a lot of-A person of great determination

发布时间：2018-02-07 所属栏目：individualism

一 : A person of great determination

教学目标

1．能够熟练读写及运用下面的词汇：
burst into tears, on board, change one’s mind, take charge, to be honest, envy, tear, scold, argue about, apologize for, shout at sb, ahead of, the rest of…, in that case, burst into, but for…, on the point of…, so long as, upon one's word, leave sb. doing sth.
2．学会运用重点句型
1）I was very disappointed not to be going out.
2）You are obviously a person of great courage.
3）Unless I visit every bookstore in town, I shall not know whether I can get what I want.
4）….so long as it remains above the surface of the sea.
3．理解及运用语法
复习动词的过去进行时，一般过去时，过去完成时和过去时的被动语态。
4．掌握及灵活运用交际用语
1）I’m sorry about that.
2）I apologize for being so angry with you.
3）I’m sorry to have done that.
4）I’m afraid (that)….
5）Please excuse me for…

教学建议

教学教法：
这篇文章思想性较强，故事很感人。另外在具体语境中词汇的用法地道。教师可把教学重点放在课文内容理解，具体语境中对重点词的把握，以及启发学生面对逆境的生活态度。
语法：Tenses （时态）及被动语态

Tenses （时态）

1.过去进行时的用法
1）表示过去某一时刻或某一段时间正在进行的动作，往往通过表示某一段时间的状语或上下文表示。如：
①The teacher was giving a lesson at this time yesterday. 昨天这个时候老师正在上课。
②What were you doing when Mr Li came in? 李先生进来时你在干什么？
2）表示说话人喜悦、不满、厌烦等感情色彩，往往与always，all the time，very often等状语连用。如：
①He was smiling all the time. 他一直笑容满面。
②Tom was always asking me foolish questions.汤姆总是向我提愚蠢的问题。
3）用于故事开头，描绘故事发生的背景，常常和一般过去时交替使用。如：
①He looked out of the window. Dark clouds were moving; it was becoming foggy. 他向窗外望去，乌云飘动着，天正变得雾蒙蒙的。
4）表示运动方向的动词。come，go，start，leave，stay等的过去进行时可以表示从过去看即将发生的行为（即过去将来时）。如：
①He said he was staying here for another week. 他说他将在此再呆一周。
②I wanted to know when you were leaving for Beijing. 我想知道你何时动身上北京。
▲过去进行时表示过去某时刻或某段时间正在进行的动作，强调动作的进行或展开的情景，而一般过去时通常表示过去发生的一个事实。如：
①Last night Mary wrote a letter to her mother.
昨晚玛丽给她妈妈写了信。（表示写信这个事实，信已写好）
②Last night Mary was writing a letter to her mother.
昨晚玛丽一直在给妈妈写信。（强调动作情景，不一定写完信）
2．过去完成时的用法
过去完成时表示在过去某一时间或行为之前已经发生的动作（过去的过去）或从过去某一时刻开始一直延续到过去另一时间的动作或状态。
1）用介词by表示在过去某个时刻之前或到过去某个时刻为止的意思，用介词before表示在……之前。如：
①By the end of last term we had learned five English songs.
到上学期末我们学会五首英语歌曲。
②By the time he left school he had studied French（for）two years.
到他辍学时他已学了两年法语。
③He had come to Europe before the outbreak of the war.他在战争爆发前来到欧洲。
2）常用于由before，after，when，until等连词引导的时间状语从句，because等引导的原因状语从句，as等引导的方式状语从句的复合句中，当强调主句的行为和状语从句的行为先后时，先发生的动作用过去完成时，后发生的动作用一般过去时。如：
①I had mended the TV set before my brother returned.我兄弟回来之前我修好了电视机。
②I didn't go to the movie“The Gold Rush”because I had seen it twice.
我没去看电影“淘金热”，因为这部片子我已看过两遍。
3）在含有宾语从句的复合句中当主句谓语动同为said，asked，answered等时，从句谓语动词表示在这以前完成的动作，要用过去完成时。如：
①I remembered that I went out after I had closed the door.我记得自己是在关上门后才出去的。
4）表示过去某一时刻延续到过去另一时刻的动作或状态，常和for构成的介词短语以及since构成的介词短语或时间状语从句连用。如：
①Mr Smith had lived there alone（for）two years.史密斯先生独自在那儿居住两年。

被动语态的复习

有关被动语态的几种基本句型，这里就不赘述了，在此说明被动语态需注意的几点：
1.动词feel, look, smell, sound, taste, cut, open, read, sell, shut, wear, write 等的主动形式表示被动含义。
The book written by that famous writer is selling very well.
那些名作家写的书非常畅销。（实际是“被”卖的）
2.动词need, want, require 后的动名词的主动形式表示被动含义。如：
These flowers need / want / require watering. (含“被”浇水)这些花需要浇水。
be worth后的动名词的主动形式表示被动含义。
This book is well worth reading.这本书值得一读。（实际是“被”读）
3.一些动词的宾语补足语，主动式时不用to, 被动式要带to。这些动词有feel, smell, see, notice。watch, hear, taste, have, make等。如：
People often saw him enter that shop.人们经常看见他进入那个商店。
4.作及物动词用的短语动词的被动语态须保持其完整性。
(1) 动词+介词
We must send for the doctor at once.----The doctor must be sent for at once.
必须立即派人去请医生
（2）动词+名词+介词
They are taking good care of the children.----The children are being taken good care of by them
孩子们正受他们很好的照顾。
(3)动词+副词+介词
People looked down upon women in the past. Women were looked down upon by people in the past. 过去妇女被人瞧不起（轻视）。
语法练习
1. ( 1998NMET>Shirley ________ a book about China last year but I don't know whether she has finished it.
A. has written B. wrote C. had written D. was writing
分析：考查进行时态的特性之一——未完成性。从题干but I don’t know whether she has finished it这一信息句可知，该题应填过去进行时，表明去年Shirley写着一本关于中国的书，该书没写完，A、C项时态与本句所用的时间状语不符，B项表明书已在去年写完，与本文不符，故排除。答案是D。
2. (1996NMET) Helen ________ her keys in the office so she had to wait until her husband ________ home.
A. has left, comes B. left, had come
C. had left, came D. had left, would come
分析：句意是“海伦不得不等她丈夫回家，因为她将钥匙忘在办公室了”。很显然，leave 的动作发生在的wait之前，应用过去完成时；而第二分句中的主句为一般过去时，其从句是时间状语从句也应用过去时。答案为C。
3. (1995NMET)—_______ the sports meet might be put off.
—Yes, it all depends on the weather.
A. I've been told B. I've told C. I'm told D.I told
分析：从it all depends on the weather 一句的时态和所告知的内容可以断定，应该用现在完成时的被动形式。答案为A。
4. (1998NMET)My brother ________ while he ________ his bicycle and hurt himself.
A. fell, was riding B. fell, were riding
C. had fallen, road D. had fallen, was riding
分析：while he was riding his bicycle 表示在My brother 正骑自行车的时候，即动作的一瞬间。该题的and hurt himself 具有一定的迷惑性。有学生把hurt and rode 当成并列成分而误选C为正确答案。而实际上hurt 同fell才是并列关系。答案为A。
5. (1997NMET)1 first met Lisa three years ago. She ________ at a radio shop at the time.
A. has worked B. was working
C. had been working D. had worked
分析：从信息句three years ago, 可推断是过去时，再由at the time判断该空应填过去进行时。答案为B。
1．辨析in surprise 与by surprise, to one’s surprise:
三者都为“惊奇地”意思，但有区别：
in surprise表示“惊奇地”意思，可作状语或表语。
I was in surprise when she told me that she was an orphan. 她告诉我她是孤儿，我感到诧异。
He asked me in surprise, “how did you get the news? ” 他惊奇地问我“你是怎么得到这个消息的？”
by surprise 只作状语，表示“冷不防地”，常与take, get, seize等动作连用。
The policeman took the thief by surprise as he opened the window. 警察趁小偷打开窗户时，出其不意地把他逮住了。
The castle was taken by surprise. 这座城堡被奇袭攻陷。
To one’s surprise 在句中作表感情的结果状语。
To my surprise, he finished the task only in a few days. 使我吃惊的是，他竟在几天内完成这一任务。
To her great surprise, they are so alike that almost nobody can tell one from the other. 使她感到非常吃惊的是，他们长得如此相像，以致于几乎没有人能把他们区开。
2．辨析ahead 与ahead of .
两者都为“在前面”，但有差别。
ahead 作形容词和副词，用作表语、补语或状语，表示“在前头”。
The tasks for the period ahead are waiting for us to do. 今后的任务还在等着我们去做。
The school is two kilometers ahead. 学校在前面两公里的地方。
ahead of 是介词短语。表示地点位置时，是在“前面”，还可表示“处于领先”
或“早于，先于”。
He studies very hard, because he wants to stay ahead of his classmates. 他学习非常努力，因为他要领先于全班同学。
All the factories in our city have fulfilled their production quota ahead of time. 本市所有的工厂都已经提前完成了生产定额。
4．辨析nearly和almost
1）almost和nearly在用法上既有相同之处，也有不同点。在单纯表示“时间、程度、进度”时，almost=nearly。例如：
The building is almost completed.The building is nearly completed.这座大楼几乎要峻工了。
第一句比第二句更接近于完成。
2）在具体数字前面常用nearly。例如：
The river is nearly 100 metres wide.这条河大约是100米宽。
3）almost可与no，nothing，none，never等连用，此时不能nearly代替。
Almost no one believed him.几乎无人相信他的话。
There’s almost none left.几乎一个没剩。
5．辨析except,besides, except for,except,but
1）except表示“除……之外”，含有排他的涵义；besides表示“除……之外还有……”，有“附加”的涵义。如：
He gets up early every day except Sunday.他每天早起，除了星期天例外。
He answered all the questions except the last one.除了最后一题，他回答了所有的问题。
2）except for 和except不同之处是：前者“除开”的部分和论述的部分通常不是同一类事物，而后者则为同一类事物。试比较：
This article is easy to understand except for some idiomatic expressions.
这篇文章除了几处习惯用语外，是很容易懂的。
Except this one, the other articles are easy to understand.除了这篇文章，其他的文章都好懂得。
3）except for含有“除……之外，其他都……”，“如果没有……那就”这样一层意思，而except单纯指“除……之外”。多用在发表“评论”的场合
4）介词but与except同义，意为“除……之外”（not including），常放在any，every，no以及含有这些词的复合不定代词如anybody，anyone，anything，anywhere， everybody，everyone，everything，everywhere，nobody，nothing，nowhere和no one，none，all等词后。例如：
He has nothing in the handbag but a copy of dictionary.
他手提包里没有别的什么，只有一本字典。
6.asleep，sleeping
这两个词都表示“入睡”、“睡着”的意思，但用法各异，主要区别有以下几点：
（一）asleep是表语形容词，它不能放在名词之前，例如我们不可以说：Look at the asleep baby，应把asleep改为sleeping。例：
She was fast asleep；I couldn't wake her up．她睡得很熟，我喊不醒她。
The old man has fallen asleep．那个老人睡着了。
请注意，be asleep是指“睡着”的状态，如果表示“入睡”的意味，就要用fall asleep。上面两个例句反映了这个区别。
（二）sleeping 是定语形容词，它放在它所修饰的名词之前，如the sleeping baby。如果放在 verb“to be”之后（He is sleeping），sleeping不是形容词，而是动词，is sleeping 是现在进行时。例：
Who is that sleeping man？那个在睡觉的人是谁？
Keep an eye on the sleeping baby．照看好那个在睡觉的婴孩。
Let sleeping dogs lie．莫惹事生非。
Sleeping有一近义词，即sleepy。sleepy既可作表语，又可作定语。作表语时，义：“困倦”、“想睡觉”，用作定语时，义：“贪睡”、“寂静的”。例：
The children fell sleepy；put them to bed．孩子们困了，把他们放到床上睡吧。
Here are the outskirts/suburbs of Kowloon．Do you like this sleepy valley？
这里是九龙的郊区。你喜欢这寂静的山谷吗？
7.as well as，as well
作为习语用作介词时，as well as的涵义是“还有”、“不但…而且…”。值得注意的是，在A as well as B的结构里，语意的重点在 A，不在 B。因此，“He can speak Spanish as well as English．”的译文应该是：“他不但会说英语，而且会讲西班牙语”，决不能译作：“他不但会说西班牙语，而且会讲英语”。如果这样翻译，就是本末倒置了。as well as和 not only… but also…同义，但前者的语意重点和后者的语意重点恰好颠倒。
如果 as well as用作连词引出比较从句，其义为“和…一样好”。因此，“He speaks Spanish as well as English．”应译作：“他说西班牙语像说英语一样好”。语意的重点依旧在前部，不在后半部。
请注意 as well as以下的用法：
She called on you as well as I．不但我来看你，她也拜访了你。
She called on you as well as me．她不但拜访了我，也拜访了你。
在下列句中，as well as表示“像…一样”的涵义：
She as well as you is an English teacher．她像你一样也是英文教师。
这里的谓语动词用is，不用are，因为句中的主语是she，不是she和you。
As well是副词短语，其义为“也”，相当于too，它一般放在句末，有时和连词and或but搭配使用。例：
He is a worker，and a poet as well．他是工人，但也是诗人。
China possesses enormous quantities of coal and is rich in other minerals as well．
中国拥有大量煤炭，其他的矿藏也很丰富。
Mr．Liu can speak English，but he can speak Cantonese as well．
刘先生会说英语，但他也能讲广东话。
词语辨析：
辨析in surprise 与by surprise, to one’s surprise:
三者都为“惊奇地”意思，但有区别：
in surprise表示“惊奇地”意思，可作状语或表语。
I was in surprise when she told me that she was an orphan. 她告诉我她是孤儿，我感到诧异。
He asked me in surprise, “how did you get the news? ” 他惊奇地问我“你是怎么得到这个消息的？”
by surprise 只作状语，表示“冷不防地”，常与take, get, seize等动作连用。
The policeman took the thief by surprise as he opened the window. 警察趁小偷打开窗户时，出其不意地把他逮住了。
The castle was taken by surprise. 这座城堡被奇袭攻陷。
To one’s surprise 在句中作表感情的结果状语。
To my surprise, he finished the task only in a few days. 使我吃惊的是，他竟在几天内完成这一任务。
To her great surprise, they are so alike that almost nobody can tell one from the other. 使她感到非常吃惊的是，他们长得如此相像，以致于几乎没有人能把他们区开。
2．辨析ahead 与ahead of .
两者都为“在前面”，但有差别。
ahead 作形容词和副词，用作表语、补语或状语，表示“在前头”。
The tasks for the period ahead are waiting for us to do. 今后的任务还在等着我们去做。
The school is two kilometers ahead. 学校在前面两公里的地方。
ahead of 是介词短语。表示地点位置时，是在“前面”，还可表示“处于领先”
或“早于，先于”。
He studies very hard, because he wants to stay ahead of his classmates. 他学习非常努力，因为他要领先于全班同学。
All the factories in our city have fulfilled their production quota ahead of time. 本市所有的工厂都已经提前完成了生产定额。
4．辨析nearly和almost
1）almost和nearly在用法上既有相同之处，也有不同点。在单纯表示“时间、程度、进度”时，almost=nearly。例如：
The building is almost completed.The building is nearly completed.这座大楼几乎要峻工了。
第一句比第二句更接近于完成。
2）在具体数字前面常用nearly。例如：
The river is nearly 100 metres wide.这条河大约是100米宽。
3）almost可与no，nothing，none，never等连用，此时不能nearly代替。
Almost no one believed him.几乎无人相信他的话。
There’s almost none left.几乎一个没剩。
5．辨析except,besides, except for,except,but
1）except表示“除……之外”，含有排他的涵义；besides表示“除……之外还有……”，有“附加”的涵义。如：
He gets up early every day except Sunday.他每天早起，除了星期天例外。
He answered all the questions except the last one.除了最后一题，他回答了所有的问题。
2）except for 和except不同之处是：前者“除开”的部分和论述的部分通常不是同一类事物，而后者则为同一类事物。试比较：
This article is easy to understand except for some idiomatic expressions.
这篇文章除了几处习惯用语外，是很容易懂的。
Except this one, the other articles are easy to understand.除了这篇文章，其他的文章都好懂得。
3）except for含有“除……之外，其他都……”，“如果没有……那就”这样一层意思，而except单纯指“除……之外”。多用在发表“评论”的场合
4）介词but与except同义，意为“除……之外”（not including），常放在any，every，no以及含有这些词的复合不定代词如anybody，anyone，anything，anywhere， everybody，everyone，everything，everywhere，nobody，nothing，nowhere和no one，none，all等词后。例如：
He has nothing in the handbag but a copy of dictionary.
他手提包里没有别的什么，只有一本字典。
6.asleep，sleeping
这两个词都表示“入睡”、“睡着”的意思，但用法各异，主要区别有以下几点：
（一）asleep是表语形容词，它不能放在名词之前，例如我们不可以说：Look at the asleep baby，应把asleep改为sleeping。例：
She was fast asleep；I couldn't wake her up．她睡得很熟，我喊不醒她。
The old man has fallen asleep．那个老人睡着了。
请注意，be asleep是指“睡着”的状态，如果表示“入睡”的意味，就要用fall asleep。上面两个例句反映了这个区别。
（二）sleeping 是定语形容词，它放在它所修饰的名词之前，如the sleeping baby。如果放在 verb“to be”之后（He is sleeping），sleeping不是形容词，而是动词，is sleeping 是现在进行时。例：
Who is that sleeping man？那个在睡觉的人是谁？
Keep an eye on the sleeping baby．照看好那个在睡觉的婴孩。
Let sleeping dogs lie．莫惹事生非。
Sleeping有一近义词，即sleepy。sleepy既可作表语，又可作定语。作表语时，义：“困倦”、“想睡觉”，用作定语时，义：“贪睡”、“寂静的”。例：
The children fell sleepy；put them to bed．孩子们困了，把他们放到床上睡吧。
Here are the outskirts/suburbs of Kowloon．Do you like this sleepy valley？
这里是九龙的郊区。你喜欢这寂静的山谷吗？
7.as well as，as well
作为习语用作介词时，as well as的涵义是“还有”、“不但…而且…”。值得注意的是，在A as well as B的结构里，语意的重点在 A，不在 B。因此，“He can speak Spanish as well as English．”的译文应该是：“他不但会说英语，而且会讲西班牙语”，决不能译作：“他不但会说西班牙语，而且会讲英语”。如果这样翻译，就是本末倒置了。as well as和 not only… but also…同义，但前者的语意重点和后者的语意重点恰好颠倒。
如果 as well as用作连词引出比较从句，其义为“和…一样好”。因此，“He speaks Spanish as well as English．”应译作：“他说西班牙语像说英语一样好”。语意的重点依旧在前部，不在后半部。
请注意 as well as以下的用法：
She called on you as well as I．不但我来看你，她也拜访了你。
She called on you as well as me．她不但拜访了我，也拜访了你。
在下列句中，as well as表示“像…一样”的涵义：
She as well as you is an English teacher．她像你一样也是英文教师。
这里的谓语动词用is，不用are，因为句中的主语是she，不是she和you。
As well是副词短语，其义为“也”，相当于too，它一般放在句末，有时和连词and或but搭配使用。例：
He is a worker，and a poet as well．他是工人，但也是诗人。
China possesses enormous quantities of coal and is rich in other minerals as well．
中国拥有大量煤炭，其他的矿藏也很丰富。
Mr．Liu can speak English，but he can speak Cantonese as well．
刘先生会说英语，但他也能讲广东话。

教学目标

教学建议

Tenses （时态）

被动语态的复习

Lesson30教学设计方案

StepI.Introduction:
We’ve learned Madame Curie.I think she is a person of great determination.She would have gained nothing without the determination.Today we will learn an interesting story about a boy who had a great determination.
StepII.Fast reading:(Give the Ss 5 minutes to search for the answers)
1.What was the boy looking for and what was the problem?
2.How did the bookseller and the writer each offer to help the boy?
StepIII.Reading Comprehension:
1.The writer went to a bookstore______.
A in search of some dictionaries
B to buy a geography book
C to find some books he wanted
D to look for a friend
2.The young boy was interested in geography because he wanted to______.
A travel B trade with foreign countries countries
C be a sailor like his father D study it at college
3.The young boy looked up at the writer with a weak smile when the shop assistant refused his request. This showed that he was_______.
A delighted B content C disappointed D curious
4.The writer followed the boy to find out whether he______.
A could get more money B could get what he wanted
C would buy something else D would go home
5.After the fifth bookstore, the boy decided ______in order to know whether he could get one.
A to try one more bookstore
B to try all the bookstores in town
C to try two more bookstores
D to try four more bookstores
StepIV.Pair work:
1. Why do you think the boy had a weak smile on his face?
2. Why was the boy surprised at the writer’s request?
3. What was the boy determined to do?
4. Why do you think the boy could not go to school?
5. What was wise about the boy’s decision in the last bookstore?
6. For what reasons might the writer envy the boy?
StepV. Fill in blanks:
1.At the boy’s last remark, the bookseller looke at him curiously.I told him what I had seen and heard at the five other places. To the boy’s delight, the bookseler gave him a nice new pencil and some writing paper.
2.Tears of joy filled his eyes. For one moment I thought he was going to burst into tears. “Thank you very much indeed,sir,”he said. “I hope that one day I shall be able to repay you.”
3.He asked for my name and I told him. Then I left him standing by the counter so happy that I almost envied him.
StepVI.Learn some words through the contents.(语境中领悟词的意义及用法)
1. How eagerly he looked up at the sales assistant for an answer,and how disappointed he looked when the man refused his request!Looking up at me with a weak smile, the boy left the store.I followed him.（After the illness, his leg felt weak.）
2. A:Why do you want it so badly?
B:To study,sir.I can’t go to school, but when I have time I study at home.
[badly:adv. a great deal, very much. For example: 1. Do you have a pen,I need it badly.
2)Look at his hair! He is badly in need of a haircut.]
3. “Well, in that case it’ll do just as well, and then I shall have twelve cents left to buy some other book. I’m glad they didn’t let me have one at any of the other places.”
(do:to be suitable.行，成。例：This little bed will do for our youngest daughter.
That won’t do.那不行。
It doesn’t do to work too much.工作过度就不行。）
StepIII.Language points:
1.leave sb. doing sth．leave sb. 后面可带现在分词、过去分词、形容词、介词短语等作宾语补足语，leave在这些结构中作“让（继续处于某种状态）”解释。如：
①They walked off and left me sitting there all by myself.
他们走掉了，让我一个人孤零零地坐在那里。
②His letter left me feeling pretty bad.他的信使我感到相当难受。
③I'm sorry I've left some of your questions unanswered.很抱歉，你有些问题我没有回答。
④He will never leave a job unfinished.他干什么事从来没有不干完的
有时也可带不定式作复合宾语。如：
①Leave him to do it himself. 让他一个人去做。
②I'll leave you to settle all the business.我委托你来处理全部事务。
2．表示道歉和应答时所使用的句子结构：
1）I'm sorry. （Sorry. ）对不起！（抱歉！）（这是表示道歉的普通用语，其中Sorry更为随便些。
③Excuse me. 请原谅，或对不起。（用这句话表示歉意，实际上是一种打招呼的口头语。一般多用于对陌生人询问，请求某事之前，或者用在打断别人讲话之前，表示不同意见以及暂时要离开一会儿等场合。如：Excuse me, sir, will you tell me the way to the station? 劳驾！先生，请问去车站走哪条路？当你在人前打喷嚏时，或不小心碰了别人时都要说Excuse me，这样显得有礼貌。）
2）That's all right. 没关系。（这是回答别人道歉时的普通用语，语气较随便。也可说成：That's OK. ）其他说法还有：
①It doesn't matter. 不要紧。（这也是回答道歉的常用语，其意思与“Never mind.”相同。）
③That's nothing. 没什么。（也是一句普通的回答道歉常用语。象这样的用语还有：It's not your fault. Not at all. 等。）
①A：Excuse me, but is it seven o'clock yet?
B：I'm sorry, but I haven't a watch.
A：It doesn't matter.
I'll try the man over there. He will know.
②A：I'm sorry for the inconvenience.
B：That's all right.
③A：Sorry, did I step on your toe?
B：That's nothing.
3．And in the end he did land us safe, …
did可以用来强调一般过去时的肯定谓语。do用来强调肯定祈使句和主语为第一人称、第二人称和第三人称复数的一般现在时的肯定谓语。does用来强调主语为第三人称单数的一般现在时的肯定谓语。
【注意】用了did或does表示强调后，谓语动词必须用原形。例如：
①Do come tomorrow! 明天务必来！
②He does like singing. 他确实喜欢唱歌。
③He did work here last year. 他去年确实在这里工作。
StepV:Exercises:
1．When ______, water can be changed into vapor．[A]
A．heated B．heats C．heating D．to heat
2．Frank tried to think of a good excuse to ______ the meeting．[B]?
A．get off with B．get out of C．get away D．get over for
3．If I ______ the money, I would have bought a much bigger car．[D]
A．possessed B．owned C．had D．had had
4．Many people love to ______ off their possessions before others．[B]
A．give B．show C．turn D．take
6．They say such ill things about you out of ______．[A]
A．envy B．congratulation C．respect D．fear
7．Don't look ______ immediate results from this medicine．[A]
A．for B．at C．after D．up

Lesson 31教学设计方案

StepI.Fast reading:(search for answer:give the Ss 2-3 minutes.)

1.Did the ship sink during the voyage?

2.who was the captain?

StepII.Retell:How did the captain land them safe?

StepIII.Fill in blanks.(Silent reading and pay special attention to the key words.)

1.Many years later, I was sailing to Europe on a fine sailing ship across the Atlantic.For the greater part of the voyage we had pleasant weather, but towards the end of our crossing a terrible storm came up and the ship would have sunk with all on board but for the efforts of the captain.(paragraph1)

2.The ship started to leak and began to fill with water. The sailors were strong, able and willing.But after pumping for one whole night,they were losing the battle against the rising water and were on the point of giving up.(paragraph2)

3.Three times during that day we were on the point of giving up. But the captain’s courage, determination and iron will forced us to continue, and we went back to the pumps. “I will land you safe in Livepool,”he cried, “if you will stay strong and firm with me.”

StepIV.Learn some words through the context.(语境中体会词的语意与用法。)

1．The captain, as soon as he realized the situation,took charge.He ordered the sailors back to their pumps and encouraged them fiercely to save the ship.His strong will doubled their efforts.

[a.fiercely:(of heat,strong feeling,etc)very great;angrily,violently and cruely.]

例:The mother lion shouted fiecely at losing his baby in the forest.

The fierce heat of the tropical sun almost burnt us.

He made a fiece speech, urging them to fight.

[b.will:power to control one’s mind and body----克制力，意志力；

what is wished or intended(by the stated person)-----（某人的愿望）]

例：She has such a strong will;she won’t do what we say.

Her death is God’s will.

He didn’t have the will to change.他没有改变的毅力。

2． The determination that thirty years ago got you that geography book has today saved our lives.

[get---to make sb. have,to cause to do]

例：I got him to help me when I moved the furniture.

I can’t get the car to start.

Stepv.languge points:

1.The ship would have sunk with all the passengers on it, if the captain had not made the efforts.)要不是由于船长的努力，我们就连船带人都沉没了。

but for 是短语介词( =without), 意思是“如果不是……”，后跟名词。but for...相当于一个虚拟条件句，因此，句中谓语动词要用虚拟语气。

But for the snow we would have had a very pleasant journey. ( =If there hadn't been snow, we would have had a very pleasant journey.) 如果不下雪，我们的旅行是非常愉快的。

I would not have succeeded but for your help. ( =If I hadn't had your help, I wouldn't have succeeded.) 要是没有你的帮忙，我是不会成功的。

2. But after pumping for one whole night, they were losing the battle against the rising water and were on the point of giving up. 但是经过一整夜的抽水之后，他们没能战胜不断上升的水，他快要放弃努力了。

解析：句中的 ... and were on the point of giving up 意思相当于... they were about to stop pumping。注意，be on the point of表示“正要（去做事）”的意思。

I was just on the point of going when you came in. 我正要出去，这时你进来了。

3. Neither I nor any of the sailors will leave the ship so long as it remains above the surface of the sea. 只要是这艘船还在海面上，无论是我还是水手都不会弃船而去。

1) 并列连词词组neither ... nor 用来把两个否定的概念结合在一起，表示“既不……又不”的意思，它可连接句中两个相同的成分。在连接两个主语时，一般情况下动词和靠近它的主语在人称和数上保持一致。例如：

Neither you nor he is right. 你和他都不对。（连接两个主语，动词为is）

Neither he nor we have any doubt of it. 他不怀疑这件事，我们也不怀疑。（连接两个主语，动词为have）

I have neither time nor money. 我没有时间，也没有钱。

4. And in the end he did land us safe .... 最后他的确把我们平安地送上了岸……

解析：1)in the end与finally, at last都可作“最后”解，但用法有所不同。finally有两个用法：一个在列举事物或论点时，可用来引出最后一项内容；二是用在句中动词前面，表示“等了好久才……”

We waited and waited, and the train finally arrived. 我们等了又等，火车终于来了。

at last 也可以用来表示“等候或耽误了很多时间之后才……”，语气比较强烈。

At last the work was done and he could rest. 最后，工作完成了，他可以休息了。

in the end 表示经过许多变化、困难和捉摸不定的情况以后，某事才发生。in the end 相当于at last 的用法和finally的第二用法。

They won in the end.最后他们赢了。

StepVI.Exercises:

A.Correct mistakes:

下面各句画线部分是一处错误，请把正确的表达形式写出来

1.You are obviously a person with great courage.

分析：with改为of。有的同学先把此句译成汉语，觉得很像China is a country with a long history。因此就套用。这里with意思是“具有，带有”，而of 则表示“具有某种性质、内容、状况等”。如：a man of ability 能干的人，a cup of tea 一杯茶。

2.For one moment I thought he was going to burst out tears.

分析：Out 改为into。burst 在这里有“突发”之意。应注意英语中的固定短语：

burst into tears 放声大哭 burst into laughter 突然大笑起来

burst into the room 闯进房间来 burst out crying 突然大哭起来

burst out laughing 突然大笑起来

3.The captain, as soon as he realized the situation, took charge of .

分析：去掉of。take charge 意思是“掌管，负责，看管”。因为take charge of 意思是“掌管（负责，看管）……”。后面应有宾语如：He took charge of editoring in the company.

4.Besides, my father was a sailor, and I want to know about all the places where he used to go to.

分析：去掉where 。本句where 引导的应是一个定语从句。有的同学一看见先行词是表示地点的名词，就选用关系副词Where, 忽略了定语从句中缺的是介词宾语（名词），而不是地点状语。

B.Choose the correct answer:

1.Please get someone ______ the washing machine, I want to get it ______ as soon as possible．[D]

A．to repair; to be repaired B．repair; repaired

C．to repair; to be repaired D．to repair; repaired

2．I can't ______ you running up and down all day long．[C]

A．permit B．let C．have D．allow

3．My father ______ such a thing．[D]

A．can't say B．could't say C．may not say D．can't have said

4．----Who told you about Dad's illness? [D]

----The doctor in ______．

A．connection B．turn C．pubilc D．charge

5．She ______ when I go to see her．[A]

A．is always working B．always worked

C．has always worked D．was always working

听力完形教案

I.Listen for three times and finish filling the blanks.（It can help Ss concentrate on listening.）

Down the well!

You are going to listen to a story which happened in a village.The story is told by Jack,who worked on a farm.

It was an evening in October,1920.I was up at the top part of the farm looking after the horses.

Everyone else had gone home for their tea,and I was the only one around. I’d given the horses their food and I needed to pump up some water.I went over to the well and stood on the wooden cover and took the iron handle in my hands. It was always a hard job to get the pump going and I set to work as hard as I could. After working the pump handle a few times, there was a luod noise and the cover broke. No warning at all! It disappeared under my feet and I followed it,down the well!It was a frightening fall, I can tell you,going down into the darkness.The rough stones on the sides of the well tore my shirt and tore the skin off my back.Crash! I landed at the bottom with my legs either side of a metal bar that ran across the bottom of the well just a couple of feet above the water. The pain was so great that everything went black for a few minutes.A bit later I looked up to the top of the well. I could see a circle of light and the evening sky above it .There was a face at the top of the well,making little noises. It was my dog Teg.I shouted at it”Go and get help!”but it didn’t move.I shouted once or twice but I knew no one would be up here before morning. I had to climb out by myself. Luckily the sides of the well were rough enough for me to climb, and I pulled myself up the water pipe that ran down the side of the well.I got to the top and managed to walk home.When I woke up, the doctor was at my bedside.

II．完形填空

Billy is fourteen fears old and in the ninth grade. He has a 1 job which gets him _2__ every morning at five o'clock. He is a newspaper boy.

Each morning, Billy 3 the house at 5:15 to go to the corner 4 the newspapers are. The newspapers were delivered to the corner by truck at midnight. He always takes a wagon （手推车）to carry them.

In the 5 it is still dark when he gets up, but during he rest of the year it is 6 . Billy must deliver the newspapers to the houses of people on his route 7 all kinds of weather. He tries to put each 8 on the porch （门廊）where it will be protected from wind and rain or snow. His 9 think he does a good job. Sometimes they give him tips.

Billy 10 about $ 70 per month, and he is 11 some of the money to go to college. He spends the rest 12 records and clothes. Once a month, he has to 13 money from his customers. Since many of them work during the day, Billy has to collect the money 14 .Sometimes, when Billy is 15 , his older brother has to 16 the newspapers. Once Billy's father had to help.

Billy has seventy customers now, 17 he hopes to get more soon. Some day, if he gets 18 more customers, Billy might win a prize for being an outstanding （杰出的）newspaper boy. He wants to win a 19 to Europe, but he will also be happy 20 he wins a new bicycle.

1．A. full-time B. strange C. good D. part-time

［解析］首句交代Billy是一中学生，所以推断出他只能是“半工半读”。

答案：D

2．A. to carry papers B. to go to work

C. to go to school D. up

［解析］从下文看，Billy五点一刻出门，那么五点钟只能是“起床”的时间，不可能干另外三项事。答案：D

3．A. leaves B. reached C. left D. reaches

［解析］由下文to the corner 可知此处为“离家”；由全文时态背景判断应用现在时。答案：A

4．A. that B. where C. which D. whether

［解析］关系副词where引导定语从句，说明取报的地点。答案：B

5．A. east B. winter C. morning D. summer

［解析］由常识推测，又从下文the rest of the year 可知此处指一年中天亮得最晚的冬季。

答案：B

6．A. light B. cloudy C. sunny D. cold

［解析］表示转折，故选dark的反义词 light。答案：A

7．A. by B. on C. in D. with 答案：C

8．A. paper B. magazine C. letter D. newspapers

［解析］既为送报，又有each,自然选paper。答案：A

9．A. teachers B. parents C. bosses D. customers

［解析］与下空联系起来看：顾客给小费。答案：D

10．A. earns B. saves C. spends D. pays 答案：A

11．A. borrowing B. collecting C. making D. saving

［解析］应了解西方青年主张自主，自己存钱上大学这类常情。答案：D

12．A. in B. at C. to D. on 答案：D

13．A. give B. borrow C. collect D. seize

［解析］每月上门收款；下文也有提示。答案：C

14．A. in the morning B. at night C. in the afternoon D. at noon

［解析］与上文during the day 相对照。答案：B

15．A. sick B. angry C. at school D. sad

［解析］从全文可知Billy是个好报童，只有“生病”才可能是他中断送报的原因。

答案：A

16．A. carry B. collect C. deliver D. sell 答案：C

17．A. thus B. but C. so D. for

［解析］认为已有70名顾客还不够……，此处为转折语气. 答案：B

18．A. much B. even C. many D. still

［解析］more后为复数名词customers，故用many。答案：C

19．A. trip B. car C. bicycle D. job

［解析］最后这两句说明，Billy如当上an outstanding newspaper boy（最佳报童），则可能得到a prize；a trip to Europe，也可能是a new bicycle。答案：A

20．A. because B. whether C. unless D. if

［解析］此处并非确有其事，只是假设。答案：D

探究活动

Premier Zhu Rongji is meeting the press in the Great Hall of the People Friday morning and will answer questions on domestic(国内的) and international issues（事件）.
The press conference（记者招待会）, held by the just－concluded Fifth Session of the Ninth National People's Congress（五届人大五次会议）, is expected（预计） to last about one hour.

Three teenagers seek advice from a woman doctor at the teenager clinic on March 2. The clinic, attached to（隶属于） the Beijing No. 2 Hospital, was the first one in China for teenagers to cater to （满足） their special needs, and people under the age of 23 will be taught rudiments（初步） on physiological growth, making friends of opposite sex, pregnancy（怀孕） and safe sex（性安全）.

二 : A study of psycholinguistics

A study of psycholinguistics

Abstract：Psycholinguistics is a young discipline. There was only a few decades from when it’s produced to present. But the research on it had lasted for several centuries. Psycholinguistics studies the process of language using and language acquisition, which has obvious cross-disciplinary nature. It mainly studies language comprehension , language production , language acquisition . This article deals with the meaning of Psycholinguistics, its development and research on mental lexicon, finally it also views the development prospects of Psycholinguistics. And based on the learned contents of Psycholinguistics, it will introduce the study of the mental lexicon weightily.

For several decades, researchers have shifted their attention from seeking the best teaching approaches to studying learners' individual differences. More and more researchers agree that the following are important variables in which individual learners may differ: intelligence, language aptitude, personality (such as extraversion/introversion, perseverance, and anxiety), learning strategies, and attitudes towards the target language and its native speakers (Liu Runqing, 2004). It indicates that the previous researches on these variables have proved to be helpful in understanding SLL process (Skehan, 1989).

Based on the previous researches and the relevant theories, this study focuses on two of the above variables: personality (extravcrsion/introversion) and language learning strategies, and is aimed at exploring the relationships among these: the extraversion/introversion (E/1) tendencies of Chinese students, their proficiency in English as a foreign language (EFL) and their foreign language learning (FLL) strategies employment.

A survey study has been made among 110 senior high school students. Two self-report

questionnaires ---Eysenck Personality Questionnaire (EPO) and Foreign Language Learning Strategies Questionnaire, and one language proficiency test---the College Entrance Examination (in Shanghai) have been administrated to them, in order to identify the students' personality traits (E/1), their learning strategies and their foreign language proficiency.

Key words: psycholinguistics psycholexicon vocabulary extraversion/introversion relationship English as a foreign language Proficiency foreign language learning strategies

Introduction

Background of This study

Psycholinguistics is the study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language. Initial forays into psycholinguistics were largely philosophical ventures, due mainly to a lack of cohesive data on how the human brain functioned. Modern research makes use of biology, neuroscience, cognitive science, linguistics, and information theory to study how the brain processes language. There are a number of subdisciplines with non-invasive techniques for studying the neurological workings of the brain; for example, neurolinguistics has become a field in its own right. For centuries, efforts have been made to look for the best teaching method in foreign language teaching (FLT)/second language teaching (SIT). Numerous methods are involved, but not one seems good enough to be universally accepted as the BEST. It has been found, instead, that whatever the methodology, the material, the condition under which a foreign language is taught, some learners are always more

psycholinguistics A study of psycholinguistics

successful than others, while there will be, invariably, one or two total failures. This has forced researchers to consider if it is the difference in individual learners that causes such disparity in ultimate attainment when the external environment is very nearly identical. Psycholinguistics is an interdisciplinary field. Hence, it is studied by researchers from a variety of different backgrounds, such as psychology, cognitive science, linguistics, and speech and language pathology. Psycholinguists study many different topics, but these topics can generally be divided into answering the following questions: (1) how do children acquire language (language acquisition)?;

(2) how do people process and comprehend language (language comprehension)?; (3) how do people produce language (language production)?; and (4) how do adults acquire a new language (second language acquisition)?

Researchers have begun to shift their attention from seeking the best method to studying Individual differences. After more than two decades of research, individual-difference research has made deniable progress in the sense that methods have improved a great deal, instruments have grown in terms of variety and reliability, and the number of variables has shrunk to a few More researchers would agree that the following are important variables in which individual learners may differ: intelligence, language aptitude, personality (such as extraversion/ introversion, perseverance, anxiety), learning strategies (such as cognitive, metacognitive, formal, and instrumental), and attitudes towards the target language and its native speakers

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(Liu Runqing, 2004).

In order to deeply understand FLL process of Chinese students and to promote English teaching, according to the previous researches and relevant theories, this study focuses on two of the above variables: personality (extraversion/introversion) and language learning strategies, and is aimed at exploring the relationships among these: the extraversion/introversion (E/I) tendencies of Chinese students, their proficiency in English as a foreign language (EFL) and their foreign language learning (FLL) strategies employment.

Language comprehension

One question in the realm of language comprehension is how people understand sentences as they read (also known as sentence processing). Experimental research has spawned a number of theories about the architecture and mechanisms of sentence comprehension. Typically these theories are concerned with what types of information contained in the sentence the reader can use to build meaning, and at what point in reading does that information become available to the reader. Issues such as "modular" versus "interactive" processing have been theoretical divides in the field.

A modular view of sentence processing assumes that the stages involved in reading a sentence function independently in separate modules. These modulates have limited interaction with one another. For example, one influential theory of sentence processing, the garden-path states that syntactic analysis takes place first. Under this theory as the reader is reading a sentence, he or she creates the simplest structure possible in order to minimize effort and cognitive load. This is done without any input from semantic analysis or context-dependent information. Hence, in the sentence "The evidence examined by the lawyer turned out to be unreliable," by the time the reader gets to the word "examined" he or she has committed to a reading of the sentence in which the evidence is examining something because it is the simplest parse. This commitment is made despite the fact that it results in an implausible situation; we know that experience that evidence can rarely if ever examine something. Under this "syntax first" theory, semantic information is

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processed at a later stage. It is only later that the reader will recognize that her or she needs to revise the initial parse into one in which "the evidence" is being examined. In this example, readers typically recognize their misparse by the time they reach "by the lawyer" and must go back and re-parse the This reanalysis is costly and contributes to slower reading times.

In contrast to a modular account, an interactive theory of sentence processing, such as a constraint-based lexical assumes that all available information contained within a sentence can be processed at any time. Under an interactive account, for example, the semantics of a sentence (such as plausibility) can come into play early on in order to help determine the structure of a sentence. Hence, in the sentence above, the reader would be able to make use of plausibility information in order to assume that "the evidence" is being examined instead of doing the examining. There are data to support both modular and interactive accounts; which account is the correct one is still up for debate.

Language acquisition

There are essentially two schools of thought as to how children acquire or learn language, and there is still much debate as to which theory is the correct one. The first theory states that all language must be learned by the child. The second view states that the abstract system of language cannot be learned, but that humans possess an innate language faculty, or an access to what has been called universal grammar. The view that language must be learned was especially popular before 1960 and is well represented by the mentalistic theories of Jean Piaget and the empiricist Rudolf Carnap. Likewise, the school of psychology known as behaviorism (see Verbal Behavior (1957) by B.F. Skinner) puts forth the point of view that language is a behavior shaped by conditioned response, hence it is learned.

The innatist perspective began with Noam Chomsky's highly critical review of Skinner's book in 1959.[2] This review helped to start what has been termed "the cognitive revolution" in psychology. Chomsky posited humans possess a special, innate ability for language and that complex syntactic features, such as recursion, are "hard-wired" in the brain. These abilities are thought to be beyond the grasp of the most intelligent and social non-humans. According to Chomsky, children acquiring a language have a vast search space to explore among all possible human grammars, yet at the time there was no evidence that children receive sufficient input to learn all the rules of their language (see poverty of the stimulus). Hence, there must be some other innate mechanism that endows a language ability to humans. Such a language faculty is, according to the innatist theory, what defines human language and makes it different from even the most sophisticated forms of animal communication.

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The field of linguistics and psycholinguistics since then has been defined by reactions to Chomsky, pro and con. The pro view still holds that the human ability to use language (specifically the ability to use recursion) is qualitatively different from any sort of animal ability.[3] This ability may have resulted from a favorable mutation or from an adaptation of skills evolved for other purposes. The view that language can be learned has had a recent resurgence inspired by emergentism. This view challenges the "innate" view as scientifically unfalsifiable; that is to say, it can't be tested. With the amount of computer power increasing since the 1980’s, researchers have evidence that there may, in fact, be sufficient information contained in the input to learn language, even syntax. If this is true, then an innate mechanism is no longer necessary to explain language

psycholinguistics A study of psycholinguistics

acquisition.

Language processing refers to the way human beings use words to communicate ideas and feelings, and how such communications are processed and understood. Thus it is how the brain creates and understands language. Most recent theories consider that this process is carried out entirely by and inside the brain.

This is considered one of the most characteristic abilities of the human species - perhaps the most characteristic. However very little is known about it and there is huge scope for research on it. Most of the knowledge acquired to date on the subject has come from patients who have suffered some type of significant head injury, whether external (wounds, bullets) or internal (strokes, tumors, degenerative diseases).

Studies have shown that most of the language processing functions are carried out in the cerebral cortex. The essential function of the cortical language areas is symbolic representation. Even though language exists in different forms, all of them are based on symbolic representation.[1] Literature Review

Each hemisphere of the brain interacts primarily with one half of the body, but for reasons that are unclear, the connections are crossed: the left side of the brain interacts with the right side of the body, and vice versa.[citation needed] Motor connections from the brain to the spinal cord, and sensory connections from the spinal cord to the brain, both cross the midline at brainstem levels. Visual input follows a more complex rule: the optic nerves from the two eyes come together at a point called the optic chiasm, and half of the fibers from each nerve split off to join the other. The result is that connections from the left half of the retina, in both eyes, go to the left side of the brain, whereas connections from the right half of the retina go to the right side of the brain. Because each half of the retina receives light coming from the opposite half of the visual field, the functional consequence is that visual input from the left side of the world goes to the right side of the brain, and vice versa. Thus, the right side of the brain receives somatosensory input from the left side of the body, and visual input from the left side of the visual field—an arrangement that presumably is helpful for visuomotor coordination. The two cerebral hemispheres are connected by a very large nerve bundle called the corpus callosum, which crosses the midline above the level of the thalamus. There are also two much smaller connections, the anterior commissure and hippocampal commissure, as well as many subcortical connections that cross the midline. The corpus callosum is the main avenue of communication between the two hemispheres, though. It connects each point on the cortex to the mirror-image point in the opposite hemisphere, and also connects to functionally related points in different cortical areas. In most respects, the left and right sides of the brain are symmetrical in terms of function. For example, the counterpart of the left-hemisphere motor area controlling the right hand is the right-hemisphere area controlling the left hand. There are, however, several very important exceptions, involving language and spatial cognition. In most people, the left hemisphere is "dominant" for language: a stroke that damages a key language area in the left hemisphere can leave the victim unable to speak or understand, whereas equivalent damage to the right hemisphere would cause only minor impairment to language skills. A substantial part of our current understanding of the interactions between the two hemispheres has come from the study of "split-brain patients"—people who underwent surgical transection of the corpus callosum in an attempt to reduce the severity of epileptic seizures. These patients do not show unusual behavior that is immediately obvious, but in some cases can behave almost like two different people in the same body, with the right hand taking an action and then

psycholinguistics A study of psycholinguistics

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the left hand undoing it. Most such patients, when briefly shown a picture on the right side of the point of visual fixation, are able to describe it verbally, but when the picture is shown on the left, are unable to describe it, but may be able to give an indication with the left hand of the nature of the object shown.

It should be noted that the differences between left and right hemispheres are greatly overblown in much of the popular literature on this topic. The existence of differences has been solidly established, but many popular books go far beyond the evidence in attributing features of personality or intelligence to the left or right hemisphere dominance Theoretic and empirical research on personality and on this section presents the

language learning strategies.

Basic Terms of Personality Research

In this part, definition of personality is offered, and the traits and types of personality are introduced; among these traits extraversion/introversion is focused on.

1.1.1 Personality

In the Encyclopedia Britannica (volume 6, 1768), personality is defined as "the

characteristic way in which a particular individual thinks, feels, and. behaves. Personality embraces a person's moods, attitudes, and opinions and is most clearly expressed in his intensions with other people. Personality is those behavioral characteristics, both inherent and acquired, which distinguish each individual and are observable in his relations to the environment and to the social group."

Traits and Types of Personality

In general psychology, personality has been explored in terms of a number of personality traits or types, which in aggregate are said to constitute the personality of an individual.

Raymond B. Cattell (1965), in his early research, isolated 16 personality factors, which he composed into a test called 16PF (16 Personality Factors). He attempted to measure personality using a series of dichotomies, seen as poles on continua, such as cool/warm, shy/venturesome, not assertive/dominant. Later research added seven more factors to the list. Even later research added twelve "pathological" factors found using items from the MMPI (Minnesota Multiphasic Personality Inventory). A "second order" factor analysis on the total of 35 factors revealed eight "deeper" factors, as follows, in order of strength:

QI. Exvia (extraversion)

QII. Anxiety (Neuroticism)

QIII. Corteria ("cortical alertness," practical and realistic)

QIV. Independence (strong loner types)

QV. Discreetness (socially shrewd types)

QVI. Subjectivity (distant and out-of-it)

QVII. Intelligence (IQ!)

QVIII. Good Upbringing (stable, docile, the salt of the earth)

Eysenck (1964) identified two major dimensions of personality: Extraversion/Introversionand Neuroticism. In 1990, R. R. McCrae and P.TCosta, Jr., presented The Five Factor Theory,including the following: Extraversion/Introversion, Agreeableness, Conscientiousness,Emotional stability/Neuroticism and Culture or Openness to experience. However, with one or two exceptions (e.g. Hawkey 1982), SLA researchers have

psycholinguistics A study of psycholinguistics

preferred to develop their own battery of personality traits, calling them anything from `social

styles'(Fillmore 1979; Strong 1983) to egocentric factors' (Brown 1981). This confusion is a result

of both the many-faceted nature of personality and the need that individual researchers have felt to

investigate which intuitively strike them as important. (Ellis R.1994:120)

Although personality theorists presented various theories from different directions, we

still managed to find some parallel sets of description of personality traits and types. Almost every

theorist put Extraversion/Introversion and Neuroticism/Emotional Stability/Anxiety into their lists.

Extraversion/Introversion

Eysenck and Chan (1982:154) describe extraversion and introversion as the following:

Extraversion is characterized by being outgoing, talkative, high on positive affect (feeling good),

and in need of external stimulation. Extraverts are sociable, like parties, have many friends and

need excitement; they are sensation-seekers and risk takers, like practical jokes and are lively and

active. Conversely introverts are chronically over-aroused and jittery and are therefore in need of

peace and quiet to bring them up to an optimal level of performance. They are quiet, prefer

reading to meeting people, have few but close friends and usually avoid excitement. Eysenck's Theory on Personality

Eysenck's theory is based primarily on physiology and genetics. Although he was a

behaviorist who considered learned habits of great importance, he regarded personality differences

as growing out of our genetic inheritance. He was, therefore, primarily interested in what is

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usually called temperament.

Temperament is that aspect of our personalities that is genetically based, inborn, from

birth or even before. That does not mean that a temperament theorist neglects the aspects of our

personality that are learned, it just means that Eysenck focused more on "nature" and left "nurture"

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to other theorists.

Language Learning Strategies

All learners use strategies in their process of learning a second/foreign language, but they may

choose different strategies to deal with the same task. Why will it happen? According to Spolsky's

psycholinguistics A study of psycholinguistics

(2000:112) theory, a second language learner usually brings to the language Teaming situation a set of notions about what is involved in the task; these expectations interact with personality factors and the actual learning situation to determine the strategies that the learner will adopt. In the second/foreign language learning arena, the effect of student personality on instruction in learning strategies cannot be overemphasized.

Definition of Language Learning Strategies

There is a considerable debate as to appropriate ways of defining language learning

strategies but no strong consensus as yet. Here is a table interpreting the definitions in terms of language learning strategies (see Table 1.3):

Learning strategies, according to Weinstein and Mayer (1986:315), have learning

facilitation as a goal and are intentional on the part of the learner. The goal of strategy use is to "affect the learner's motivational or affective state, or the, way in which the learner selects, acquires, organizes, or integrates new knowledge".

Stern (1983) points out that strategy is best reserved for general tendencies or overall

characteristics of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.

Oxford (1990:8) defines language learning strategies as "specific actions taken by the

learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations".

Chamot (1987:71) puts forward that "learning strategies are techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information.

Cohen (2000:4) believes "language learning and language use those processes which are consciously selected by learners and which may result in action to enhance the learning or use of a second language or foreign language, through the retention, recall, and application of information about that language".

Rubin (1981) takes the point of view that learning strategies are strategies which contribute to the development of language system which learners construct and affect learning directly.

Wen Qiufang (1993) defines learning strategies as actions taken by learner for efficient learning. The definition emphasizes two points: (1) the purpose of using strategies is to improve learning efficiency; (2) the nature of strategies is learners' actions rather than ideas and the actions can be both 4xternal and internal.

Research Design

Introduction

This study employs a survey design to examine the relationship among extraversion/introversion, English as a foreign language proficiency and the employment of foreign language learning strategies of Chinese senior high school students.

Results and Discussion

Relationship between Extraversion and English Proficiency

The first research question seeks to explore the relationship between extraversion/introversion and English proficiency.

Correlation between Extraversion and English Proficiency

Table Presents the correlation coefficients between extraversion and English proficiency

psycholinguistics A study of psycholinguistics

Conclusions

This article provides the major findings of the study and their implications to language learning on one hand, and illustrates the limitations and recommendations for further study on the other. Major or Findings of the Study and Their Implications to Language Learning

The role of individual differences in foreign language learning has attracted more and

more attention of research in second/foreign language acquisition (SLA/FLA). This is why the study chooses extraversion/introversion and foreign language learning strategies as variables and focuses on the effect of extraversion/introversion on foreign language proficiency and the learning strategies, and exploring the relationship among them.

The findings of the study are as follows:

First, extraversion negatively correlates with foreign language proficiency ((r=-194, p<05)) and with sub-score in listening (r=-212, p<05). In general, introverts have better performance than extraverts both in proficiency test and listening, reading, cloze, writing, translation, vocabulary and grammar. Extraverts and introverts show a significant difference in the mean of total score of CEES and that of reading, listening and translation. The study also reveals there is a significant difference between male extraverts and introverts in total score, writing, reading and listening. For female extraverts and introverts, the significant difference exists only in reading.

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Secondly, extraversion positively correlates with metacognitive strategies and affective strategies. In a follow-up study, it is found that there is a positive correlation between extraversion and self-monitoring strategies, also between extraversion and cooperation strategies. The independent sample t-test shows no significant difference in the means of strategies employment except self-monitoring strategies between extraverts and introverts.

Thirdly, among three representative strategies, only cognitive strategies significantly

psycholinguistics A study of psycholinguistics

correlate with total score, reading as well as listening. There are three representative strategies in cognitive categories among which linguistic knowledge strategies (COGI) significantly correlate with total score, reading and listening. Similarly, cognitive psychology strategies (COG3) have slight correlation with total score, reading and listening, whereas cognitive no correlation with these scores. It is noted that (COG2) have communication strategies score and metacognitive strategiesand affective strategies have no correlation with total sub-scores. For the means of strategy use, the high-score group and the low-score group show a significant difference in linguistic knowledge strategies. On the other hand, males and females do not reveal any difference in using strategies.

In summary, the study has made efforts to explore the relationship between extraversion/introversion, foreign language learning strategies and EFL proficiency. There is no doubt extraversion has an effect on strategy's choice and employment, and extraverts and introverts have different performance in language learning; however, it is not the only essential factor to influence EFL learning. Introverts have better achievements in the classroom-learning situation, which is opposite to what the subjects assumed. It implies that students misunderstand the role of extraversion. So the results of the current study may enable students to be aware of their own personality traits (extraversion/introversion) and help them choose the most appropriate learning strategies so as to promote their language learning.

For teachers, such awareness would be helpful to improve their teaching, because

"teachers' beliefs had a greater influence than their knowledge on the way they planned their lessons, on the kinds of decisions they made and on their general classroom practice (Pajares 1992)". Beliefs are also found to be far more influential than knowledge in determining how individuals organize and define tasks and problems, and are better predictors of how teachers behave in the classroom, such as defining students' learning preference, choosing teaching approaches, establishing learning environment, managing the classroom, and selecting the way to communicating with students. As mentioned in Chapter 1.3, Brown states that teachers, especially in western society, believe that introversion is an unfavorable trait in language learning. In language classroom, quiet, reserved personalities are often treated as problems and language teachers seek ways to encourage extraversion, which negatively influences their teaching and students' learning more or less.

Strategy training is necessary in foreign language learning. Teachers' attitude towards the value of learning strategies is crucial, as this may influence students' strategies choice. A successful teacher may not be one who merely provides learners with training tasks, but one who is aware of the strategy implications of language learning task that they gave. Teachers should then habitually draw the attention of their learners to the processes they are going though in language learning, help them to develop an awareness of how they go about their learning and develop the ability to select strategies intelligently and to use them in a focused and self-directed way.

4.2 Limitations and Recommendations for Future Research

Although the present research was performed on the basis of the previous research in this field, there were still some limitations which might challenge the findings of the study.

First, the sample size in the study was not large enough. It was limited to 108 high school students, of which 22 percent were introverts. Larger sample size would be helpful to produce a more convincing result.

Secondly, the current study was based on responses to two self-report questionnaires with regard

psycholinguistics A study of psycholinguistics

to personality and foreign language learning strategies. Using self-report questionnaires is convenient for statistical analysis, yet the researcher also takes a risk that subjects may not be honest in answering the questions {Oxford 1990}

Thirdly, only quantitative research method was used in the study. If possible, multiple

methods should be used. Quantitative and qualitative methods each had their strengths and limitations, both of them are necessary for a survey research.

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Fourthly, language proficiency was from the College Entrance Examination (in Shanghai) Despite the high reliability and validity of the exam, it didn't provide oral English score. So no support could be given to the Hypothesis of BICS-extraverts may be good at developing basic interpersonal communicative skills. Researchers in the future might employ a more comprehensive test or instrument to check subjects' overall language proficiency.

These aspects should be paid more attention and be revised and improved in further research.

Many of the experiments conducted in psycholinguistics, especially earlier on, are behavioral in nature. In these types of studies, subjects are presented with linguistic stimuli and asked to perform an action. For example, they may be asked to make a judgment about a word (lexical decision), reproduce the stimulus, or name a visually presented word aloud). Reaction times to respond to the stimuli(usually on the order of milliseconds) and proportion of correct responses are the most often employed measures of performance in behavioral tasks. Such experiments often take advantage of priming effects, whereby a "priming" word or phrase appearing in the As an example of how behavioral methods can be used in psycholinguistics research, Fischler (1977) investigated word encoding using the lexical decision task. She asked participants to make decisions about whether two strings of letters were English words. Sometimes the strings would be actual English words requiring a "yes" response, and other times they would be nonwords requiring a "no" response. A subset of the licit words were related semantically (e.g., cat-dog) while others were unrelated (e.g., bread-stem). Fischler found that related word pairs were responded to faster when compared to unrelated word pairs. This facilitation suggests that semantic relatedness can facilitate word encoding.

In short, psycholinguistics is the study that can put the psychology and linguistics research together , meanwhile they are different from psychology and linguistics research . It also needs to deepen the thinking and the mental side of research. Our aim to study psycholinguistics is that the psychological linguistic research and practical work life can be combined to guide our human to do things .

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三 : 14、lot、lots、a lot、a lots、lot of、lots of、a lot of、a lots of

lot、lots、a lot、a lots、lot of、lots of、a lot of、a lots of的区别

1. lot——相当，许多

2. lots——土堆

3. a lot的用法

a lot是口语中的一个常用词组，多用于肯定句，有时也用于疑问句。(www.61k.com)其主要用法有如下几点：

①作名词短语，表示“很多；多量”，在句中作主语、宾语或表语，其后常有动词不定式短语作后置定语，如：

There is a lot to see at the party.

聚会上有许多可观赏的东西。（作主语）

You know a lot/much about English names.

你知道许多有关英语姓名的情况。（作宾语）

This is a lot.

这真多。（作表语）

②作副词短语，在句中作程度状语，表示“很；非常；常常”，修饰动词、感叹词、介词短语、形容词或副词的比较级，如：

It usually rains a lot/much at this time of year.

每年这个时候都经常下雨。（修饰动词rain）

Thanks a lot/very much ---that’s very kind.

多谢，十分感激。（修饰感叹词thanks，thanks=thank you）

He is feeling a lot/much better.

他感觉好多了。（修饰比较级better）

③a lot前可被such，what，quite，rather修饰，如：

I like him quite a lot. 我非常喜欢他。

---How much money is left?

---还剩下多少钱？

---Rather a lot.

---还有相当多。

4.a lot of = lots of,可修饰可数或不可数名词，意为“许多”， “大量的”，相当于many或much。a lot, a lot of, lots of通常用于肯定句，否定句中一般用many或much，如：

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a lot of 14、lot、lots、a lot、a lots、lot of、lots of、a lot of、a lots of的区别

There’s a lot of work to do and a lot of people have been sent there.

有许多事情要做，许多人已派去那里了。(www.61k.com）

5.用于固定搭配构成习语。

have a lot to answer for为糟糕的情况负责

have a lot on your plate有很多困难的工作要处理

have a lot on/have a lot going on 近期很忙

Do you have a lot on for tonight? 你今晚很忙吗？

They will have a lot on tomorrow. 他们明天将很忙。

have a lot on one’s mind把很多事情挂在心上

see + n. (a lot/little/less/more/much/nothing/something) + of + sb./sth. ??见到某人/物

He has seen something of life. 他略有阅历。

We hope to see something of you during the holidays. 我们希望在假期里不时能看到你。

something of?表示“几分；多少”

lots 不单独用的，lots of＝a lot of 后面接可数名词和不可数名词均可，接可数名词时谓语用复数，接不可数名词时，谓语用单数。

a lot 当然不是名词性短语了，而是副词性短语，修饰动词。

比如：Thanks a lot.= Thanks very much.

再比如：I know him a lot。

plenty of 和以上lots of 和a lot of相似，后面接可数名词和不可数名词均可，接可数名词时谓语用复数，接不可数名词时，谓语用单数。

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四 : A Brief Study of American Individualism

Abstract： This paper will mainly emphasize on the impact which American individualism has on American society and the whole world，

Key words； Key Words： Macroeconomics， Keynesian Revolution， Great Depression
Individualism is the core American ethos. It has been the primary force of American civilization for more than two centuries. It is individualism that has supplied the motiva（www.61k.com)tion of American political，economic and spiritual institutions in the history of its development.
Individualism is originated to the great English scholar John Locke’s doctrine of separations of powers in the 17th century. Locke’s doctrine mainly emphasized on the individual rights， and just this point， affected one of the United States’ founders， Thomas Jefferson， pretty much. Until the year of 1840， a French political commentator Alexis de Tocqueville coined the word “individualism”. Since then， individualism began to encourage generations of Americans to strive for creating a great country and fighting for a better life. According to Encyclopedia Britannia，individualism is a kind of political and social philosophy that places high value on the freedom of the individual and generally stresses the self-directed， self-contained， and comparatively unrestrained individual or ego. Another authoritative dictionary， American Heritage Dictionary， defines individualism in the following three points： 1 .Belief in the primary importance of the individual and in the virtues of self-reliance and personal independence； 2. A doctrine of freedom from government regulation of personal economic or social goals； 3. The doctrine that the interests of the individual should take precedence over the interests of the group. Generally speaking， individualism emphasizes the individual’s rights， including individual happiness and liberty， self-directed， self-contained， and self-development.
American individualism is originated to the European modern individualism， which is widely regarded to originate to an ancient Greece’s theory of individual position and function. In modern times， individualism can be originated to Locke’s doctrine of separation of powers. In the 17th century， famous English scholar John Locke put forward his doctrine， which emphasizes the individual rights. Locke’s doctrine had a strong impact on Thomas Jefferson， who later drafted the remarkable Declaration of Independence and became one of the founders of the United States.
America is a nation of individuals and individualism. Individualism probes the key to understand what is essentially American. The strong sense of individualism cultivates the American concept of liberty and equality， their continuous pursuit of individual rights and their principle of their independence.The principle of liberty and equality is the premise of individualism. Liberty is the prime value because without it everything is out of the question. Liberty and equality are highly prized and encouraged. “All men are created equal.” That’s why the African-Americans civil rights movement could happen in America in the 1920s.
In the Westward Movement， American individualism also made a great contribution to the Americans. Immigrants from the eastern part of America and Europe worked hard to earn success with the belief of individualism. And they believed that working hard enough can earn success and they are pretty sure about that point.
There are some positive influences that need to be remembered. Firstly， individualism emphasizes the idea of pursuing individual success and individual happiness. Secondly， individualism emphasizes the idea of keeping optimistic and working hard. They believed deeply that only hard working can earn everything you want. Thirdly， individualism emphasizes the idea of competitiveness. Americans love compete and they believe that the idea of compete can arouse individual potential maximally. Obviously and inevitably， American individualism is always a double-edged sword.
America is the richest and most unequal. Americans also have one of the world’s most violent societies. They are among the world’s most gun-owning peoples. In 2008， the America murder rate was more than twice high as Germany’s and nine times higher than Japan’s. A survey by the Law Enforcement Assistance Administration found that 61 percent of all women feel unsafe in their own neighborhoods at night， that 45 percent of the population is afraid to walk alone at night near their own homes.
Indeed，when individualism goes to extremes， it will create many sophisticated problems and develop towards egoism， solipsism and anarchism. However， its disadvantages never outweigh its advantages. As a distinctive American ideology， individualism， to a certain extent， does make America become the sole superpower in the world.
As the core American ethos， American individualism has developed for nearly three centuries. It has had a large impact on the American people. It is American individualism that encourages generations of Americans to strive for a great country， as well as a better life.
References：
[1]Burkly， Robert F. The World Is Different. 15 Aug. 2009/17 Oct. 2011.
.
[2]James， David. Comments on Dead Poets Society Page. 2 Dec. 2005/17 Oct. 2011.
<>.
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[4]Liu， Rui. “A Brief Survey and Reconsideration of American Individualism.” Journal of Languages and Literature Studies85-94（2011.07）/24 Oct. 2011.
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[5]曹国华（Cao Guohua）. 原型批评视角下的《死亡诗社》新解读[J]. 大学英语，2011（09）.
[6]崔雪茹（Cui Xueru）. 美国个人主义研究述评[J]. 北京城市学院学报， 2010（04）.
[7]符丹（Fu Dan）、谢枝龙（Xie Zhilong）. 从《死亡诗社》谈人生和教育[J]. 电影文学，2011（02）.
[8]卢庆生（Lu Qingsheng）、谢枝龙（Xie Zhilong）. 《死亡诗社》中的浪漫与现实[J]. 时代文学（下半月）， 2010（12）.
[9]刘婵婵（Liu Chanchan）. 浅析美国的个人主义价值观[J]. 学术论坛，2008（05）.
[10]张海瑛（Zhang Haiying）、董艳萍（Dong Yanping）. 电影《死亡诗社》中的反抗精神[J]. 电影文学， 2011（01）.

五 : Development of a miniaturised drug delivery system 57

Developmentofaminiaturiseddrugdeliverysystemwithwirelesspowertransferandcommunication

S.Smith,T.B.Tang,J.G.Terry,J.T.M.Stevenson,B.W.Flynn,H.M.Reekie,A.F.Murray,A.M.Gundlach,D.Renshaw,B.Dhillon,A.Ohtori,Y.InoueandA.J.Walton

Abstract:Thedevelopmentofanimplantablesystemdesignedtodeliverdrugdosesinacontrolledmanneroveranextendedtimeperiodisreported.Keyperformanceparametersarethephysicalsize,thepowerconsumptionandalsotheabilitytoperformwirelesscommunicationstoenablethesystemtobeexternallycontrolledandinterrogated.Thesystemhasbeendesignedtofacilitatewirelesspowertransfer,whichisveryimportantforminiaturisationasitremovestheneedforabattery.

1Introduction

Theabilitytodelivermetereddosesofadrugtoalocalisedsiteisincreasinglythefocusofmuchmicro-andnano-systemsresearch.Byreleasingdrugsinacontrolledmanneratarequiredsite,microdrugdeliverysystemscanreducethenegativesideeffectsassociatedwithsystemicmedication.Inaddition,drugdosescanbedeliveredtothediseaselocationinahighlyconcentratedformthatwouldbedamagingtothebodyifdeliveredinatraditionalmanner.Thespeci?cobjectiveoftheworkdescribedwastoinvesti-gatethefeasibilityofimplementinganimplantablemicro-electro-mechanicalsystems(MEMS)drugdeliverysystemsuitableforintraocularapplications.Thedevicewouldbeper-manentlyimplantedandcapableofdeliveringdailydosesofadrugforupto1year.Powerandcommunicationwiththedevicewouldbeprovidedbyawirelesslinkthatwouldonlybeactivatedwhenrequiredbythesystem,therebyreducingpowerandexposuretoradiofrequency(RF)radiation.Thesingleoperationtoimplantthedevicewouldobviatetheneedforregular,painfulandinvasiveinjections.2

Background

Micromachineddrugreleasesystemscomeintwomainforms:passivedeviceswherethepointistocontroltherateofdiffusionofthedrugbeingdelivered,andactivedeviceswhereadoseofthedrugcanbereleasedatacon-trolledtime,usuallywithanexternaltrigger.Passivedrugdeliverydevicesareeitherlargestructuresimplantedattherequiredpositionorsmallerobjectsthatcanbeinjectedandthentraveltothecorrectposition.Examplesofdevices

#TheInstitutionofEngineeringandTechnology2007doi:10.1049/iet-nbt:20070022

Paper?rstreceived10thAprilandinrevisedform9thJuly2007

S.Smith,T.B.Tang,J.G.Terry,J.T.M.Stevenson,B.W.Flynn,H.M.Reekie,A.F.Murray,A.M.Gundlach,D.RenshawandA.J.WaltonarewiththeInstituteofIntegratedMicroandNanoSystems,SchoolofEngineeringandElectronics,ScottishMicroelectronicsCentre,TheUniversityofEdinburgh,KingsBuildings,EdinburghEH93JF,UK

B.DhilloniswiththePrincessAlexandriaEyePavilion,ChalmersStreet,EdinburghEH39HA,UK

A.OhtoriandY.InouearewithSenjuPharmaceuticalCo.Ltd,1-5-4,Murotani,Nishiku,Kobe,Hyogo651-2241,JapanE-mail:stewart.smith@ed.ac.uk

usingsiliconstructurestoprovidedelayeddrugreleaseincludechipswithnanoengineeredchannelsthatenableslow,zero-orderdiffusion[1]andporoussiliconpelletscoatedinadrug[2].Theporoussiliconisextremelyinter-estingbecauseitisbiodegradable,inadditiontobeingbio-compatible,andthismeansthatitissuitableforothermedicalapplicationssuchasascaffoldforbonegrowth.Activedrugreleasesystemsincludemicropumpsandvalvesusingshapememoryalloys[3],[4],siliconpiezo-electricmicropumps[5],transdermalmicroneedles[6]andmicroreservoirchips,wherethedrugisreleasedbymeltingametalmembrane[7].

ThedrugdeliverysystemusedhereisbasedonadevicereportedinNature[8],consistingofamicroarrayofsealedsiliconreservoirscontainingtherequireddrug(s),whichcanbereleasedelectrochemicallybytheremovalofagoldcap.Fig.1illustratesthisconcept.Morerecently,thecompanyformedtocommercialisetheMITwork,MicroCHIPS,havepresentedresultsofaninvivotrialusingtheirimplan-tabledrugreleasesystem[9].Theirdeviceconsistsofadrugdeliverychipwith100cavitiespackagedalongwithabattery,controlelectronicsandwirelesscommunications.Thisdeviceusesadifferentreleasemechanism,bywhichathinmetalmembranesealingthedrugcavityisremovedelectrothermallyasdescribedin[10].Inthisexample,thecompletedeviceis??5cmlongand4cmwide,whichmakesitunsuitableforimplantationintotheposteriorcavityoftheeye.

Inasilicondrugdeliverydeviceasoriginallyenvisagedin[8],thegoldcapoverthereservoirformstheanodeofanelectrochemicalcell.Inthepresenceofasolutioncon-tainingchlorideions,thegoldanodereactstoformgold(III)chloridecomplexesthataresolubleinanaqueouselectrolyte[11].Therehavebeensomeconcernsaboutthetoxicityofgold(III)complexes,butinvivostudiesbasedontheuseofgoldimplantshaveonlyshownsigni?cantimmunereactionswhenthedosagewas.250mg[12].Theamountofgoldconvertedwhenopeningoneofthesedevicesissigni?cantlylower,oftheorderof10ng.

Theinitialstudyfoundthatthegolddissolutionreactionoccurredwhenavoltageoft1.04Vagainstsaturatedcalomelreferenceelectrode(SCE)wasappliedtotheanodewhenimmersedin0.1Mphosphate-bufferedsaline(PBS).Whenthisvoltageisappliedfor10–30s,thecap

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Fig.1Schematiccrosssectionthroughanelectrochemicaldrugreleasecellwheretheanodeformsamembranethatisremovedduringdrugrelease

isremovedandthedruginthereservoirdiffusesoutintotheelectrolyteoverthespaceof1–2h.Inordertoensurethatgoldisonlyremovedfromthedesiredareas,thesurfaceiscoveredwithapassivationlayerofsilicondioxide,ornitride,andpatternedtoexposecertainareastotheelectrolyte.3

Systemdescription

Fig.2showsablockdiagramofanimplantabledrugdeliv-erysystemthatconsistsofthreemainparts:thedrugdeliv-erychip,thecontrolcircuitrytofacilitatethereleaseofdrugsfromthecavitiesandtheRF/communicationssystemtotransferpoweranddata.Integrationofcelladdressingontothedrugdeliverychip,reductionofcontrolcircuitrytoasingleICandtheuseofwirelesspowertransferwithoutabatterywillallhelptoreducethesizeofthesystem;theultimateaimisacompleteimplanta-bledevicewithdimensionsof5?5?5mmorless.Itisthiscombinationofminiaturisationandintegration,coupledwiththeadditionofwirelesspowertransfer,thatdistinguishesthedrugdeliverysystemdescribedinthisarticlefromsystemsdescribedintheliterature.3.1

Drugdeliverychip

Thedrugdeliverychipcomprisesanarrayofcavities(Fig.1showsacross-sectionthroughasinglecavity),eachofwhichcanbeindividuallyactivated[13].Whenthenumberofreservoirsissmall,itisfeasibleforeachgoldcaptobeindividuallywiredtothecontrolsystem.However,asthenumberofcavitiesincreases,arowandcolumnaddressingsystem,usingon-chipcomplementarymetaloxidesemiconductor(CMOS)circuitry,becomesessentialtoreducethenumberofconnections.3.2

Controlcircuitry

Whenthesystemisactivated,thecontrolchipneedstodeterminewhichofthecavitieswillbeopenednextand

Fig.2Blockdiagramofimplantabledrugdeliverysystemwithwirelesscommunicationsandpower

transfer

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thenapplythecorrectvoltagesignaltothedrugdeliverychipinordertoreleasethedoseofdrug.Intheabsenceofon-boardmemory,thecontrolchipmusttestthestatusofeachcellonthedrugdeliverychipanddeterminewhichcavitieshavealreadybeenopened.Therearemanyaspectsofthecontrolcircuitrythatrequirecarefulattention,notleastofwhichisafail-safesystemthatensuresthatundernocircumstancescanmultiplecavitiesbeopenedsimultaneously.3.3

RFpowerandcommunications

TheRFpowersystemreceivespowerwirelesslyfromanexternalbasestationandconvertsthisintothevoltagesrequiredbythecontrolanddrugdeliverychips.Iftwo-waycommunicationisrequired,thissystemalsoneedstotransmitinformationaboutthestatusofthesystembacktothebasestation.Forexample,thiscouldincludeinformationaboutwhichcavitiesonthedrugdeliv-erychiphavebeenopenedandthereadingsofanyon-boardsensormeasuringdrugconcentrationorotherenviron-mentalparameters.4

Designconsiderations

Considerationmustbegiventothemethodoffabricatingsiliconcavitiesasthisimpactsonboththenumberandthevolumeofthereservoirs.Thegoldcaponthereservoirhasanimportantroleasitsealsoneendofthecavity.Itisalsothemostfragilepartofthestructure.Thereforearobustmethodofprotectingthecapsduringprocessingisessentialinordertoachieveacceptableyieldsforthesedevices.Oncethecavitieshavebeenfabricated,theymustbe?lledandsealed,andawiderangeofdifferenttechniquesforachievingthishavebeenassessed.The?lleddevicesmustthenbepackaged,whichrequireselectricalconnec-tionsthatarewaterproof,bearinginmindthatthegoldcapsoverthereservoirsmustbeexposedtotheelectrolyte.Finally,thecorrectelectricalexcitationrequiredtoquicklyandreliablyopenthegoldcapsmustbedetermined,asthisplaceslimitsonthesystemsusedtopowerandcontrolthedevice.5

Fabricationtechnology

Thissectiondescribesthemethodsusedtofabricatetheinitialprototypedrugdeliverydevices.Thesearefullywiredstructuresthatdonotrequireanyon-chipelectronics.Theprocess?owisshowninFig.3.5.1

Cavityconstruction

ThebulketchingormicromachiningofsiliconisastandardtechnologyinMEMSfabrication[14].Isotropicetchpro-cessesremoveexposedsiliconequallyquicklyinalldirec-tionsgivingaroundedhole.Anisotropicetchescanbesplitintotwogroupsdependingonwhetherawetordryprocessisused.Wetanisotropicetchestendtopreferentiallyremovesiliconincertaincrystalplanesandwillbedis-cussedinmoredetaillaterinthisdocument.Dryanisotropicetchprocessescanproduceanumberofdifferentetchpro-?lesbutthemostcommonistheBoschprocess,whichiscapableofproducinghighaspectratiocavitieswithalmostverticalsidewalls[15].

Anisotropicwetsiliconetchprocessesremove(111)orientedsiliconplanessigni?cantlymoreslowlythantheothercrystalplanes.Asaresult,cavitiesfabricatedusingthesemethodswillhavesmooth,well-de?ned(11

Fig.3Simpli?edprocess?owfordrugreleasechipwhereeachstepisillustratedbothinplanviewandincrosssection

abcdefghi

Siliconwaferispolishedonbothsidesandoxidised.TheoxidelayeristhickerononesideSiliconnitrideisdepositedbylowpressurechemicalvapourdeposition(LPCVD)OpeningforTMAHetchopenedinsidewiththickSiO2OpeningforTMAHetchopenedinsidewiththickSiO2Golddepositedandpatternedbylift-offprocessThickParylenelayerdepositedovergoldelectrodesReactiveionetch(RIE)ofoxide/nitridemembraneOxygenplasmaRIEofParylenepassivationDrugreservoir?lledandsealed

sidewalls.Inpractice,whatthismeansisthatasquarecavityetchedintosiliconwitha(100)surfacewillhavesidewallswithanangleof??54.748tothesurface.ThisisillustratedinFig.3f.

Anumberofdifferentetchantsproducethistypeofsiliconpro?le,andtetramethylammoniumhydroxide[TMAH,(CH3)4NOH)[16,17]hasbeenselectedforthiswork,asitiscompatiblewithCMOStechnology[18].Ithasthefurtheradvantagesthatitcanbemixedwithotherchemicalstopreventitetchingaluminiuminterconnect[19]andthatitislesstoxicthanmost

otheranisotropicetchsolutions,suchasalkalinemetalhydroxides.

Theetchsolutionusedwas22%TMAHinwater,heatedto908C,providinga,100.etchrateof??40mmmin21.Therelativelyhighconcentrationandtemperaturegiveanevenetch,withouthillocking[17],whilestillstoppingonthemembraneofsilicondioxideandnitrideuponwhichthegoldelectrodeisfabricated.

ThedimensionsofcavitiesproducedbyTMAHetchingof(100)silicondependonthethicknessofthewaferandthedesiredsizeofthesmallholeonthefront

side.

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Ifa50mmsquareholeisdesiredonthefrontofa385mmthicksiliconwafer,a??590mmsquareisrequiredonthebackandtheresultingcavityhasavolumeof??50nl.Assuminga10mmspacebetweenthecavities,thepitchis600mm,whichlimitsthepackingdensityofcavitiesonthechip.AnalternativewouldbetousetheBoschprocesstoproducehighaspectratiocavitieswithverticalsidewalls.Thisprovidesahugeincreaseinthepackingdensityofthereservoirs,enablingmanyhundredsofdosestobeplacedonachip,5mmsquare.However,a50mmsquare,vertical-walledcavityina385mmthickwaferhasavolumeofjustunder1nl.Thekeytothisapproachisto?ndadrugthatcanbesuf?cientlyconcen-tratedtobeusefulinsuchatinydosage.

5.2Drugreleasemembranes

Therearetwodifferentapproachestofabricatethegoldelectrodesthatwillultimatelybecomethesealoverthedrugreservoir.Inoneprocess,thegoldisdepositedonthewaferbeforeTMAHetchingandcoveredwithapassi-vationlayertoprotectitduringsubsequentsteps.Alternatively,thecavitiescanbeetched?rst,beforethegoldisdepositedandpatternedonthedielectricmembranecoveringthecavityopening.Eacharchitecturehasadvan-tagesandpotentialissues,butitwasdecidedthatdepositingthegoldbeforewetetching(asshowninFig.3)wasprefer-able.Thisavoidstheneedforprocessingonthethindielec-tricmembraneandallowsthegoldtobeprotectedbyathickParylenelayerduringthewetetch.

Ineithercase,the?nalstagesofprocessingaretoremovethedielectricmembraneseparatingthegoldfromthecavity(Fig.3g)andtopatternthepassivationoverthegold(Fig.3h).Thedielectricmembrane,whichconsistsofathin,lowstress,bilayerofthermalsilicondioxideandlowpressurestoichiometricsiliconnitride,isremovedfromthecavitysidebyareactiveionetchprocess.Thepassiva-tionlayerisavapour-depositedorganicpolymer,ParyleneC,(tradenameforagroupofpara-xylene-basedpolymersdepositedundervacuumatroomtemperature[20])whichformsaconformalcoatingoverthegoldandisbiocompati-ble[21–23].Paryleneisextremelychemicallyresistance,butcanbeetchedatupto220nm/mininanoxygenplasma[24].Fig.4showsagoldcapafterithasbeenreleasedfromthetoppassivationandthedielectricmembrane.

Thenominalthicknessofthegoldcapis300nm,whichshouldbecapableofwithstandingapressureofupto60psi[25].

Fig.4Photomicrographofapairofgoldelectrodeswherethecentralanodecoversamicromachinedcavity

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5.3Fillingandsealing

Anumberofdifferentmethodshavebeenconsideredforthe?llingofmicromachinedcavitieswithadrugsolutionandthereaftersealingthem.Theoriginalplanwastouseaninkjetsystem,normallyusedtospotliquidsontomicro-scopeslidesforDNAarrays,butitwasfeltthatthiswasunnecessaryfortheseprototypesamplesthathadonlyasmallnumberofcavities.Amanualsystemusingadrawnglasscapillarytubeallowedthe?llingofindividualcavitieswithoutspreadingtheliquidbetweenthereservoirs.Unfortunately,thistypicallyledtoairbeingsealedintothecavities,astheliquidevaporatedquicklybeforethesealcouldbeputinplace.

Thesealitselfisanadditionalchallenge.Anumberofdifferentadhesives,includingcyanoacrylates,UVcuringepoxiesandpolydimethylsiloxaneelastomer(PDMS),wereusedtobondglasscoverslipsoverthecavities.Thiswaspartiallysuccessful,buthadproblemsinthattheadhesivestendedtobehydrophilicandattractedtheliquidoutofthecavities,leadingtoapoorseal.

Apractical?llingtechniqueusingalow-tack,water-proof,adhesivetapewas?nallyestablishedasthepre-ferredapproach.Thecavitiesareover?lledbeforethetapeisapplied.Forceisthenappliedtosqueezeouttheexcessliquidand?xthetapetothesiliconsurface.Fig.5showstheresultofsealingliquidintoanarrayofmicromachinedcavities.Itshouldbenotedthatthetapeonlyservestosealthecavitiesuntilthechipsarepack-aged.Duringpackaging,thechipsareencapsulatedwithasolidepoxythatimmobilisesthedevicetothepackagesurfaceandshouldpreventanyleakagefromthecavities.However,itislikelythatamorepermanentsealwouldberequiredinadeviceintendedforlong-termorpermanentimplantation.6

Controlsystem

Teststructuresconsistingofarraysofgoldelectrodeswerefabricatedtocharacterisethevoltagelevelsrequiredtoopenthedrugreservoirs.Thisestablishedthatthevoltagerequiredforthereactionwithoutareferenceelectrodewasgreaterthanthe?gurereportedin[11].Asquarewave,1Hz,signalsteppingbetween0andt3Vwasappliedbetweenananodeandnearbycathode,andtheresultingcurrent?owispresentedinFig.6.Thisstrippedtheexposedareaoftheanodein,30s,whichwascon?rmedbothbyobservationoftheelectrodeandbythereductioninthecurrentdrawnbetween25and30sof

operation.

Fig.5Arrayofmicromachinedsiliconcavities?lledwithliquidandsealedwithlow-tack,waterproofadhesive

tape

Fig.6CurrentasafunctionoftimeforasquarewavevoltagesignalappliedtoAuelectrodein

PBS

7Prototypechip

Aprototypedevicewasdesignedwith12,TMAH-etched,cavitiesthatcanbeindividuallyaddressedandthelayoutisshowninFig.7.Ithas14bondpads,oneforeachanodecap,andtwoseparatecathodeconnections.7.1

Invitropackaging

This3?3mmchipwasdesignedforinvivotestingwhereitcouldbepackagedintoasystemnolargerthan5?5?5mm.However,forinitialinvitrotesting,thechipwaspackagedintoastandarddual-in-line(DIL)package,asillustratedinFig.8.

Oncethechipwasgluedinplaceandtheelectricalbondsweremadetothepackagewithgoldwire,athick,UVcuringepoxywasapplied.Thisprotectedthewireswhileleavingthefrontofthechipexposed.Theplasticringwasgluedinplacetoprovideareservoirforthesalineelectro-lyteusedintesting.7.2

Invivopackaging

ThereisnosuitablestandardICpackageavailableandsothepackagingforinvivodevicesusedacustom,double-sidedprintedcircuitboard(PCB)(Fig.9a),??5mmsquare,ontowhichtheprototypechipwasattached.ThePCBhasgold-coatedtracks,suitableforwirebondingbetweenitandthechip.ConnectionsfromthePCBtotheoutsideworldweremadeusing??100mmdiameter,Te?on-coated,platinumwires.AnexampleofapackagedinvivodeviceisshowninFig.9b

Fig.7Schematiclayoutofprototypedrugreleasechip

Frontsideshowsgoldelectrodeswhilebacksideshowscavity

openings.

Fig.8DILpackagewithprototypedrugrelease

chip

Fig.9Packagingofdrugdeliverychipsforinvivotesting

aPCBforinvivopackaging

bPrototypechippackagedon

PCB

Fig.10Electricalswitchboxusedtocontroldrugreleaseproto-type

chips

Fig.11Microscopeimagesof?uoresceinreleasefromprototypechip

aStartbAfter5scAfter10sdAfter25s

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Development of a miniaturised drug delivery system 57_57ise

Fig.12Blockdiagramofawirelesspowertransferandcommunicationssystem

AswiththeDILpackage,thewirebondsandotherelec-tricalconnectionsarecoveredwithaUV-curedepoxy.Itisalsopossibletousethismaterialtocoveranycavitiesdamagedduringprocessing(arepairedcavityisshowninFig.9b).8

Drugreleasetesting

Prototypechipswere?lledwitha20%solutionof?uor-esceinsodium:ayellow/green?uorescentdyecommonlyusedasadiagnosticaidinophthalmology[26].The?lledchipswerepackagedasdescribedearlierandaportablecontrolsystemwasusedtoactivateandopenindividualcavities.Thiscontrolbox(Fig.10)wascustombuiltfortestingthesedevices,containinga9Vbatteryandtheelec-tronicsrequiredtogeneratethecorrectsquarewavevoltagesignal.Aswitchonthesideoftheboxallowedtheusertochooseanyoneofthe12cavitiesonthechipundertest.8.1

Invitrotesting

8.1.1Wired:Invitrotestingwasperformedusinga10%solutionofPBSastheelectrolyte.TheimagesinFig.11showthat?uoresceinreleasebeginswithin5sofactivationandcontinuesforsometimeafterwards.Ifthevoltagesup-pliedtothecellisa3Vsquarewavewitha66%dutycycle,andthecurrentthat?owswhilethevoltageishighisno.30mA,theenergyrequiredtoopenthereservoirin5sis??300mJ,withamaximumpowerof90mW.

8.1.2Wireless:Fig.12showsthearchitectureofawire-lesspowertransferandcommunicationssystemdesignedtobeusedwiththeprototypedrugreleasechips.Itoperatesbynear-?eldinductivecouplingbetweentworesonantLCtanks.ThetransmissionsideincludesakeypadcontrollingaDual-ToneMultiFrequency(DTMF)encodersimilartothatusedintouch-tonetelephones.TheoutputoftheDTMFencoderisusedtomodulatetheRFpowersignal.Onthereceiver,sidepartofthecircuitdecodestheinfor-mation,whereastheotherpartturnstheRFpowerintothecorrectsquarewavevoltagesignalrequiredtoopenacavity.ThedecodedDTMFinformationcontrolsademulti-plexerthatdirectsthesquarewavevoltagetothecorrectanodeelectrodeonthedrugreleasechip.Thismeansthatanyoneofthe12cavitiescanbeselectedandopenedbypressingthecorrectkeyonthetransmittersidekeypad.Thesystemoperatesatafrequencyof7.1MHzandiscapableoftransmittingover500mWofpoweroveradis-tanceof30mmusing0.1MPBSasatransmissionmedium.Thereceiversystemrequires??370mWof

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powertooperate,includingthe90mWrequiredtoopenacavity,andthetransmitteriscertainlycapableofsupplyingthis.FurtherdetailsoftheRFpowerandcommunicationsystem,includingresultsoftransmittingpowertoareceiverimplantedintoanexvivoanimaleyemodel,arepresentedin[27,28].8.2

Invivotesting

AprototypedevicesimilartothatshowninFig.9hasbeenimplantedtemporarilyintotheeyeofarabbit.Thiswassuc-cessfullyactivatedandthereleaseof?uoresceinwasobservedexternallythroughthecornea.The?uoresceinwasvisible5minafteractivationanddiffusedthroughthewholeofthevitreouscavityoftherabbiteyewithin1h.9

Discussionandconclusions

Anactive,low-powerMEMSdrugdeliverysystem,intendedforophthalmicapplications,hasbeendescribed.ItcomprisesanMEMSdrugreleasedevice,controlcircui-tryandawirelesspowerandcommunicationssystem.Itoperatesbyusinganelectrochemicalreactiontoremoveagoldcapthatsealsareservoircontainingadoseofadrug.Althoughthereleasemethodiswellunderstoodandisbeingcommercialisedbytheoriginalresearchers,thesystemdescribedhere,usingdirectwirelesspowertransferandcommunications,hasthepotentialtoallowforaminia-turisedimplant.Withoutabatteryanddiscreteelectronics,whichwouldrequirebulkyencapsulation,theentiresystemcanbecontainedinapackageonlyafewmillimetresacross.Thisenablesittobeimplantedintoawiderrangeoflocationswithinthebody,suchasintothevitreouscavityoftheeyewhereitcouldreleasedrugstocontrolchronicdis-easessuchasglaucoma.ItshouldbenotedthatthePCBrequiredfortheinterconnectandtheepoxyresincoveringtheprototypedominatesthedevicevolume.Obviously,thisvolumewillbeconsiderablyreducedinafullyengin-eeredimplantablepackage.

Thefabricationprocessusedtocreatethereservoirs,capthemwithagoldelectrodemembraneandthen?llandsealthemhasbeendescribed.Prototypedeviceswerefabricatedandtestedusinga?uorescentdyeasthereservoircontents.Thereleaseofthedyehasbeendemonstratedinvitroandthemaximumpowerrequiredisshowntobe,100mW.Wirelesspowereddrugreleaseandinvivoresultshavealsobeendescribed.

Futureworkisrequiredtoupgradethepackagingtech-nologyused,aswellastoincreasethedensityofthedrug

reservoirs.

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IETNanobiotechnol.,Vol.1,No.5,October2007

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