高中英语第二册上Unit 7 Living with diseases1

Unit 7 Living with diseases
一．教学目标与要求
a. Achieve language skills and related knowledge about the topic deadly diseases.
b. Learn to use some sentence structures.
二．教学重点与难点
1．话题
1〕Talking about medicine and health.
2) Talking about deadly diseases and attitudes towards them.
2．重点词汇
quiz, false, virus, via, blood, prevention, persuade, defenseless, illness, treatment, unprotected, sex, lack, proper, available, discourage, cheer, network, specialist, meaningful, fierce, immune, cell, radiation, strength, recover, fighter, contrary, category, transfusion, manage to,
live with, die of, cheer(…) up, suffer from, on the contrary, for the moment, free from
3．重要句型
1) If we/they were to…, we/they could…
2) I wish people would… no t act as if I were a bad or dangerous person.
3) If I were you, I would…
4) Having found out that…, the boy decided to try to…
5) It is a great pity that I don’t remember much about my mum.
6) Living with cancer has made me realize how…
7)Cells divide either too fast or at the wrong time, making it difficult for the body to function properly.
4．语法
虚拟语气〔1〕
用来表示说话人所说的话不是事实，而是一种愿望、假设、怀疑、猜测、可能或纯粹的空想等，用虚拟语气。

例如：
If I were not so busy now, I would go with you.
I wish I could remember more about my mum.
If we didn’t know how HIV spreads, we would easily get AIDS.
5. 日常交际用语
1) 支持或反对意见、观点〔Supporting and challenge an opinion〕
I think that…, because…
One reason is that…
Perhaps, but what if/about…?
What makes you think that…?
Hav e you thought about…?
Could you please explain…?
2) 描述虚拟情景〔Describing imaginary situations〕
If I were you, I would…
I wish…
If we were to…,we/they could…
…as if…
三．课型
(一)Warming up, listening& speaking
Ⅰ教具
录音机；多媒体等。

Ⅱ课堂教学设计
Step1教师可通过以下开场白，导入正课：
T: We often see programs on TV and read stories in newspapers and magazines about persons who fight against diseases. What do you think of them?
S: They are unlucky because the life is hard for them with diseases, and they may die earlier if they get some serious or even deadly diseases. They are great because they have courage to fight against the diseases and still try to make their life meaningful.
Step2热身训练
1. Show a picture of AIDS logo to lead in the subject—AIDS
Are you familiar with this red ribbon?
What’s it related to?
What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2. Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
T: By learning something about AIDS and other deadly diseases, we should try our best to prevent the deadly diseases from spreading and we should give those with diseases our care and love.
Step3听力训练
Make the students clear about the tasks first, and tell them what they should do after finishing the tape.
T: To learn more about deadly diseases, we are going to listen to the material about a disease detective at the Centre for Disease control and Prevention. First, please read the requirements quickly. You are asked to answer the questions.
(Play the tape twice. Finish Part1/2 and check the answers.)
Step4口语表达
1. Encourage students to be brave enough to practice, and guide them to finish the speaking task in the
book.
T: Besides AIDS there are some other most serious social problems such as drugs, smoking and drinking.
Which do you think is the most serious one? Now let’s come to the speaking part. Choose one of the problems listed below or think of another serious problem. Prepare a role card on which you write down reasons why you think your problem is the most serious. Use the role card in the group discussion and try to persuade the other group members that your problem is the most serious one.
2. Allow them five minutes to do the group work.
3. Ask students to give their performance.
Samples:
I think that AIDS is the most serious problem because millions of people are dying from the disease and
there is no cure for it. Another reason is that anyone can get AIDS and we must make sure that anyone knows how to protect themselves. Because so many people are living with AIDS, we must learn to treat them properly and not make their life more difficult. If we were to learn more about AIDS, we could stop the disease and help those who have it.
Step5 布置作业
1. Search more information about AIDS, drugs, smoking or drinking in the library or on the Internet..
2.Preview the reading material “Born dying〞.
(二) Reading
Ⅰ.教具
录音机；多媒体
Ⅱ. 课堂教学设计
Step 1 引入课文
教师给出读前提问(Pre-reading questions):
教师给出数分钟，要求学生快速阅读课文〔默读〕。

之后请同学回答上述问题。

Key:
1.What is AIDS? What is HIV?
2.How do people get AIDS?
3.What happens to people who have AIDS?
4.What can be done to cure or help people who have AIDS?
5.How does the person feel about having AIDS?
Step2. 展示生词及短语
Step3.新授课文
1. 快速阅读
Questions
1.What kind of disease is AIDS?
(AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless
against infections and illness. )
2.Where is the disease spreading faster? And why?
(In Africa and parts of Asia. Mainly because of a lack of proper health care, prevention and
education.)
3.Is the disease the only thing that AIDS patients have to suffer from?
(No. They also have to deal with people’s fear of the disease.)
2 细读仔细阅读课文，给出大意
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
3 讨论
What can be done to improve the situation?
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Step 4 布置作业
1 Retell the text.
2 Finish the assigned work in SB Page53-54.
(三) Language points& Grammar
Ⅰ.教具
多媒体
II．课堂教学设计
Step 1. 复述课文(Ask the students to retell the text.)
Step 2. 难句分析
1. AIDS is a disease tha t breaks down the body’s immune system and leaves a person defenseless against
infections and illnesses.艾滋病是一种破坏人的免疫系统、使人体对感染及疾病没有抵抗能力的疾病。

1) break down 〔机器、车辆等〕坏了；〔计划，谈判等〕失败了；〔身体〕垮了
例：We are sorry to be late, but the car broke down. 很抱歉我们来晚了，可车子坏了。

He has broken down from overwork.他由于过度工作身体垮了。

The peace talks have broken down. 和平谈判已经失败了。

.
2) leave sb. Defenseless 使某人没有防卫
〔注意〕①“leave+某地〞和“leave for+某地〞的意义大相径庭：前者是“离开某地〞；后者是“到某地去〞。

We left Shanghai for Beijing. 我们离开上海去北京。

②leave可作复合及物动词，表示“听任在某处、使保持某一状态〞，其后的宾语补足语为形容词、副
词、副词性短语、分词、名词及其他结构。

例：You’d better leave the door open. 你最好让门开着。

Then I left him standing outside. 然后我让他一直站在外面。

It’s better to leave something unsaid. 有些事最好别说。

Leave it where it is. 把他放在那儿，别动它。

2. For some, medicine can help keep them alive, but the treatment is expensive and doesn’t cure them.有些人
可以靠药物维持生命，但治疗费用昂贵，而且无法根治。

keep + object +object supplementary
I’m sorry to have kept you waiting for such a long time.很抱歉让你等你那么久。

He wants you to keep him informed of how things are going with you.
他想让你随时告知他你的情况。

例：Keep the door open, please.请把门开着。

You’d better keep the child away from the fire.你最好让孩子远离火灾。

Once a cold kept him in bed for 3 days.曾经有次感冒让他在床上躺了三天。

3. “I wish I could remember more about my mum,〞Xiaohua says, “I wish she were here with me an d that
we weren’t sick..〞“我真希望能记得关于妈妈的更多情况，〞小华说，“要是她跟我在一起，我们都病该多好。

〞
wish 后接宾语从句时，从句多用虚拟语气。

例：I wish you would not smoke any more. 我希望你不要再抽烟了。

I wish I could help him. 我多么希望我能帮他。

I wish I hadn’t said that. 我多么希望我没有说过那些。

〔注意〕比较hope, expect与wish:
hope 是表示可能实现的希望或愿望，强调对愿望能否实现虽然没有把握但仍然抱有一定信心，其后的宾语从句用陈述语气；expect 是表示充满信心、有把握地盼望着某一具体事件发生，其后的宾语从句也用陈述语气；wish 是表示难以实现或不可能实现的愿望，其后的宾语从句要用虚拟语气。

这三个词的另一个重要区别是：expect 和wish后均可跟复合结构，hope不可。

I wish/expect him to him.(I hope that he will come.) 我希望/盼望他来。

4. The disease is spreading faster in Africa and parts of Asia, mainly because of a lack of proper health care,
prevention and education. 由于缺乏适当的医疗保健、预防措施和教育，艾滋病啊非洲和亚洲的部分地区传播的很快。

lack vt&n.
例：I lack the courage to do it. 我没有勇气去做那件事。

She doesn’t lack for money. 她不缺钱。

The boy can’t go to school for(through/from) lack of money. 因为缺钱，那个男孩上不了学。

A lack of food caused him to grow weak. 食物匮乏使他身体很弱。

5. She also goes to visit other AIDS patients in hospitals across the country to support them and cheer them up.
她还拜访全国各地医院的艾滋病患者，支持他们，鼓舞他们。

cheer up 使高兴，使鼓舞
例：I cheered up at the news. 听到这消息我很高兴。

You visit cheered (up) the sick man. 你的到来使这个病人很高兴。

Boys cheered their football team. 男孩们为他们的足球队喝彩。

.
6. 关于as if 与as though 的用法必须注意：
as if /as though 引起的从句，假设表示的是事实，从句谓语动词遵循时间照应的一般规那么；假设表示的是假设，那么从句中的谓语动词用虚拟语气。

例：He is walking as if he were drunk. (没有喝醉)
He is walking as if he is drunk. (醉酒的可能性很大)
He ate so much as if he hadn’t had a meal for days. 他吃的那么多好象几天没吃了。

Step 3 操练
Finish the exercises in the SB Page53
Suggested answers to Exercises 1:
1. infected with
2. incurable
3. imaginary
4. defenseless
Suggested answers to Exercises 2:
1. permission
2. patients
3. drugs
4. infected
5. suffering
6. cure
7. contracted 8. virus
Step 4 语法
A. Look at the sentences on the screen. Complete them with as if and use the words in brackets.
EXAMPLE: People treat me __________________ (dangerous person)
People treat me as if I were a dangerous person.
1.Sarah looks at her husband __________________(stranger)
2.They are talking ___________________________(friends)
3.Mr Hammer speaks to me ___________________(kid)
4.I remember the whole thing __________________(yesterday)
Suggested answers:
1. as if he were a stranger
2. as if they were friends
3. as if I were a kid
4. as if it were yesterday
B. Summarize the Subjunctive Mood〔用于wish后所跟的宾语从句以及if引导的条件状语从句〕
1) 虚拟语气用于wish 所跟的宾语从句，表示现在不能实现的愿望，从句的谓语动词用过去式〔be
的过去式为were〕；表示将来不能实现的愿望用“would(could)+动词原形〞；表示过去不能实现的愿望时用“had+过去分词〞或“would(could)+have+过去分词〞。

I wish it were spring all the year round.
I wish you could go with us.
We wish we had arrived there two hours earlier.
2) 虚拟语气用于条件状语从句表示与现在事实相反的假设时，条件状语从句中的谓语动词用过去式
〔be的过去式为were〕，而主句中的谓语动词用“would(should, could, might)+动词原形〞。

If he had time, he would attend the meeting.
If I were you, I should study English.
Show the video of the explanation of the uses of the Subjunctive Mood to the students. Help the Ss master the Subjunctive Mood better.
Step5布置作业
1. Preview the Integrating Skills
2. Finish the assigned homework in the WB Exercises.
(四) Integrating skills& writing
Ⅰ.教具
多媒体
Ⅱ.课堂教学设计
Step1.复习上节课中的重点词汇及虚拟语气
T: Yesterday we learned the grammar-the Subjunctive Mood. Now let’s do some exercises to see if you have mastered them well enough. Fill in the blanks using the right form of the verb in each bracket.(Showing the following on the screen)
1.I wish I __________(can remember) more about her.
2.I wish she ________(be) here with me and that we weren’t sick.
3.I wish people ________(will find out) the facts and not act as if I ______ (am) a bad or dangerous person.
4.If I ______ (am) you, I ______ (give) an AIDS patient a hug.
5.If I _______(have) HIV, I ______(will know) because I would feel sick.
Suggested answers:
1.could remember
2. were
3. would find out ; were
4. were ; would give
5. had; would know
T: Now, fill in the correct forms of the word according to the given Chinese.
1.He has tried many ________ (治疗) for skin disease.
2.The injured man had lost a lot of blood and had to be given a _________ (输血).
3.He was a ________ (完全) stranger to me.
4.The boy can’t go to school for _______ (缺乏) of money.
5.We ________ (欢呼) as he neared the finish line.
Suggested answers:
1. treatments
2. transfusion
3. total
4. lack
5. cheered
Step2.课文理解
T: Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Questions:
For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?
(-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.〞
-- Diagnosed with cancer, ‘I’ also have something to say to you.)
Class work
Read the text and answer the following questions
1. How did cancer change the writer’s life?
2. Do the writer and Xiao Hua’s experiences strike you?
3. What have you learnt from them?
Discussion
Compare the writer’s situation with that of Xiao Hua in the reading pas sage. How are their experiences similar or different?
Suggested answer:
Both Xiao Hua and the writer got an incurable disease. Neither of them gives in to the disease. They both fought against it and try to make their limited lifetime more meaningful. As to the difference between them. Xiao Hua got AIDS through birth. She not only has to suffer from the disease, but also have to deal with people’s fear of the disease, while the writer got cancer because the production of cells in his body is disrupted. Cancer does not spread from one person to another, so he is taken good care of by his family and friends.
Step3.写作训练
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not al ways straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
Step4.布置作业
Finish the assigned exercises for this unit。