Unit 2The United Kingdom
Brief Statements Based on This Unit
This unit centers on the United Kingdom, including its geography, especially the historical influence on geography, historical attractions and traditional festivals.The students should be encouraged to practice talking about countries.
The whole unit can be divided into seven parts: warming up, reading, listening and speaking, language focusing, reading and writing, grammar, and assessment.
In Warming up, there is a quiz for the students to do, which will arouse the students? interest in knowing about the detailed information about the United Kingdom.While checking the answers, the teacher can add more knowledge about the UK, to prepare the students for the following processes.In this part, the teacher should also help the students to deal with the new words and expressions that will appear in the Reading passage.Group discussion and brainstorming will be used in this period to help the students to communicate with each other using their previous knowledge.
In Pre-reading, the students are provided with three questions related to the UK, which can act as an introduction to the Reading passage.
In the Reading passage, the students will learn about the historical influence upon geography in the UK and get a general idea about the process of the combination of the UK.They will also learn about the historical attractions left by the invaders in England and London.In reading the passage the students should also pay special attention to the techniques of writing a passage of human geography.
In Post-reading part, the students will do three activities.The first one is to answer three questions according to the Reading passage.Secondly, the students are asked to divide England into three districts on a map, which is based on the deeper understanding of the passage.Thirdly, after getting the general idea of the passage, the students should write a summary of the passage in about 50 words.
In Learning about language, the students are encouraged to learn some important words and expressions in the passage and try to use them in the specific contexts.In this unit the students will learn to use the past participle as the object complement, through some examples and exercises.
While practising using the language, the students will learn about Sightseeing in London. And their skills of reading, speaking, listening and writing will be improved.
In Listening and Speaking, more chances will be given to the students to learn about some famous kings and queens in the history of the UK, and their achievements.The students are encouraged to get more information about the country in order to understand it as a whole.The topic of Speaking is about the historical attractions in the UK.The students should learn to introduce to visitors one tourist attraction in his or her own hometown.While s peaking, the students should try to use some useful expressions while you cannot follow others.
Then in Writing part, the students will be asked to make a poster to introduce the chosen tourist attraction to attract more visitors.While writing, the students should pay special attention to the words, especially some verbs and adjectives.This task i s helpful for the students? creativity and imagination.It can also improve their writing skills.
Assessment will help the students to look back what they have learned and focus on the difficult and important points.
So, this unit will be divided into seven periods as follows:
Period 1Welcome to the Unit
Period 2Reading
Period 3Reading and Writing
Period 4Language Focusing
Period 5 Grammar
Period 6Reading and Writing
Period 7Assessment
Knowledge aims:
Key words in this unit: unite, kingdom, consist, divide, puzzle, debate, clarify, relation, educational, legal, convenience, roughly, industrial, historical, attraction, collection, construct, influence, project, arrange, wedding, fold, sightseeing, available, si te, delight, tower, royal, occasion, uniform, splendid, statue, longitude, navigation, communism, original, thrill, pot, unfair, smart, suggestion, tense, consistent, error
Key phrases in this unit: consist of, divide...into, break away from, leave out, take the place of, break down, be linked to, to one?s surprise, look around, keep one?s eyes open, on special occasions, in memory of, have a photo taken, on show, be proud of, as well as, be known as, on the other side of, make a list of, be worried about, leave sp.for sp., be rude to sb., be at war with, be friendly to sb., change one?s mind, take flight, hear about, keep one?s promise, feel sympathy for, feel strongly about
Key sentenc e patterns:
1.There is no need to do sth.
2.You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.
3.It seemed strange that the man who had developed communism should have lived and died in London.
Grammar in this unit: Past participle used as the object complement
Ability aims:
1.To talk about geography, historical attractions and traditional festivals of a country.
2.To guess what will be talked about in the listening materials.
3.To improve their reading skills.
4.To learn to use past participle as the object complement.
Emotion aims:
To encourage the students to learn about some traditions of a country.
To learn to treasure the traditions of a country.
To learn to analyze things based on facts.
Period 1Welcome to the Unit
The General Idea of This Period
This is the first period of this unit.It includes Warming-up, Quiz, Listening and New Words.In this period, students should get the first impression of the United Kingdom, including some famous attractions and some famous leaders in history and so on.
At the beginning, the students enjoy some beautiful pictures of tourist attractions in the United Kingdom.In this way, they will feel more interested in the topic.Then the students do a quiz of five questions about some specific information about the UK.While checking the answers,
the teacher can refer to some related information about the UK by showing some pictures or descriptions.After this step the students would have a general idea about the UK.This lays a solid foundation for the Reading passage.Also this step provides the students with enough chance to practice speaking.The teacher should stimulate the students to express themselves using English.
Then in the Listening part, the students will listen to the introduction to some kings and queens in history.Then they will answer some questions according to what they have heard.After finishing the tasks in the textbooks, the teacher can provide some information about Queen Elizabeth Ⅱ and current Prime Minister Tony Blair.
Next the teacher will explain some new words and expressions that would appear in the Reading passage.The teacher will pick out some important and difficult verb.First the students are asked to match the words with their explanations.Then they will use these words to finish ten sentences.In this way, the teacher can check if the students have mastered these words and expressions or not.After class students should learn the new words and expressions by heart.
This period lays emphasis on speaking and listening.The teacher should try his or her best to encourage the students to say something.Don?t always correct the mi stakes that the students might make while speaking.Otherwise, the students would feel reluctant to orally tell their opinions.
Teaching Important Points
Get a general idea of the United Kingdom.
Train the students? speaking ability by describing, talking and discussing.
Teaching Difficulties
Master some important words and phrases in this unit.
Train the students? listening ability.
Teaching Aids
a tape recorder
a projector
the blackboard
Three Dimensional Teaching Aims
Knowledge aims:
Help Ss to get a general idea of the United Kingdom.
Have Ss master some important words and expressions in this unit.
Ability Aims:
Train the students? speaking ability by describing, talking and discussing.
Train the students? listening ability.
Train Ss to search the Internet for some useful information.
Emotional Aims:
Appreciate some beautiful attractions in the United Kingdom.
Cultivate Ss?s team spirit in group work.
Teaching Procedure
Step 1 Greetings
Teacher (T): Good morning/afternoon, class!
Students (Ss): Good morning/afternoon, sir.
Step 2 Quiz
(At the beginning of the class, T shows Ss some beautiful pictures of the UK.)
Windsor Castle St Paul?s Cathedral from the Millennium Footbridge
Buckingham Palace London Bridge
Big Ben through autumn trees by Victoria embankment
Flight on the London eye view towards the Houses of Parliament
T: Did you enjoy these pictures?
Ss: Yes.
T: Do you know where these sceneries are?
S: They are in England.
S: I think they are in the Great Britain.
T: Yes.Actually, we say all of them are in the United Kingdom.Many people find the geography of the UK difficult to understand.In this unit, we will learn something about the United Kingdom, including its geography, historical attractions and traditions.First, let?s do a quiz to find out how much you already know about the UK.
(Ss look at Warming Up on Page 9 and do the quiz.)
(After several minutes, T checks the answers with the whole class.)
2019-2020学年高中英语人教版必修三 Unit2复习学案（适用于普通班） :《普通高中英语课程标准》词汇知识内容要求（必修） 1.借助词典等各种资源，理解语篇中关键词的词义和功能以及所传递的意图和态度等 2.了解词汇的词根，词缀，掌握词性变化规律，并用于理解和表达有关主题的信息和观点 3.在语境中，根据不同主题，运用词汇命名相关事物，进行指称，描述行为，过程和特征，说明概念等 Learning aims: 1.To teach the students how to learn vocabulary and build up confidence in learning English 2.To get the students to master the key words and phrases in this unit 3.To get the students to use what they have learnt to improve their reading and writing 4.To make the students realize the importance of healthy eating 课前案 A journey of a thousand miles begins with one single step —千里之行，始于足下 Wang Peng sat in his empty restaurant 1. ____ (feel) very frustrated, for people were going to Yong Hui ’s newly-opened restaurant. Driven by2. ______( curious) , he 3. ____( spy) on Yong Hui and she4. ___(瞪了一眼 )at him angrily. He found people went there to eat raw vegetables to 5.______(减肥) . After doing some research, he wrote his own sign 6. ____ (win) customers back . A week later, Wang Peng ’s restaurant was nearly full, 7. ____ made Yong Hui very angry. Having had a good conversation, both of them realized the 8.________ (strength) and weaknesses of their own restaurants and decided to provide a 9. ____ (balance) one 10.______( combine) the two . Finally they succeeded and got married, working and living together happily. 课中案 要词热语，追型逐句 1. lie 经典例句 My mother won ’t have me lying to her no matter what happens. At the top of the hill lies an old temple dating back to the Ming Dynasty. 用法归纳 一个善意的谎言_____________ 向我撒谎___________________________ 在于努力__________________ 练一练： Judging from his expression, we knew that he was__________ (lie) to us. The survivors ______( lie ) on the beach, exhausted and shocked. He ____( lay) the book and just sat there, lost in thought. 众所周知，好的生活在于好的健康。 _____________________________________________________________________ 2. balance 经典例句 You look too tired. You had better keep a balance between work and relaxation. You are supposed to keep a balanced diet for the benefit of your health. 用法归纳 keep the balance of nature _________________ keep one ’s balance _______________ lose one ’s balance _______________ keep a balanced diet _____________ 熟词生义： 猜一猜 I must check my bank balance before I decide to buy the car. ( ______ ) 3. benefit 经典例句 Some students think a healthy diet will be of great benefit to their health. You ought to eat some meat and eggs and you are sure to benefit from them. 用法归纳
【学习内容】本单元的重点单词词组 【学习目标】1.自主学习，合作探究，完成导学案预习探究案 2.能拼读并熟记本单元词汇 3.掌握重点单词短语的用法，并会熟练运用 【预习案】 根据要求写出下列单词 1. n.记者_______________ 2. n.照片_______________ 3. adj. 值得赞扬的_______________ 4. adj.不同寻常的________________ 5. submit 6. adj. 专业的_____________ : 7. colleague 8. v.获得；取得___________ 9. v.评估；评定_________________ 10. deadline 11. adv.其间；同时______________12. thorough 13. adj.有罪的；内疚的___________ 14. deliberately 15. adj.有天赋的__________ 对…有天赋_________________或_____________________ 16. case 万一_______________ 如果那样的话______________ 【探究案】 1. delighted 词性：______ 含义：____________ 【知识回顾】令某人高兴的是_______________ 高兴地____________ 以…为乐______________ - 【语境领悟】例句一：I am delighted at your success. 短语一：________________ 含义：_______________ 例句二：I was delighted to hear you passed the exam. 短语二：________________ 含义：_______________ 【牛刀小试】a. _______________, the trip to Qingdao was really fun. 令我们高兴的是，到青岛的旅行很有趣。 b. We’d be much ___________________ your invitation. 我们很高兴接受你的邀请。 2. assist 词性：_______ 含义：___________ n.助手；售货员___________ 【改写句子】assist sb to do sth=assist sb in doing sth=assist sb with sth帮助某人做某事… She employed a woman to assist her with the house work. = She employed a woman to _____________________________________. = She employed a woman to _____________________________________. 词性：_______ 含义：______________ 【语境领悟】例句一：Mike is eager to stay away from the busy city life for a while. 短语一：___________________ 含义：________________ 例句二：He is eager for success.
2020年新人教版高中英语必修一导学案全套 Welcome Unit Listening and Speaking & Reading and Thinking 导学案 【学习目标】 1．学会本节单词、短语。 2．掌握本节句型表达与运用。 【学习重难点】 掌握本节句型表达与运用。 【学习过程】 一、词汇学习 1. get to know 逐渐了解 2. exchange n.交换；交流vt.交换；交流；交易；兑换 3. lecture n.讲座；讲课；教训vi.（开）讲座；交易；兑换 4. registration n. 讲座；注册；挂号 5. sex n.性别 6. nationality n. 国籍；民族 7. anxious adj. 焦虑的；不安的 8. annoyed adj.恼怒的；生气的 9. frightened adj.惊吓的，害怕的 10. senior adj.级别（或地位）高的n.较年长的人 11. outgoing adj.爱交际的；外向的 12. impression n.印象；感想 13. awkward adj. 令人尴尬的；难对付的 14. junior adj.地位（或职位、级别）低下的n.职位较低者；（体育运动中）青少年 15. explore vt.&vi. 探索，勘探 16. confident adj.自信的；有把握的
17. designer n. 设计师；构思者 二、知识运用 1. exchange 词性：________ 意思：__________ 词性：________ 意思：__________ 短语搭配： in exchange (for......)作为（与.......的）交换 exchange A for B 以A交换B；把A兑换成B exchange sth. with sb. 与某人交流/交换某物 exchange opinion/ideas/views 交流意见/想法/看法 练习：The School of Life has a large number of professional staff who are willing to meet up with you for an hour of chat in exchange ______ a small fee. 2. designer (1)词性：_________ 意思：________ (2)词性：_________ 意思：________ 短语搭配：make designs for.....为......做设计 by design(=on purpose)故意地 design sth. for.......为......设计某物 be designer to do.......旨在做.......，用于做........ 练习：Lucy was born on January 30th, 1998, when her sister got married to a fashion_____(design). 3. anxious 词性：__________ 意思：________ 短语搭配：be anxious for sb./about sth. 为某人/某事担心/担忧 be anxious for......渴望........ be anxious (for sth.) to do sth. 渴望（某人）做某事 be anxious that.......渴望（从句谓语用“should + 动词原形”，should 可以省略） 练习：She lost her job last month. Therefore, she is anxious_______ (find) a new job.
最新人教版高中英语必修三导学案（全册共5个单元）新课标人教版 Unit 1 Festivals around the world 世界各地的节日 核心词汇 1．All of us____________(钦佩)the three year old boy named Lang Zheng for his bravery. 2．The____________(可能性)that the majority of the labor force will work at home in the near future is often discussed. 3．The Nobel Prize is____________(授予)to those who make great contributions in many fields every year. 4. Football fans without tickets____________(聚集)around the TV in the corner of the bar to watch the World Cup. 5．Wherever you work，you will____________(获得)much valuable experience as long as you are willing to work. 6．David____________(道歉)for having kept us waiting for hours outside. 7．When I returned，there was a note on the table，____________(使想起)me about Jane’s birthday that night. 8．____________(原谅)me，but I’m busy at the moment；I can’t go out with you. 9．用believe的适当形式填空 (1)People all over the world hold the____________that the economy will soon recover and life will improve. (2)At first people refused to____________such a thing(to be)possible. 10．(1)Among the most common illegal acts are fishing without____________and catching more than the limit？(permit) (2)Since you have a____________，would you like to go fishing if time____________.(permit) 1.admire 2.possibility 3.awarded 4.gathered 5.gain 6.apologized 7.reminding 8.Forgive 9.(1)beliefssion (2)believe10.(1)permission (2)permit；permits 高频短语 1．________________ 发生 2．________________ 纪念；追念 3．________________ 盛装；打扮；装饰 4．________________ 搞恶作剧；诈骗；开玩笑 5．________________ 期望；期待；盼望 6．________________ 日夜；昼夜；整天 7．________________ 好像 8．________________ 玩得开心 9．________________ 出现；到场 10．________________ 守信用；履行诺言 11．________________ 屏息；屏气
必修5 Unit 1 Great scientists 导学案 教学目标： 能力目标（Ability aim） 1.To activate the students’ knowledge about great scientists in the world and their achievements. 2 .To get the students understand the spirit of science. 3.To enable students to communicate with each other and improve students’ language expression ability. 语言目标（Language aim） 1. Important words: engine, characteristic, radium, enthusiastic, cautious, spin, instruct, attend, cure, severe, reject. 2.Important sentences: be absorbed in, expose to ,face the challenge ,gather information ,be determined to ,the cause of ,look into ,slow down ,supporting evidence ,die of ,draw a conclusion , In addition, link to , absorb into , to blame, handle from, lead to, make sense, 自主学习 一 Review the following words and phrases(翻译) 1 try this quiz____________ 9 mark____________________ 2 discover________________ 10 attack___________________ 3 lift up_________________ 11 evidence_______________ 4 invent__________________ 12 hit________________ 5 instrument____________ 13 be determined to____________ 6 become inspired_________________ 14 source___________________ 7 terrify_________________ 15 deliver__________________ 8 multiply_______________ 16 prevent … from…_______ 二Important words(重点词汇) 1.______________vt.＆vi. 结束；推断出→________________n. 2.______________vt.＆n. 打败，战胜；失败→______________(同义词) 3.______________vt. 照顾，护理；出席，参加 4.______________vt. 暴露；揭露 5.______________vt.＆n. 向----挑战 6.______________vt.＆n. 治愈，治疗；痊愈 7.______________vt. 吸收；吸引；使专心 8.______________adj. 致命的；完全的；充满仇恨的；如死一样的 9.______________ vt. 怀疑→__________adj 怀疑的-→___________n.嫌疑犯10_____________vt. 污染，弄脏→____________n.﹝u﹞污染 11_____________vt.＆n. 责备，谴责 12_____________vt. 宣布；通告→_______________n. 宣布 13_____________vt.＆vi. 捐献，捐助；贡献→_______________n.捐献，贡献14_____________vt. 命令；指示；教导→____________n.命令；指示→__________n. 指南；使用说明
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.
高中英语必修五------Unit1§语法归纳 过去分词作表语和定语 1.过去分词作定语 过去分词作定语与所修饰词之间存在两种意义关系：一是及物动词表被动意义（或已完成的被动动作）；二是不及物动词表示完成意义。 an organized trip有组织的旅行(被动) The question discussed was very important. 被讨论的问题非常重要。(即表被动又表完成) boiled water开水(完成) fallen leaves落叶(完成) (1) 单个的过去分词作定语一般放在被修饰的名词之前，有时也放在被修饰的名词之后。 My friend is a returned student. 我的朋友是个归国的留学生。 The excited people rushed into the hall. 激动的人们冲进大厅。 There is no time left. 没有多少时间了。 (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，作用相当于一个定语从句。 The student dressed in white is my daughter. ＝The student who is dressed in white is my daughter. 穿白色衣服的学生是我的女儿。 Is there anything planned for tonight? ＝Is there anything that has been planned for tonight? 今晚安排了什么活动没有？ The book, written in 1957, tells the struggle of the miners. ＝The book, which was written in 1957, tells the struggle of the miners. 这本书是1957年写的，讲的是关于矿工斗争的故事。 2.过去分词作表语 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已形容词化）。这种结构从形式上看与被动语态相同，但后者表示主语所承受的动作。 He is very tired after a long walk. 走了很长的路，他感到很累。(系表结构) This window is broken.这个窗户破了。(系表结构) This window was broken by the naughty boy there. 这个窗户是被那边那个顽皮的男孩打破的。(被动语态) 3.现在分词和过去分词作定语的区别 现在分词作定语表示主动意义，过去分词作定语一般表示被动含义。 现在分词作定语表示动作正在进行，过去分词作定语表示状态或动作已完成。 The child standing over there is my brother. 站在那儿的男孩是我弟弟。 The room facing south is our classroom. 朝南的房间是我们的教室。 He is an advanced teacher. 他是位高级教师。 4.现在分词和过去分词作表语的区别 v. -ing形式表示“令人……的”，多用来修饰物；v.-ed形式表示“某人感到……的”，多用来修饰人。 The book is very interesting. 这本书很有趣。 He is very interested in the book. 他对这本书很感兴趣。 This is a moving story. 这是一个感人的故事。
2017-2018学年人教版高中英语必修三 全套精品导学案 Book3 Unit1 Festivals around the world Period1 改编： 学习目标：1阅读课文了解世界各地的节日 2.理解并掌握文中的长难句 自主学习：记《非常学案》P1核心词汇跟高频词汇 合作探究： Ⅰ. 阅读Reading部分，从每题所给的3个选项中选择最佳答案 1．What's the main idea of the text? A．Festivals have many origins. B．Festivals are held to honour the dead and famous people. C．Festivals are held for happy events. 2．In ancient times，people would celebrate________. A.when winter ended B.if food was difficult to find C.during the cold winter months 3．Which of the following is NOT the festival to honour the dead? A．The Japanese festival Obon. B．The Western holiday Halloween. C．Japan's Cherry Blossom Festival. 4．Which of the following festivals is NOT mentioned in the text? A．Columbus Day. B．Mid-autumn Day. C．Christmas Day. 5．What can we infer from the passage? A．People would have feasts，sing and dance at all festivals. B．People celebrate festivals because they don't want to work. C．By celebrating festivals，people are developing the culture and customs. Ⅱ. 阅读P1－2的Reading部分，完成下面的表格(每空不超过3个单词)
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY
人教版英语精品资料（精修版） 词汇运用: 1.characteristic n.特色；特性；典型adj.特有的；典型的 Kindness is one of his characteristics. 和善是他的特性之一。 【即学即用】 He proved himself a true gentleman and the beauty of his _________was seen at its best when he worked with others. A. characteristic B. character C. appearance D. temper 易混辨析: character/characteristic character n.性格，品质（本身具有的）；角色，人物；字符 characteristic n. 特点，特征（用以区别于其他事物的）高手过招 2.put forword 搭配：put oneself /sth forward 自荐或推荐某人为某职位的候选人 put sth. forward 提前，把时钟往前拨；提出 例句：Shall we put him forward as the candidate for chairman of the committee? 运用:他提出了一个更好的计划。 _________________________________________________. 拓展：put away 收拾好put out 扑灭，生产put up 举起，搭建，张贴put down 放下，写下 put on weight 增加体重put off 推迟 put on 穿上，上演put up with 容忍 3. attend v.注意；留意；处理(与to连用)=do with； 出席；到场；照看；照料=take care=look after 常用结构： attend school/college 上学/上大学 attend a lecture/meeting 听讲座/出席会议 attend a wedding/ceremony 出席婚礼/参加典礼 attendance n. 出席；出席的人数；伺候；照料 【例句】