Words and expressions in Unit 1 Great Scientists

Unit 1Paraphrase1.Our house is 23 feet above sea level.2.The house was built in1915, and since then no hurricane has done any damage to it.3.We can make the necessary preparations and survive the hurricane without much damage.4.Water got into the generator, it stopped working. As a result all lights were put out.5.Everyone go out through the back door and get into the cars!6.The electrical systems in the cars had been destroyed/ruined by water.7.As john watched the water inch its way up the steps, he felt a strong sense of guilt because he blamed himself for endangering the family by making the wrong decision not to flee inland.8.Oh, God, please help us to get through this dangerous situation.9.She sang a few words alone and then her voice gradually grew dimmer and stopped.10.Janis didn't show any fear on the spot during the storm, but she revealed her feelings caused by the storm a few nights after the hurricane by getting up in the middle of the night and crying softly. Practice with words and expressionsA1.main:a principal pipe, conduit, or line in a distributing system for water, gas, electricity, etc.2.Sit out: to stay until the end3.Report:a loud, resounding noise, especially one made by an explosion4.Douse:to put out (a light,fire,generator,etc) quickly by pouring water over it5.Kill: to destroy, to end6.Litter:the young borne at one time by a dog, cat, or other animals which normally bear several young at a delivery7.Swath:a broad strip, originally the space or width covered with one cut of a scythe or other mowing device8.Bar:a measure in music; the notes between two vertical lines on a music sheet9.Lean-to:a shed or other small outbuilding with a sloping roof, the upper end of which rests against the wall of another building10.Break up:to disperse;be brought to an end11.Pitch in:to join and help with an activity12.The blues:sad and depressed feelingsB1.pummel:f. to bear or hit with repeated blows, especially with thefist2.Scud:h. to run or move swiftly3.Roar:a. a loud deep cry4.Scramble:i. to climb, crawl or clamber hurriedly5.Swipe:j. a hard, sweeping blow6.Skim:l. to throw in a gliding path7.Perish:m. to die, especially die a violent or untimely death8.Beach:k. to ground (a boat ) on the beach9.Slash:d. to cut or wound with a sweeping stroke as with a knife10.Sprawl:b. to spread the limbs in a relaxed ,awkward or unnatural position11.Vanish:g. to go or pass suddenly from sight12.Thrust:c. to push with sudden force13.Wrath:e. intense angerTranslationA.1.Each and every plane must be checked out thoroughly before taking off.2.The residents were firmly opposed to the construction of a waste incineration plant in their neighborhood because they were deeply concerned about the plant's emissions polluting the air.3.Investment in ecological projects in this area mounted up to billions of yuan.4.The dry riverbed was strewn with rocks of all sizes.5.Although war caused great losses to this country, its cultural traditions did not perish.6.To make space for modern high rises, many ancient buildings with ethnic cultural features had to be demolished.7. In the earthquake the main structures of most of the poor-quality houses disintegrated.8.His wonderful dream vanished into the air despite his hard efforts to achieve his goals.B.1.但是，和住在沿岸的其他成千上万的居民一样，约翰不愿舍弃家园，除非他的家人——妻子珍妮斯和他们的七个孩子，大的11岁，小的才3岁——明显处于危险之中。

《unit1 Great Scientists》说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《unit1 Great Scientists》。

我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分，是该单元的主要内容，它介绍了英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学方发现的全过程具有其科学的严密性。

2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”，所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4．教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本课的教学难点确定为：1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二．说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设计了许多易于操作的任务型活动。

Module 5 MuseumsUnit 1 Don’t cross that rope!教学目标【知识目标】1. 词汇rule entry missing2. 表示禁止的结构【能力目标】能听懂关于参观博物馆的语言材料以及表示禁止的语言, 能通过相关词汇或图片描述禁止做某事【情感目标】让青少年在亲身体验中学习知识, 培养热爱科学的意识教学重难点【教学重点】1. 领会并灵活使用以下词汇rule rope missing entry等单词2. 掌握重点句型：No smoking Don’t cross that rope No wonder……3. 理解并掌握表示禁止的结构【教学难点】能通过相关词汇或图片描述表示禁止的句子教学过程Step 1 Warming-up1. Show some pictures of the signs.2. Learn the new words.Step 2 Listening and vocabularyFinish Activi ty 1 on page 34.1. Ask the students to look at the pictures on the right in Activity 1.2. Read through the names of the signs.1) Don’t touch. 2) No smoking. 3) No shouting. 4) No photos.3. Match the signs with the rules.4. Check the answers.5. Now work in pairs. Tell your partner the rules.Step 3 Listen and answer the questions.1. Ask the students to read through the questions.1) Where did Lingling find the guide?2) How many people are going to the museum on Saturday?2. Play the recording and ask the students to listen carefully.3. Listen and answer the questions.4. Check the answers.Step 4 Listen and read1. Play the recording and ask the students to answer the questions.1) What room do the children want to visit?2) Are there lots of people in the museum?2. Check(√)the rules mentioned in the conversation.1) Ask the students to look at the pictures in Activity 3.2) Read the conversation again.3) Check (√) the rules mentioned in the conversation4) Check the answers.3. Read the conversation again and find main points.Step 5 Writing1. Write down what you cannot do in the museum.No shouting.Lingling and Betty needed some information for their projects, so they wanted to go (1) ___________ to the Animal Room, but Daming got into trouble at the monkey (2) ___________ . Daming broke the (3) ___________ by shouting and trying to cross the (4) ___________ when he planned to see a monkey with a long (5) ___________. Then they discovered that Lingling’s mobile phone was (6) ___________. The guard told them to go (7) ___________ to the lost and found office. Lingling has to find her phone, or her mother will (8) ___________ her.3) Complete the passage with the words in the box.4) Check the answers.Step 6. Learn “Everyday English〞Me too. No shouting, please!It’s against the rules. That’s no good! No wonder…Step 7 Language points1. No shouting, please! 请勿喧哗!Don’t cross that crop! 不要越过那条绳子!No photos. 请勿拍照.表示“禁止做某事〞. 主要结构：1) No + 动名词No fishing. 禁止垂钓. No parking. 禁止停车.2) No + 名词No entry. 请勿入内. No food and drinks. 请勿饮食.3) 祈使句Don’t make any noise. 不要吵闹.Keep off the grass. 请勿践踏草坪.2. It’s against the rules. 这违反了规定.against是介词, 表示“对抗, 违背, 相反〞, 句中against the rules作句子的表语. 该词可以构成很多词组. 如:Who are you playing against in the next match? 下一场比赛你们和谁对抗？3. That phone is new! I have to find it, or Mum will punish me!那部是新的. 我一定要找到它, 否那么妈妈会惩罚我的.punish v. 惩罚; 惩罚常用结构:punish sb. for sth./doing sth.e.g. He was punished for being late. 他因迟到而受到处分.5. It’s missing! 它丢了!missing adj. 找不到的; 失踪的辨析：lost/missing/gone三者都可表“失去〞. lost是广义的“丧失〞, 包含可找回和不能找回的意思; missing强调某物或某人暂时找不着了(含最终可能找到之意); gone的含义最广,包括“(东西)没了; (时间)过去了; (人)死了〞等,而且语气肯定.[运用]1) ______ time will never be found again.2) Someone reported to the police that a child was ________.3) The old times are ______ forever.Step 8 Pronunciation and speaking1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) No shouting, please! It’s against the rules.2) Because it’s closed.3) There certainly are a lot of rules in this museum.3. Ask the students to listen and underline the words the speaker stresses.4. Now listen again and repeat.Step 9 Discussion1. Read through the example with the class.— Must we keep quiet in the classroom?— Yes. No shouting in the classroom.2. Discuss the rules in your classroom.3. Work in pairs.Step 10 Exercises课堂作业1. Remember the words and phrases in Unit 1.2. Finish the exercises in the workbook.教学反思Unit 3 Language in use教学目标【知识目标】让学生能够使用在本模块所学的单词和短语.【能力目标】总结和理解if条件状语从句.【情感态度目标】在日常生活中能听懂他人的问题和给出建议, 做一个老实的人.教学重难点【教学重点】【教学难点】教学过程Step 1 Revision and lead-inLet Ss look at the pictures and answer the questions to review what they have learnt. Step 2 Language practice and grammarTo master the tense of the adverbial clause of condition.用所给单词的适当形式补全对话1. If I ______(start) the dinner, I ________ (finish) it before I go to bed.2. If you _____(do) these other things instead of your homework, you _______(not have) time to study.3. He thinks something _______(go) wrong if I play games on it.Grammar: If从句(2)一、引导条件状语从句最常用的连词是if, 常见的if条件状语从句表示在某条件下, 某事很可能发生.e.g. If you ask him, he will help you．如果你请他帮助, 他会帮你的.If he does not work hard, he will fail his exams.如果他不努力, 考试就要不及格了.二、If从句的时态1. if从句用一般现在时, 主句用一般将来时.e.g. If he runs, he’ll get there in time.如果他跑着去, 他就会及时赶到那儿.2. if从句用一般现在时, 主句用情态动词+动词原形.e.g. She may come with us if she arrives in time.如果她来得及时, 就可以和我们一道去.三、if 引导的条件状语从句位置灵活, 可直接放在主句后面, 也可以放在句首. 放在句首时, 从句后面要用逗号和主句隔开.e.g. I’ll go to see you if I have time. 如果有时间, 我就去看你.If it rains tomorrow, we’ll stay at home. 如果明天下雨, 我们就待在家里.四、同义句转换用“祈使句＋and / or ＋一般将来时的句子〞转换.e.g. If you work hard, you’ll pass the exam easily.→ Work hard, and you’ll pass the exam easily. 努力学习, 你将很容易通过考试. If you don’t hurry up, you’ll miss the train. → Hurry up, or you’ll miss the train.快点儿, 否那么你就赶不上火车了.Exercises1.If you ____ to the party, you’ll have a great time.A. will goB. wentC. goD. going2. I ______ her the answer if she _______me.A. can tell, will askB. will tell, will askC. would tell, askD. will tell, asks3. -What are you going to do tomorrow?-We’ll go to the library tomorrow if it ______.A. isn’t rainB. rainC. won’t rainD. doesn’t rain4. I’ll give the book to him if he _____ here next Sunday.A. will comeB. comesC. is comingD. cameStep 3 Join the sentences with if●The teacher show Ss how to join the sentences with if.Listen in class, or you will not understand what to do.If you do not listen in class, you will not understand what to do.1. Eat your breakfast, or you will get hungry at school.If you do not eat your breakfast, you will get hungry at school.2. Hurry up! You will be late.If you do not hurry up, you will be late.3. Read the book carefully. Then you will not make mistakes.If you read the book carefully, you will not make mistakes.4. Don’t watch too much TV, or your eyes will hurt.If you watch too much TV, your eyes will hurt.5. Work harder! You will get higher marks.If you work harder, you will get higher marks.●Let Ss write new sentences with if.Step 4 Make a survey1.Think of three problems you have in your schoolwork.2.Make notes about them in the Problem boxes.Now work in pairs. Talk about your problems and give advice to each other. Complete the table.-I can’t speak English well.-If you practise more outside the classroom, you will make progress.Step 5 Complete the sentences so that they are true for you1. Read the sentences carefully.2. Use the correct words to fill in the blanks1 I will be really happy if________________.2 I will do well in English if______________________________.3 My parents will be angry if____________________.4 If it rains next Saturday, I_____________________.Step 6 Complete the conversation with the correct form of the words and expressions in the box1.Read the conversation carefully.2.Now complete the conversation with the words or expressions in the box.Step 7 Complete the passages with the correct form of the expressions in the box1. Read the passages carefully.2. Now complete the passages with the words or expressions in the box.Step 8 Read the problems and give your adviceStep 9 ListeningListen to the conversation and answer the questions.1. What is the girl’s problem?2. Is it a common problem among teenagers?3. What does the doctor advise the girl to do?4. What does the doctor advise the girl not to do?Step 10 Around the worldLearn about the advice columns.Read the passage and fill the blanks.1. Advice columns have been used since ___________________.2. In the past, advice columns could mainly be found in _______________________.3. Nowadays, _______________________are much more popular.Step 11 Writing1. Work in pairs. Write a letter about a problem.2. Decide on advice for the problems in groups.3. Make a problem page.Step 12 PracticeDo some exercises from the entrance exam to senior high schools.1. -Would you like to go shopping with me, Carmen?-I’d love to, ____ you don’t want to go alone.A. untilB. beforeC. if2. You will be late for school ____ you don’t get up early.A. butB. ifC. andD. or3. -Please give Alice the story book ____ you see her.-All right.A. unlessB. orC. butD. if4. If the weather ____ fine, we ___ have a sports meeting this weekend.A. will be; willB. is; willC. was; would5. He will go to the mountains with his parents if it _____ next Sunday.A. won’t rainB. doesn’t rainC. isn’t rainD. will rain6. If she _____ tomorrow, I’ll call you.A. comeB. comesC. will comeD. came课堂作业假设你是Lucy, 你的笔友Mary给你写了一封信, 告诉你她现在的问题, 请你给她写一封回信, 并给她提出你的一些建议.Dear Lucy,I am a good girl but I am not good at studying. I like watching TV so much that I can’t stop myself from watching it. My parents have tried their best to stop me watching TV too much. They argued〔争吵〕with me about it. I was so angry with them that I left home. The problem makes me very sad and I don't know what to do. Can you help me?Yours,Mary教学反思。

授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, bodyand conclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read wit h the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body andconclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign languageGood course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning—I always feel it difficult to…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university educationis Communicative Language TeachingA type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language TeachingCommunicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language TeachingA facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father (Para. 1)A tedious oddity: a father he is obliged to listen to and a manabsorbed in the rules of grammar.2)Why was the writer shocked by his student’s answer (Paras. 2-4)3) She is unable to describe her excursion to Europe with the rightwords.4)What conclusion did the writer draw from the example of his student(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency(Paras. 6-7)6) The learning environment is misleading.7)Why should students not be blamed for their language deficiency8) They are not learning the language adequately and efficiently inschool.9)How should grammar be taught as far as the writer is concerned10) Grammar must be handled delicately, step by step. An effectiveway of teach ing could arouse children’s interest in learningEnglish grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar.He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency.BodyExplains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。

U校园新一代大学英语（基础篇）综合教程2 unit1答案Unit 1Campus cultureiPrepare1-1 Setting the sceneSetting the sceneiExplore 11-2 iExplore 1: ReadingViewing1.b,d,h2.c,f,l3.a,g,i4.k5.e,j6.Yes, the suggestions are very helpful for me as college is a critical moment for me to get to know myself better. Only when I see myself clearly and know what I really want and who I wan t to become can I steer myself toward a bright future. Besides, as long as I find my true self, I need to stay true to it. Otherwise, I would take the wrong path, drift far away from my goals and finally lose myself in the life journey.Reading indetailVocabularyUnderstanding1-3 iExplore 1: Building your languageWords and expressions1.lean2.heavily3.terrified4.bumped5.lengthy6.flaws1.A2.B3.B4.A5.A6.B7.A8.BCollocations1.1)B1.2)A2.1)A2.2)B3.1)A3.2)B4.1)B4.2)A1.take notes2.vitally important3.takes time4.do the laundrypletely random6.Lean heavily on/heavily lean onVocabulary learning strategies1.inevitable2.unacceptable3.immature4.irresponsible5.irregular6.inconsiderate7.illiterate8.independent9.unconscious10.illegal11.impractical12.undecided1.irresponsible2.illiterate3.immature4.lrregular5. unacceptable6. inconsiderateLanguage focus1.to be chosen2.to share3.to be contacted4.to be taken5.to know1.to be printed out2.to do whatever you want3.to discoverwho you are4.to be warned ofBanked cloze1.living2.belong3.poke4.seeking5.chose6.randomfortable8.found9.worse10.amazingiExplore 21-4 iExplore: ReadingViewing1.Mental health problems.2.Anxiety, depression, and relationship problems.3.She went to the therapist, and asked for help.4.They should talk to somebody.5.She has learned that there's nothing in life she, or anyone fo r that matter, can't overcome.Yes, I felt a little depressed after entering university last Sep tember as I hadn't adapted to the life in the new city yet. I complained to my roommates several times. Luckily, they were rea lly helpful and warm-hearted, always comforting and encouraging me. We often spent time together and had great fun, chatting and l aughing in the dorm, doing assignments in the library, and sharin g food in the canteen. Gradually, I returned to what I was like before. Now, all my roommates have become my intimate friends.No , all the new friends around me seem to be really positive. Alt hough we have a lot of pressure from life and study, we often encourage each other to overcome difficulties on our way to growt h. More importantly, our teachers are always ready to help. Whene ver we meet difficulties, we can ask them for help.Reading in detailVocabularyUnderstanding1-5 iExplore 2: Building yourlanguageWords and expressions1.Obstacles2.Sympathy3.Overcome4.Confident5.Anxiety6.Blamed7.Reacted8.Hesitated1.stay true to2.regardless of3.in another person's shoes / in someone else's shoes4.take on5.in the wake of6.other thanCollocations1.ask for help /seek help2.mental health3.good health4.close relationship5.meaningful relationship / lasting relationship6.provides an opportunity / provides the opportunity / creates an opportunity / creates the opportunity1.dangerously2.incredibly3.ultimately4.actuallypletely6.understandablyVocabulary learning strategies1.Confident2.Question3.Lost confidence4.Uncertainty5.Excited6.Vulnerable7.gratefulTranslation1.许多新生面临的一个主要问题是既想家，又缺乏归属感。

WordsandexpressionsBOOK8（Unit1）Words and expressions (Unit One) (Book 8)1.distinct adj.1)清晰的、明显的(easily and clearly heard , seen , felt , etc ) There was a distinct smell of gas .有⼀股明显的煤⽓味。

His voice was quiet but every word was distinct.他说话声⾳不⼤，但字字清晰。

2）明确的，确切的(the state of definitely existed)Being tall gave Tony a distinct advantage.个⼦⾼的确给了托尼优势。

A strike is now a distinct possibility.⽬前罢⼯却有可能发⽣。

I had the distinct impression that I was being watched.我确实感到有⼈在监视我。

distinction n.1）.差别、区别（a clear diference）[C]○1make a distinction between A and BPhilosophers did not use to make a distinction between arts and science. 过去哲学家习惯不把艺术和科学区别开来。

○2distinctions between traditional and modern societies.传统社会和现代社会的差别。

2）区分（the separation of people/things into different groups）○1without distinctionAll citizens have the right to do it without distinction.所有⼈都有权利做这件事。