高中英语人教版必修4教案：Unit1Period2LearningaboutLanguage (1)

Unit1 Learning about language2参考教案Teaching objectives1.Master the principles of subject-verb agreement when collective nouns, pronuns, nouns or/ and pronuns connected by connectors;2. apply the language knowledge about subject-verb agreement to practice.Teaching procedures & waysI. Review-the definition of subject-verb agreementChoose the correct verb form. Can you summarize the rules?•I am/are seventeen. // She is/are sixteen.•There is/are a desk in the room.•There is/are no chairs in it.•John gets/get up at six o’clock every morning.•They has/have not come yet.•What is/are the latest news about the Olympics?II. Collective nouns1.Study the examples in Ex1 p.5 and2. More examples inEx2 p.53. Guide Ss to summarize the ruleSubject Collective nouns:family, group, army, class, the public, police, college, school, crowd, government, audience, team, etc.Verb Singular: when looked as a wholePlural: when the emphasis is on the individualIII. Pronouns1. Look at the following sentences. Note the subjects and verbs Everything is ready.Has somebody told you about the result? Nobody was alive after the accident.Does anybody else want to go? Each student in ourclasshas a dictionary.Both of them were tired after the walk. Many of us were absent yesterday.All of us are here for lunch.All is going well.2.T’s guidanceSubject anyone, anybody, anything,everyone, everybody, everything, someone, somebody, something, no one, nobody, nothing, each, the otherVerb SingularSubject both, many, few Verb: PluralSubject little, much Verb: Singular Subject all, neither, none, some,any, wh-pronounVerb: Singular or plural3. Practise-Ex2 p.43IV. Other examples1.Study the following sentences,payingattention to the subj-v agreement Not only you but also he is late for school.Neither the table nor thechairsare made of wood.就近一致There is a lamp, two pens on the desk.Here are some English books for you.A young mother with her twoboysis waiting downstairs.Tom as well as his sister is going to join the musicclub.Two years is a short time to somepeople.Three thousand miles is a long distance.2. Practice-Ex3 p.5V. Summary of subject-verb agreement rules :Read through the Grammar summary on pages 88-89.VI. HomeworkFinish Exercise 2 on page 5 and Exercises 1 and 3 on page 43 Reflection。

人教高中英语必修4全册教案Unit 1 Teaching PlanI. Analysis of the Teaching MaterialThe teaching material of this unit is taken from Unit 1 of the People's Education Press High School English Book 4. Theunit mainly elaborates on environmental protection. The text is based on a speech given by the United Nations Secretary-General at the World Environment Day. The content involves environmental protection, global warming, endangered species, nature reserves, and so on. Through this unit, students can understand the importance of environmental protection and realize the urgency of protecting the earth.II. Teaching Objectives1. Knowledge and skillsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Process and methodsa. Encourage students to think independently and actively participate in classroom activities.b. Cultivate students' reading skills, such as skimming and scanning.c. Foster students' ability to use English to express their opinions on environmental protection.3. Emotion, attitude, and valuesa. Cultivate students' awareness of environmental protection and the sense of responsibility to protect the earth.b. Promote students' positive attitudes towards learning English and enhance their confidence in using English.III. Key and Difficult Points1. Key pointsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Difficult pointsa. How to use English to express opinions on environmental protection.b. How to analyze and understand the text more deeply.IV. Teaching Methods1. Task-based teaching method: Set up tasks or activities related to environmental protection in order to stimulate students' interest and participation.V. Teaching ProceduresStep 1: Pre-reading1. Present the topic "Environmental Protection" and ask students about their opinions on environmental issues.2. Show pictures or videos related to environmental problems and ask students to discuss in pairs or groups.Step 2: Reading1. Skim the text to get the general idea and ask students to summarize the main points.2. Read the text again and underline the new words and phrases.3. Go through the text paragraph by paragraph and explain the key points and difficult words.4. Discuss the questions provided in the textbook and ask students to answer them individually or in pairs.Step 3: Vocabulary1. Help students understand the new words and phrases by giving explanations, synonyms, or antonyms.2. Provide examples and encourage students to use the words in sentences.Step 4: Grammar1. Introduce the grammar points related to the text, such as different tenses, conjunctions, and prepositions.2. Explain the rules and give examples to help students understand and apply the grammar rules.Step 5: Discussion and Group Activities1. Divide the class into groups and assign different topics related to environmental protection.2. Encourage students to discuss and share their ideas and suggestions for solving environmental problems.3. Ask each group to present their ideas to the class and have a group discussion.Step 6: Post-reading1. Ask students to summarize the main ideas of the text and share their thoughts on environmental protection.2. Assign homework to consolidate what has been learned, such as writing a short article or making a poster about environmental protection.VI. Blackboard Design- Unit 1: Environmental Protection- New Words: global warming, endangered, extinct, protection, pollution, destruction, environment, reserve, natural resources - Key Points: Understand the main idea and details of the speech- Difficult Points: How to use English to express opinionson environmental protection- Grammar: Tenses, conjunctions, and prepositionsVII. Teaching ReflectionThis teaching plan is designed to guide the teaching of Unit 1, "Environmental Protection." It focuses on cultivatingstudents' awareness of environmental protection and enhancing their understanding of the importance of protecting the earth. Through various activities and discussions, students canactively participate in the learning process and improve their English skills. However, it is necessary to adjust the teaching plan according to the actual teaching situation and students' abilities.。

Unit1 Learning about language1参考教案Teaching objectives1. Master the common suffixes transforming verbs into nouns:-ment, -ation, -ion, -ist, -er, -or, -ant, -ee, -ance, -ure2. Study and master the key words & phrases in this unit.Teaching procedures & waysI. Homework checkingShare your writing with our group. Check with each other.II. Word formation1.Fill in the chart with a suitable verb or noun form. Pay attention to the connection between them. （p.4 Ex. 2）2. Work in groups to discuss how verbs can be changed into nouns-ment -ation -ion -ist•agree--- move---•appreciate--- examine---•admit--- educate---•tour--- type---3. Can you summarize other suffixes? Give examples if you can.-er -or -ant -ance -ee -urework--- drive--- advise---act--- conduct--- sail---attend---admit--- attend--- guide---employ--- train---depart --- press--- fail---III.VocabularyWork in groups and study the words and expression_r_rs. Try to summarize the usages. Then make sentences by yourselves.1.achieve sth (success, goal, aim, purpose, etc)1) He achieved his ambition of making a robot.2) Because he was hard-working, he achieved full marks in the exam. n. achievement1) The achievement as a teacher is to show his students how to learn.2) A sense of achievement will encourage students to make more efforts.2.campaign3.dress4. put… to death5.deliver6.behave7.argue8.worthwhile9.observe10.lead a… life11.crowd in12.look down upon13.intend14.carry onIV. Practise1. Complete the sentences with the words in their proper forms.1) A sense of_______ (achieve) is very important for a student.2) It is strange that the old lady is_______ (dress) in red.3) His life _________ (devote) to helping the poor.4) It is worthwhile_______(walk) to work every day.5) The school being built is_________(intend) for the homeless children.2. Complete the passage-Ex2 p42V. Summary and homework1. Summarize noun suffixes.2. Finish Exercises 1 and 3 on page 42.Reflection:。

Unit 4 Period 2 Learning about Language 教学设计This section guides students to pay attention to the typical context of vocabulary use, helps students accumulate vocabulary around the key vocabulary of this unit, and uses the learned words and word chunks in different contexts to deeply understand their meaning and usage, so as to achieve the purpose of review and consolidation.The teaching design activities aim to guide students to pay attention to the typical context in which the target vocabulary is used, as well as the common vocabulary used in collocation, so that students can complete the sentence with correct words. In terms of vocabulary learning strategies, this unit focuses on cultivating students' ability to pay attention to collocation of words and to use word blocks to express meaning.For vocabulary learning, it is not enough just to know the meaning of a single word, but the most important thing is to master the common collocations of words, namely word blocks.Teachers should timely guide students to summarize common vocabulary collocation, such as verb and noun collocation, verb and preposition collocation, preposition and noun collocation, and so on.1. Guide students to understand and consolidate the meaning and usage of the vocabulary in thecontext,2. Guide the students to use the unit topic vocabulary in a richer context3. Let the students sort out and accumulate the accumulated vocabulary, establishes the semanticconnection between the vocabulary,4. Enable students to understand and master the vocabulary more effectivelyGuiding the Ss to use unit topic words and the sentence patterns in a richer context.Step1: Complete Samuel's story with the correct phrases.bound for commercial world a massive amount of money urbanareas1. In Canada, _____________________has been spent on preserving the forest, and the country'sdeforestation rate is among the world's lowest.2 .A growing number of woodworkers have decided to move to the ____________________for better jobs.3. Aboard the plane ________________Toronto, Samuel, a young woodworker, began imagining a whole new life in the big city.4. However, he also had some worries. Ideally, he wanted to make a living in the arts, but he also knew well that it was somewhat a _________________________.keys:1. a massive amount of money2.urban areas3.bound formercial worldStep2: Complete the sentence according to the Chinese meanings and the initial letters.1. It's freezing (冰冻的) here—can't we shut a few windows?2．Only in the southern part of Beijing have I seen such scenery (风景) as this.3．That question that we were worried about arose (出现)．4．It's always pleasant (令人愉快的) to do what you're good at doing.5．He had left a huge bunch (束) of flowers in her hotel room.6．It's small and red with narrow steps in front and windows so small that you'd think they were holding their breath (呼吸)．7．200 peace activists are planning to set up a peace camp at the border (边界)．8．One of the highlights (最精彩的部分) of the trip was seeing the Taj Mahal.9．The ships in this small harbor/harbour (港口)are safe.10．With their volcanoes ，valleys and waterfalls , the islands of Hawaii have some of the most spectacular (壮观的)views on earth.Step 3: Complete the sentences using suitable nouns in their correct forms and circle the words which collocate with them.1. After arising in the morning, the first thing he does is to draw the______________.2.He was impressed by her ___________________and charm.3. The visitors were admiring the ______________dating back to the 17th century.4 .We all remember the _____________________of the trip-visiting the Huangguoshu Waterfall.5.Protect the _________________which are unique to Australia and their natural habitats.6. What ___________did you fly?7. It is one of the most difficult _________________to climb in the Rocky Mountains.8. The beauty of Qinghai Lake took t he visitors’ ____________away.9. In freezing cold winter, windows are often covered with_________________.10. We sailed into a beautiful __________________in the southwest of Canada.11. Judy enrolled in a programme of study that was eight months in_______________，but she completed it in only six months.keys：1.curtains2. beauty3. antique4. highlight5.creatures6. airline7. peaks8.breath9.frost 10. bay 11.durationStep4: Suppose you were talking to your friend Jane. Choose the suitable adjectives to comment on the situations.1.Jane: The welcome party at the University of Oxford helped many students to make new friends. You: They must have spent a(n)______________evening together.2 Jane: We’re surprised to find hat is warmer than usual this winter in London.You: You're so lucky to have a ______________winter here.3.Jane:We visited a famous tourist site in Scotland: the beautiful coastline and breathtaking landscape of St Andrews.You: How wonderful! You must have had an _________experience.keys:1.pleasant 2. mild 3. awesomeStep 5:Dictate the key words and phrases in this unit.Part 1: key words:1．adj. 令人愉快的；友好的2．vi. 起身；出现；由……引起3．adj.巨大的；非常严重的4．n．呼吸的空气5．adv.字面上；真正地6．adj.准备前往(某地)；一定会7．n．风景；景色8．adj.令人惊叹的；可怕的；很好的9．n．最好或最精彩的部分vt. 突出；强调；使醒目10．vi.& vt. 钻(孔)；打(眼) n. 钻(头)；训练；演习11．vi.& vt.结冰；(使)冻住12．vt.预料；预见；期望13．n．束；串；捆14．n．窗帘15．n．国界；边界(地区)16．n．手艺；工艺；技艺17．n．古物；古董adj.古老的；古董的18．adj.壮观的；壮丽的；惊人的n．壮丽的场面；精彩的表演19．n．顶峰；山峰；尖形keys:1.pleasant 2. arise 3.massive 4. breath 5.literally 6.bound 7. scenery 8. awesome 9. highlight 10.drill 11. freeze 12. anticipate 13. bunch 14. curtain 15. border 16. craft 17. antique 18. spectacular 19. peakPart 2: Key phrases1.travel by commercial line,take the train to ...乘商业线，乘火车到…2.passing through...通过……3.take a taxi to ...,乘出租车到…4.take a coach bound...through...to...乘长途汽车去……经过……到……5.the train arrived at the station火车到达了车站6.catch the train towards...赶上了开往……的火车7.the train headed ...火车开往…8.the train thundered on ...火车隆隆地前进。

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Unit 1 Science FictionLearning About Language语法精讲•素养提升被动语态(Passive Voice)一图情境探究1 舸Women were not allowed to go Ito school in ancient times.4/ Bui, in modem limes, women are given' ]] yjp equal chance lo study.观察上面对话，并完成句子(1)1 was told(tell) not to take anybody's belongings without permissions when I was little. (2)By the end of last year, another new gymnasium had been completed(compIete) in Beijing.(3)The news would be sent to(send) the soldier's mother as soon as it arrived.〜要义详析一、被动语态常用于以下两种情况：1.不知道谁是动作的执行者，或者没有必要指出谁是动作的执行者。

*Rice is grown in the south of China. 中国南方种植水稻。

2.强调动作的承受者。

*The tree was broken by that boy.这棵树是那个男孩弄断的。

二、将主动语态变为被动语态应注意的几种情况1.含双宾语的主动结构变为被动结构时，有两种方法：⑴间接宾语变为主语，直接宾语不变；(2)直接宾语变为主语，间接宾语用介词to或for引导。

-He told us a story.他给我们讲故事。

Period 2Language Study1.掌握本课时出现的不带△的新单词和短语在本单元中的用法。

2.理解并能够自主运用重要语言点,如behave, worthwhile, observe, argue, move off, crowd in等的用法。

1.通过对教材课文的阅读,在课文的具体情境中推断词义、词性,了解重要词汇的基本用法。

2.通过导学案的套用,以练促学,巩固内化重要的语言点,学以致用。

重点单词1.n.成就;功绩2.n.运动;战役vi.作战;参加运动3.vt.&vi.举动;(举止或行为)表现4.n.荫;阴凉处vt.遮住光线5.adj.值得的;值得做的6.n.&vt.支持;拥护7.vt.观察;观测;遵守8.vt.&n.尊敬;尊重;敬意9.vt.&vi.讨论;辩论;争论10.vt.鼓舞;激发;启示重点短语1....致力于;献身于2.在……背阴下3.离开;起程;出发4.想出;算出;制订出5....过着……的生活6.(想法、问题等)涌上心头;涌入脑海重点单词:1.achievement2.campaign3.behave4.shade5.worthwhile6.support7.observe8.respect9.argue10.inspire重点短语:1.devote; to2.in the shade of3.move off4.work out5.lead a; life6.crowd in品句填空1.The agreement strengthened the (联系) between the two countries.2.A bird lays eggs in the (巢) it has built.3.Their (举止) towards me shows that they do not like me.4.She had a happy (童年).5.Television provides knowledge as well as (娱乐).6.She is so o that she has hurt the feelings of all her friends.7.There are no trees or bushes to give s in this area, so it is very hot here.8.He b badly to the customers.9.The scientist has o the stars all his life.10.They are a with their classmates about the solution to the problem.【答案】1.bond(s) 2.nest 3.behavior 4.childhood 5.entertainment 6.outspoken7.shade8.behaved9.observed10.arguing1.behave阅读下列句子,注意behave的意思及用法。

2019新人教高中英语选择性必修四Unit1 Science FictionLearning about Language公开课教案Teaching aims:By the end of the period, students will be able to:1. identify and summarise the forms and functions of passive voice through observation.2. apply passive voice correctly in the context and situation.Teaching key and difficult points:1.Lead students to understand the forms and functions of passive voice through observation in a real context.2.Help students to improve their expressions by using passive voice.3.How to apply passive voice correctly in the context and situation.Teaching procedures:StepⅠLead-inShow some pictures about sci-fi films and ask some relevant questions to have a free talk.Do you know the above films? Let’s talk about them.1.Do you know how to make these films?2.Where are the films from?3.Will the plots in the films become reality? Why?4.What about the present situations of such films?5.Do you want to see more new films?Suggested answers:1.They are made by special effects.2.They are usually adapted by science fiction novels.3.No, because they are created by humans.4.Recently, more and more such excellent films have been produced to the public and they play an important role in the film industry.5.略StepⅠAnalyse and identifyTask1Share your thoughts on the sci-fi films with the help of the following sentences and find out the basic form of passive voice.1.The sci-fi films are attractive because they (make) by some special effects.ually, they (adapt) by some science fiction novels, just like I, Robot written by Isaac Asimov.3.The effects in the films are so powerful that people often think they will be real things that will(see) in the future.4.Actually, they won’t become reality because they (create) by humans.5.Recently, more and more such excellent films have (produce) to the public and they play an important role in the film industry.6.As fans of sci-fi films, we expect more films can (make) to feast our eyes.Suggested answers:1.are made2.are adapted3.be seen4.are created5.been produced6.be madeTask2Change the following sentence into active voice to analyse the function of passive voice.Actually, they won’t become reality because they are created by humans.Suggested answers:Actually, they won’t become reality because we humans create them.Task3Translate the following sentences to find out varied forms of passive voice.1.The effects in the films are so powerful that people often think they will be real things that will be seen in the future.2.Recently, more and more such excellent films have been produced to the public and they play an important role in the film industry.3.As fans of sci-fi films, we expect more films can be made to feast our eyes.Varied forms:Suggested answers:1.电影中的特效是如此强大,使得观众常会觉得它们会成为未来能够见到的真实的东西。

Unit 1 Science and ScientistsLearning About Language Period 2教材分析本单元学习的重点语法结构是表语从句。

表语从句是在主从复合句中充当表语的从句。

与宾语从句、主语从句一样，表语从句也是名词性从句中的一种。

表语从句的引导词有that、whether、how、what、where、as if、because等。

活动1旨在引导学生感知表语从句的结构特点并思考其表意功能。

活动2让学生使用表语从句回答与课文相关的四个问题，使用目标结构重述熟悉的信息，体会其意义和功能。

活动3属于综合运用阶段，首先让学生使用引导词将对话一方David的话语（多为表语从句)补充完整，然后让学生把David的话语按照逻辑顺序还原到完整的对话语境中。

教学目标在本课学习结束时，学生能够：1.在具体语境中观察、发现表语从句的功能和规律，总结该结构的特征；2.加以实际运用，从而巩固和提高相关语法知识。

教学重难点【教学重点】1. 表语从句的判断；2. 表语从句的引导词及如何确定表语从句的引导词。

【教学难点】1. 表语从句的难点句式；2. 语篇的衔接手段。

教学过程Step 1 Warming-upRead the following sentences and find out the clauses and the linking words.设计意图：引导学生感知和发现表语从句的结构特点, 引导学生主动参与语法学习，而不是被动地接受教师对语法的讲解。

Step 2 Grammar focus1. Some key points.2. Some useful tips.设计意图：结合例子，系统讲解表语从句相关语法知识。

Step 3 Practice1. Mark the linking words in the following sentences and pay attention to the words before them.2. Answer the following questions using information from the reading passage as well as the predicative clauses.3. David is talking to Maria about their scientific research project. First complete David’s lines (A-E), using the words in the box. Then put David’s lines in the correct order and practise the conversation.4. What factors help us continue the conversation?5. Complete the conversation and read it.6. Translate the following sentences into English.设计意图：通过不同形式和不同层次的教学活动，引导学生既关注语法结构的形式（form），又关注语法结构的表意功能（meaning），即语法结构在具体语境中的使用，让学生通过完成具体活动掌握单元目标语法结构并发现其规律，运用目标语法结构解决问题。

Unit 1 Science and Scientists Period 2 Learning about Language 教学设计In the aspect of learning strategies, this teaching design focuses on cultivating students' ability to use word formation to induce and memorize vocabulary, and the ability to use lexical chunks to express meaning. Besides, it made some exercise to teach students to match the verbs with the proper prepostions and then instruct them to use the appropriate chunks to complete the sentence in the context appopriately. Other exercise is aimed to guide students to use unit topic words and the sentence patterns in a richer context.1. Guiding the Ss to use unit topic words and the sentence patterns in a richer context.2. Cultivating students' ability to use word formation to induce and memorize vocabulary, and the ability to use lexical chunks to express meaning.1.Instruct students to know more about suffix and prefix.2.Enable students to use the language points in the real situation or specific contexts flexiblyand appropriately.Step1: The teacher instructs the students to build up their vocabulary by reviewing some word-building methods such as prefix and suffix.re:________________________ -ory : ________________________dis: ________________________ -ion : ________________________micro: ________________________ -ial: ________________________trans: ________________________ -ology: ________________________mis: ________________________ -al: ________________________un: ________________________ -or: ________________________multi: ________________________ -ist: ________________________keys:re: retell recycle-ory : theory contradictorydis: disappointdislike -ion :action inventionmicro: Microsoft microphone-ial: beneficial officialtrans: transform transport-ology: biology geologymis: misunderstand misleading-al: natural actualun: Unlike unhappy-or: actorinventor multi: multiple multinational-ist: biologist scientistStep2: Make phrases by combining the words in the left box with those on the right. Then complete the senteces using the proper forms of these phrases.1. Many scientist ____________________the view thatit is human activity that has causedglobal warming.2. He was to________________________the accident because he drove on the wrong side ofthe road.3. The man ________________being behind the robbery was seen crossing the street.4. Since heart disease is often ___________________our lifestyle choice, we need to makehealthy lving an important part of our lives.keys: subscribe to ; blame …for… suspect…of….. link…to….1.subscribed to2. blame for3. suspected of4. linked toStep 3: Fill in the blanks according to the grammar rules.1.I feel it is both of you who are__________ ( blame)for the spoiled child.2. The new student is________sincere that all classmates want to make friends with her.3. ________seemed that the sea lion didn't mind being with the tourists at all.4. Wang Peng sat in his empty restaurant feeling very ________ ( frustrate ) because no customers had come to his restaurant ever since he got up in the morning.5. The way that he did things was________ ( contradiction) to what he had said earlier this week.6.Your________ ( subscribe) will be automatically renewed each month without notice until you cancel it.7. He is coming here___________( pure) because he wants to participate in the football championships again.8. The police suspect him __________having a part in the jewel robbery.9. The vaccine is developed to protect the whole population against _________ (infect )of COVID-19.10. It was reported that Germany had taken a lot of measures to slow the rate of infection, including closing hair and beauty studios. Other non- essential shops __________ ( shut ) already.keys:1.to blame2. so3. It4. frustrated5. contradictory6.subscription7. purely8. of9.infection 10. had been shutStep 4: Complete the sentence according to the Chinese meanings.1. It is not unusual for an athlete to be h_____________(家喻户晓的)name while he is active, and quickly forgotten when his athletic career is over.2. I'm sure she'll h____________(处理) the changes very well because she's very adaptable.3. He was ready to serve dinner to his friends when he realized that he had forgotten to turn on the oven and the meat was _____________(生的) yet.4. He used his s_________________（重大的）influence to change the thinking of the scientific community on this issue.5. Scientists have collected more s________________（数据）than expected to prove the theory. keys：1.household 2.handle 3. raw 4. substantial 5. statisticsStep 5:Read this passage about medical science. Complete it using the words below.infection multiple decrease severetransform proof blame substantialBritish scientists believe they may have found a way to fight the common cold. It blocks a key protein in the body cells that is to __1______________ for the spread of cold-causing virus. Targeting he host rather than __2_______________was a bit non-traditional but made sense because it was tricky to target the virus. Cold-causing virus are not only of 3_____________kinds, they also _4______________ rapidly, meaning they can quickly develop resistance to medicine. Researchers are working on making a form of medicine that can be taken directly into one’s lungs, to5____________ the chance of side effects. Though these scientists have made __6__________________ advances in their research, further___7___________ is needed to make sure such drugs are not so __8____________ that they harm the body.keys:1.blame2.infection3. multiple4.transform5.decrease6.substantial7. proof8.severeStep 6: Dictate the key words and phrases in this unit.Part 1: key words:1. proof n．证据；证明；检验2. multiple adj.数量多的；多种多样的3. household n．一家人；家庭；同住一所(套)房子的人4. suspect vt.&vi.怀疑；疑有；不信任n．犯罪嫌疑人；可疑对象5. blame vt.把……归咎于；责怪；指责n. 责备；指责6. handle n．把手；拉手；柄vt. 处理；搬动；操纵(车辆、动物、工具等)7. intervention n．介入；出面；干涉8. link vt.把……连接起来；相关联n. 联系；纽带9. raw adj.未煮的；生的；未经处理的；原始的10. pure adj.干净的；纯的；纯粹的11. substantial adj.大量的；价值巨大的；重大的12. decrease n．减少；降低；减少量vt.&vi. (使大小、数量等)减少；减小；13. statistic n．[pl.]统计数字；统计资料；统计学14. transform vt.使改观；使改变形态vi.改变；转变15. thinking n．思想；思维；见解16. finding n. 发现；调查结果；(法律)判决17. initial adj. 最初的；开始的；第一的18. solid adj. 可靠的；固体的；坚实的n. 固体Part 2:Key phrases1．once and for all 最终地；彻底地2．subscribe to 同意；赞同3．thanks to 幸亏；由于4．attend to 照料；照顾5．think of 想起；考虑6．as a result of 由于……的结果7．in general 总之；通常；一般而言8．find out 找出；查明9．what's more 而且；另外Step 7: complete the discourse according to the grammar rules.Cholera used to be one of the most 1.__________ (fear) diseases in the world. In the early 19th century, _2_________ an outbreak of cholera hit Europe, millions of people died. But neither its cause, 3__________ its cure was understood. A British doctor, John Snow, wanted to solve the problem and he knew that cholera would not be controlled _4_________ its cause was found. In general, there were two contradictory theories 5 __________ explained how cholera spread. The first suggested that bad air caused the disease. The second was that cholera was caused by an _6_________(infect) from germs in food or water. John Snow thought that the second theory was correct but he needed proof. So when another outbreak of cholera hit London in 1854, he began to investigate. Later, with all the evidence he _7_________ (gather), John Snow was able to announce that the pump water carried cholera germs. Therefore, he had the handle of the pump _8_________ (remove) so that it couldn't be used. Through his intervention，the disease was stopped in its tracks. What is more, John Snow found that some companies sold water from the River Thames that __9__________________ (pollute) by raw waste. The people who drank this water were much more likely _10_________ (get) cholera than those who drank pure or boiled water. Through John Snow's efforts, the _11_________ (threaten) of cholera around the world saw a substantial increase.Keys：1.feared 2.when 3. nor 4.unless 5.that/which 6.infection 7.had gathered 8.removed 9.was polluted 10.to get 11. threat。