun, developed country。?
2.分词作后置定语应注意: ?
(1) 现在分词表示的动作: ?
①一个正在进行的动作, 如: ?
Can you see the ship disappearing (that is disappearing) in the distance??
②表示将来的动作, 如: ?
Can you tell me the number of people coming to the party (who will come to the party)??
③表示某个经常性的动作或状态, 如; ?
The girl looking after (who looks after) Harry’s children gets 200 dollars a week.?
(2) 过去分词表示的动作: ?
①发生在谓语动词的动作之前, 如: ?
Is this the book written (that was written) by Henry James??
②与句中谓语动词是相应的经常性的动作, 如: ?
He was then a professor respected (that was respected) by all the teachers and students of the college.?
③being+过去分词结构表示动作正在进行, 如: ?
The 65-storeyed building being built (that is being built) will be run by a US company.?
正在建设的那座65层大楼将由一家美国公司经营。?
④to be+过去分词结构表示一个将来动作, 如: ?
He was invited to the conference to be held (that will be held) in Shanghai in May 2001.?
分词前置?
We can see the rising sun.我们可以看到东升的旭日。?
He is a retired worker.他是位退休的工人。?
分词后置 (i.分词词组; ii.个别分词如given, left; iii.修饰不定代词 something等)?
There was a girl sitting there.有个女孩坐在那里。?
This is the question given.这是所给的问题。?
There is nothing interesting.没有有趣的东西。?
过去分词作定语 ?
与其修饰的词是被动关系, 相当于一个被动语态的定语从句。?
Most of the people invited to the party were famous scientists.?
Most of the artists invited to the party were from South Africa.?
典型例题
1) The first textbook __________ for teaching English as a foreign language came out in the 16th century.　
A.have written
B.to be written
C.being written
D.written
解析：书与写作是被动关系, 应用过去分词作定语表被 动, 相当于定语从句 which is written。 ?
答案：D
2）What’s the language __________ in Germany??
A.speaking B.spoken C.be spoken D.to speak
解析：主语language与谓语动词之间有被动的含义。spoken是动词speak的过去分词形式, 在句中作定语, 修饰主语language, spoken 与 language有被动关系。该句可以理解为: What’s the language (which is) spoken in German??
答案：B
3.作表语的分词通常看作形容词来用。现在分词表示主语的性质, 而且主语多为物; 过去分词表示主语的感受或状态, 主语多为人。如: ?
(1)The story is interesting.故事有趣。?
We are interested in computers.我们对计算机感兴趣。
(2)The glass is broken.玻璃杯破了。?
(3)The water is boiled.水是开的。?
两种形式的过去分词
在英语中, 有些动词有两种过去分词形式, 并且它们在用法和意义上不同?
1) learned/learnt
两者都可用在完成式中构成谓语, 但learned还可作定语“博学的”之意解。而learnt不能。
[举例] We have learned/learnt 200 new words since last term.?
从上学期开始, 我们已经学了200个新词了。?
Professor Wang is a learned man.王教授是个有学问的人。?
2) lighted/lit
lighted可用作定语, lit 用作表语。?
[举例] The lighted candle lit the whole room.?
点燃了的蜡烛照亮了房间。?
The cigarette is not lit.烟没点着。?
3) hung/hanged
hung意为“悬挂”, hanged意为“绞死, 吊死”。?
[举例] A famous painting is hung on the wall.墙上挂着一幅名画。?
He was hanged by his enemy.他是被敌人绞死的。?
4) hid/hidden
hid用于完成时, hidden可作表语和定语。?
[举例] The sun is hidden.?
太阳被云遮住了。?
There must be someone hidden in the cupboard.
一定有人藏在柜子里。?
Where have you hid my book??
你把我的书藏在哪儿了？?
5) struck/stricken
struck用于完成时构成谓语, stricken用作定语, 还可表示“受到打击”。?
[举例] The clock has struck three.?
时钟已敲响了三点。?
The rescue teams raced to the stricken ship.?
救援队立刻前往抢救遇难船只。?
6) born/borne
born既可用作表语, 又可用作定语, borne用于完成时构成谓语。?
[举例] He was born in Japan in 1973.?
他于1973年出生于日本。?
She is a born singer.?
她是个天生的歌唱家。?
She has borne two boys.?
她已经生了两个男孩。?
7) burned/burnt
burned强调燃烧的动作, burnt强调状态或结果, 还可用作定语。?
[举例] A lot of people were burned in the big fire.?
很多人在那场大火中被烧死了。?
Oil is burnt in cars.汽车用汽油作燃料。?
The burnt people are being treated in hospital.?
烧伤的人们正在住院接受治疗。?
8) sunk/sunken
sunk用作表语, sunken用作定语。?
[举例] The ship of Titanic was sunk forever.?
泰坦尼克永久地沉没了。?
The sunken boat could never be found.?
那艘沉船再也没有找到。?
9) melted/molten
melted用作表语, molten用作定语。?
[举例] The ice in the river is melted.?
河里的冰融化了。
The molten steel looks like water.?
熔化了的钢看上去像水一样。?
必修五 Unit 1 Great scientists
Grammar
主备人：
用案人：
授课时间：____________
总第 课时
教学目标
Enlarge students’ to learn something about To-infinitive and Bare infinitive
Let them know the functions of To-infinitive and Bare infinitive
重点
Try to use To-infinitive and Bare infinitive
难点
How to make them to use To-infinitive and Bare infinitive correctly
教法及教具
Talking , Practising
教
学
过
程
教 学 内 容
个案调整
教师主导活动
学生主体
活动

Step 1 Introduction
动词不定式的形式：
1.一般式：表示的动作通常与主要的谓语动作同时或几乎同时发生，或是在它之后发生.
（not）to do（主动） to be done（被动）
e.g.: I am glad to see you. The house needs to be cleaned.
2.进行式：表示谓语的动作或情况发生时，不定式表示的动作正在进行.
to be doing（主动）
e.g.: He pretended to be reading when I came in.
3.完成式：表示不定式的动作发生在谓语动作之前或表动作发生在过去并且已完成。
to have done （主动） to have been done（被动）
e.g.: I’m sorry to have lost your key.
It has been an honor for me to have been invited to your country.
4.完成进行式：表示不定式的动作在谓语动作之前发生并一直进行着.
to have been doing（主动）
e.g.: He was said to have been living in London for 20 years.
主动式
被动式
一般式
to do
to be done
进行式
to be doing
无
完成式
to have done
to have been done
完成进行式
to have been doing
无
不定式的常见结构:
1.用作独立成分. 有一些不定式短语可以用作状语修饰整个句子，也可被称为插入语.
e.g.: To be honest, we are not sure to work out the problem.
To be frank, I don’t agree with you.
to tell you truth说老实话 to begin with首先
to say nothing of姑且不说 to be sure诚然，固然
to make a long story short长话短说 to be brief简言之 to conclude总而言之
2.疑问词+不定式结构
疑问词who, what, which, when, where, how, why 后加动词不定式构成不定式短语，它在句中作主语、宾语和表语.
e.g.: How to solve the problem is very important.He didn’t know what to say.
My question is when to start.
3.不定式的复合结构，即It is+形容词+for/of sb.+不定式
在“It is+形容词+of sb.+不定式”的结构中，形容词往往表示人物的性格和特征，如：kind, silly, good, clever, wrong, right, foolish, careless, impolite, honest, bad等.
e.g.: It is kind of you to think so much of me. It is foolish of you to say that.
在“It is+形容词+for sb.+不定式”的结构中，形容词往往表示事物的性质,如:important, possible, impossible, necessary, difficult, hard, reasonable等.
e.g.: It is necessary for you to complete the program on time.
It is hard for him to get rid of his bad habits.
Bare infinitive
不定式的特殊用法:
1.在had better, had best, would rather, would rather…than, would sooner, cannot but, cannot help but, why not等结构后直接跟动词原形或“not+动词原形”.
e.g.: You’d better listen to your teacher’s opinion.
He cannot but move to another street.
We cannot help but admire his courage.
He always prefers to ride a bicycle rather than ride on a crowded bus.
2.两个不定式由and, or, except, but, whether等并列使用时, 为了避免重复，后面的不定式符号to可省略.
e.g.: The little girl hardly knew whether to laugh or cry.
Can you help me to call him and ask him to attend the meeting ?
3.不定式符号的单独使用。为了避免重复上文中出现过的动词，可以用不定式符号to来代替上文中出现过的不定式结构.
(1)在助动词或情态动词之后，如be going to, used to, have to, ought to, be able to, be about to等。
e.g.: She has to go, but you don’t have to (go).
(2)在want, decide, like, love, hope, wish, mean, refuse, try等动词之后.
e.g.: You may go with them if you hope to (go).
(3)在作宾语补足语的ask, tell, order, advise, persuade, warn, wish, permit, allow等动词之后.
e.g.: Don’t do anything unless your father tells you to (do).
(4)在对话的答语中的happy, glad, anxious, willing, ready, pleased, afraid等形容词之后.
e.g.: -Will you lend me a hand?
-I’m willing to (lend you a hand).

板
书
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教
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札
记
必修五 Unit 1 Great scientists
Language points
1. attend v.
to be present at; go to 出席，参加
He decided to attend the meeting himself.
to give one’s attention; listen 注意，倾听(常跟to连用)
Are you attending to what is being said?
to look after; serve 照顾，护理
I have a good doctor attending me.
(4) to go with 伴随，陪伴
Danger attended everything he did. 他做的每一件事都带有危险。
attendance n.照顾：出席人数
There is a doctor in attendance. 有一位医生照顾。
There was a large attendance at the concert. 音乐会听众很多。
2 ease v.
(1) to free from pain, worry 减轻；缓和
The doctor gave him some painkillers to ease the pain.
The relationship between the two countries has eased.
(2) to relax 放松
It’s time for your father to ease up on his work a bit. He’s getting old.
n. the condition of being comfortable 舒适;
freedom from difficulty, or hardship不费力
a life of ease 舒适的生活
with ease 毫不费力地，轻而易举地
to jump over with ease 很容易跳过去
He passed the examination with ease.
3. expose v.
to make visible 暴露
New fashions are exposing more and more of the body.
与to连用
He exposes his skin to the sun.
to reveal the guilt or wrong doing of 揭露
He exposed their plot. 他揭露了他们的阴谋。
The crime of the corrupt officials must be exposed without any reserve.
对贪官污吏的罪行一定要毫无保留地予以揭发。
4. every time ：连词，引导时间状语从句，后省略when；类似的还有 immediately，the moment，directly, instantly.
Every time I meet him, I always think of the things happening between us.
I will give the report to him immediately I see him.
I came directly I got your message.
5. outbreak n.
(1)a sudden increase 突然发生
Police quelled the outbreak of violence.
(2) a sudden eruption; an outburst 突然爆发
There has been an outbreak of measles on town.
6. control v. & n.
(1) v. to have power over, rule, direct 统治；控制
The government tries its best to control prices. 政府努力控制物价。
He cannot control his anger. 他无法抑制自己的愤怒情绪。
(2) n. 控制；统治；掌握
①lose control of / be (go) out of control 失去控制
The diver lost control of his car and it knock into a tree. 司机失去控制,车撞到树上。
The car was out of control and ran into a wall. 车失去控制,撞到了墙上。
Mr Brown is in control of the money. 布朗先生管理钱财。
③under the control of 被…控制着
The money is under the control of Mr Brown. 钱由布朗先生掌管。
7. reason / cause
reason用来解释某种现象或结果的理由，后接 for sth./ doing sth.;
cause 指造成某一事实或现象的直接原因，后接 of sth./ doing sth.。如：
The reason why she was late is that she didn’t get up on time.
The cause of the fire is unknown.
8. suggest vt.
(1) to offer for consideration or action; propose （常与that连用）提议；提出；建议。如：
I suggested that we should travel by train.
(2) to make evident indirectly; intimate or imply 暗示；显出。如：
It suggested that you did not catch the 8 o’clock train, but you caught the 8:25 train.
(3) suggest后跟从句时，如果表示建议的语气，其后要用虚拟语气。若表示暗示或表明时，不用虚拟语气。
9. absorb vt. & vi.
(1) to take or suck in (liquids) 吸收 absorb…into…
A sponge absorbs water.海绵吸水。
The big company has gradually absorbed these small companies into its own organization.
这家大公司渐渐把这些小公司吞并了。
(2) to take in (knowledge, ideas) 专心于
The little girl was absorbed in reading a tale. 这个小姑娘正在全神贯注地阅读一篇故事。
10. severe adj.
(1) so serious; so bad （人；纪律）严厉的；严格的
I think you are too severe on the boy. 我认为你对那个孩子太严厉。
His severe looks frightened me. 他的严厉表情使我恐慌。
(2) very harmful or painful; serious or uncomfortable （疼痛）剧烈的
SARS—severe acute respiratory syndrome （严重的、急性的呼吸道综合病）
He has a severe pain in his leg. 他的腿痛得厉害。
be severe with—be strict with 对…要求严格
He is severe with himself. 他严格要求自己。
11. especially adv.
(1) to an extent or degree deserving of special emphasis 特别；格外。如：
I love Italy, especially in summer.
There is one part of the country with an especially large Indian population. That is southwest.
(2) particularly 专门。如：
This crown was made especially for the King.
(3) 辨析specially与especially
specially意为“非一般的，非广泛的”，主要含义为专门；
especially意为“特殊，特别”。指的是非普通，非寻常的，主要解释为尤其。如：
I came here specially to see you.
It has been especially hot today.
12. It seemed the water was to blame. 看来水是罪魁祸首。
be+动词不定式，可表示该做或不该做的事情，相当于must, should, ought to等。
You are not to drop litter in this park.
13. in addition (to) 此外（还）
In addition, the course also provides practical experience.
此外，这门课程还提供了实践的经验。
We saw a Mickey Mouse cartoon in addition to the cowboy movie.
我们除了西部牛仔还看了一个米老鼠动画片。
14. link…to… 把…与…连接；联系
Fingerprints linked the suspect to the crime. 指纹证实了嫌疑犯的犯罪行为。
15. announce v.
(1) to make known publicly 发表、告知、宣布…
The government announced its new economic policies. 政府封闭了新的经济政策。
(2) to state in a loud voice 宣布（客人的名字、到达等）
His servant announced Mr. and Mrs. White. 他的仆人通报怀特夫妇驾临。
(3) to make clearly known （）事情显示…
Warm sunshine announces the coming of spring. 温暖的阳光预示春天即将来到。
16. deal with
(1) 意为“处理”。如：
I don’t know how to deal with the problem.
At the beginning of this term, we will have many difficulties to deal with.
(2) 辨析deal with 与do with
两个词组都有“处置”的意思。
do with常与连接代词what连用，表示（怎样）处理，安排；和can等连用，表示“有……就行了”，“凑合用”；和can’t连用，表示“受不了”“不能”“不便”；和have to连用表示“有关系”。如：
I can’t remember what I did with my purse.
Can you do with a five-pound note?
I can’t do with him and his temper.
Hw has to do with all sorts of people.
deal with 常与连接副词how连用,表示“对付”“处理”“安排”“讨论”“涉及”等。如：
I don’t know how to deal with these bad children.
I’m used to dealing with matters of this sort.
This book deals with questions of Political Economy.
17. apart from (Page 4)
without considering, besides, except for 除……以外
Apart from them, I had no one to talk to.
Apart from that, all goes well.
as well as
Apart from being too large, the hat doesn’t suit me.
除了太大以外, 这顶帽子我戴也不合适。
Assignments
1. Revise the vocabulary.
2. Do Exx 1—3 in “Discovering useful words and expressions”.
3. Preview “Discovering useful structures”.
必修五 Unit 1 Great scientists
Language points
I. key words and expressions
1. characteristic adj＆n
1) adj 典型的 独特的 独有的 →adv characteristically
Eg: She spoke with characteristic enthusiasm. 她说话带有特有的热情。
Characteristically, Helen paid for everyone. 海伦按照惯常的做法为每个人付了费。
2）n 特征，特点， 品质
Eg: The need to communicate is a key characteristic of human society. 需要交际是人类社会的一个重要特征。
Personal characteristics, such as age and sex are taken into account. 个人的特征，如年龄和性别等都要考虑进去。
【拓展】characterize/characterise v以…为典型；使具有特点
characterization/characterisation n 刻画，描绘，塑造
2. put forward
1) We’ve decided to put the party forward by one week. 把。。。提前
2) Remember to put your clocks forward 拨快，向前拨
3)____________________________________? 你后悔在会议上提出那个建议吗？
【拓展】回顾复习相关短语如：put up/ put on/ put off/ put out/ put away
3. conclude v
1) 得出结论，推断出
Eg: What can you conclude from the matter? 从这件事中你能得出什么结论？
It was concluded that he was not the person to rely on. 结论是他不是可以信赖的人。
2) (使) 结束，终止
Eg: He concluded by wishing everyone happy and healthy.
【拓展】conclusion n 结论
得出结论 draw/make/come to/arrive at/lead to conclusions
in conclusion: 最后
4. defeat v＆n 击败，战败，失败，挫败
Eg: They defeated their rivals by 2 goals. 他们以2个进球击败了对手。
短语：a narrow/heavy defeat 惜败，惨败
admit defeat 认输 a __________ army 败军
【考点聚焦】 1）defeat，beat与win作“打败”解时的区别:
beat与defeat的宾语通常多为“人”；win后的宾语多用game，war，prize等词(注意win的宾语不能是人)。
5. attend v
1) 出席，参加, 去。。。
Eg: 参加婚礼/葬礼… attend a wedding/a funeral/school/church/a meeting/a lecture
2) attend to sb/sth 处理,对付；照料，关怀，护理
Eg:__________________________________________ 我有些重要的事情要处理。
Three nurses are attending (to) the old man.
【拓展】attendance n 到场，出席（人数）
6. expose v → n ____________
1) 暴露，显露 expose sth to …
Eg: Potatoes turn green when _________ ______ light.
He did not want to expose his fears to anyone.
2) 使面临、遭遇(危险或不快)expose sb/sth to …
Eg: Don’t expose babies to strong sunlight.
3) 揭露，揭穿
Eg: She is exposed as a liar and fraud. 她说谎和欺骗的面目被揭穿了。
理解expose在以下语境中的含义：
4) Some children are never exposed to classical music. （使）接触，体验
5) You can’t expose undeveloped film to light. 曝光
7. cure v＆n 治愈；痊愈；治疗
1) v: cure sth/ cure sb (of sth)
Eg: The deadly disease can not be cured.
Fortunately, doctors have found a way to cure him (of his illness).
2) n: cure for sth
Eg: There is no known cure for the deadly disease but it can be treated.
这种致命的疾病尚没有明确的治愈方法但可以医治。
【考点聚焦】 1）辨析cure和treat：
cure意为“治愈”，侧重结果；可构成cure sb.　of sth.句型；treat意为“治疗”，强调动作；常用treat sb 结构。
8. challenge v＆n
1) A 对…怀疑（质疑），拒绝接受
Eg: Copernicus’ discovery challenged the traditional beliefs.
She doesn’t like anyone to challenge her authority.
B 挑战
The opposition leader challenged the prime minister to call on an election. 反对党领袖要求首相宣布进行大选。
2) n 挑战，艰巨任务
an exciting/interesting challenge;
face/meet/accept/take up a challenge 面临、迎接、接受挑战
【拓展】challenging 挑战性的，考研能力的；引起争论的，不赞同的
challenging questions/work 挑战性的问题、工作
a challenging look 质疑的表情（眼光）
9. absorb vt → n absorption
1) 吸收，吸取，吸入
Eg: This cream can be absorbed easily.这种乳霜比较容易吸收。
2) 理解，掌握
Eg: It’s really hard to absorb the points all at once. 一次全掌握起这些点并不容易。
3) 吸引全部注意力，使全神贯注 absorb sb (in sth)
Eg: Totally ___________ ______ the book（完全沉浸在书中）, he almost ran into the car in front of him.
【拓展】类似的结构还有：
be buried in; be lost in (专注于); be occupied/engaged in (忙于)
10. suspect vt＆n
1) A. vt 觉得（尤指坏事可能要发生）；怀疑
Eg: Suspecting nothing, he walked right into the trap. 他毫无觉查，径直走入了陷阱。
He always suspected that some one was following him.
B. 怀疑(某人某事) suspect sb of sth
Eg: ___________________________________________.(他被怀疑考试中作弊)
2) n 嫌疑犯，嫌疑人
Eg: He is the prime suspect in the case. 他是该案件的首要嫌疑人。
11. blame vt＆n
1）be to blame for sth (对坏事)负有责任
Eg: Which driver was to blame for the accident? 哪位司机是此次事故的肇事者？
2) blame sth on sb/sth 把…归咎于…
Police blamed the accident on dangerous driving. 警方把事故归因于危险驾驶。
3) blame sb for sth 因为…而责怪、指责某人
Police blamed the drunk driver for the accident.
4）put/lay the blame on sb for sth 把…归咎于…
12. handle vt＆n
1) vt. deal with 处理，应付
Eg: We all have to learn to handle stress.我们都得学会调节压力。
2) n. 把手，拉手 turn the handle 转动把手
13. link vt＆n
1) link A to/with B; link A and B (together)
(1) 把A和B联系起来 (表具体的连接)
Eg: The camera is linked to a computer.
(2) 和…相连，有关（更多表抽象含义）
Eg: Skin cancer is closely linked to too much sunlight.
The two problems are _________ ____________. (直接相关)
2) n. 联系，连接 link between A and B
Police suspect that there is a link between the two murders.
14. instruct v 指示，命令，吩咐; 教授，传授；通知
Eg: The soldiers were instructed to build a high wall in defence of the city.
The emperor instructed that the work should be finished in advance.
All the students have been instructed in first aid.
We have been instructed that our new term will start from August 8th.
【拓展】instructions 用法说明，操作指南；命令，吩咐
follow the instructions _________________
carry out sb’s instructions __________________
15. contribute v
contribute (…) to …捐献、贡献；有助于，促成，导致；投稿
He contributed 5 dollars to the charity each payday. 捐献，贡献
________________________________________ 充足的新鲜空气有助于身体健康
I make most of my money by writing books but I do contribute to magazines sometimes. 投稿
【拓展】n contribution
make a contribution to 捐款；做贡献；促成
相关的短语：devote …to…; lead to;
【考点聚焦】 Eating too much fat can _____ heart disease and cause high blood pressure. A. stick to B. attend to C. contribute to D. devote to
16. apart from prep

17. make sense
1) 讲得通，有道理，有意义; 也可以说 make no sense, make any sense
Eg: His sentence doesn’t make any sense.
2) 明智的，合乎情理的
Eg: It makes sense to go there by air instead of by train.
【拓展】
1)make sense of 理解，弄懂（难懂的事物）
Eg: Can you make sense of his poem?
2) sense 常用短语
a sense of humor/achievement/business/direction …
in a sense 从某种意义上说
3）sense vt
_______________ __________; they started to run. 觉察出危险，他们撒腿就跑。
I can sense that she doesn’t believe me. 我能觉察出她不相信我。
18. reject v
1) 拒绝接受，不予考虑（论点，想法，计划等）
Eg: reject an argument/a claim/a decision/an offer/a suggestion
The prime minister rejected any idea of reforming the system.
2) 拒收，拒绝接纳
Eg: I’ve been rejected by all the universities I applied for. 所有我申请的大学都没有录取我 。
【拓展】区分reject和refuse
两者的名词形式分别为rejection和refusal
其后面都可以直接用名词做宾语，如refuse invitations; reject suggestions
refuse to do而reject后则不接不定式
II. Reading
1. Discuss in small groups the stages in setting out a new scientific idea.
1) 出发，动身，启程
Eg: They plan to set out at 5 p.m. for the airport.
2) 开始工作，展开任务
Eg: She set out to break the world record.
3) set sth out / set out sth （有条理地）陈述阐明
Eg: She set out her reasons for rejecting their offer.
2. Next, John Snow looked into the source of the water for these two streets.
look into sth 调查 审查
Eg: A working party has been set up to look into the problem.
look into one’s eyes/face 直视…
Eg: I dare not look into her eyes fearing that she may see through me.
3. To prevent this from happening again, John Snow suggested that the source of all the water supplies be examined.
examine: A. 检查； B. 诊察；体检 C. 测试
Eg: examine the goods for damage 检查货物是否有破损
The doctor examined her but could find nothing wrong. ___________
The students will be examined in all subjects at the end of term. ___________
【拓展】
1) n examination 常用短语：体检 a medical examination
2) 区分examine, check 和 test
examine: 侧重看人或事物是否存在问题
Eg: All the luggage is to be examined when you enter the customs.
check: 检查,核对,核实; 侧重看前后数量等是否一致,也常用于判断事物的正误、有无或
?是否正常等。
Eg: You'd better check your answers before you hand in your paper.
test: 测验,试验, 侧重看质量、水平等是否过关
Eg: All the new cars must be tested before being put into market.
另: 在表示“考试、测验”含义时, test 指小测验, 而examine则表示阶段性测验。
4. Only if you put the sun there did the movements of the other planets in the sky made sense.
此处only修饰if引导的状语从句，可以译为“只有…条件下；只有在…的时候”，当位于句首时，引起倒装。
Eg: Only if the case is urgent could you call the doctor in the middle of the night.
I will go home only if you go with me.
【拓展】区分only if 和 if only
注意if only 中核心词是if, if only 只是if从句的一种强化形式，但需要注意的是if only 更多用在虚拟条件句中，表示强烈的愿望或遗憾，译为“但愿、要是…该多好啊”如：If only she could have lived a little longer.
【考点聚焦】
----- Look at these black clouds. It ______ soon.
---- Sure. If only we ___out.
A. is raining; didn’t come B. is to rain; won’t start
C. will rain; haven’t start D. is going to rain; hadn’t come
必修五 Unit 1 Great scientists
Language points
词汇详解：
一.?词语辨析?
1). character/characteristic n.
【解释】
character 性格，品质 （本身具有的）；角色，人物；字体，字符
characteristic 特点，特征（区别于其他事物）
【练习】选择character 或characteristic 并用其适当的形式填空
He proved himself true gentleman and the beauty of his _______ was seen at its best when he worked with others.
People living in the city are different from those in the countryside in _________ .
What are the __________that distinguish the Chinese from the Japanese?
Chinese __________ attract a great number of foreigners all over the world.
The main purpose of a play is to let the ________ speak for themselves as much as possible.
Keys: 1) character 2) character 3) characteristics 4) character 5) character
2). examine/ check /test 检查
【解释】
examine仔细察看或观察（以了解情况或是否有问题或毛病）
check检查 （含有“校对”或“找错”的意思）
test 检查，检测（以某种手段来试一试某人或某物是否达到了一定的标准）
【练习】选择 check , examine 或 test，并用其适当的形式填空
1）I was being _______ for a driving license for the third time.
2）The doctor _________ him carefully.
3）The interviewer always _______ her facts before sending them to the editor.
Keys: 1) tested 2) examined 3) checks
3) cure/ treat 治疗，
【解释】
cure 表示治愈的结果
treat 表示治疗的过程
【练习】选择cure 或treat 并用其适当的形式填空
1) After being ________ for such a long time, the wound ___________ at last.
Keys: 1) treated; cured
4) blame/scold 责备
【解释】
blame 责备；谴责； 归咎于强调对某种可以解释的失误或不良行为的谴责或惩罚：
scold 斥责”、“责骂”指大声呵斥，责备，唠唠叨叨地说，常用于长辈对晚辈
【练习】
1）Don't _______ it on him, but on me.
2）The parents ______ the naughty boy and asked him to leave the home at once.
Keys: 1) blame 2) scolded
5) reject /refuse 拒绝
【解释】
reject 后接名词，（含对被抛弃的东西不屑一顾）
refuse 后接名词，动名词 ，可表“谢绝”
【练习】选择refuse 或reject 并用其适当的形式填空
1）The Christian Church ________ his theory, saying it was against God’s idea.
2）I can’t stand working with Jane in the same office. She just ________to stop talking while she works.
Keys: 1) rejected 2) refuses
二． 词性变化
science n，科学
scientific adj.科学的
scientist n.科学家
announce v．宣布
announcement n.宣布
announcer n，广播员，告知者
instruct v.．指导，命令
instruction n.指导，指示
instructive adj.有益的，教育性的
enthusiastic adj.热心的，热情的
enthusiasm n.狂热，热心
enthusiast n.热心家，狂热者
valuable adj.有价值的
value n. 价值
value v. 估价, 评价
【练习】根据句子结构，用括号内所提供词的适当形式填空
1) The _________ took a very ________ approach to _________.(science)
2) The ______ make a(n) ________ that all the details should _______ through the broadcast.(announce)
3) It is ______ and easy for the children to read some masterpieces with the _______ at the bottom of each
page.(instruct)
4) “You don’t seem very ______ about the idea.” “I don’t mind,” she said, without much ______.(enthusiasm)
5) There is no any criterion to ______ whether it is _______ information. (value)
keys: 1) scientist; scientific; science 2) announcer; announcement; be announced 3) instructive;instructions
4) enthusiastic; enthusiasm 5) value;valuable
Ⅲ 重点词汇
1. conclude vi.终结； 结束; 推断； 决定
[典例]
1）The meeting concluded at ten o'clock.
会议于十点钟结束。
2）It is hard to conclude.
这很难断定。
[重点用法]
conclusion n. 结束,结论
make／draw／reach／come to／arrive at a conclusion下结论，得出结论；
bring sth. to a conclusion使…结束；
in conclusion作为结论，最后；
[练习]
汉译英
我们推定蓝队无法按时抵达目的地。
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我们认定他并没有告诉我们实情，也就是他在撒谎。
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Keys:1) We concluded that the blue team could not reach the destination on time.
2) We concluded that he didn’t tell us the truth. That is, he was lying.
2. attend v.
1)注意；留意；处理(与to连用)=do with
2) 出席；到场：
3)照看；照料：=take care; look after
[典例]
1）We'll attend to the problem later．
稍后我们将关注那个问题。
2）Which doctor is attending you?
哪一个医生为你看病?
[重点用法]
attendance n． 出席，出席的人数，伺候，照料
attend school上学
attend a lecture/meeting听讲座/出席会议
attend a wedding/ceremony出席婚礼‘/参加典礼
[练习]
汉译英
他们在我们不在时管理事务。
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2) 他在这个领域很出名，今晚会有成千上万的敬仰者参加他的讲座。
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Keys: 1) They attended our affairs during our absence.
2) He is famous in this field, and tens of thousands of fans will attend his lecture this evening.
3. expose vt.
1)使暴露, 显露 2)曝光 3)揭露
[重点用法]
exposure n．(在日光、风雨、危险中)暴露，暴晒(后接to + n．)；(摄影的)曝光
be exposed to ….置身于……;暴露于…
[典例]
1）A real artist can always expose his students to good art and music
称职的艺术家总能使学生接触美好的艺术和音乐
2）This film has been exposed.
这片子已经感光。
3）He exposed the plan to the newspapers.
他向几家报纸透露了这个计划。
4）Exposure to the cold wind left my lips feeling dry．
我暴露在寒风中，觉得嘴唇干裂。
5）As a journalist in the war, she was exposed to many dangers.
作为战地记者,她置身于多种危险中.
[练习]
用expose的恰当形式填空。
1）The soil was washed away by the flood，_____________bare rock．
2）The baby was left ____________the wind and rain．
3）The _____________of the plot against the President probably saved his life．
Keys: 1) exposing 2) exposed to 3) exposure
4. absorb
1) 吸收 2)使(精神)贯注 3)占用(时间)
[重点用法]
be absorbed in 全神贯注于;热衷于;
absorb one’s attention吸引某人注意力
[典例]
1）The equipment can absorb moisture from the air
这一设备能从空中吸收水分
2）He is absorbed in study.
他专心读书。
3）This job absorbs all of my time.
这件工作占用了我的全部时间。
[练习]
汉译英
颜色丰富的东西总能轻易地吸引孩子们的注意力。
________________________________________________________________________________这双新鞋特别设计了吸收能量的作用。
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Keys: 1) Things in colour can often absorb children’s attention easily.
2) The new shoes are specially designed to absorb the energy.
5. blame vt．责备；谴责；归咎于；
n．责怪；(过失、过错等)责任
[典例]
1)The careless driver is to blame for the traffic accident happening yesterday．
那个粗心的司机该为昨天发生的交通事故负责。
2) Who is to blame for the failure?
谁该为这次的失败负责?
3) The student blamed the teacher for his failure．
学生因失败而怪老师。
[重点用法]
blame sb．for(doing)sth． 因(做)某事而指责某人
blame sth．on sb． 因某事而指责某人
sb．be to blame for(doing)sth． 因(做)某事某人应该受到谴责；
注意: be to blame 应负责 (无被动形式)。
[练习]
汉译英
1）看来霍乱的流行要归罪于饮用水了.
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2）这件事谁也不能怨.
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3）他指责你玩忽职守.
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Keys: 1) It seemed that the water was to blame.
2) Nobody is to blame for it.
3) He blames you for neglect of duty.
6. instruct vt教导; 指示
[典例]
1）Miss Liu instructed a class in math last year.
刘老师去年给一个班学生上数学课.
2）The volunteers often go to an orphan home to instruct orphans. in English
这些志愿者经常去孤儿之家去教他们英语.
3）He was instructed when to start through the email.
他从邮件中得到出发时间的通知
4）He was instructed to sail for New York.
他奉命前往纽约。
[重点用法]
instruct sb.( in sth.) 教, 教导,传授技能
instruct sb. to do; instruct wh-命令, 指示,
instruct that-clause通知
[练习]
汉译英
1）老职工对青年职工言传身教.
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2）同时要求孩子们放学后留在教室里.
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Keys: 1) The old workers instruct the young workers not only in words, but by deeds.
2)The children were also instructed not to leave the classroom after class.
7. contribute vi．&vt．捐助，捐献，贡献；投稿
[典例]
1）He contributed to the church．
他向教会捐款。
2）He often contributes to this newspaper．
他经常向这家报社投稿。
3）Cigarette smoking is a major factor contributing to cancer．
吸烟是导致癌症的主要因素。
[重点用法]
contribution. n. 捐献，贡献；投稿
contribute…to …向……捐献(投稿)
contribute to…促成，起作用，有助于
make a contribution to／towards向……捐赠；对…作出贡献
注意: 以上短语中to为介词；
[练习]
用contribute的恰当形式或短语填空。
1) Everyone is encouraged to ___________ the discussion.
2) Her work has ___________ our understanding of this difficult subject.
3) She has __________ poems to literary magazines．
Keys: 1) contribute to 2) contributed to 3) contributed
四 重点词组
1．put forward 提出(建议等)；推荐某人或自己任职位；提名
[典例]
1）He put forward a new plan yesterday．
他昨天提出一个新计划。
2）May I put your name forward as a possible chairman of the committee?
我能否提名你当委员会主席?
[短语归纳]
put on穿上；增加 put on performances演出
put an end to结束；终止 put off推迟；延期；
put one's heart into全神贯注于 put down写下
put out生产；扑灭 put back放回；送回
put up举起；张贴
[练习]
用put构成的短语填空:
1)You can take anything from the shelf，but please _______ the books when you've finished with them．
2)He often _______ some useful advice.
Keys: 1) put back 2) puts forward
2．apart from 除……之外;另外
[典例]
1）Apart from a few faults，he is a perfect teacher．
除了几个缺点之外，他是一个很好的老师。
2）Apart from the cost，the dress doesn't suit me．
姑且不论价格，这件礼服也不适合我穿。
[短语归纳]
in addition to除……之外(还有,包括在内)
besides 除……之外(还有,包括在内)
except (for)除……之外除……之外(还有,不包括在内)
except that 除了…除……之外(还有,不包括在内)
[练习]
选择以上短语填空。
As a senior student, we study other subjects _________ English.
Your article is well written ________ some spelling mistakes.
Keys: 1) besides/ in addition to/apart from 2) except for
make sense讲得通；有意义
[典例]
What he says makes sense．
他说的有道理。
Can you make sense of this poem?
你能明白这首诗的含义吗?
What you say is true in a sense．
你所说的在某种意义上是真实的。
[短语归纳]
make no sense讲不通；无意义 make sense of 了解,明白
in a sense就某种意义而言；在某种意义上
[练习]
汉译英
老师试了许多次，但这个长句依然讲不通。
________________________________________________________________________________
从某种意义上说，这部影片富含意义。
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Keys: 1) The teacher tried many times, but the long sentence still could not make sense.
2) The film is full of meaning in a sense.
五． 重点句子
1. So many thousands of terrified people died every time there was an outbreak.
每次瘟疫爆发，数以千计的人们在恐惧中死去．
[解释]
every time可作连词使用，引导时间状语从句，意为“每次，每当”immediately，the moment，directly，instantly等都可以作连词引导时间状语从句，意为“一……就……”
[典例]
1）Every time I meet him，I always think of the things happened between us．
每次见到他，我就想起发生在我们之间的事情。
2）Immediately he saw the message, he knew he misunderstood his best friend.
一见到纸条，他就知道他误会了他最好的朋友。
[练习]
汉译英
１）每次我去找他，他都在专心看书．
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２）我一见到她就把这本书给了她。
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３）我一见到他就把这封信给他。
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４）我一接到你的信就来了。
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Keys: 1) Every time I went to see him, he was absorbed in reading.
2) I gave the book to her the moment I saw her．
3) I will give the letter to him immediately I see him．
4) I came directly I got the letter． ．

2. Only if you put the sun there did the movements of the other planets in the sky make sense.
只有当你把太阳放在中心位置上，天空中其他行星的运动才能说的清楚．
[解释]
Only 引导的状语放在句首，句子需用半倒装．
［练习］
汉译英
１) 只有用这种方法，你才能轻松地解决这个问题．
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２) 就在你失去它的时候，你才会懂得时间的宝贵．
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Keys: 1) Only in this way, can you deal with the problem easily.
2) Only when you lost it, will you understand how valuable the time is.
3. He placed a fixed sun at the centre of the solar system with the planets going round it …..
他把太阳固定在太阳系的中心位置上，而行星则围绕着太阳转．
[解释]
with + 宾语+ v. –ing / v. –ed / to do / adj. / adv. / prep. phrases构成的复合结构在句中通常作为状语，表示背景情况，为方式，原因或条件等．
［典例］
1）With the old man leading the way, we started towards the forest.
在老者的带路下，我们向森林进发。
2）She ran and ran with beads of sweat running down her face.
她不停地奔跑，汗珠顺着脸颊流下来。
[练习]
汉译英
老师微笑地走进教室，身后还跟着一群小朋友．
________________________________________________________________________________
随着考试的结束，我们的假期开始了．
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Keys: 1) With a group of children following, the teacher came into the classroom with smile.
2) With the test finished, we began our holiday.
六．课文佳句背诵与仿写?
1【原句】John Snow was a well-known doctor in Landon－( and he was) so famous, indeed (插入语), that he attended Queen Victoria to ease the birth of her babies.
[模仿要点]两个简单句合并成一句，很好地运用了插入语和符号来压缩句子。
【模仿1】. 张老师是个热心的老师，他那么善良我想当他的学生生病时他一定乐意帮助他们的。
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答案：Mr. Zhang is a warm-hearted teacher in our school—so kind, I think/ I believe/ I suppose/ I dare say (插入语), that he is sure to help his students when they are ill.
【模仿2】李平是我们班一位用功的学生。他那么勤奋我想晚上不到11点他不会上床睡觉的。
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答案：Li Ping is a hard-working boy in my class－so diligent, I suppose, that he never goes to bed until 11 at night.
2【原句】Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the centre of the solar system.
[模仿要点] 冒号加that从句
【模仿1】虽然她不相信别人说的话，可她所收集的证据得出这样的结论：她的男朋友骗了她。
________________________________________________________________________________
答案：Though she didn’t believe what other people said, the evidences that she collected led to the conclusion: that her boy friend cheated her.
【模仿2】尽管他很聪明，但他不勤奋。他这学期所经历的失败得出这样的结论：不劳不获
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答案：Though he was very clever，he didn’t work hard and all his failure ( that she experienced) this term led to the conclusion: that no pains no gains.
3【原句】He placed a fixed sun at the centre of the solar system with the planets going round it and only the moon still going round the earth.
[模仿要点] 句子结构：with 的复合结构作定语修饰前面的名词。
【模仿1】当你步入校园，在你面前是一个种着各种花草的大花坛。在花坛的两边是两个高大的楼房：左边是教学楼，右边是图书馆。
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答案：When you enter the school, you can see in front of you a big flower bed with various kinds of flowers and grass growing in it and with two large buildings standing on both sides— the library on your right and the teaching building on your left.
【模仿2】 井底之蛙，永远看不到天空的广阔，“好男儿志在四方”，让我们踏歌而行，看高高的灯塔照亮我们远航的路。（with 结构作状语）
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The frog at the bottom of the well is always blind to the extension of the sky. “Ambitious men aims far.” Let's get started, with the tall lighthouse guiding our long voyage, and with the voice of singing accompanying.
必修五 Unit 1 Great scientists
Language points
1. characteristic
① n. a quality or feature of sth. or someone that is typical of them and easy to recognize.特征；特性 What characteristics distinguish the Americans from the Canadians.
② a. very typical of a particular thing or of someone’s character 典型性的
Such bluntness is characteristic of him.
Windy days are characteristic of March.
[辨析]characteristic与character
characteristic是可数名词，意为“与众不同的特征“
character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”
What you know about him isn’t his real character.
2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出
He put forward a new theory.
The foreigners have put forward a proposal for a joint venture.
An interesting suggestion for measuring the atmosphere around Mars has been put forward.
☆ put on穿上;戴上;增加 put out熄灭(灯);扑灭 (火)
put up with…忍受 put down写下来;放下； put off 耽误; 延期
put up建立; 建造; 举起; 粘贴
3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察
A computer analyses the photographs sent by the satellite.
The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.
Let’s analyze the problem and see what went wrong.
He analyzed the food and found that it contained poison.
We must try to analyze the causes of the strike.
☆ analysis n.分析，解析，分解
conclude: decide that sth. is true after considering al the information you have 得出结论；推论出
to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；
We concluded the meeting at 8 o’clock with a prayer.
From his appearance we may safely conclude that he is a heavy smoker.
What do you conclude from these facts?
We conclude to go out / that we would go out.
conclusion n.结论
arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusion
What conclusion did you come to / reach / draw / arrive at?
From these facts we can draw some conclusions about how the pyramids were built.
5. defeat
① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫
I’ve tried to solve the problem, but it defeats me!
Our team defeated theirs in the game.
② n.失败，输 failure to win or succeed
This means admitting defeat.
They have got six victories and two defeats.
[辨析]win, beat与defeat
① win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”
② beat “战胜”“击败”比赛中的对手，可与defeat互换
We beat / defeated their team by 10 scores.
They won the battle but lost many men.
The local ball team won the state championship by beating / defeating all the other teams.
I can easily beat /defeat him at golf.
He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.
6. expert
① n. someone who has a special skill or special knowledge of a subject专家，能手
an expert in psychology an agricultural expert
② a. having special skill or special knowledge of a subject熟练的，有专门技术的
an expert rider an expert job需专门知识的工作
He is expert in / at cooking.
7. attend vt. &vi 参加，注意，照料
① be present at参加attend a ceremony / lecture / a movie / school / class / a meeting
I shall be attending the meeting.
Please let me know if you are unable to attend the conference.
② attend to (on): to look after, care for, serve伺候, 照顾，看护
The queen had a good doctor attending on her.
Dr Smith attended her in hospital. 治疗
Are you being attended to?接待
Mother had to attend to her sick son.
③ attend to处理，注意倾听 attend to the matter
A nurse attends to his needs.
Can you attend to the matter immediately?
I may be late – I have got one or two things to attend to.
Excuse me, but I have an urgent matter to attend to.
[辨析]attend, join, join in与take part in
attend指参加会议、上课、上学、听报告等
join 指加入某组织、团体，成为其中一员
join in指加入某种活动；表示与某人一起做某事join sb. in sth.
take part in指参加正式的、有组织的活动，切在活动中起积极作用
Only 2 people attended the meeting.
He joined the Communist Youth League in 2007.
Will you join us in the game?
We often tale part in the after-class activities.
8. expose : to show sth. that is usually covered暴露
expose sth. to the light of day 把某事暴露于光天化日之下
I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.
He exposed his skin to the sun.他把皮肤暴露在阳光下.
The old man was left exposed to wind and rain.
When he smiled he exposed a set of perfect white teeth.
9. cure vt. & n. to make someone who is ill well agian治疗,痊愈
When I left the hospital I was completely cured.
①cure sb of a disease
When you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.
The only way to cure backache is to rest.
He will cure the pain in your shoulders
When I left the hospital I was completely cured.
The illness cannot be cured easily.
Although the boy was beyond cure, his parents tried to cure him of bad habits.
②a cure for a disease
Aspirin is said to be a wonderful cure for the pain.
There is still no cure for the common cold.
Is there a certain cure for cancer yet?
③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境
The prices are going up every day, but there is no cure for rising prices.
[辨析]cure与treat
cure主要指痊愈，强调的是结果
treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
They cured me of my influenza.
They treated me with a new drug.
10. control vt.& n.
vt.： to have power over, rule, direct 控制，支配，管理
He cannot control his feelings / anger.
You are trying to control me as though I were your slave.
The government tries its best to control prices.
be under the control of…; be in control of;
take/gain control of ; get / be out of control; lose control of; beyond control
George took /gained control of the business after his father died.
The car went out of control and crashed into the pole.
the head in control of the country
The driver lost control of his car and it knocked into a tree.
Mr. Brown is in control of the shop. / The shop is in the control of Mr. Brown.
This money is under control of Mr Brown.
Who’s in control of the project?
The fire has been brought under control.
11. suggest v. 建议；暗示；表明
① suggest+doing / sth. / that-clause
May suggested a picnic at the weekend.
What did you suggest to the headmaster?
I suggested leaving early for the airport.
She suggested that her father (should) give up smoking.
他建议我们参观长城。
He suggested to us a visit to the Great Wall.
He suggested us visiting the Great Wall.
He suggested that we (should) visit the Great Wall.
suggest (暗示，表明)+从句不用虚拟语气。
The smile on her face suggested that she agreed with me.
The look on his face suggested that he was happy.
His pale face suggested that he was seriously ill.
His work suggests that he is a careful man.
12. absorb
to take sth. in especially gradually吸收
Plants absorb carbon dioxide.
In cold climates, houses need to have walls that will absorb heat.
Paper that absorbs ink is called blotting paper（吸墨纸）.
The big company has gradually absorbed these small companies into its own organization.
② to understand facts or ideas completely and remember them
It’s hard to absorb so much information.
☆ be absorbed in = concentrate on专心于
He is absorbed in the research of Chinese history recently.
The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar. I was so absorbed in a book that I didn’t hear you call.
☆ absorb one’s attention
Chinese history absorbs his attention recently.
13. suspect: to think that something is probably true or likely, especially something bad
① vt. 怀疑，猜疑 n. 嫌疑犯，有嫌疑的人 adj.可疑的，靠不住的
suspect sb. of doing sth. 怀疑某人做…
She suspected him of taking her money.
以为，猜想
We suspected that he had finished doing his homework.
14. severe a.
① so serious, so bad 严厉的，苛刻的，严格的
Come on! Don’t be so severe with the children.
His report contains severe criticism of the company’s actions.
His severe looks frightened me.
②very harmful or painful, serious or uncomfortable（疼痛）剧烈，的严重的，
I was caught in a severe storm last night and couldn’t go back home in time.
He has such a severe illness that he has been in hospital.
I suffered a severe attack of toothache.
He had a severe pain in the leg.
15. foresee: to know that sth. is going to happen before it actually happens vt. 预见，预料
The method was used in ways that couldn’t have been foreseen by its inventors.
Few analysts foresaw that oil rice would rise so steeply.
No one could have foreseen things would turn at this way.
It’s impossible to foresee how life will work out.
16. blame v. 责备；谴责；把……归咎于 n. 过失；责备
blame sb. / sth. for sth.: to say or think that sb. or sth. is responsible for sth. bad
因…而指责
It’s not fair to blame me. It’s not my fault.
They blamed the secretary for the delay of the plan.
Many children are afraid of being blamed for making mistakes in speaking English.
② blame sth. on sb. / sth. 把……归咎于: be responsible for sth. bad
The police blamed the traffic accident on jack’s careless driving.
③ (be) to blame应受责备（主动表被动）；承担责任
The driver was not to blame for the traffic accident.
Which driver was to blame for the accident?
Either he or I am to blame.
Mr. Green stood up in defense of the 16-year-old boy, saying that he was not the one to blame.
Who is to blame for the fire?
④ take the blame承担责任to say that sth. is your fault
He is ready to take the blame for what had happened.
⑤ put the blame on怪在……身上
It’s no use blaming our defeat on him.
17. look into 调查，了解，研究，浏览，向…里看
We’ll look into the case as soon as possible.
But now the authority is looking into the cost of modifying all of its windows.
The building around the corner caught fire last night. The police are now looking into the matter.
look around; look after, look down upon; look for; look forward to; look like; look over浏览，过目一遍; look out; look through浏览，检查; look on; look up to;
18. handle vt. to deal with处理，买卖，操作 n. 把手，把柄
The children are so naughty that I can't handle them. 处理
This shop handles paper and stationery. 买卖
We don’t handle that sort of book. 买卖
How shall we handle the problem. 处理
Can you handle the situation at present? 处理
It has a free handle.活把手
He learnt how to handle the axe. 操作
19. link
① v. 连接，联系
The two towns are linked by a railway.
The new bridge will link the island to the mainland.
Television stations around the world are linked by satellites.
The new bridge will link the island to the mainland.
② n.
Researchers have detected a link between smoking and heart disease.
Is there a link between smoking and lung disease?
A lot of links fitted together form a chain.
link up (with)连接，结合;link…with /to把…与相连接
20. announce
① to make known publicly; to give information using a loudspeaker, esp. at an airport or railway station; to introduce a program on TV or radio
The news was announced by Radio Beijing.
Everyone was silent as he announced the winner of the competition.
The captain announced that the plane was going to land.
The government announced that they would build a new highway to the mountain.
The army announced a cease-fire.
The announcer announces three programs a week.
It has been announced that Mr. A and Miss B will be married next week.
② announcement
train approach announcement
He waited for the announcement of the result of the competition.
☆ make an announcement
21. instruct: to teach; to order
-- Who instructs your class in history? -- Mr Black. He is our instructor.
She instructed me in the use of this telephone.
I've been instructed to wait here until the lecturer arrives.
The doctor instructed me to stay in bed.
The old workers instruct us not only in words but deeds.
☆ instruction: detailed directions on procedure; an order; teaching
The boss gave me so many instructions at one time that I got muddled up.
We forgot to read the instructions. (an instruction book)
Under Berry’s instruction, I slowly mastered the art of glass blowing.
He gave us the instructions to finish the work as soon as possible.
Always read the instructions on the bottle carefully and take the right amount of medicine.
必修五 Unit 1 Great scientists
Language points
Ⅰ.Teaching aims and demands
1. main vocabularies: conclude, analyze, defeat, expert, attend, cure, challenge, absorb, suspect, enquiry, blame, pollute, handle, announce, contribute, reject, cautious.
2.phrases: put forward, draw a conclusion, expose...to..., apart from，link...to..., (be) strict with, make sense.
Ⅱ.main and difficult points
1. put forward, apart from, contribute...to, make sense
2. ①It seemed that the water was to blame.
②Neither its cause nor its cure was understood.
Ⅲ.Teaching methods
discussion, pair work, role-play, team work.
Ⅳ.Teaching aids(教具)
a computer, a recorder
Ⅴ.Teaching procedures
1．put forward 提出，提议
①He put forward a very good suggestion at the meeting.
他在会上提了一个很好的建议。
②The suggestion put forward by our teacher proved to be very practical.
由我们的老师提出的建议证明是非常实用的。
【归纳拓展】
（1）put forward 还有其他意义：
③The new school term was put forward a week.
新学期提前了一周。
④You ought to put your watch forward ten minutes.
你的表应该拨快十分钟。
Put forward 在此处的含义为：把……提前
（2）与put有关的其他词组：
put aside 把……放在一边；储蓄
put away 收好；积蓄；攒钱
put back 将……收回；拖延；向后拨
put down 放下；镇压；写下；记下
put off 推迟
put on 穿上；上演；增加（体重）
put out 熄灭
put...into practice 把……付诸实施
put up 举起；搭建；张贴；留……住宿
put up with 忍受
【牛刀小试】
单项填空
（1）The plan _______ by his brother has carried out.
A. putting forward B. to put forward
C. to be put forward D. put forward
用适当的介、副词填空
（2）The plan that you put ______ at the meeting is wonderful.
（3）Many tall buildings were put ______ along the road.
（4）Firefighters have been called to put _____ the fire in the city centre.
（5）He has a little money to put _____ for a rainy day.
（6）Don't put _____ until tomorrow what can be done today.
2. draw a conclusion 得出结论
【品味经典】
①It is difficult to draw a clear conclusion.
很难得出一个清楚的结论。
②You should bring the matter to an early conclusion.
你应该把事情早日了结。
【归纳拓展】
（1）draw a conclusion=arrive at/come to/reach a conclusion得出结论
in conclusion=in a word总而言之
（2）conclude vt.& vi.结束；推断出
conclude sth. from...从……推断出
③In conclusion, I would like to say how much I have enjoyed myself today.
总而言之，我想说我今天玩得很开心。
④He concluded his speech by reading a poem.
他以朗诵一首诗结束了他的演讲。
⑤What can you conclude from these facts?
从这些事实中你能得出什么结论？
【牛刀小试】
He _______ the conclusion with the ________ evidence and presented it at the conference.
A. draws; supporting B. drew; supporting
C. came to; supported D. reached; supported
3．defeat
【品味经典】
①The army defeated the enemy in the end.
军队最终战胜了敌人。
②Tom suffered defeat in the English examination.
汤姆英语考试中失败了。
【易混辨析】
defeat, beat, win
defeat
表示在战斗、竞争、比赛、辩论中击败对手
宾语是对手
beat
主要指在比赛、竞争中击败对手
宾语是对手
win
表示赢得胜利、比赛、辩论、战争、奖品、钱等
宾语是比赛、战斗、奖品等
③Yesterday I defeated / beat John at chess. He won only one set, while I won two sets.
昨天我和约翰下棋赢了他。他只赢了一盘，而我赢了两盘。
【牛刀小试】
I could hear the rain ______ against the windows.
A. striking B. defeating
C. beating D. hitting
4. attend
【品味经典】
①Dr. Smith attended her in hospital.
史密斯医生在医院给她治病。
attend(on)a patient 看护病人
【规纳拓展】
attend 还有“出席；参加”的意思，相当于be present at。
还可用作不及物动词，意为“专心；注意听”。
（1）attend school/class/church 上学/上课/去教堂
attend a lecture/meeting 听演讲/参加会议
（2）attend to 专心于；处理；照顾；接待
②Attend to your work and stop talking.
专心工作，不要说话。
③A nurse attended to his needs constantly.
有一位护士经常照料他的需要。
④“Are you being attended to, sir?” asked the shop assistant. 售货员问到：“有人接待你吗？”
【牛刀小试】
My heart was filled with gladness because I was able to ____ my parents.
A. intend B. care
C. concern D. attend
5. expose
【品味经典】
①She always expose her skin to direct sunlight.
她总是使皮肤直接暴露于阳光下。
②I threaten to expose him(to the police).
我威胁要（向警察）揭发。
③Don't expose the film to light.
不要使照片曝光。
④He exposed the plan to that newspaper.
他向那家报纸透露了这个计划。
⑤He was exposed to wind and rain.
他遭受了风吹雨打。
【归纳拓展】
expose...to...使……暴露于……之下（之中）；使……接触/遭受到……
【牛刀小试】
用所给词的适当形式填空
（1）_________(expose)to sunlight for too much time will do harm to one's skin.
（2）_________(expose)to sun for too much time, you will get sun burnt.
6. cure
cure sb. of...治愈某人的……；改掉某人的……（坏习惯）
treat sb. of...治疗某人的……
This medicine will cure you of your headache.
这种药可治好你的头疼。
【牛刀小试】
用treat, cure填空
（1）Which doctor is going to _______ him for his illness?
（2）This new medicine soon ________ my cold.
7. absorb
①Cotton gloves absorb sweat. 棉手套吸汗。
②So many good ideas! It's too much for me to absorb all at once. 这么多好主意！太多了，我很难一下子完全吸收。
③The old man was completely absorbed in the book.
老人全神贯注地读这本书。
【归纳拓展】
（1）absorb one's attention 吸引某人的注意
（2）absorb...into...吸收……到……；吞并
（3）be absorbed in(doing)sth.= put one's heart into(doing)sth.
=be buried in(doing)sth.= fix one's attention on...
专心于（做）某事，全神贯注于（做）某事
④The surrounding small towns have been absorbed into the city. 四周的小城镇已并入这座城市。
⑤He was so absorbed in watching TV that he didn't notice me coming in.
他如此专心地看电视，以至于没有注意到我进来。
【牛刀小试】
When I entered, I found my father _____ on the sofa and _____ in a magazine.
A. sitting; absorbed B. sit; absorb
C. sitting; absorbing D. sat; absorbed
8．suspect
【品味经典】
①We suspect her motives. 我们怀疑她的动机。
②The police quizzed the suspect. 警察盘问了这个嫌疑犯。
【归纳拓展】
suspect sb.of(doing)sth. 怀疑某人（做）某事
suspect sb.to be...猜想/怀疑某人是……
suspect that...怀疑……
③She suspected him of taking her watch.
她怀疑他拿走了她的手表。
④We suspected him to be ill. 我们猜想他病了。
⑤I began to suspect(that) they were trying to get rid of me. 我开始怀疑他们试图摆脱我。
【易混辨析】
suspect, doubt
suspect “怀疑……是”，表示相信
doubt “怀疑……不是”，表示不相信
⑥I suspect that this is what he wants. 我猜这是他想要的。
⑦I doubt that we'll arrive on time. 我认为我们不可能按时到达。
【牛刀小试】
Sometimes the police are not absolutely sure that someone has committed a crime, but _____ him of having done it.
A. charge B. suspect
C. inspect D. doubt
9．blame
【品味经典】
①Either he or I am to blame. 该受责备的不是他就是我。
【归纳拓展】
blame sb. for sth./doing sth.
因为某事责备某人/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……）受责备；应（为……）承担责任（主动形式表示被动意义）
②You shouldn't blame John for the failure.
=You shouldn't blame the failure on John.
我们不应该把这次失败怪在约翰头上。
③Many children are afraid of being blamed for making mistakes in speaking English. 许多孩子害怕讲英语时犯错误而受责备。
④I feel it is your husband who is to blame for the spoiled child.
是你丈夫而不是你该为这个被宠坏了的孩子负责。
【牛刀小试】
（1）Mr. Green stood up in defense of the 16-year-old boy, saying that he was not the one______.
A. blamed B. blaming
C. to blame D. to be blamed
（2）______ for the breakdown of the school computer network, Alice was in low spirits.
A. Blaming B. Blamed
C. To blame D. To be blamed
10．Link...to...意为_____________________。
link...to/with...把……与……联系或连接起来
be linked to/with sth. 与……有联系
link up(with...) (与……)连接；结合
①The new tunnel links Britain to France.
新的遂道把英法两国连接起来。
②The island is linked to/with the mainland by a new bridge.
一座新桥将该岛与大陆相连。
【牛刀小试】
(1)证据显示约翰与这起枪击案有关。
Evidence shows that John ______ the shooting.
(2)科学家们想知道我们是如何把词语与物体联系起来的。
Scientists want to know how we ________ words _______ objects.
(3)航天飞机将于今天下午和太空站对接。
The space shuttle will ________ with the space station this afternoon.
11. announce
【品味经典】
①The vote was completed. The chairman announced the result.
投票完毕，主席宣布了结果。
②The teacher announced that there would be no school tomorrow.
老师通知说明天没有课。
【归纳拓展】
announce sth.to sb./announce to sb.sth.
向某人宣布/宣告某事
Announce that-clause 宣布……
It is announced that...据宣布……
注意：announce 后不接双宾语。
③The news was announced to the public on TV.
这则消息经由电视向大众宣布。
④The captain announced that the plane was going to land.
机长宣布飞机就要着陆了。
⑤It is announced that she is going to Japan next week.
据悉下个星期她要去日本。
⑥Attention, please! I have an announcement to make.
大家请注意，我有事要通知。
【易混辨析】
announce, declare
announce
Announce指正式地“公开；发表；宣布”，侧重“预告”人们所关心或感兴趣的事情，尤指新闻之类的消息。
declare
Declare指正式地、明确地向公众“宣布；宣告；声明”，侧重“当众”发表，多用于宣战、议和、宣判等（含“郑重其事”之意）。declare 后可跟复合宾语。
⑦They declared him(to be)a traitor to the country.
他们公开宣布他是国家的叛徒。
【牛刀小试】
用announce, declare的正确形式填空
(1)The government has _________ plans to create 10,000 new jobs.
(2)In April the Americans _________ war on Germany and entered the war.
12. contribute vt.& vi. 捐献；贡献；捐助
(1)contribute sth. to...把……捐赠给……；给……投稿；为……贡献……
(2)contribute to有助于；促成，导致（=lead to）
(3)contribution n.[C]捐献物；贡献物；捐款；投送的稿件 [U]捐献；贡献
Make a contribution/contributions to(doing) sth.
为……作贡献
①He contributed 500 million dollars to the Red Cross.
他向红十字会捐赠了五百万美元。
②He contributed some articles to the newspaper.
他给报社投了几篇稿。
③I'd like to thank all of you who contributed to building the hospital.
我想感谢你们所有这些为医院建设做出贡献的人。
④His carelessness contributed to the accident.
他的粗心大意是造成这次事故的原因之一。
⑤Many people contributed money to the poor boy, which contributed to his returning go school. A writer wrote a story about this and contributed it to a newspaper.
好多人给那个可怜的孩子捐钱，使他可以重返校园。一位作家写了一篇关于此事的故事并把它投到了报社。
【牛刀小试】
(1)Eating too much fat can _____ heart disease and cause high blood pressure.
A. contribute to B. link to
C. attend to D. devote to
(2)Many illnesses _____ lack of exercise.
A. result from B. lead to
C. result in D. contribute to
13．Apart from
①Apart from math, she is good at English.
除了数学外，她还擅长英语。
②Apart from a few faults, he is a faithful friend.
除了几个缺点外，他是个值得信赖的朋友。
【易混辨析】
in addition, in addition to, apart from, except, except for, besides
In addition
副词短语，意为“加之，又，另外（包括除去内容在内）”。There was an earthquake and, in addition, there were tidal waves. 除了地震之外，还有海啸。
in addition to
介词短语，意为“加之，除了……之外（=besides）”。He speaks French in addition to English. 他除了英语之外，也会说法语。
apart from
介词短语，意为“除去，除……以外”。有双重意义，既可表示besides, 也可表示except或except for。 Apart from the cost, the dress doesn't suit me. 姑且不论价格，这件衣服也不适合我。
except
是“除……之外”之意。指从整体中除去一部分，被除去部分不包括在整体之内。He likes everyone except me. 除了我以外，每个人他都喜欢。
except for
是“除……之外”之意。被除去部分与整体不是同一类，而是补充细节以修复整体或使整体所述成立。The film is good except for music. 除音乐之外，这部片子都好。
besides
是“除……之外（还有）”被除去部分是包括在整体之内的（=in addition to）。There are three more visitors besides me. 除了我之外，还有三位访家。No one knows it besides me. （在疑问句、否定句中=except）除我以外，谁也不知道这事。（只有我知道）
【牛刀小试】
(1)_______ being too large, the color and the style of the dress suit me well.
A. Apart from B. As well as
C. Besides D. Instead of
用besides, except, apart from, except for 填空
(2)Clarissa could think of nothing to say ________ that she was so sorry.
(3)_________ going swimming occasionally, I don't get much exercise.
(4)I cycle to work, _________ when it rains.
(5)The bus is empty _________ an old woman in it.
14．make sense
①His argument does not make sense.
他的争论没有意义。
②This sentence doesn't make any sense.= This sentence makes no sense.
这个句子完全讲不通。
③It makes sense to take care of your health.
注意身体健康是明智的。
【归纳拓展】
(1)make sense 是不及物动词短语，可用于it makes sense(for sb.)to do sth.结构中。而make sense of 是及物动词短语。意为：理解，明白。
(2)lose one's sense 昏过去；发疯；失去理智
a sense of humor 幽默感
There is no sense in doing sth. 做什么没有道理/没有必要
④Can you make any sense of the article at all?
你究竟能不能理解这篇文章的意思？
⑤There's no sense in getting angry about it.
为此生气是没有意思的。
【牛刀小试】
(1)What's the _____ of having a pubic open space where you can't eat, drink or even simply hang out for a while?
A. sense B. matter
C. case D. opinion
(2)What he said _____. He knows nothing about the intelligence economy.
A. make some sense B. makes some sense
C. make no sense D. doesn't make any sense
15．cautious
①He was cautious when he was riding the bicycle.
当他骑自行车的时候，他很小心。
be cautious about/of...对……小心谨慎
be cautious to do sth. 做……小心谨慎
②The boss is cautious about making promises.
老板对承诺持谨慎态度。
③He was careful to keep out of sight.
他小心翼翼地躲开别人的视线。
I've always been very _____ about giving my address and telephone number to strangers.
A. worried B. anxious
C. careful D. cautious
Ⅱ．重点词汇随堂检测(学生演板展示)
（一）重点单词
1. __________________ adj. 科学的→________________ n.
2. __________________ vt.& vi. 结束；推断出→________________ n.结论；结束
3. __________________ vt. 打败；战胜；使受挫 n. 失败
4. __________________ vt. 照顾；护理；出席；参加→_____________ n. 出席；出席的人数；照顾→________________ n. 服务员；出席者；随从
6. __________________ vt. 暴露；揭露；使曝光→________________ adj.
7. __________________ vt. 吸收；吸引；使专心→________________ adj.
全神惯注的；一心一意的
8. __________________ vt. 怀疑 n. 处理；操纵
9. __________________ vt. 污染；弄脏→________________ n.
10.__________________ n. 柄；把手 vt. 处理；操纵
11. ________________vt. 宣布；通告→________________ n. 宣告；公告
→________________ n. 播音员；宣告者
12.________________ vt. 命令；指示；教导→________________ n. 教员；教练；指导员→________________ n. 吩咐；命令；用法说明；操作指南
(二)重点短语
1. _____________ 提出
2. _____________ 得出结论
3. _____________ 使显露；暴露
4. _____________ 面对挑战
5. _____________ 决心干某事
6. _____________ 将……和……联系或连接起来
7. _____________ 肯定地
8. _____________ 被指示做某事
(三).重点词汇练习与反馈
A. 根据下列各句句意及所给单词的首字母或汉语提示，写出该单词的正确形式。
1. They a________ the data and then decided which to choose.
2. After eight years of fighting, the Chinese people finally d_________ the Japanese enemies.
3. I don't like to live in the n________ of a train station because it's so noisy.
4. It seems impossible to find the right balance between catering for the needs of the first-timer and the___________(专家).
5. The old man couldn't have seen anyone enter the_________(受害者的)room because he's blind.
6. I don't know who sent the gift, but I'll make some________(询问).
7. No one_________(怀疑)that there might be someone else on the farm besides Bonnie.
8. Mr. Green__________(宣布)to his friends his engagement to Miss White.
B. 用所给词的适当形式填空。
1. If he makes these experiments, he will come to the necessary_____________
(conclude).
2. He made a ___________(science)report based on his years of observation.
3. The__________(paint)is planning an exhibition of her works for the early spring.
4. In general, windy days are a ___________(character)of March in northern provinces in our country.
5. There was a __________(dead)silence after she had finished speaking.
C. 用方框内所给短语的适当形式填空。
link...to..., put forward, look into, expose to
1. The broken windows left us _____________ the sub-zero temperatures.
2. When Jane heard Jack ___________ such a suggestion, she became very angry.
3. Many of these conditions ____________ unsafe drinking water, dirty living conditions and air pollution.
4. A working party has been set up to _____________ the problem.
必修五 Unit 1 Great scientists
Reading
Teaching aims
1 .Knowledge Aims
Have a good understanding of the text by doing the exercises.
2. Ability Aims
1). Grasp some reading skills.
2). Develop the ability to describe some famous scientists.
3. Emotional Aims
Encourage the students to work hard at their lessons in order to devote themselves to science.
Teaching Important Points
1. Have a good understanding of the text by doing the exercises.
2. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.
Teaching Difficulties
1. Know the meanings between lines and beyond lines.
2. Learn different reading skills for different reading purposes.
Teaching Aids
CAI equipment with a multi-media classroom and other normal teaching tools.
Teaching Procedure
Step Ⅰ Greeting & Revision
Check the homework.
Step Ⅱ Lead in
Step Ⅲ Fast Reading：
Read the passage as quickly as you can to find out the answers to the questions on the screen
1. What were the artists interested in from 5th to 15th century AD?
Creating _respect_ and _love_ for God.
2. How did Masaccio paint his paintings?
He drew things in perspective_, which makes pictures very _realistic.
3. Why did the impressionists have to paint quickly?
Because the natural light _changes_ quickly, they had to _paint_ quickly.
Step Ⅳ Careful reading:
Deal with exercise 2 on page 3
True or False
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages painted mainly religious subjects. T
3. Paintings in the Middle Ages were very realistic. F
4. Renaissance painters tried to paint things in a realistic way. T
5. Two important discoveries in the Renaissance period were oil paints and drawing in perspective. T
6. Impressionists painted their pictures mainly indoors. F
7. At first people did not like the impressionists’ paintings. T
8. Modern art began with the impressionists. T
Step Ⅴ Discussion
Go through the passage and analyze the characters of each period.
Step Ⅵ. Summary
The style of Western art has changed ____ _____ , while Chinese art has changed___ ____. Art is_________ by the way of ____and_______.
During the Middle Ages, the main_____ of painters was to ______ _______themes. Artists were _________ ____ creating _______and _____for God.
In the Renaissance, people became_______ more on _______and less on_______. Artists tried to paint _____ and _______ ____they really______.
Masaccio used___________ in his paintings which made people________ they were _______ _______a hole in the wall ____ a real scene.
In the late 19th century, Europe changed __________from a mostly_________ society to a mostly_________ one. The ___________were the first to paint_______. They had to paint ______and their paintings were not ___ _____ ___ ______of earlier painters.
Today people accept ___________ ________as the ________ of_______ ____. Some modern art is _______while some is________.
Step Ⅶ. Homework
1. Underline the time expressions in the reading passage.
2. Retell the passage with the help of the chart about the text.
3. Discuss the questions in Ex 3 on page 3.
必修五 Unit 1 Great scientists
Reading
Teaching contents
(1) The second period of this unit. This period focuses on the reading passage, which is about John Snow and King Cholera.
(2) Have a good understanding of the text by doing the exercises.?
(3) Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.
Teaching aims
(1) To help students learn to describe people
(2) To help students learn to read a narration about John Snow
(3) To help students better understand “Great scientists”
Teaching Procedures
I. Warming up
Step I Lead in
Talk about scientists.
T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?
A scientist is a person who works in science, trying to understand how the universe or other things work.
Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.
Step II
Ask the students to try the quiz and find out who knows the most.
T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
II. Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
1.What do you know about infectious diseases?
Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.
2.What do you know about cholera?
Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).
The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria.
Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.
3. Do you know how to prove a new idea in scientific research?
Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.
Find a problem→ Make up a question→ Think of a method→ Collect results→
Analyse the results→ Draw a conclusion→ Repeat if necessary
III. Reading
Step I Pre-reading
Do you know John Snow?
John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.
Do you know what kind of disease is cholera?
It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.
Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:
Step II Skimming
Read the passage and answer the questions.
Who defeats “King Cholera“? (John Snow)
What happened in 1854? (Cholera outbreak hit London.)
How many people died in 10 days? (500)
Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?
(These families had not drunk the water from the Broad Street pump.)
(Optional)
Skim the passage and find the information to complete the form below.
Who
When
What
How
Result
John Snow
1854
helping ordinary people exposed to cholera
Examining the source of all water supplies and finding new methods of dealing with polluted waster
“King Cholera” defeated
Step III Scanning
Read the passage and number these events in the order that they happened.
2 John Snow began to test two theories.
1 An outbreak of cholera hit London in 1854.
4 John Snow marked the deaths on a map.
7 He announced that the water carried the disease.
3 John Snow investigated two streets where the outbreak was very severe.
8 King Cholera was defeated.
5 He found that most of the deaths were near a water pump.
6 He had the handle removed from the water pump.
Step IV Main idea and correct stage
Read the passage and put the correct stages into the reading about research into a disease.
John Snow Defeats “King Cholera”
Paragraph
Stages
General ideas
1
Find a problem:
What cause the cholera?
The causes of cholera
2
Make up a question:
Which is right?
The correct or possible theory
3
Think of a method:
Test two theory
Collect data on where people were ill and died and where they got their water
4
Collect results:
Mark the death
Plot information on a map to find out where people died or did not die
5
Analyze the results:
Find the resource of the water
Look into the water to see if that is the cause of the illness
6
Find supporting evidence
Find other evidences to confirm his conclusion
7
Draw a conclusion
The polluted dirty source of drinking water was to blame for the cause of the London cholera

Step V Group discussion
Answer the questions (Finish exercise 2 on Page 3)
1. John Snow believed Idea 2 was right. How did he finally prove it?

(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)
2. Do you think John Snow would have solved this problem without the map?
(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)
3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?
(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.
Step VI Homework
Use the stages for scientific research and write a summary.

必修五 Unit 1 Great scientists
Reading
Teaching goals
1. Ability goals
Enable the students to talk about science and scientists.
2. Learning ability goals
Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.
Teaching important & difficult points
Talk about science and scientists.
Teaching methods
Task-based activities.
Teaching aids
A computer and a projector.
Teaching procedures
StepⅠ Lead-in
Ask the students to think of some great inventions and inventors in history.
T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?
S1: Edison invented the lights and the gramophone.
S2: The first computer was invented by a group of American scientists.
StepⅡ Warming up
First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.
T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?
S1: Newton.
S2: Watt.
S3: Franklin.
Sample answers:
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.
Show the following on the screen.
What do you know about infectious diseases?
What do you know about cholera?
Do you know how to prove a new idea in scientific research?
What order would you put the seven in? Just guess.
Sample answer 1:
S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.
S2: People could be exposed to infectious diseases, so may animals, such as bird flu.
S3: AIDS, SARS are infectious diseases.
S4: Infectious diseases are difficult to cure.
Sample answer 2:
S1: Cholera is caused by a bacterium called Varian cholera.
S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.
S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.
S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.
Sample answer 3:
S1: I know sth. about it. First we should find the problem. Then, think of a solution.
S2: We should collect as much information as possible.
S3: Analyzing results is the most important stage.
S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.
Sample answer 4:
S1: I think “Find a problem” should be the first stage.
S2: “Make up a question” should follow the first stage.
S3: “Think of a method”, “Collect results” and “Analyze results” are after that.
S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.
T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.
Step Ⅳ Reading
Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.
T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.
Show the questions on the screen.
1. What conditions allowed cholera develop?
2. Why do you think people believed that cholera multiplied in the air without reason?
3. What evidence did John Snow gather to convince people that idea 2 was right?
Sample answers:
S1: The dirty water made the cholera develop quickly.
S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.
S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.
Step Ⅴ Text analyzing
Ask the students to analyze the text in groups.
T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.
Paragraphs
Stages
General ideas
1
2
3
4
5
6
7
Sample answers:
S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.
S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.
S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.
S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.
S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.
S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.
S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.
Ask some students to put their answers in the chart.
Paragraph
Stages
General ideas
1
Find a problem
The causes of cholera
2
Make up a question
The correct or possible theory
3
Think of a method
Collect data on where people were ill and 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
Analyse the results
Analyse the water to see if that is the cause of the illness
6
Repeat if necessary
Find other evidences to confirm his conclusion
7
Make a conclusion
The polluted dirty source of drinking water was to blame for the cause of the London cholera
T: Now class. Can you tell me what style of the passage belongs to?
S1: I think it is a report.
T: Very good. Who can tell me the main idea of this passage?
S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.
StepⅥ Homework
1. Get more information about some infectious diseases and modern scientists.
2. Finish the Exercises 1, 2, 3 on pages 3 and 4.
必修五 Unit 1 Great scientists
Reading
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Difficult points
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2. Discussion methods to make the Ss understand what they’ve learned in class.
3. Pair work of group to get every student to take part in the teaching-and-learning activities.
4.Competition and role-play method to arouse the Ss’ interest
Teaching process:
Pre-class task:
1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word
2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1
Step 2. Warming up (Group competition and introduce the great scientists)
1. Check the answers to the quiz to find out which group know the most .
2. Introduce the great scientists.
1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.
“Give me a place to stand on, and I can move the earth.” ----Archimedes
2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.
3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.
4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.
6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.
7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.
8) Zhang Heng, Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragon heads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.
9) Stephen Hawking, British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.
Step3 Pre-reading
1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.
clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave
2. (Group work) Ex1, p1
Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
8) Draw a conclusion 3) Think of a method 4) Collect results
5) Make up a question 1) Find a problem 5) Analyse the results
6) find supporting evidence 7) Repeat if necessary
Step 4. Fast reading
Read the text quickly and find out the answers to these two questions and the main idea of each paragraph.
1）What was the cause of this disease ?
2)How did John Snow find it out?
Para 1: the problem Para 2: the cause----two theories Para 3: the method
Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion
Show pictures of water pump and teach handle
Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)
Step 5 Careful reading
1. Use the seven stages in setting out a new scientific idea to describe each paragraph.
2. answer the questions
Who defeats “King Cholera“?
What happened in 1854?
How many people died in 10 days in London in 1854?
Why was there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?
Step 6 Comprehending
Read the text again to get more details
1. What was the most deadly disease in the 19th century? Why?
2. When could the cholera be controlled?
3. What is the problem?
4. What happened to the pump water?
5. What extra evidence did John Snow find?
Step 7. Homework
Surf the Internet to find out more about cholera.
Write down the important words and phrases in your exercise book.
Underline the difficult sentences that you cannot understand.
必修五 Unit 1 Great scientists
Reading
1．Teaching Aims
①Get Ss to improve their reading abilities.
②Let Ss know the topic “Great scientists”
③Know some important phrases occurring in this reading
2．Teaching Procedures
Step 1 Lead in
Check Ss’ knowledge about some scientists and their discoveries.
①Who discovered that objects in water are lifted up by a force that helps them float?
Archimedes
②Who wrote a book explaining how animals and plants developed as the environment changed?
Charles Darwin
③Who invented the first steam engine?
Thomas Newcomen
④Who used peas to show how physical characteristics are passed form parents to their children?
Gregor Mendel
⑤Who discovered radium?
Maries Curie
⑥Who invented the way of giving electricity to everybody in large cities?
Thomas Edison
⑦Who was the painter that studied dead bodies to improve his painting of people?
Leonardo da Vinci
⑧Who invented a lamp to keep miner safe underground?
Sir Humphrey Davy
⑨Who invented the earliest instrument to tell people where earthquakes happened?
Zhang Heng
⑩Who put forward a theory about black holes?
Stephen Hawking
After all the questions, then lead in the passage with a picture. Ask ss if they know the map and what it is used for. Give them the answer later “It is a map to find out the cause of Cholera. ”
Step 2 Skim and Scan
More questions are given to get the general ideas of this passage and some obvious facts.
Who defeats “King Cholera“? John Snow
What happened in 1854? Cholera outbreak hit London.
How many people died in 10 days? 500
Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?
These families had not drunk the water from the Broad Street pump.
Step 3 Reading for details
1 Why couldn’t the cholera be under control at first?
Neither its cause, not its cure was understood.
2 Which theory did John Snow believe in?
People absorbed cholera into their bodies with their meals.
3 John Snow finally proved the theory he believed by ________.
gathering information with the help of a map
looking into the source of the water for Broad Street and Cambridge Street
Separating those who suffered cholera from those who didn’t
Both A and B (right choice)
4 To prevent the cholera from spreading again, what did John Snow do?
Suggested that the source of all water supplies be examine. Suggested that new methods of dealing with polluted water be found. Instructed the water companies not to expose people to the polluted water anymore.
Step 4 Mind map of the passage
Paragraph 1: Introduction of John Snow and Cholera
Paragraph 2: Two theory
Paragraph 3-5: Study of the breakout in 1854
Paragraph 3: Think of a method: Test two theory
Collect the result: Mark the death
Analyze the result: Reason for death and no death
Paragraph 4: Analyze the result: Find the resource of the water
Paragraph 5: Repeat if necessary: Find more evidence.
Draw a conclusion: Cholera was spread by germ
Polluted water carried cholera
Paragraph 6: Prevention of Cholera
Step 5 Retell the passage
Provide Ss with a summary with some blanks. Let them retell the passage as well as pay attention to some important words.
Read the passage again and fill in the blanks:
John Snow was a well-known ____ in London in the ___ century. He wanted to find the ______ of cholera in order to ______ it. In 1854 when a cholera ____ out, he began to gather information. He _____ on a map where all the dead people had lived and he found that many people who had drunk the dirty water from the ______ died. So he decided that the polluted water carried cholera. He suggested that the _____ of all water supply be _______ and new methods of ________ with polluted water be found. Finally, “King Cholera” was defeated.
Step 6 Homework
Read the whole passage and retell.
Go to the net to get more information about UK.
2017年人教版必修五单元测试
Unit 1 Great scientists
Ⅰ. 课本回扣和拓展
一、课文语法填空
John Snow，a well?known doctor in London，became ____________(inspire)when he thought about helping ordinary people who ______________________________
(expose) to cholera，a ____________(dead)disease of his day. Many thousands of people died every time there was an outbreak ____________ no one knew the cause of it. John wanted to help solve ____________ problem.
He got interested in two theories ____________ (explain) how cholera killed people. He believed in the second theory _________ suggested that people absorbed the disease with their meals. In 1854，____________ another outbreak hit London，he was ready to test the two theories. ____________ the help of the map ____________ made，he got a valuable clue about the cause of the disease and was able to announce that the water was to blame.
二、用约30个词概括课文内容
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
三、用括号中所给词语翻译下列句子，然后用五句话将这些句子连成一篇短文
【连词成句】
2003年，SARS在中国大陆爆发。(break out)
________________________________________________________________________
________________________________________________________________________
SARS造成有些人死亡，很多人身处危险中。(lead. . . to. . . ；be exposed to)
________________________________________________________________________
________________________________________________________________________
包括著名的内科医生钟南山在内，许多医护人员被指派去照顾病人，处理这一案例。(apart from；instruct；attend；handle)
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钟南山用新药给病人做试验来寻找病源，宣布这次可怕的疾病的罪魁祸首是被污染的动物，果子狸(masked civet)。(announce；be to blame；pollute)
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开始，一些专家怀疑并拒绝他的观点，说他所提出的理论毫无道理。(reject；put forward；make sense)
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通过把SARS与被污染的果子狸联系起来，钟南山得出科学的结论，并用中药治疗好感染SARS的病人，对控制这种致命的疾病做出了卓越的贡献。(draw a conclusion；link. . . to；control；cure sb. of illness；deadly；contribute to)
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【连句成篇】
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Ⅱ. 能力培养和提升
A
Like a good academic，Jean Adilifu did her homework.
The assistant principal for foreign languages at the Medgar Evers College Preparatory School in New York had all the data at her fingertips before responding to questions about the recently released China Daily Gallup poll(民意调查)．
“Spanish is the No. 1 foreign language offered in the schools across the country. French is second and Chinese is third，but growing rapidly. ” Adilifu added.
In the survey of 2，007 US citizens and 250 opinion leaders，conducted in December，four choices were given to the question. “If you were given a chance to learn a new foreign language，which language would you rather learn？”
Not surprisingly，Spanish was the easy winner with 58 percent，but Chinese placed second at l5 percent. Arabic was third with 11 percent and Japanese followed at 10 percent.
This is consistent with the US census data(户口普查资料) from 2010，showing English as the top spoken language in the United States，followed by Spanish and Chinese as the third.
At Adilifu’s preparatory school，all sixth grades are required to take Chinese.
Teacher Michael Jiang，who works closely with young children every day，sees the change in how China is viewed.
“In the old times，people looked at China and thought of communism. But today young kids see Chinese and the beauty of the culture. ”Jiang said.
Adilifu mentioned the exposure of the 2008 Beijing Olympics and the positive media description it received as a huge motivation for the US understanding of China. Adilifu attended the Games and talked excitedly about the impressive and grand production of the opening and closing ceremonies.
The two-week world event also rid people of the viewpoint of China being a threat and helped open up many avenues for the long-isolated land.
Strong relations between China and the US were either very or somewhat important，said 71 percent of the respondents in the survey.
The opinion leaders represented US government officials，think tank leaders，media personnel，CEOs and university staffs.
According to the survey，Chinese has become the ________choice for the Americans to learn a foreign language.
A．first　　　　　 B．second
C．third D．last
The reasons for the young in the US to learn Chinese don’t include________．
A．the US government policy
B．the beauty of Chinese culture
C．the relationship between China and the US
D．the success of the Beijing Olympics
Which of the following statements is NOT true about the Beijing Olympics?
A．It is a great help for the Americans to know China.
B．It motivates the Americans to change their opinions on China.
C．It makes a good impression on the American people.
D．It makes the relationship between China and the US complicated.
We know from the last sentence that________．
A．the opinions mainly represent the people of upper class in the US
B．the survey was only conducted among officials and leaders
C．the opinions will influence the leaders and officials in the US
D．the survey was highly thought of by high officials and leaders
The writer of the passage intends to tell us the fact that________．
A．the Beijing Olympics is of great influence
B．more and more people in the US are learning Chinese
C．it is of great importance to learn a foreign language
D．people have different opinions on learning Chinese
B
Japanese grocery stores had a problem. They are much smaller than shops in the USA and therefore don’t have room to waste. Watermelons，big and round，wasted a lot of space. Most people would simply tell the grocery stores that watermelons grow round and there is nothing that can be done about it.
That is how majority of people would respond. But some Japanese farmers took a different approach. If the supermarkets wanted a square watermelon，they asked themselves，“How can we provide one？”It wasn’t long before they invented the square watermelon.
The solution to the problem of round watermelons was solved as the farmers did not assume it was impossible and simply asked how it could be done. They found out that if you put the watermelon in a square box when they are growing，the watermelon will take on the shape of the box and grow into a square fruit.
This made the grocers very happy and had the added benefit that it was much easier and cost effective to ship the watermelons. Consumers also loved them because they took less space in their refrigerators.
There are two lessons we can draw from this story.
First，don’t assume. The major problem is that most people have always seen round watermelons so they naturally assume that square watermelons are impossible before even thinking about the question. So breaking yourself from assuming this way can greatly improve your overall life as you are constantly looking for new and better ways to do things.
Second，be creative. When faced with a problem，be creative in looking for a solution. This often requires thinking outside the box. Most people who face this question are likely to think they are being asked how they could genetically alter watermelons to grow square，which would be a much more difficult process to accomplish. Being creative and looking at things in different ways will help you find solutions to many problems where others can’t see them.
What was the problem grocery stores in Japan were faced with?
A．They lacked space for watermelons.
B．Customers didn’t like watermelons.
C．The watermelons were too large to sell.
D．They couldn’t make profits from watermelons.
Some Japanese farmers were able to solve the problem because________．
A．they had a habit of asking questions
B．they had grown square watermelons before
C．they were experienced in growing watermelons
D．they believed there were solutions and were always willing to try new things
The underlined word “them” in Paragraph 4 refers to________．
A．the grocers B．consumers
C．square watermelons D．square boxes
We can infer from the last paragraph that________．
A．watermelons can grow into different shapes
B．we can change the shapes of fruits as we like
C．we can solve problems in many ways
D．thinking differently leads to new approaches
The passage is written to________．
A．share an interesting story with us
B．inspire us to change our ways of thinking
C．remind us of the way to improve our life
D．inform us how to grow square watermelons
2017年人教版必修五单元测试答案
Unit 1 Great scientists
Ⅰ. 一、1. inspired　2. were exposed　3. deadly 4．because　5. the　6. explaining　7. that
8．when　9. With　10. he
二、John Snow，a famous doctor and expert，succeeded in defeating “King Cholera” in a scientific way. Cholera was a deadly disease of its day and had attacked London twice in the 1850s.
三、【连词成句】
1．In 2003，SARS broke out in the mainland of China.
2．SARS led some people to death and many people were exposed to the danger.
3．Apart from Doctor Zhong Nanshan，a famous physician，many doctors and nurses were instructed to attend to the victims and handle these cases.
4．Zhong Nanshan had his new medicine tested on one patient to find the cause of the disease，announcing that it was the polluted animals—masked civets that were to blame.
5．At first，some experts suspected and rejected his view，saying the theory he put forward made no sense.
6．He drew a scientific conclusion by linking the disease to the polluted masked civets and cured the patients of SARS with traditional Chinese medicines，which made remarkable contributions to controlling the spread of the deadly disease.
【连句成篇】
In 2003，SARS broke out in the mainland of China，leading some people to death and many people were exposed to the danger. Apart from Doctor Zhong Nanshan，a famous physician，many doctors and nurses were instructed to attend to the victims and handle these cases. Zhong Nanshan had his new medicine tested on one patient to find the cause of the disease，announcing that it was the polluted animals—masked civets that were to blame. At first，some experts suspected and rejected his view，saying the theory he put forward made no sense. However，Zhong Nanshan never gave up and drew a scientific conclusion by linking the disease to the polluted masked civets and cured the patients of SARS with traditional Chinese medicines，which made remarkable contributions to controlling the spread of the deadly disease.
Ⅱ. A
【语篇解读】　一项最新的民意调查显示美国人在选择学习外语时，汉语已经成为仅次于西班牙语的第二选择。
1. 解析：选B。细节理解题。根据第五段的内容可知答案。
2. 解析：选A。细节理解题。之所以有越来越多的美国年轻人学习汉语，原因是多方面的。为灿烂的东方文化所吸引、中美关系的日益改善和北京奥运会的成功举办都在文中有提及。A项所说的“美国政府的政策”，在文中没有提及。
3. 解析：选D。细节理解题。读文章倒数第三、四段可知，北京奥运会的成功举办给美国人留下了良好的印象，也让他们更好地了解了中国，同时促使他们改变了对中国的看法，但这次盛会并没有使中美关系复杂化，故答案为D项。
4. 解析：选A。推理判断题。最后一句表明，调查采访的意见领袖包括美国政府官员、智囊团领导、媒体人士、企业老总和大学里的高级知识分子，由此可知他们的观点代表的是美国上流社会人士的普遍看法。
5. 解析：选B。写作意图题。全文讲的是通过一项民意调查反映出越来越多的美国人热衷于学习汉语的社会现象，故答案为B项。
B
【语篇解读】　很多人认为西瓜本来就是圆形的，根本不可能长成方形的。但是，日本的农民让我们明白了一个道理：如果我们敢于突破思维定势，就可以解决看似不可能解决的问题。
1. 解析：选A。细节理解题。根据第一段可知，日本的食品杂货店地方太小，没有足够的空间存放西瓜。
2. 解析：选D。推理判断题。根据第三段的内容可知，日本农民相信没什么问题是解决不了的，并积极寻求解决方法，最终他们将正在生长的西瓜放在方形的盒子里，从而种植出了方形的西瓜。
3. 解析：选C。代词指代题。根据第四段的内容可知，消费者喜欢方形的西瓜，因为放在冰箱里省地方。可见，画线词“them”指代方形西瓜。
4. 解析：选D。推理判断题。根据最后一段可知，我们要有创造力，要突破思维定势，改变思考问题的角度，这样我们就能找到新的解决问题的办法。
5. 解析：选B。写作意图题。本文通过讲述日本农民种植出方形西瓜的故事，旨在启发我们：一是不要主观臆断；二是做事要有创意。所以本文的写作目的是启发我们改变自己的思维方式。
Unit 1　Great scientists
Ⅰ.用所给词的适当形式填空
1.We will have a further discussion before we draw a final________(conclude)．
2. The prime minister is making an important________ (announce) at the moment.
3.Because of the severe________(pollute)，the water in the river is too dirty to drink.
4. The student________ (absorb) in taking down data.
5.The belief that the world is flat is not________(science)．
6. Edison ________a lot to the development of the world. I admire his great________.(contribute)
7.He tried to ________ forward，but he could hardly make any________.(move)
8.He was ________about making predictions for the success of the program，so we responded ________to his decision.(cautious)
9. Many buildings are under________(construct) over there.
10.She________(private) told the secret to me and I promised to keep it.
Ⅱ.完成句子
1.Professor Wang said the reason for shortsightedness is complicated and there is still__________________(没有治疗方法)．
2.Keeping prices from going up too sharply is__________________(对中国是一个挑战)as well as the whole world.
3.Water can__________________(吸收和放出大量热量)without big changes in temperature，thus creating a stable environment.
4.The army was well-trained and well-armed，and had little difficulty__________________(打败敌人)．
5.__________________(暴露在阳光下很长时间)will do harm to your skin.
6.According to the driver's explanation，it was not his carelessness but the bad road conditions that__________________(负责任)the accident.
7.Our carelessness__________________(导致) some cases in recent days.
8.Apart from this，we also__________________(提出) several suggestions.
Ⅲ.阅读理解
(2015·贵州高三联合考试)
Apart from psychological illness，we are all largely responsible for our own emotional health. What we say to ourselves over and over for days，weeks，months，and sometimes years，has a great effect on how we see ourselves. This also contributes to many mental health disorders.
Many of us have problems with negative thoughts playing on the channel of our minds，but if you're buried in them and believe them，they could be wearing your sense of self-esteem (自尊)．Here are a few beliefs that indicate you may need to switch the channel：I'm not good enough？/I don't deserve...？/No one likes me？/I'm a failure？
Negative thoughts remind you of your bad feelings and they bring your focus on your failures，and they get you nowhere.
What can you do？Here are some suggestions：
Switch the channel when negative thoughts appear. Self-talk is not so obvious that we often don't notice its effect on our mood and belief systems. Key things to notice are “if only” or “what if” statements：the former keeps you stuck in the past with regret，while the latter keeps you fearful of the future. There is nothing you can do about the past，and the future isn't here yet，so stay in the present moment.
Recognize that actions always follow beliefs. You'll find yourself behaving in ways that are consistent to your beliefs. So，start believing the best about yourself：act as if you believe that you're a valuable and worthy person.
Develop positive self-talk rather than negative self-talk. Instead of always looking down upon yourself in your head，think of some things you actually like about yourself. What are your strengths？What are you good at？Instead of saying “I'm a loser”，try saying，“I am capable./I'm good at.../I accept myself the way I am.”
Thinking poorly about ourselves gets us nowhere and is extremely self-limiting. Decide today to turn off the negative self-talk channel in your mind and develop your true potential.
1. From the first two paragraphs we can learn that________.
A．lots of people have no sense of self-esteem
B．focusing on negative thoughts may have bad effect on people
C．negative thoughts will strengthen our sense of self-esteem
D．few people have negative thoughts and mental problems
2.The underlined word “wearing” in Paragraph 2 is closest in meaning to“________”．
A．strengthening B．protecting
C．weakening D．replacing
3.What do the suggestions in the text tell us？
A．Our beliefs always come after actions.
B．Positive self-talk does good to our mental health.
C．Looking down upon ourselves is a sign of modesty.
D．“What if” keeps you stuck in the past with regret.
4. This text is most likely to appear in________.
A．a recreation guide B．a medical journal
C．a science textbook D．a travel brochure
Ⅳ.完形填空
(2015·赤峰一中一模)
One day，a kind woman happened to say something that hurt her best friend of many years.She__1__immediately and would do anything to take the words back. What she said hurt the friend so__2__that this good woman was herself hurt for the__3__she caused. In an effort to undo what she had done，she went to an older，wiser woman in the village，explained her__4__，and asked for advice. Listening to her，the older woman sensed the younger woman's worry and knew she must__5__her.She also knew she could never__6__her pain，but she could teach. She knew the outcome would only__7__the character of the younger woman. She said，“Tonight，__8__your best feather pillows and put a single feather on the__9__of each house in town before the sun rises.”
The young woman hurried home to prepare for it，__10__the feather pillows were very dear to her.__11__，she labored alone in the cold. Finally the sky was getting__12__.She placed the last feather on the steps of the last house .Just as the sun rose，she__13__to the older woman.
“Now，”said the wise woman，“Go back and__14__your pillows with the feather you have put on the steps.__15__everything will be as it was before.”
“You know that's impossible！The wind__16__away each feather as fast as I placed them on the doorsteps！”The young woman was surprised.
“That's__17__，”said the older woman.“Never forget. Each of your__18__is like a feather in the wind. Once spoken，no amount of__19__，no matter how heartfelt or sincere，can return them to your__20__.Choose your words well and，most of all，guard them in the presence of those you love.”
语篇导读：本文是一篇夹叙夹议文。说出去的话就像泼出去的水，不管我们做什么样的努力，都是无法收回的。所以我们在说话之前一定要学会三思而后言。
1.A．replied B．forgot
C．laughed D．regretted
2.A．deeply B．slightly
C．little D．straight
3.A．blank B．intention
C．pain D．mess
4.A．lecture B．situation
C．shortcomings D．position
5.A．help B．scold
C．praise D．punish
6.A．feel B．resist
C．remove D．find
7.A．contribute to B．focus on
C．depend on D．recover from
8.A．show B．hide
C．throw D．take
9.A．roof B．step
C．wall D．mailbox
10.A．as though B．even though
C．in case D．so long as
11.A．Worse still B．As a matter of fact
C．The following day D．All night long
12.A．light B．dark
C．snowy D．cloudy
13.A．appealed B．returned
C．waved D．nodded
14.A．sew B．decorate
C．refill D．preserve
15.A．Besides B．Or
C．Instead D．Then
16.A．blew B．gave
C．put D．drove
17.A．awesome B．elegant
C．wonderful D．true
18.A．words B．friends
C．promises D．expectations
19.A．appetite B．effort
C．idea D．joke
20.A．ears B．eyes
C．mouth D．face
Ⅴ.语法填空
There was once a king who adored music so much__1__he searched the world for the best instrument there was. One day，a wizard offered the king a harp(竖琴)．The king took it to the palace，__2__when he started playing it the harp was out of tune. Many other musicians tried it，and they agreed that the harp was__3__(use) and the king had been deceived. The harp was thrown out as rubbish.
A poor little girl__4__(late) found the harp，and even though she didn't know how to play，she decided__5__(have)a go. She played and played，the whole day through，for months and years，always__6__the harp out of tune，but she played better and better.
Then one day，__7__(sudden)，the harp started to play the most beautiful melodies. It was a magic harp，and could only be played well by those willing to put__8__the necessary interest and effort.
The king__9__(hear)the music from his window，and summoned the girl to the palace. When the king saw the girl play he was filled with joy. At that moment he made the girl his own private__10__(music)，giving her vast riches.
Ⅵ.短文改错
(2015·河南洛阳统考)
I'm very grateful to my parents. They not only gave me life，but also brought me up with endless love and support，feel so proud of my every improvements. I still remembered once I was seriously ill，they were so worrying and almost kept me companied the whole night. Now I'm Grade 3.Lucky for me，my parents can understand my stressful condition but often communicate with me with encouraging words. Furthermore，they give me enough personal space，which I appreciate it so much.
What I should do now are study hard. When I grow up，I will become an useful person and make my parents live a happy life.
Ⅶ.书面表达
(2015·湖南十三校第二次联考)
近日，长沙市民李先生在上班途中刮擦了路边一停靠的私家车后主动留下联系方式。这一新闻引起了社会对诚信问题的热议。请简述这幅画的内容及其所涉及的社会现象，并谈谈你的看法。
注意：
1.词数不少于120；
2.作文中不得提及有关考生个人身份的任何信息，如校名、人名等。
参考词汇：刮擦scratch
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Unit 1　Great scientists 答案
Ⅰ.答案：1.conclusion　2.announcement　3.pollution　4.is absorbed　5.scientific　6.contributed; contribution　7.move; movement　8.cautious; cautiously　9.construction　10.privately
Ⅱ. 答案：1.no cure for it　2.a challenge to China　3.absorb and give off a lot of heat　4.defeating the enemy　5.Being exposed to sunlight for too much time　6.were to blame for　7.contributed to　8.put forward
Ⅲ. 语篇导读：文章主要告诉大家抛弃消极的思想，培养积极的思想。
1. 答案：B　解析：推理判断题。根据文章第一段中的“What we say to ourselves...has a great effect on how we see ourselves. This also contributes to many mental health disorders.”以及第二段中的“Many of us have problems with negative thoughts playing on the channel of our minds”可以判断出，消极的思想会对人产生不利的影响，故答案为B。
2. 答案：C　解析：词义猜测题。根据画线词前后的内容可知，这里指的是消极的思想可能会减弱人们的自尊感。故wearing在此与weakening的意思最接近，表示“减弱”。
3. 答案：B　解析：推理判断题。根据文章最后四段的内容可推知，积极的自我暗示对我们的心理有益，故B项正确。
4. 答案：B　解析：文章出处题。由于本文主要说明的是消极思想和积极思想对人们所产生的影响，故本文最有可能出现在医学杂志上，选B。
Ⅳ. 1. 答案：D　解析：根据下文“would do anything to take the words back”可知，她感到后悔，故答案选D“后悔，遗憾”。A“答复”；B“忘记”；C“笑，嘲笑”。
2. 答案：A　解析：根据下文“was herself hurt”可知，此处表示把她朋友伤得很深，故答案选A“深深地”。B“轻微地”；C“几乎没有”；D“直接地”。
3. 答案：C　解析：根据文章第一句中“hurt her best friend of many years”可知，此处指她说错话，给朋友造成的伤害，故答案选C“伤害，痛苦”。A“空白”；B“意图，打算”；D“困境，麻烦”。
4. 答案：B　解析：根据上文可知，她将她目前的处境(situation)说给了这位智者。A“演讲，说教”；B“处境，情形”；C“缺点”；D“位置，职位”。故答案选B。
5. 答案：A　解析：根据上文可知，年轻的女人是向智者来求助的，这位智者感觉到她的担忧并且知道必须去帮助她。故答案选A“帮助”。B“责骂”；C“表扬”；D“惩罚”。
6. 答案：C　解析：根据下文可知，说出去的话不能收回，所以造成的伤害也就无法挽回。此处与文章最后一段中“no matter how...can return them...”相照应。故答案选C“去除”。
7. 答案：C　解析：尽管这位智者知道不能帮助这个女人消除内心的痛苦，但她还是决定去教她一个道理，而这个女人是否会接受这个道理取决于她的性格，故答案选C“依靠，取决于”。A“捐献，有助于”；B“专注于”；D“从……中恢复”。
8. 答案：D　解析：根据下文可知，这个女人拿着枕头将里面的羽毛放在每户人家的台阶上。由此可知，答案选D“拿着，带着”。A“出示”；B“藏起来”；C“扔掉”。
9. 答案：B　解析：此处与下文第三段中“She placed the last feather on the steps of the last house.”相照应。故答案选B“台阶”。
10. 答案：B　解析：根据语境可知，前后两句话之间是让步关系，故答案选B“尽管”。A“似乎，好像”；C“万一”；D“只要”。
11. 答案：D　解析：根据下文“Finally the sky...”可知，此处指她忙了整个晚上，故答案选D。此处与上文中的“Tonight”及下文中“the sky was getting...”“Just as the sun rose”相照应。A“更糟糕的是”；B“实际上”；C“第二天”。
12. 答案：A　解析：根据下文“Just as the sun rose”可知，此处指天快亮了，故答案选A。
13. 答案：B　解析：根据语境可知，完成智者交代的事后她来见智者，故答案选B“返回”。A“上诉，呼吁”；C“挥手”；D“点头”。
14. 答案：C　解析：根据下段内容可知，智者让她将羽毛重新装入枕头，故答案选C“重新装入”。A“缝纫”；B“装饰”；D“保存，预定”。
15. 答案：D　解析：句意：然后一切就会回到之前的样子了。前后句为承接关系，故答案选
16. 答案：A　解析：根据语境可知，此处指风会把羽毛吹走，故答案选A“吹风”。
17. 答案：D　解析：根据语境可知，此处指她说得没错，故答案选D“正确的”。
18. 答案：A　解析：根据下文中“Once spoken”可知，此处指所说的话，故答案选A“言语”。
19. 答案：B　解析：句意：说出去的话，无论你做多少努力，无论你多么情真意切，都无法收回。A“食欲，欲望”；B“努力”；C“想法”；D“笑话”。由语境可知，答案选B。
20. 答案：C　解析：本句话的主语应是“Each of your words”，所以根据“return”可知，此处指“说出去的话，永远也收不回来”。故答案选C。
Ⅴ.语篇导读：从前，有个国王非常喜欢音乐，他搜遍全世界要找到最好的乐器。一天，巫师给他送来一把竖琴……
1.答案：that　解析：考查句子结构。分析句子结构可知，此处是“so...that...”句型。
2.答案：but　解析：考查并列连词。此处表示语意的转折，因此填but。
3.答案：useless　解析：考查形容词。此处表示很多其他的乐师弹了这把竖琴，他们一致认为这把竖琴是无用的。结合句意可知空白处填useless。
4.答案：later　解析：考查副词。后来一个贫穷的小姑娘捡到了这把竖琴，尽管她不知道如何演奏，但她决定试试。结合句意可知此处填later。
5.答案：to have　解析：考查非谓语动词。分析句子结构可知，此处是decide to do sth.结构。
6.答案：with　解析：考查介词。此处“with the harp out of tune”为with复合结构，由“with＋名词＋介词短语”构成，在句中作状语，表示伴随状况。
7.答案：suddenly　解析：考查副词。副词suddenly作状语，修饰整个句子。
8.答案：in　解析：考查介词。这是一把有魔力的竖琴，只有那些愿意投入必要的兴趣和努力的人才能弹出美妙的乐曲。词组put in意为“投入(时间、心思等)”。
9.答案：heard　解析：考查时态。整篇文章为一般过去时，空白处为谓语动词，因此填heard。
10.答案：musician　解析：考查词形转换。此处表示国王让这个女孩成为他的私人乐师，空白处填名词musician“音乐家，乐师”，在句中作宾语补足语。
Ⅵ. 答案：I'm very grateful to my parents. They not only gave me life，but also brought me up with endless love and support， so proud of my every .I still once I was seriously ill，they were so and almost kept me companied the whole night. Now I'm Grade 3. for me，my parents can understand my stressful condition often communicate with me with encouraging words. Furthermore，they give me enough personal space，which I appreciate it so much.
What I should do now study hard. When I grow up，I will become useful person and make my parents live a happy life.
Ⅶ. 答案：As is shown in the picture，standing beside a bike is Mr. Li with a piece of paper in his hand. He wants to leave a note to the owner of the car to apologize for his scratching the car.
Our society is in bad need of honesty which this picture vividly shows. Nowadays，people，troubled with masses of dishonest behaviors，are unwilling to trust others，which often causes disagreements and conflicts. Luckily，it has aroused wide public concern and firm steps have been taken to end this unhealthy trend.
In my opinion，Mr. Li has set a good example to the public，for which he should be highly praised. After all，considered as a virtue，honesty deserves our admiration and is also what we need to deal with troubles in life and create a harmonious society. As a saying goes，honesty is the best policy.