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pep小学英语五年级上册Unit 2 第二课时

pep小学英语五年级上册Unit 2 第二课时
pep小学英语五年级上册Unit 2 第二课时

pep小学英语五年级上册Unit 2My days of the week.

教学内容:Part A Read and write Pair work

教学目标:1.能够听、说、读、写对话中两组四会句子:What day is it today?It’s Wednesday.What do you have on Thursdays?We have English,math and science on Thursdays.并在实际情景中灵活运用。

2.能够充分理解并正确朗读对话,并能独立完成填充句子的练习。

教学重点:

听懂对话并掌握两组四会句型的认读和正确书写。

教学过程:

一、Warm-up

1. Review the words:(Monday, Tuesday, Wednesday, Thursday and Friday.)通过“大小声游戏”请一名同学寻找根据其他同学的提示找老师藏好的单词卡片,如果寻找的同学离此卡片越近其它同学应读其单词越大声反之离得越远越小声。

2. Sing a song:“My Days of the Week”

3. Daily dialogue:

A: What day is it today?

B: It’s Thursday.

C: I like math. Do we have math today?

D: Yes.

二、Presentation

1.展示Mike和Mike’s mom的图片。

2.让学生们观看幻灯片一遍,仔细听Read and write部分的对话。

3.Answer the question:

①. What day is it today?

②. What day is it tomorrow?

4.带着以下问题再观看一遍幻灯片:

①. What does Mike have on Wednesday?

5.让学生打开课本仔细阅读一分钟。

6.让学生合上课本以幻灯片形式展示“Let’s judge.”

①.Mike has English,art and science on Thursdays.

7.复述对话(看黑板上板书的材料复述)

三. Pair work

(1)请学生根据自己的爱好各自完成课程安排。

(2)结合操练。学生轮流询问对方的课程安排。

(3)舞台秀。每小组各派一对同学上台表演对话,进一步检查结对操练成果。四、Consolidation and extension

(1)让学生听Read and write部分的录音,读给朋友或家长听。

(2)让学生参照Pair work说一说,做一做,设计一张自己喜欢的课程表介绍给大家。(如I like music and English very much.I have English and music on Mondays.)

《My days of the week.》说课稿

大家好,今天我说课的内容是pep 小学英语五年级上册Unit2 My days of the week. 说教学过程:

1、preparation

播放本单元Let’s chant 部分师生共同说唱,营造良好语言氛围,新知识是旧知识的延伸和扩展,通过组织几分钟的free talk,既巩固了第一课时的内容,也为新授课打下了良好的基础。

2、pre-reading

出示空白课程表,让学生猜今天是星期几,并板书What day is it today?引出Wednesda,询问What do you have on Wednesdays?并板书。根据实际情况回答We have...用类似的方法引出课程表中tomorrow- Thursday的课程。

3、In-reading

利用图片,激发学生兴趣。出示MIke 收拾书包的图片,并询问:It’s time to go to bed,but MIke puts wrong books into his bag。Why?引导学生读对话

a、第一遍快速阅读课文,对文章有个整体认识,完成判断对错练习。培养学生快速阅读能力。

b、再读对话,圈出MIke两天的课程,让学生对对话有个详细了解,培养学生细节把握能力。

c、第三遍对对话,完成补充句子练习,并抄写四会句子,培养学生写的能力。

听录音,进行认读练习,通过听音跟读,齐读分组读等多种方式锻炼学生口语,听力,增强语感。

让学生说一说MIke 放错书的原因。

借机教育学生,要提前准备第二天上课所需的文具以及课本。

4 post-reading看课程表,根据所给句型每天做一个组对话,并写下来同桌交换提问,看那组最快完成任务。

在相对比较枯燥的阅读训练后,进行一个实践参与活动,既活跃了课堂气氛,也锻炼了学生的听说读写综合运用能力。

我的说课完了,谢谢大家

《My days of the week.》教学反思:

第一组织教学活动,在注意优生的同时不忘对后进生的提拔。这节课中我多次让后进生来回答问题,在同学面前表现自己,让他们在学习中找到更多的自信。

第二关注学生的感受,注意良好习惯的培养。本节课,无论是复习还是在新授课时,都及时注意孩子在学习过程中的表现与反馈信息。注重调动学生原有的知识经验,注重学生的感受,并很注意学生良好习惯的培养。在学习的过程中要注意相互配合与合作,不能搞个人主义等等。

第三,在新授课过程中由于情景创设的到位,与学生的生活联系紧密.因此,学生的积极性虽然很高,大部分学生能够融入课堂。

另外,在拓展环节的设计上,我没有抓住这个分类整理已学词语的好机会。虽然也展示了以前所学的词语,却没有做一次小结,造成了只是教师罗列词语,学生仅限于记忆词语,忽略了语言的交流性质。没有给学生一个使用词语的机会,没有给学生语言交流的语言环境。这是本节课的失误,因为教学实践证明,这样分类整理词语更贴近生活,更易于学生的实际运用。可见,在教学活动中除了教会学生本节课的内容外,作好总结也是非常重要的。

俗话说兴趣是最好的老师。无论学什么,兴趣十分重要。在英语学习过程中,有些学生怕羞,害怕出错,又没有听读录音的习惯,以至于到现在也张不了口,在英语这块几乎成了“哑巴”。只要每一个学生都有这样的理念:大胆开口,坚持多练,敢于交际,英语学习就不成问题!当然教师也需要帮助学生创建和谐民主的课堂气氛,以多样化的教学手段进行教学,如以游戏,歌谣,猜谜的方式充分调动学生的积极性,以多元化的评价手段鼓励学生全面参与课堂,激发学生学习英语的兴趣.

PEP小学英语五年级上册Unit3教学设计

教学目标与要求:

1.能够听、说、读、写本课时四会单词: tomato, tofu, green beans, fish, potato, eggplant并认读者cabbage, mutton, pork三个单词及替换句型:What would you like for lunch? I’d like ……

2.能够说唱歌谣,并理解其含义。

教学重点:

听、说、读、写单词:tomato,tofu,green beans,fish,potato,eggplant。

教学难点:

可数名词和不可数名词的初步认识。

课前准备:

教学过程中所需的图片(let's start)、录音(let's learn, Let's chant)、课件、动画素材,以及本课时的九张单词图片和卡片。

教师准备相关媒体的播放设备,如录音机、投影仪、幻灯片等。

一、Warm up (热身)5分钟

教师播放四年级上册第五单元Let's sing部分歌曲和四年级下册第六单元P73儿歌,学生说唱,复习有关食物单词。

教师播放教材P26 Let's chant中的儿歌,学生欣赏,帮助学生复习What would you like for lunch?I'd like…的问答。

1.请学生说出学过的有关食物的单词。

2. 提问:What would you like for lunch?引导学生用I'd like…回答。

3. 教师拿出卡片引出新课。

二、Presentation

(1) 教师播放let's learn部分录音,学生听两遍。教师提问:What would Mike like for lunch?引导学生回答:tomatoes and mutton。出示图片mutton,学生重复读音,教师解释pork是猪肉,mutton是羊肉。

引导学生用What would you like for lunch?提问,教师分别用I'd like some cabbage.

I'd like some green beans. I'd like some eggplant. I'd like some tofu.回答,并适时举起图片,让学生跟录音重复单词:cabbage,green beans,eggplant,tofu。教师要注意纠正cabbage和tofu的读音。

认读巩固:教师出示单词卡片:mutton,cabbage,green beans,eggplant,tofu,学生认读。

教师播放let's learn部分录音,学生看书跟读单词和句子。

(2)教师出示let's start的图片,看课件,猜单词并拼读。

(3)比较tomato和potato两个单词的异同,对比速记。

三、Let's play ( 趣味操练 )

Let's chant

教师播放Let's chant部分录音2-3遍,学生以小组为单位将食物单词卡片按歌词中的顺序摆好,教师请几个同学参与动画资料的操作。

学生根据卡片提供的内容练习说唱儿歌。教师适当强调歌词中or的发音和弱读处理。学生以小组为单位表演儿歌。

Group work

教师请一个同学扮演客人,其他学生扮演餐厅服务员,学生齐问:What would you like for lunch?"客人"回答:I'd like… 其他学生根据听到内容举起相应卡片:…, please,谁的放应快,谁就是下一位客人。

Group work:邻桌同学用卡片进行What would you like for lunch?I'd like…的问答练习。

每个学生调查一名同学一日三餐想吃的食物:What would you like for breakfast/lunch/supper?并根据对方回答完成以下表格:

Food

Name breakfast lunch supper

说明可数名词和不可数名词的区别。

四、Homework

1.抄写四会单词。

2. 听A let's learn部分录音,读给家长和朋友听。

3.完成学习指导的对应内容。

Unit3说课稿

本单元教学的内容是以前学过关于食物的相关知识的拓展和延伸,可以看出学生对这一教学内容非常感兴趣。这一单元学生将学习更多的关于食物的词汇及相关句型。本课时是本单元的第一课时,学习本课的表达性语言项目pork、tofu、mutton、potato、 cabbage、tomato、eggplant、green beans、fish等词汇和会话What would you like for lunch? I’d like some tomatoes and mutton.

(1)能力目标:

a、能够听懂,看懂各种食物,简单的介绍自己爱吃的食物,。

b、能在实际生活中对别人吃些什么进行提问,并能就别人对自己的提问做相应的回答,从而提高学生的综合语言运用能力。。

c、根据Group work,中的要求进行对话。

(2)知识目标:

a、听、说、读、写let’s learn中四会单词。

b、听、说、认读Let’s learn中的单词和句子。

c、能够替换句型:What do you have for lunch?I’d like some tomatoes and mutton. 二.教学过程

1、复习导入

为了营造课堂的气氛,激发学生的学习兴趣,首先让学生演唱歌曲,将学生引入英语氛围,然后教师提问,引导学生复习学过的单词,然后由此进行问答练习句型:What would you like?I’d like……这样可以为新句型的教学作好铺垫。

2、以实物呈现,学词又用句

语言的实际是交际,交际的环境是生活。正如叶圣陶所说:“只有来源于生活的语言才是自己的语言。”因此我做了如下设计:

(1)、猜一猜,呈现新知识

教师描述一样食物,请学生猜一猜,第一次选择比较简单的potato,引发学生的兴趣然后出示tomato,然后比较这两个词,请学生尝试描述。然后再通过猜呈现本课时的新知识:cabbage。Eggplant让学生猜,猜出谜底后,就自然的引出这个单词。在朗读的过程中,利用读音记忆单词教学法,在拼读单词的过程中,让学生记忆单词的拼写,通过询问你最爱吃的蔬菜是什么,引出green beans ,在由greeen beans引出tofu后将词汇与句型结合操练。在问答中让学生猜一猜老师最爱吃的肉是什么?在猜的过程中直接呈现pork,并由此引出mutton。在本课时所有词汇全部呈现练习后,重点操练句型。在拓展环节,教师设计一了个营养餐的内容,并以此内容以小组合作形式展开对话,操练一日三餐都要吃些什么,进而提高学生的表达能力。

3、以游戏为手段,巩固词汇

正如新课标所强调的,传统课注重机械传授,忽略了体验与参与。在本课的设计过程中,我力图有所改进,设计了多种多样的游戏。

(1)、比比赛赛,看谁反应快

请学生拿出指定的自制的词卡,教师发号指令。两同桌学生拿出相应的词卡,看谁拿得最快读得最准。通过这样的抢反应,避免了机械单调的读,活跃了课堂气氛,同时也锻炼了学生观察、记忆和快速反应的能力。

(2)听口令,找单词。

全班共同参与,听教师口令,找到有该单词的图片,同时快速举起来。

(3)猜谜语,学单词。

通过让学生猜一猜,既调动了学生的积极性,有培养了学生用英语思维能力注意。(4)说唱歌谣

通过歌谣,进一步巩固所学句子,是学生在轻松愉快中西的语言。

4、以情景为窗口,融会贯通,学以致用,拓展延伸

创设情境:在食堂买饭的情境.,结合学生自己设计的营养餐进行会话。这个部分,是我对课本中的Group work的延伸体现。课本中的单纯三句话显得有点局限性,所以我设计这样的一个具体的场景,并把以前学的三餐的用语融会贯通在一起,我认为可能会更完整,更有趣。课堂的终点在哪里?如果有,我想应该在生活中。因此,我以本课为延伸,鼓励孩子用英语表达自己的喜好,并关心他人,三餐喜欢吃什么?

最后又以一首欢快的歌曲结束本课,让学生在愉快的情绪中走出课堂。总之,这节课中,我努力以新课标为指导,以活动为方式,利用实物与图片相结合,辅助教学,从视,听,说等方面使学生得到锻炼,在愉快,轻松的氛围中温故而知新,达到运用英语交际的能力。

Unit 3 Part A Let’s Learn 教学反思

本节课是学生学习食品单词的第一课时,教学目标是让学生掌握单词的读写以及句型“What would you like f or breakfast/ lunch/ dinner. I’d like …”的问答。在这节课中我采用了情景教学,让学生自主学习与合作学习。

在新授词组时运用实物和图片将说和练结合起来,让学生更好的理解和掌握所学词汇并很好的进行操练巩固与记忆,因此本节课的教学紧紧围绕单词展开,其中,在这个过程中,我将游戏,谜语融入课堂之中,由学生来猜,进行问答,通过他们会说,让学生掌握所学的词汇。其中最成功的地方是通过各种真实的实物和图片,引导学生对于谈论一日三餐的喜好来巩固所学。丰富的、深入的体验,运用了猜谜,游戏等感官的语言,帮助他们理解、领会句型,调动了学生学习积极性,整个课堂气氛活跃,学生的热情很高。本课内容随很多,但学生掌握不错,因此作以下总结,为以后教学积累更多的经验。

第一组织教学活动,在注意优生的同时不忘对后进生的提拔。这节课中我多次让后进生来回答问题,在同学面前表现自己,让他们在学习中找到更多的自信。

第二关注学生的感受,注意良好习惯的培养。本节课,无论是复习还是在新授课时,都及时注意孩子在学习过程中的表现与反馈信息。注重调动学生原有的知识经验,注重学生的感受,并很注意学生良好习惯的培养。在学习的过程中要注意相互配合与合作,不能搞个人主义等等。

第三合作、探究的学习方式,提高学生主动参与学习的过程。课堂中没有教师生硬的讲解与演示,而是让学生在生动直观的教学中,习得知识,并进行组内交流,在会话中体会和掌握知识。学生真正成为学习的主人,而教师则是学生活动的组织者、引导者与合作者。

不足之处,在新授课过程中虽情景创设的到位,游戏活动生动有趣,与学生的生活联系十分紧密,学生参与的积极性很高,但是由于时间关系仍有部分学生并没有机会参与。操练再加大一点训练量效果会更好的,虽然有很多同学也展示了自己,但却有个别学生仅限于记忆词语,忽略了语言的交流性质,没有给自己一个使用词语的机会,没有给自己语言交流的机会。这将是我今后教学一个目标。

总之,这节课从整体看,我认为达到的教学目的与效果,在今后的教学中,我一定会更加深入专研,在教学实践中遵循更贴近生活,更易于学生的实际运用的教学方法,从而提高自己的教学水平,使自己的教学更加完善。

PEP小学英语五年级上册第五单元My new room教学设计

一、教学目标:

1能够听、说、读、写单词in,on,under,behind,near。

2、能够听、说、认单词over,和短语in front of,和句子Where’s the---? It’s----并能在情景中运用。

二、教学重难点

教学重点:本课重点是使学生熟练掌握七个方位介词的用法。

教学难点:短语in front of的用法是个难点

三、教学准备:课件、词卡、图片、录音机、、磁带

四、教学过程:

Step1. Preparation

1. Free talk

教师针对A部分所学的知识进行提问。

例如:Do you have your own room? What’s it like? 引导学生使用A部分所学的单词和There be 句型进行回答。

2. TPR活动:教师说:“Put your book on your head. Put your pencil in your desk. Put your pencil-box under your chair.”等,学生做动作。

Step2. Presentation

1. 教师拿出一个盒子,让学生猜猜里面有什么东西,问:“What’s in my box?”,并引导学生使用there is/are句式进行回答,在猜的时候,教师可让男女学生轮流猜,猜中了,给予奖励。当学生猜中了,教师引导学生用there is/are说,再加上方位词in the box。

在盒子里可以放:mirror,books,pencil等物品,或是卡片,所涉及的单词最好是本单元学过的。

2. 猜完后,教师拿着mirror放进盒子,问:“Where is the mirror?”,引导学生回答:“It’s in the box.”,然后把mirror放在桌子上,再问,再答。用不同的物品或卡片,采用不同的位置,先可以是学过的in、on、under,然后出示新的位置over、behind、in front of、near,其中通过教师动作区别over与on的不同,behind与in front of通过对比进行教学,学要注意near与behind、in front of 的比较。

3. 听音跟读,然后自主练习。

Step3. Practice

1. TPR活动A教师发指令,如:“Put the book behind the chair. Put your pencil over your pencil-box. Put your pencil on your pencil-box.”,在指令注意几个词之间的区别与联系。

2. TPR活动B教师发指令,如:“Stand behind the chair. Stand in front of the chair.”等,还是注意几个词之间的区别与联系。

3. 学生同桌把学习用品摆放出不同的位置关系并做问答,如:“Where is the…? It’s…”,可先由教师做示范,学生们齐答,后让学生同桌练习。

4. 做“Memory Game”:课件出示学生用书61页图,观察一分钟,然后物品消失。

教师根据图中物品的位置关系提问,如:“Where is the trash bin?”,让学生凭记忆作回答。仍可作为竞赛形式,男女同学轮流作答,正确得奖励。

5. 课件出示学生用书61页Let’s find out活动:让学生找一找图中物品摆放的不当之处,并用there be结构作简单表述。如果学生学有余力,时间够的话,可让学生说说应该放在哪。

6. 教师板书本课四会单词,让学生在卡片反面或练习本上仿写、记忆。

Step4. Production

1. 自己画出一副图画,各自在小组内用本课时所学的介词和问答句型进行练习,然后选个别学生在全班内进行展示。

2. 全班听Story time部分的录音,教师讲解故事内容,学生模仿跟读。让学生再读一遍故事并回答相关的问题,让学生说一说从故事中学到了什么。

Step5. Progress

1. 做基础训练本单元Part B 中的练习1、2、3。

2. 做配套练习本单元Part B 中的练习1、2、4.

五、 Homework 按要求掌握本课时的介词,并练习使用介词描述物体的位置。

PEP小学英语第五册Unit5 My new room说课稿

一、说教材

我说课的内容是PEP小学英语五年级上学期Unit 5 Part B的第一课时,包括Let’s learn 和Let’s find out两部分。

1.教学内容

第五单元的教学内容都是围绕“房间”这个主题展开的。本节课为新授课,它是第五单

元Part B的第一课时。在二年级时,我们已学习了on, in ,under,且经过两年的学习,学生对这三个单词掌握很好,但是其余的方位词较少接触,且容易混淆,所以应占有较重的比例。针对这些方位词,对房间等其他地方进行描述,且能使用句型“ Where is …?” “ It’s….”,在真实的情境中熟练问答。

2.教学目标

英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识,对教学内容的分析以及本教材的特点,我将教学目标确定为:

(1)知识目标:

能听、说、读、写单词:in, on, under, behind, near。

(2) 能力目标:

3. 操练阶段: 以游戏为方式,突破难点,

A)比反应

课件出示四对单词,教师与一学生先示范,然后学生操练,并展示。

On – under in – near behind- in front of over-over

即一生说前者,另一生说后者,以次类推,关键是看学生的反应能力。

B.比画画

在教学单词时,教师已画了in的简笔画,而其余几个则只有单词,所以在这个环节,就让学生通过过单词的理解,画出简笔画。在画的过程中,也是对空间感的渗透。完成以后,让学生用双手来表示球和盒子,并同桌问答。“Where is …?” “It’s…”

C) 比记忆

课件呈现一个房间,让学生进行描述。There is / are… in/ on/ under… 然后图片消失,凭着记忆,同桌之间问答。Where is…? It’s… 再出现图片,师生简单问答。

PEP小学英语五年级上册第五单元的反思:

本单元的主题是介绍自己的房间,本课是这个单元let’s talk的部分,要求学生掌握there be结构,并能结合生活实际,简单的介绍房间中的家居陈设。通过教学实践,本人体会到了本课的教学设计中的几个优点和有待改进的地方。

1.在本课的导入上,我首先利用猜一猜的方法,让学生猜我手里的是什么,从而

引出一把钥匙,这把钥匙是我新家的钥匙,带领学生去参观我的新家,从而自然而然的过渡的新内容,使学生的思维随着新学内容的进展不断深化。

2.本课教授的新单词,能用比较琅琅上口的顺口溜连在一起,每一个新单词都玩

一个小游戏,以此巩固所学的新单词。

3.最后一个环节,学生动手与同桌合作设计自己的房间,这一活动充分发挥了小

组的作用,发挥了学生的创造力。

4.有待改进的地方是,在教授there be结构时,如果顺便带领学生回忆这个结构

在疑问句中的用法可能会使学生收获更大。

5.最后的设计房间,应当使学生先回到课本上来,让学生有机会在课堂上对零散

的思路进行整理,然后再进行实际运用,以便于学生有目的的进行有效思维活动。

pep小学英语五年级上册Unit 2 My days of the week.

教学设计、说课稿、反思

西夏七小

何志华2011.9

高中英语必修五Unit1知识点

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五年级数学思维导图

最近,开始在五年级布置思维导图作业,对此作了一些简单的记录。 一、引入思维导图的流程 以小组为单位,在课堂上从第一单元开始,要求小组成员都参与讨论、发表意见,通过头脑风暴的形式挖掘每个单元的知识点,并借助课本、练习等资料尝试画出一个单元的思维导图,在此让学生找出“知识点”之间的关系。学生已有语文思维导图的基础,画图上手比较快。 每个单元用10分钟讨论,10分钟汇报。汇报效果如下: 1.大部分小组能够在规定时间内把一个单元总结出基本的知识点,但仍存在个别1-2个小组总结得不全面; 2.有些思维比较发散的小组可以找出课本以外的知识点; 3.学生会借助例题来解释相关的知识点; 4.通过小组讨论的形式,可以帮助后进生梳理知识。 1-3单元在课堂上整理复习一遍后,我布置了第三单元(分数除法)的手抄报思维导图作业。 二、学生作品展示

三、存在的问题 1.目前思维导图只能用在课后总结知识,无法做课前预习; 2.一个单元画一个思维导图,仍没有普及到每一课; 3.如果需要将思维导图普及到每一课,单是课本上的知识点并不多,有时可能只是1句话,就需要学生挖掘课本隐藏的知识点,这对中后进生而言有点难度; 4.学生思维如果不够发散,容易被参考资料的内容局限,即使课堂上通过引导说出的知识细节,学生回家画图时也很少想到(如:倒数,就很难想到带分数、小数的倒数求法); 5.学生课后画的思维导图大多数是查看参考资料,只写出概括性语句,没有写出具体内容如:

四、我的一点小看法 1.因为语文的思维导图多以文字形式表达,我认为数学中可以让学生尝试用更多数学符号来表达,甚至可以用符号加文字,,通过数学语言、符号再加上“图形、线段”将知识点链接起来, 2.可以更直观地梳理问题,而不是一味地抄写定义、概念; 3.可以让学生通过参考做过的练习,在习题中总结有关的重点,深入挖掘知识点的内涵; 引导学生正确使用课外参考资料; 4.思维导图中,可以规定一个固定板块【注意的问题】,让学生总结学习过程中的不足或者需要注意的地方.

(完整word版)必修五unit1课文及译文

JOHN SNOW DEFEATS “KING CHOLERA John Snow was a famous doctor in London—so expert, indeed, that he attended Queen Victoria as her personal physician. But he became inspired when he thought about helping ordinary people exposed to cholera. This was the deadly disease 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 controlled until its cause was found. 约翰·斯洛是伦敦一位著名的医生——他的确医术精湛,因而成为照料维多利亚女王的私人医生。但他一想到要帮助那些得了霍乱的普通百姓时,他就感到很振奋。霍乱在当时是最致命的疾病,人们既不知道它的病源,也不了解它的治疗方法。每次霍乱暴发时,就有大批惊恐的老百姓死去。约翰·斯洛想面对这个挑战,解决这个问题。他知道,在找到病源之前,霍乱疫情是无法控制的。 He became interested in two theories that possibly explained how cholera killed 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 died. 斯洛对霍乱致人死地的两种推测都很感兴趣。一种看法是霍乱病毒在空气中繁殖着,像一股危险的气体到处漂浮,直到找到病毒的受害者为止。第二种看法是人们在吃饭的时候把这种病毒引入体内的。病从胃里发作而迅速殃及全身,患者就会很快地死去。 John Snow suspected that the second theory was correct but he needed evidence. So when another outbreak hit London in 1845, he was ready to begin his enquiry. As the disease spread quickly through poor neighborhoods, he began to gather 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. 斯洛推测第二种说法是正确的,但他需要证据。因此,在1854 年伦敦再次暴发霍乱的时候,约翰·斯洛着手准备对此进行调研。当霍乱在贫民区迅速蔓延的时候,约翰·斯洛就开始收集资料。他发现特别在两条街道上霍乱流行的很严重,在10 天之内就死去了500 多人。他决心要查明原因。 First he marked on a map the exact places where all the dead people had lived. This gave him a valuable clue about the cause of the disease. Many of the deaths were near the water pump in Broad Street (especially numbers 16,37, 38 and 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. 首先,他在一张地图上标明了所有死者住过的地方。这提供了一条说明霍乱起因的很有价值的线索。许多死者是住在宽街的水泵附近(特别是这条街上16、37、38、40 号)。他发现有些住宅(如宽街上20 号和21 号以及剑桥街上的8 号和9 号)却无人死亡。他以前没预料到这种情况,所有他决定深入调查。他发现,这些人都在剑桥街7 号的酒馆里打工,而酒馆为他们免费提供啤酒喝,因此他们没有喝从宽街水泵抽上来的水。看来水是罪魁祸首。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 immediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon

人教版高中英语必修五Unit1知识点详解

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