Unit9Wheels教案。

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更容易听懂所讲的内容，有效的提高课堂的教学效率。那么怎么才能写出优秀的高中教案呢？下面是小编精心为您整理的“Unit9Wheels教案”，欢迎阅读，希望您能阅读并收藏。

Unit9Wheels教案
Grammar现在完成进行时
ATip:Ifyouwanttounderstandtoday,youhavetosearchyesterday.
想要懂得今天，就必须研究昨天。
LearningAims:Presentperfectcontinuous现在完成进行时
Learningimportantpoint:现在完成时和现在完成进行时的区别
LearningSteps:
Step1Revision
1.回忆英语中常用的九种时态和其结构（A级）
_________________
_________________
2.翻译以下句子（B级）
A．我们总是早上六点起床十点半睡觉。
B．三年前他参军了。
C．没人知道将来会发生什么。
D.老师说明天要考试。
E.当老师进来时，他正在看一本小说。
F．看，那只猴子正在爬树。
G．他参军已经三年了。
H.当我到达电影院时，电影已经开始了。
3.复习现在完成时（A级）
现在完成时表示___其结构形式为。
Step2:Grammar:现在完成进行时
A.现在完成进行时由“has/havebeen+现在分词”构成，其主要用法如下：
（1）表示动作从过去某一时间开始一直延续到现在或离现在不远的时间，这个动作可能已经结束，也可能还在进行。这种时态多用于持续性动词，如：learn,lie,stay,sit,wait,stand,study等。常和allthetime,thisweek,allnight,recently等状语及since和for所引导的时间状语或从句连用。
Ihavebeenfixingthefridgeallthemorning.（动作可能持续下去）
（2）表动作的重复:有时现在完成进行时表示的动作并不是一直在不停的进行，而是在断断续续的重复。
Youhavebeensayingthatyoucansucceedforfiveyears.
（3）用于得出结论
Youlookthinandtired.Youhavebeenworkingtoohard.
你看起来又瘦又累，你近来工作一定很辛苦。
（4）表示感情色彩
现在完成进行时有时带有强烈的表扬或厌恶等感情色彩。
Toomuchhasbeenhappeningtoday.今天真是一个多事的日子。
B.现在完成时与现在完成进行时的区别
（1）完成性
现在完成时的已完成用法强调动作的完成，而现在完成进行时侧重于未完成。
翻译：Ihavereadthisbook.
Ihavebeenreadingthisbook.
(2)动作的持久性:现在完成进行时更强调动作延续时间的长久性。
翻译：IhavestayedinLondonforsixweeks.________________________________
IhavebeenstayinginLondonforsixweeks.___________________________
(3)动作的频繁性
现在完成时同某些频度副词或数词连用时，表示反复的但可能有间断的动作，现在完成进行时可以表示断断续续的重复的动作，但不能同表示具体次数和具体数字的词连用。
翻译：I’vepostedadozenpostcards,butreceivednone.________________________
I’vebeenpostingpostcardssinceearlyDecember.___________________________
判断正误：Ihavebeenreadingthisbookseveraltimes.（）
Ihavereadthisbookseveraltimes.（）
（4）感情色彩
现在完成时感情色彩不浓，而现在完成进行时带有强烈的感情色彩。
Youhavebeentalkingtoomuchanddoingsolittle._________________________
Unit9Wheels(3)
Grammar现在完成进行时
日期：班级：学科：
姓名：层次：评价：
Ⅰ现在完成进行时专练：（A级）
1.Shehasbeen________(live)theresince1970.
2.Ihave___________(write)alltheafternoon.
3.Hehas___________(wait)forusfortwodays.
4.We_____been______(study)foronehour.Let’shaveabreak.
5.Howlong______________________?雨下多久了？
6.How____you________________(geton进展)you’reyourwork?
工作进行得怎么样
7.Whatbook_____________________(read)recently？
最近你看什么书？
Ⅱ单项选择（B级）
1.Theprice,butIdoubtwhetheritwillremainso.
A.wentdownB.willgodownC.hasgonedownD.wasgoingdown
2.----Ihaven’theardfromHenryforalongtime.
----Whatdoyousupposetohim?
A.washappenedB.tohappenC.hashappenedD.hadhappened
3.Shehassetanewrecord,thesalesofherlatestbook50million.
A.havereachedB.hasreachedC.arereachedD.hadreached
4.Don’tdisturbme;Ilettersallthemorningandhavewrittentensofar.
A.writeB.havewrittenC.waswritingD.havebeenwriting
5.----Hi,Fracy,youlooktired.
----Iamtired.Ithelivingroomallday.
A.paintedB.hadpaintedC.havebeenpaintingD.havepainted
6.Sheonthisessayfortwentyminutesbutshehaswrittenonlyaboutahundredwords.
A.willbeworkingB.workedC.hasbeenworkingD.willhaveworked.
7.Sheoughttostopworking;shehasaheadachebecauseshe
toolong.
A.hasbeenreadingB.hadreadC.isreadingD.reads
8.Ithestudents’homework,butIhaven’tfinishedit.
A.havereadB.amreadingC.havebeenreadingD.hadreadJaB88.COM

错因与纠正：

延伸阅读

Unit9PersonalHygiene教案

俗话说，磨刀不误砍柴工。准备好一份优秀的教案往往是必不可少的。教案可以让学生能够听懂教师所讲的内容，帮助高中教师更好的完成实现教学目标。那么如何写好我们的高中教案呢？以下是小编为大家收集的“Unit9PersonalHygiene教案”希望对您的工作和生活有所帮助。

Unit9PersonalHygiene教案
一、单元分析（UnitAnalysis）
（一）单元地位（UnitPosition）
1．本课在涉及个人卫生习惯话题的过程中，主要针对疾病传染的常见途径，提出合理化建议，从而鼓励大家养成良好的个人卫生习惯。教师可围绕“个人卫生习惯”这一主题，设计活动让学生参与口语讨论，加强大家对良好的卫生习惯养成的重要性的认识。
2．本单元结束时，充分利用本课“个人卫生习惯”这一主题，结合人类社会近几年经历的重大疾病灾难，引导学生探讨两者之间的因果关系。在此基础上，描述身心健康对中学生成长的重要意义。
3．本课着重训练被动语法。课文在对养成良好卫生习惯的描述中，多运用被动语态来加强语气。如：Exposureshouldbelimitedasmuchaspossible.Ifonechildhasaninfectiousdisease,heorsheistobeisolatedfromtheotherfamilymembers.Familymembersshouldbeencouragedtousetissuesinsteadofhandkerchiefs.作为这一语法现象，教师有必要在课堂教学中加以一定的句型操练。
4．充分利用本课的“被动语态”现象，结合提供建议的语言功能，利用课文内容加强运用。
（二）单元目标（UnitTarget）
1能运用被动语态就个人卫生话题给出建议。
2能以组为单位设计调查问卷，并对个人卫生习惯及相关话题进行意见表述。（如：个人卫生习惯，社会上存在的卫生陋习，造成的相关后果等等。）
3能谈论卫生习惯对人类社会大环境产生的重大影响。
4了解启示和通知的写作格式与要求，并能进行相关写作。
（三）单元重点（UnitPoints）
1关键词：
语言知识类
personalhygiene，infectiousdisease,symptom,dishwasher,detergent,tissue，covered,trashcontainer
交际功能类
spread,exposure,contain,limit,isolate,passon
2功能：
1）Givingadvice:（关于个人健康）参考课本第143页UsefulLanguage
Youshouldstaycalm.
You’dbettergotobedearly.
Youshouldn’tworrytoomuch.
You’dbetternotstayuplaterevisingthelessons
Isuggestthatyoushouldtakesomemedicine.
IfIwereyou,Iwouldseeadoctor.

3语法点：
Describingadvicebyusingpassivevoice.(运用“被动语态”给出建议）
本课语法点为被动语态，语言功能为给出建议。所以本课重点放在灵活运用被动语态給出建议。

二、教学设计（TeachingDesigns）
教学内容教学实施建议教学资源参考
1Reading作为“个人卫生习惯”这一主题的引入，老师可利用“快速反应”法（quick-response），运用是、否（yesorno）提问的方式来调查一下全班同学的个人卫生习惯。希望能让学生对主题产生兴趣，并尽可能引出与课文相关的一些新的词汇。
在此基础上，让同学们快速阅读全文并讲解课文，使学生对课文话题有更深刻、全面地了解。
[链接1]快速反应法的操作建议。
课本第136页——Text部分。
2Listening作为教材第P141页的听力部分，可让学生了解美国和英国各自的公共卫生情况。同时建议教师可利用上海外语教育出版社出版的《英语（新世纪版）听力》，开展相关主题的听力活动作为对教材的补充。课文第141页——ListeningPractice

3Structure被动语态是本课的语法教学内容。教师首先通过“句型操练”，使同学们熟练运用被动语态。

老师可以通过让同学们对课文中的主动与被动句进行转换来进一不操练被动语态。
[链接2]课文中被动语态的操练课文第139页——Structure部分

课本第136页——Text部分。

4Speaking以“卫生习惯”为主题设计口语活动。
活动一：对于几幅“卫生习惯”的图片的进行简要描述，了解社会上常见的一些卫生陋习。同桌组织对话给出建议应该怎么做来维护良好的卫生状况。
活动二：调查采访。之前提供有关“SARS”的几幅图片。让同学们作出描述。其次，以组为单位，调查SARS和不良的卫生习惯之间存在怎样的联系。采访结果可先在组内进行交流，后由小组推选代表在班内进行汇报。
[链接3]调查任务的一些具体教学建议。课文第133页——Highlights部分。

课文第142页—SpeakingPractice
5Writing本部分内容——写启示和通知。
老师可以根据书上列出的启示和通知，带领同学们找到它们包含的共同点，并应用到实际写作中（可尝试写作题B2）。课文第145页——Writing部分
6AdditionalReading本部分建议放在最后一课时，作为泛读材料来处理。
本文出现的重要词汇与词组：compete,equal,burnup,atapace,aswell
针对“健康”这一话题，可在学生中开展讨论：健康除了指保持良好的个人卫生习惯还包括哪些内容？身心健康对中学生而言有着怎样的重要性？
[链接4]话题讨论的教学建议课文第146页——AdditionalReading
[链接1]
说明：
“快速反应法”是提供学生积极思维的好机会。这一环节的运用能充分调动学生的积极性，使他们通过YesOrNo的回答，对主题产生兴趣，并学会审视检验个人日常卫生习惯，同时对新词汇有所了解。
1教师提出活动要求：要求被点名的同学就老师提出的问题迅速给出自己的答案（YesorNo）。（*文中涉及的生词老师写在黑板上）
2老师就答案的真实性当场进行检查。
3然后请同学们试着用自己的语言描述文章的主题。（personalhygiene）请同学们带着之前列在黑板上的生词阅读文章。
4最后，请同学们根据文章内容列出Do’sandDon’ts
（老师列出表格，让同学们填写）
DosDon’ts
Dousetissuesinsteadofhandkerchiefs.
etcDon’tcoughorsneezeoneachother.
etc

*附：快速反应问卷
1．Doyoualwaysbringahandkerchiefortissuepaperwithyou?
2．Doyouoftentrimfingernailsregularly?
3．Doyoufrequentlychangeyourclothes?
4．Haveyoueversharedwithyourroommates/classmateswiththetowels/cups/thetoothbrushes?
5．Doyouoftenwashyourhairortakeshower?
（老师还可根据实际情况补充内容）
如果学生回答是，老师可以当场检查回答的真实性。

[链接2]
说明：
本环节通过对课文的句型的转换来进一步活用语法并加深对课文的理解。
1．要求同学们找到文中的表示建议的主动句。
如：Attable,familymembersmustnotsharedrinksfromthesamecup,orfoodfromthesamebowl,plate,spoon,forkorchopsticks.
让同学做出相应修改：
Attable,drinksfromthesamecup,orfoodfromthesamebowl,plate,spoonorchopsticksmustnotbesharedbyfamilymembers.
(etc)
2.要求同学们找到文中的表示建议的被动句。
如：Thesickfamilymembershouldbeencouragedtousetissuesinsteadofhandkerchiefs.
让同学作出相应修改：
Weshouldencouragethesickfamilymembertousetissueinsteadofhandkerchiefs.
(etc)

[链接3]
说明：
调查任务的实施及汇报是考察学生在英语语境下，用英语思维、设计与表达的一个活动。该活动是一个能体现语言社会交际功能的活动。在组内，通过调查报告的设计和结果的反馈，能使同学们在相互学习、信息交流中锻炼口头表达能力并培养团队互助精神。
1要求同学们设计2个yesorno问题。两个开放问题。
要涉及到：SARS的传播途径；个人卫生习惯与SARS的联系等等。
2让同学们设计好调查问卷后，在组内进行调查，得出小组结论。
3老师请不同的小组代表给出问卷及反馈调查结果。

[链接4]
说明：
健康话题值得学生们思考与讨论，对于中学生来说，身心的健康是他们最宝贵的财富。
组织讨论：
1.怎样理解健康这个概念？Whatdoyouthinkofthedefinitionofhealth?
2.健康对我们中学生而言有多重要？Howishealthimportanttousstudents?

Unit9HealthCare教案

Unit9HealthCare教案
1abused:adj备受虐待的
amuchabusedwife
abuse:n滥用,妄用
anabuseofsth
politicalabuses
2outbreak:n爆发,发作(尤指疾病或暴力行为
anoutbreakofrioting/theoutbreakofwar
outburst:n（感情）发作，迸发
anoutburstofstream/anoutburstoflaughter
Ex:Policequelled(镇压)____ofviolence.
His___ofangershockedusall.
3laysboff/firesb
lay-off/lay-offs（可数名词）解雇工人
laysthaside:放在一边；放弃学业，责任;
{layaside/layby/layaway}存蓄，存蓄
layin:（采购）储存起来
layup:储存；使病倒；放置不用
layoffsth不再做或使用有害事物等
laysthdown制定，确定，说明
laydownone’slife牺牲
laydownone’sarm放下武器
layto归咎与
layover/putoff推迟
Ex:1)Thecommittee____rulesaboutthesizeoftenniscourts(网球场).
2)Ihavesmokedcigarettesforyears,butnowIamgoingto____.
3)I___mybook___,turnedoffthelightandwenttosleep.
4)He____hisstudiesbecauseoftheillness
5)Besureyou____plentyoffoodanddrinkforSpringFestival.
6)Hehasbeen___forseveralmonths.
7)Billhadto_____hisboatwhenschoolstarted.
8)Thefoodshortagewas_____alackofrain.
9)Iwastoldthatshould____thesevisits.
10)Thefactoryhas____workersbecauseofthedropinsale.
11)Thevotewillhavetobe_____untilnextweek.
Keys:1laiddown2layoff3laidaside4laidaside5layin/layup6laidup7layup8laidto9layoff10laidoff11)laidover
4fundamental:n基本原理，基本规则
befundamentaltosth根本的，必要的
Eg:Hardworkisfundamentaltosuccess.
5putpressureonsb(todosth)（试图）迫使某人（做某事），（尤指）催逼某人
Eg:Idonnotwanttoputpressureonyoutomakeadecision,butwehavenotmuchtimeleft.
Putsbunderpressure(todosth)迫使某人做某事
Beunderpressure
Eg:I’munderpressuretobuymywifeanewcoat
Bringpressuretobearonsb(todosth)对某人施加压力（使之做某事）
Eg:Thebankwill-------youifyoudon’tpay.
6consultsb/aboutsth请教某人；查阅书等
consultwithsb与某人商量，磋商
Eg:Youhadbetterconsultwithyourpartnerbeforeyoumakeanydecision.
Inconsultationwith经与----磋商，诊疗
Eg:Thedoctorisinconsultationwiththepatient.
7chemist/druggist(us)
8fee:n1）服务费；酬金（如付与私人教师，医生，律师等）
paythelawyer’sfees
abillforschoolfees学费帐单
2）报名费，会费
entrancefee
Eg:Thedoctor’sfeewashigherthanweexpected.
9unfortunate/fortunately/fortune/fortune-teller算命者
10risk:n
Riskofsth/that
Eg:Isthereanyriskofthebombexploding?
Thereisnoriskthatshewillfail.
Atrisk/atstake/indanger
At(the)riskto冒----之险
Atone’sownrisk自担风险
Attheriskofsth/taketheriskofdoingsth冒----之险
Eg:Wewilltake/runtheriskofbeinglate.
Hewasdeterminedtogetthereeventattheriskofhislife.
Hesavedmylifeatrisktohislife.
Risk:v使---面临危险
Riskone’shealth/fortune/life冒丧健康，财富，生命之险
11devoteoneself/sthtosb/sth奉献，致力与
Devoteallone’seffortstoone’stask
devoted:adj热爱的，非常忠实的
adevotedson/friend孝子；忠实的朋友
Bedevotedto
Sheisdevotedtoherchildren.
12makemattersworse使情况更糟糕
Eg:IrealizedthatanythingIcouldsaywouldonlymakemattersworse.
Tomakemattersworse更糟糕的是
Eg:Tomakemattersworse,hehadnomoneyandjob.
Somuchtheworse那就更遭
Eg:Ifhedoesn’tworksomuchtheworseforhim.
Chang(turn)fortheworse恶化
Eg:Therehasbeenachangefortheworseinthepatient’scondition.
Forbetteror(for)worse好歹，不管怎样
Eg:Youwillringusupifthereisanychange,forbetterorworse
Somekeywordsandexpressionsinreading（1）
1)payback偿还，报复
2)paydown付（款），付（定钱）
3)payfor付----钱，赔钱，为---付出代价
4)payoff偿还掉，成功，没有白费
Ex:Itwasariskbutit_____.
He___me___bynotcoming.
Howmuchdidyou_____thebook?
You’llhaveto_____thecrime.
Keys:1)paidoff2)paid…back3)payoff4)payfor
（2）
at:表示价格，数量，速度等
atthatprice
atone’sfullspeed
atareasonablerate
常见搭配：
ataloss不知所措
atatime一次
atallevents不管怎样，反正
atallcost/anycost不惜一切代价
athand快到，不远
atheart在内心里
atleisure有空闲，从容的
（3）
bedesignedto目的是，打算----用
Eg:Theexperimentisdesignedtotextthenewdrug.
Bedesignedfor
Eg:Thenurserywasdesignedforthebaby’suse.
Bydesign有意地
Havedesignson/against/upon对----别有用心，对----有不良企图
Ex:1)Didyoudothis____orbyaccident?
2)Hehas____thatgirl.
(4)
asfaras就------而言；从------来看；只要，尽----所能,一直----到----
Eg:1)Youridea,asfarashecansee,isabsolutelywrong.
2)IwillhelpyouasfarasIcan.
3)Iwalkasfarasthechurch.
as/sofaras------isconcerned至于
farandaway最最
Eg:Heisfarandawaythebestplayerintheteam.
farandnear/farandwide到处，从各地
sofar到现在为止
sofarasIknow据我所知
insofaras只要，从-----来说
（5）
inforce有效
byforce靠武力，强行
byforceofnumbers靠人多
inforce大批的，大量的
putin(to)force使生效
forceinto迫使进入某处或某种状态做某事
（6）
asaresultof由于---结果
intheresult结果，最后
withtheresultthat其结果是
withouttheresult没有结果，白费
resultfrom由----造成的
resultin引起---，结果---
（7）
belackingin缺少
lackfor缺（多用与否定，lack是动词）
lackof（lack作名词）

Unit9HealthCare

Unit9HealthCare
Teachingaims:
1.Goals:
Learnabouthealthcare
⑴Practiseexpressingopinionsandmakingdecisions
⑵ReviewtheSubjunctiveMood(2)
⑶Writealetter
2.Specialfocus:
A.ImprovereadingskillsandEnlargevocabulary.
a.DirectSstoreadthe3passagesonthetextbook;
b.GuideSstolearntousethefollowingwordsandexpressions:
medicalinsurance,poverty,unemployment,AIDS,housing,income,economicdevelopment,essential,desperate,fundamental,statistics,pressure,constant,allowance,re-employment,sacrifice,aggressive,intelligence,senseofresponsibility,sympathy,willingness,observation,resident,laid-off,vow,mould,etc.
B.ReadingAHelpingHand(p75)
Teachingprocedures:
Step1Leadin
1.Canyouthinkofthesituationswherepeopleneedhelp?
Seriousillness,jobless,accidents,wars,disasters…
2.Whileoneisinsuchsituations,whichorganizationcanhelpbesidesthepeoplearoundhimorher?
TheWHOtogetherwiththegovernment.
Step2Listenandanswer:
1.WasWanglincuredornot?
2.Howmuchwasspentonthepoorpeopleby2003?
3.Whatisanotherbigchallengeforthegovernment?
Step3Scanning
Readthepassageandtrytocomeupwiththegeneralideaofeachparagraph.Thenaskstudentstofillinthecharttoseeiftheyhavegotageneralunderstandingofthewholepassage.
MainIdeasofeachparagraphs:
ParagraphAAmansufferingfromaseriousdiseasewasunabletopayfortreatment.
ParagraphBWithahealthcareproject’shelp,WangLin’sdiseasewascured.
ParagraphCAnewhealthprojectisaimedatexploringanddevelopinganewhealthcaremodelforChina.
ParagraphDManyurbanChinesearelivingonmoneygivenbythegovernment.
ParagraphEMillionsofChinesepeopleinurbanareascannotaffordproperhealthcare.
ParagraphFHealthcareprojectisveryimportantinourcountry’seffortstofightpoverty.
ParagraphGTheChinesegovernmentistakingmeasurestopreventthespreadofAIDS.
ParagraphHPeoplemusthelpeachotherifsocietyistodevelopandprosper.
ParagraphIOurcountryisworkinghardtofightpovertyandimprovehealthcare.
Themainideaofthepassage:
ThePassagegivesabriefintroductiontothehealthcareconditioninourcountry,anditemphasizesontheeffortsthatourgovernmentismakingtofightpovertyandimprovehealthcarebygivingexamplesofWangLin.
Step4Careful-reading
1.InwhatwayisWangLin’ssituationsimilartothatofotherlow-incomefamilies?
Theyallcanonlymakeendsmeetontheirlowincome,andifsomeoneintheirfamiliesbecomesseriouslyill,thefamilyisforcedintopoverty,andhastoaskforhelpfromthegovernment.
2.Whyismedicalinsurancesoimportanttolow-incomefamilies?
Becausemedicalinsurancecanprovideeasyaccesstohospitalsandclinicsforlow-incomefamilies.
3.WhatisthegovernmentdoingaboutAIDSinChina?
ChinesegovernmenthasvowedtoprovidefreeAIDStestsforthegeneralpublicaswellasfreetreatmentforthosewhocannotaffordthetreatmentfees.Andwelearnfromnewsthatourgovernmenthasdecidedtocontrolthenumberwithin1.5millionbefore2010.
4.Whatcanwedotocarefortheweakestmembersofoursociety?
Ourcountrydecidedtomoveforwardwithoutleavinganyonebehind.Nowwearetakingmeasures,suchasreducingpoverty,helpingsickpeoplegettreatedproperlyandprovidingmedicalinsuranceforthepoor.Andweallknowthatthefamousprogramme“DevelopingtheWest”,itisanimportantmeasuretoputanendtopoverty.Onlybyhelpingeachother,canourcountrydevelopandprosper.
Step5Comprehension
Unemployment—poverty--badhousingcondition/nohealthydiet/cannotaffordtopurchasemedicalinsurance/nogoodeducation—AIDS/accidents--governmentprogrammes
Step6.Post-reading
A.Choosethebestanswers:
1.Thanksto______,WangLinwasabletoreceiveatreatmentintimetopreventthediseasefromruininghishealth.答案：C
A.hissonincollegeB.theinsuranceforhisfamily
C.thehealthcareprojectD.thekindnessofhisfamilyandneighbors
2.Accordingtothetext,ifWangLinhadhad______,thesicknesswouldn’thavecausedsuchabigproblem.答案：C
A.agoodjobB.ahighincomeC.insuranceD.agooddoctortoconsult
3.What’stheaimofnewhealthcareproject?答案：D
A.Helpingpeoplegetridofpoverty.
B.ExploringanddevelopinganewhealthcaremodelforChina.
C.Lettingsickpeopletreatedproperly.
D.Providingmedicalinsuranceforthepoor.
4.AccordingtotheUnitedNationsAIDSagency’sreport,howmanypeoplewillbeinfectedbyAIDSinChinaby2002unlessmoreisdonetopreventthespreadofthedisease?答案：B
A.9million.B.10million.C.11million.D.12million.
5.Thetext“AHelpingHand”ismainlyabout______.答案：C
A.millionsofChinesepeopleinurbanareascan’taffordproperhealthcare

B.theChinesegovernmentistakingmeasurestopreventthespreadofAIDS
C.anewhealthcareprojectisbeingexploredanddevelopedinChina
D.peoplemusthelpeachotherifsocietyistodevelopandprosper
B.Readthepassageandfillintheblankswithonetothreewords.
Thepovertyandthepoorhealthcareoflow-incomefamiliesThegovernment’seffortstofightpovertyandpoorhealthcare
Low-incomefamiliescannotaffordtopayfor1________,thatistosay,theycannotaffordto2_____adoctoror3______medicine.①Thegovernmentencourageshealthcareformandreducespovertybydesigningahealthcareprojectwhichprovidespoorpatientswithtreatmentat7____orlesstohelpthemgettreatedproperly.
②TheChinesegovernmentisworkingwithothercountriesandinternationalorganizationstoexploreanddevelopanew8_______forChina.
③Thegovernmentencouragespeopleto9_________inorderthatothermeasurestofightpovertywillwork.
④ThegovernmenthasvowedtostopthespreadofAIDSbyprovidingfree10_______
Low-incomefamiliescannotprovide4___fortheirchildren.
Manylow-incomefamiliescannotaffordto5_______.
Low-incomefamiliesliveonallowance6____________.
Keys:
1.medicaltreatment2.consult3.purchase/buy4.ahealthydiet5.purchasemedicalinsurance.6.givenbythegovernment7.halfthecost8.healthcaremodel9.purchasemedicalinsurance10.testsandtreatment
C.AnsweringthequestionsonP77.
Step7Homework
FinishalltheexercisesonWordStudyandGrammaronp77-79.
IntegratingReadingSkills
TheLittleMouldThatCould(P79)
Step1.Scanthepassage
A.Themainideasofeachparagraph:
Paragraph1Healthcareinthepastwasoftendangerousandrisky.
Paragraph2AlexanderFleminginventedmanywaystotreatthewoundedduringtheFirstWorldWar.
Paragraph3Flemingdiscoveredamouldthatcankillbacteriabyaccident.
Paragraph4Flemingwasexcitedabouthisdiscovery,whichhecalledPenicillin,butotherscientistsshowednointerest.
Paragraph5PenicillinplayedaveryimportantroleduringtheWorldWarIIandatpresentaswell.
B.answerafterscanningthepassageasquicklyaspossible.
1.Whatcouldthelittlemoulddo?
Thelittlemouldthatcouldtreat/cure/fightinfection.
2.whodiscoveredit?Whenwasitdiscovered?
In1928,SirAlexanderFlemingdiscoveredit
3.Whatisitsname?
Itiscalledpenicillin(In1928,SirAlexanderFlemingdiscoveredpenicillinthatcouldtreat/cure/fightinfection.)
Step2Carefulreading
Choosethebestanswers:
1.Whodiscoveredpenicillin?答案：B
A.HowardWalterFlorey.B.AlexanderFleming.
C.PaulEhrlich.D.EarnstBorisChain.
2.Itwasnotuntil_____thattheimportanceofFleming’sdiscoverywasfullyrecognized?答案：B
A.WorldWarⅠB.WorldWarⅡC.1928D.1929
3.WhendidFlemingreceivetheNobelPrizewiththetwootherscientists?答案：D
A.In1914.B.In1928.C.In1929.D.In1945.
4.FromParagraph4ofthetext“TheLittleMouldThatCould”wecanseethatFlemingwasallthefollowingexcept______.答案：D
A.confidentB.strong-willedC.hard-workingD.kindandwarm-hearted
Step3.Readthepassageagainandfinishtheexercisesonthepage78.AndretellthelifeexperienceofFlemingandhowhediscoveredpenicillin.
AlexanderFlemingwasayoungdoctorintheearly1900swhenaGermanchemistdevelopedachemicaltreatmenttocureanincurabledisease.Flemingbeganusingitinhisclinic.Thenin1914,hehadtogotothebattlefieldtotreatwoundedsoldiersduringWorldWarⅠ,whenheinventedmanywaystotreatthewounded.Afterreturningfromthewar,hewentonwiththesearchforthechemicalbecausehebelieveditcouldtreatinfections.Oneday,hefoundamouldwasgrowinginsomeoldglasscontainers.Tohissurprise,thebacteriahehadbeengrowinghaddied.Hebelievedthatitwasthemould,whichlaterhecalledpenicillinthatkilledthebacteria.Penicillinwasagreatdiscovery.ItplayedaveryimportantroleduringWorldWarⅡandaswellasatpresenttime.FlemingwasawardedNobelPrizeforhisgreatdiscoveryin1945.
AlexanderFlemingdiscoveredPenicillin
Phrases:
1.takemeasurestodosth.2.alaid-offworker3.haveanincomeof4.tomakemattersworse5.takeabankloan6.putextrapressureonthefamily7.keepahealthydiet8.liveinpoverty9.makeendsmeet10.lookforwardto11.ready-madeclothes12.curemanydiseases13.astoryofhardwork14.searchfor15.cleanup16.inagoodmood17.setagoal18.beeffectivein
ReadingonP213
FlorenceNightingale
Sheisrememberedasapioneerofnursingandareformerofhospitalsanitationmethods.Formostofherninetyyears,NightingalepushedforthereformoftheBritishmilitaryhealth-caresystem.
Mainideasofeachparagraph:
Para.1(Para1):FearhadgrippedthenationwhenSARSbrokeout.
Parts2(Para2-7):Thankstothequickandforcefulactionthecountrytookandthesacrificesthehealthcarestaffmade,SARSendedinhesummerof2003.
Part3(Para8):Wewillneverforgetthe“AngelsinWhite”.
Step5Languagepoints
1.sufferdeadlyinfectionsasaresultofoperations(Para.1)
2.cure,curable,incurable,treat
3.Itwasnotuntilafterthewarthathemadehismostimportantdiscovery.(Para2)
ItwasnotuntilWorldWarTwothattheimportanceofFleming’sdiscoverywasfullyrecognized.(thelastpara.)
4.cleanup(Para.3),clearup
Theworkwomencleanedup(themess)beforetheyleft.（除去垃圾等）
Cleanuparoomforaparty.(打扫干净)
Hecleanupasmallfortune.(挣得，赢得)
Ihopeitclearsupthisafternoon(天气转晴)
Hasyourrashclearedup?（你的皮疹痊愈了吗？）
Pleaseclearupthemessinherebeforeyougo.(使整洁，清理)
5.beexcitedabout(Para.4)
6.belongto(Para.4)
7.Despitetheirlackofinterest,Flemingkepttryingtodevelopthechemicalsothatitwouldbesafeandeffective.(Para.4)
8.Explainthelastsentenceofthewholepassage.
Step6Homework
1.Writeacompositionaboutpenicillinintheexercisebook(Page81)
2.DotheexercisesaboutvocabularyonPages211~212.
TheThirdPeriod
Contents:practice
TeachingSteps:
Step1Explaintheusagesofthefollowingkeywords:
1.abusevt.
1.)滥用,妄用
Heabusedhispowerwhileinoffice.他在职时滥用权力。
2.)辱骂;毁谤
Youarealwaysabusingandoffendingpeople.你总是出言不逊得罪人。
3.)虐待,伤害
Thosecaptiveswerephysicallyabused.那些俘虏遭受了肉体上的摧残。
n.1.)滥用,妄用[C][U]
Thereisnofreedomthatisnotopentoabuse.任何自由都可能被滥用。
2.)辱骂[U]
Shegreetedmewithastreamofabuse.她一见我就吐出一连串的污言秽语。
3.)虐待;伤害[U]
Childabuseiswidespreadinthiscountry.这个国家虐待孩子的情况很普遍。
2.insurancen.
1.)保险;保险契约[U]保险业[U]
Ifoundajobsellinginsurance.我找到一份推销保险的工作。
Sheworksininsurance.她从事保险业。
2.)保险金额;赔偿金[U][(+on)]
Hehas0,000lifeinsurance,whichhiswifewillreceiveifhediesfirst.
他有十万美元的人寿保险,如果他先去世,他的妻子将得到这笔钱。
3.)预防措施;安全保证[U][S1][(+against)]
Iboughtsomenewlocksasanadditionalinsuranceagainstburglary.
我买了一些新锁具以进一步防止盗窃。
4.)保险费[U]
Theinsuranceonmyhouseisveryhigh.我的房屋保险费很高。
3.allowancen.
1.)津贴,补贴;零用钱[C]
Thechildhasaweeklyallowanceoffivedollars.这孩子每星期有五元零用钱。
2.)分配额;允许额[C]
Hisallowanceforfoodis0.他拨出一百美元用于购买食物。
3.)承认;允许[U]
theallowanceofaclaim对要求权的允准
4.)认可;容忍[C][U]
theallowanceofsegregation对种族隔离的容忍
4.pressuren.
1.)压;按;挤;榨[U]
Thesmallboxwasflattenedbythepressureoftheheavybookonit.
小盒子被这本厚厚的书压扁了。
2.)压力;压迫;紧迫;催促[U][C]
Heworkswellunderpressure.他在有压力的情况下工作很出色。
3.)困扰;艰难[U]
Theseoldpeopleareunaccustomedtothepressureofmodernlife.
这些老人不习惯现代生活的紧张压力。
5.significancen.
1.)重要性,重要[U]
Theproposalstheyputforwardatthemeetingwereoflittlesignificance.
他们在会上提出的建议无足轻重。
2.)意义,含义;意思[U][S]
Hedidnotunderstandthesignificanceofmywink.他没有领会我眨眼的意思。
6.devotionn.
1.)献身;奉献[U][(+to)]
Weappreciatedhisdevotionoftimeandmoneytotheproject.
我们感谢他为这一项目花费的时间和金钱。
Hisdevotiontoscienceiswellknown.他对科学的献身精神为人熟知。
2.)忠诚;挚爱,热爱[U][(+to/for)]
devotiontomusic热爱音乐

Unit9　Healthcare?

Unit9　Healthcare?
Ⅰ.BriefStatementsBasedontheUnit?
Healthcare,thetopicofthisunit,isconnectedwithourdailylifeclosely.Theimprovementofhealthcareisnotonlyanassuranceofpeople’shealth,butalsoasignofthesociety’sdevelopment,sothestudents’interestinitcaneasilybearoused.Thus,theirintegratingskillstouselanguagecanbewelldeveloped.?
ByfinishingthetasksofWarmingup,Speaking,WritingandGrammar,thestudentsnotonlypractiseexpressingopinions,butalsopractiseusingtheSubjunctiveMoodtotalkaboutthingsthatareimaginaryorunrealeventsandsituations.Bylistening,thestudentslearnsomethingabouttheWHOandtheoutbreakingandcontrollingoftheSARS.Byreadingonepassage,thestudentslearnthatthegovernmentandsomeinternationalorganizationsaremakingeffortstoimprovetheweakestmembers’healthcaresituationsinordertoreducepoverty.Byreadinganotherpassage,thestudentslearnsomethingaboutFleming—thepenicillindiscovererandthegreatcontributionsmadebyhimtohealthcare.Atthesametime,thestudentslearnsomeusefulwordsandexpressionsforhealthcare.?
Ⅱ.TeachingGoals?
1.Talkabouthealthcare.?
2.Practisetalkingaboutsocietyandvalues.?
3.Practiseexpressingopinions.?
4.ReviewtheSubjunctiveMood(2).?
5.Writeanarticleforajournal.?
Ⅲ.BackgroundInformation?
SirAlexanderFleming?
SirAlexanderFlemingwasbornatLochfieldnearDarvelinAyrshire,ScotlandonAugust6th,1881.HeattendedLoudenMoorSchool,DarvelSchool,andKilmarnockAcademybeforemovingtoLondonwhereheattendedthePolytechnic.HespentfouryearsinashippingofficebeforeenteringSt.Mary’sMedicalSchool,LondonUniversity.Hequalifiedwithdistinctionin1906andbeganresearchatSt.Mary’sunderSirAlmrothWright,apioneerinvaccinetherapy.HegainedM.B.,B.S.,(London),withGoldMedalin1908,andbecamealectureratSt.Mary’suntil1914.HeservedthroughoutWorldWarⅠasacaptainintheArmyMedicalCorps,beingmentionedindispatches,andin1918hereturnedtoSt.Mary’s.HewaselectedProfessoroftheSchoolin1928andEmeritusProfessorofBacteriology,UniversityofLondonin1948.HewaselectedFellowoftheRoyalSocietyin1943andknightedin1944.?
SirAlexanderwrotenumerouspapersonbacteriology,immunologyandchemotherapy,includingoriginaldescriptionsoflysozymeandpenicillion.Theyhavebeenpublishedinmedicalandscientificjournals.?
Earlyinhismedicallife,Flemingbecameinterestedinthenaturalbacterialactionofthebloodandinantiseptics.Hewasabletocontinuehisstudiesthroughouthismilitarycareerandondemobilizationhesettledtoworkonantibacterialsubstanceswhichwouldnotbetoxictoanimaltissues.In1921,hediscoveredintissuesandsecretionsanimportantbacteriolyticsubstancewhichhenamedLysozyme.Aboutthistime,hedevisedsensitivitytitrationmethodsandassaysinhumanbloodandotherbodyfluids,whichhesubsequentlyusedforthetitrationofpenicillin.In1928,whileworkingoninfluenzavirus,heobservedthatmouldhaddevelopedaccidentlyonastaphylococcuscultureplateandthatthemouldhadcreatedabacteria-freecirclearounditself.Hewasinspiredtofurtherexperimentandhefoundthatamouldculturepreventedgrowthofstaphylococci,evenwhendiluted800times.Henamedthecativesubstancepenicillin.?
Fleming,afellowoftheRoyalCollegeofSurgeons(England),1909,andafellowoftheRoyalCollegeofPhysicians(London),1944,hasgainedmanyawards.TheyincludeHunterianProfessor(1919),ArrisandGaleLecturer(1929)andHonoraryGoldMedal(1946)oftheRoyalCollegeofSurgeons;WilliamsJuliusMickleFellowship,UniversityofLondon(1942);CharlesMickleFellowship,UniversityofToronto(1944);JohnScottMedal,CityGuildofPhiladelphia(1944);CameronPrize,UniversityofEdinburgh(1945);MoxonMedal,RoyalCollegeofPhysicians(1945);CutterLecturer,HarvardUniversity(1945);AlbertGoldMedal,RoyalSocietyofArts(1946);GoldMedal,RoyalSocietyofMedicine(1947);MedalforMerit,U.S.A.(1947);andtheGrandCrossofAlphonseXtheWise,Spain(1948).?
HeservedasPresidentoftheSocietyforGeneralMicrobiology.HewasamemberofthePontificalAcademyofScienceandHonoraryMemberofalmostallthemedicalandscientificsocietiesoftheworld.HewasRectorofEdinburghUniversityduring1951-1954,FreemanofmanyboroughsandcitiesandHonoraryChiefDoy-gei-tauoftheKiowatribe.Hewasalsoawardeddoctorate,honoriscause,degreesofalmostthirtyEuropeanandAmericanUniversities.?
In1915,FlemingmarriedSarahMarionMcElroyofKillala,Ireland,whodiedin1949.Theirsonisageneralmedicalpractitioner.?
Flemingmarriedagainin1953,hisbridewasDr.AmaliaKoutsouri-Voureka,aGreekcolleagueatSt.Mary’s.?
InhisyoungerdayshewasakeenmemberoftheTerritorialArmyandheservedfrom1900to1914asaprivateintheLondonScottishRegiment.?
DrFlemingdiedonMarch11thin1955andisburiedinSt.Paul’sCathedral.?
Ⅳ.TeachingTime:Fiveperiods?
TheFirstPeriod?
TeachingAims:?
1.Talkabouthealthcare.?
2.Trainthestudents’listeningabilityandhelpthemgetsomeinformationabouttheWHO.?
3.Trainthestudents’speakingabilityandpractiseexpressingopinionsusingtheSubjunctiveMood.?
TeachingImportantPoints:?
1.Trainthestudents’listeningandspeakingabilities.?
2.Learnaboutsocietyandhealthcare.?
TeachingDifficultPoints:?
1.HelpthestudentstalkinEnglishabouthealthcarefreely.?
2.Helpthestudentsfinisheachtasksmoothly.?
TeachingMethods:?
1.Discussiontogetthestudentstotalkaboutsocietyandlearnmoreaboutit.?
2.Individul,pairorgroupworktomakeeverystudentactiveinclassandfinisheachtaskwell.?
TeachingAids:?
1.themultimedia?
2.theblackboard?
TeachingProcedures:?
StepⅠGreetings
Greetthewholeclassasusual.
StepⅡWarmingUp
T:Today,we’llbegintolearnUnit9Healthcare(Bb:Unit9　Healthcare).Let’sbeginourclasswithaquestion—Whatdoyouthinkisthemostimportantinyourlifeandwhy?Thinkforawhileandanswerit.?
(Amomentlater,thestudentsbegintogivetheiranswers.)?
S1:Ithinkjobsarethemostimportant.Withoutjobs,lifeismeaningless.What’smore,you’llbepoor.(Bb:Ithink....)?
S2:Inmyopinion,moneyisthemostimportant.Thoughmoneydoesn’tmeaneverything,youcandonothingwithoutmoney,evenyoucanloseyourlifewithoutmoney’shelp.(Bb:Inmyopinion,....)?
S3:Ibelieveknowledgeisthemostimportant,becauseknowledgeispowerandknowledgecanbringusafulllife.(Bb:Ibelieve....)?
S4:Familyisthemostimportanttome.Withoutfamily,withoutwarmth.?
S5:Personallyspeaking,friendsarethemostimportant.Withfriends,withhelp.(Bb:Personallyspeaking,....)?
S6:Ithinkhealthisthemostimportantinmylife.Withouthealth,withouthappiness.?
...?
T:Well,allyouropinionssoundreasonable.Ithinkallofthemareimportant,asallofthemarecloselyrelatedtoeachother.OK.Now,pleaselookatthefourpicturesinyourbooksandfindoutwhatisthemostimportanttothepersonsintrouble.?
Ss:Itseemsthattheyallhavesomedifficultywithhealth.Ofcourse,healthisthemostimportanttothem.?
T:Whathelpdotheyneed??
Ss:Medicaltreatmentandhealthcare.?
T:Ifoneofthemwereyouoramemberofyourfamily,whatwouldyoudo??
Ss:Iwouldtrymybesttochangethesituation.IfIcouldn’tdothat,Iwouldaskforhelpfromsociety.?
T:OK.Now,pleaseopenyourbooksatPage73.LookatEx.1inWarmingupandfinishitinthreeminutes.ThenI’llasksomestudentstoanswerthemusingthesentencestructure“If...did/were...,Iwoulddo....”SeewhatImean?(Bb:If...did/were...,Iwoulddo....)?
Ss:Yes.?
(Threeminuteslater,teacheraskssomestudentstoanswerthem.Onestudent,onequestion.)?
Suggestedanswers:?
Ifsomeoneinmyfamilygotseriouslyill,Iwouldsendhim/hertothebesthospitalfortreatment.?
Ifmyparentslosttheirjobs,Iwouldhelpthemtosupportthefamily.?
Ifanaccidentdestroyedmyfamilyhome,Iwouldaskforhelpfromthegovernmenttorebuildit.?
IfIcouldnotaffordtogotoschool,Iwouldtakeabankloantopayformystudies.?
IfIweresickbutcouldnotpayformedicaltreatment,Iwouldturntosocietyforhelp.?
T:It’scleverofyoutobeabletoovercomedifficulty.Next,lookatEx.2.Workinpairsandmakealistofsituationswhereapersonwouldneedhelpfromthepeoplearoundhimorher.Afterfinishingit,handyourpapersin.(Theteachercollectsthestudents’papers.)
StepⅢPreparationforListening
T:Well,somuchforWarmingup.Weallknowthereisanationalorganizationwhichisdevotedtoimprovingpeople’shealth.Whichorganizationisit?What’sitsname??
Ss:TheWorldHealthOrganization.?
T:Youareright.Whatdoyouknowaboutit?WangFei,canyouhaveatry??
S7:ItistheUnitedNations’specializedagencyforhealth.Itwasestablishedon7April,1948.TheWHOistheshortformofitsname.?
T:Well.Thankyou.Who’dliketosayanythingelseaboutit??
S8:TheWHOisgovernedby192memberstatesthroughtheWorldHealthAssembly.TheHealthAssemblyiscomposedofrepresentativesfromtheWHO’smemberstates.ThemaintasksoftheWorldHealthAssemblyaretoapprovetheWHOprogrammeandtheboudgetforthefollowingbienniumandtodecidemajorpolicyquestions.?
T:Thankyou.Sitdown,please.DoyouthinktheWHOplaysanimportantroleinimprovingtheworld’shealth?Whyorwhynot??
S9:Yes.Becauseitsgoalistheattainmentbyallpeoplesofthehighestpossiblelevelofhealth.?
T:Doyouagreewithhim/her??
Ss:Yes.?
T:Then,doyouknowthereasonwhytheWHOwascreatedanditsfunctionsindefeatingdiseases??
Ss:Notveryclearly.?
T:So,let’slistentothetapeandgetmoreinformationabouttheWHO.
StepⅣListening
T:Now,pleaseturntoPage74.First,gothroughthequestionsofEx.2asquicklyaspossible.ThenI’llplaythetapeofthefirstpartforyoutofindouttheanswers.Besuretowritesomekeywordstohelpyou.?
(Teacherplaysthetapeatleasttwice.Thenchecktheanswers.Afterthat,teachergoesontodealwithEx.3.)?
T:Now,lookatthequestionsofEx.3.FromthequestionswecanlearnthatthesecondpartofthetapemustbeabouttheSARS.ItwilltellabouttheoutbreakingandthecontrollingoftheSARS.Doyouagreewithme??
Ss:Yes.?
T:Well,nowpleaselistentothetapeandanswerthequestions.Ifnecessary,I’llplayitmoretimes.?
(Teacherbeginstoplaythetape.Intheend,asksomestudentstoanswerthequestions.)?
StepⅤSpeaking
T:Fromthelisteningactivity,we’velearntthatboththegovernmentandtheWHOplayedimportantrolesincontrollingtheSARS.Actually,asthegovernmentdevelopstheeconomy,itisalsomakingeffortstoimprovehealthcare.Now,imaginethatagovernmentprogrammehasgivenyourtown2000000yuantoimprovehealthcareinyourarea.Howshouldthemoneybeused?Agooddecisionmustbemade.Ifyouwerethemayorofyourtown,whatwouldyoudo??
Ss:Callameetingtodiscussit.?
T:Goodidea.Well,pleaselookattherolecardsinSpeakingandprepareforthediscussion.Workingroupsoffivewithoneasthemayor,tryingtomakeagooddecision.Iseverythingclear??
Ss:Yes.?
(Teacherdividesthestudentsintogroupsoffiveandgivesthemenoughtimetodiscussthequestion.Intheend,teacherasksoneortwogroupstoreporttheirworktotherestoftheclass.)?
Asampledialogue:?
Mayor:Today,we’reheretoattendthismeeting,mainlydiscussinghowtomakereasonableuseofthe2000000yuanhealthcarefundsgivenbyourgovernment.Wouldyoupleasegiveyourownopinions??
StudentA:Theequipmentforthehospitalinourtownaresorelativelybackwardthatitdirectlyaffectstheimprovementofhealthcare.Therefore,Ithinkwe’dbetterusethissumofmoneytopurchasesomenewequipmentforthehospitalinourtown.?
StudentB:Ithinkthat,currently,peopleareshortofsomebasiccommonknowledgeofhealthcare.Moreover,enoughworkontheawarenessandprecautionofillnesshasnotbeendoneyet,so,frommypointofview,moreworkshouldbedoneontheprevalenceofhealthcare.Itisnaturalthatthemoneyshouldbeusedtoteachpeopleinourareaabouthealthcare.?
StudentC:Atpresent,itisacommonphenomenonthatordinarypeoplefeartoseeadoctorjustbecausetheycannotaffordtheexpenditureofhealthcare,soIthinkit’llbemoresuitabletousethissumofmoneytohelppoorpeoplepayfortreatment.?
StudentD:Presently,comparedwithdoctors,patientsaremuchmore.Itistheunproportionatenumberbetweendoctorsandpatientsthatmakesitdifficultfortheordinarypeopletogetnecessaryhealthcare,so,whatismoreimportantnowistousethissumofmoneytohiremoredoctors.?
Mayor:Allthatyou’vesuggestedsoundsreasonabletome,butthemoneyisreallylimited.Comparedtotheothersuggestions,theonemadebystudentDseemstobemorepractical,becausethisisthemosturgentsituationwearefacing.Onlyifwehaveenoughdoctorsfirstcanwebuildupanewmodernhospital.Thenthehealthcarecanbegreatlyimprovedinourtown.?
StepⅥSummaryandHomework
T：Inthisclass,we’vemainlytalkedabouthealthcare.Centeringonthistopic,we’velearntsomethingabouttheWHOandsociety.Healthcareisveryimportantforallofus,especiallythoseinneedofhelp.Besides,we’vepractisedexpressingopinionsusing“Ithink....”,and“If...,Iwould....”.Afterclass,practisethemagainandusetheInternettolearnmoreabouthealthcareandsociety.Inaddition,remembertopreviewthereadingpart.Somuchfortoday.Goodbye,everyone.?
Ss:Goodbye,Mr/Ms....?
StepⅦTheDesignoftheWritingonthe?
Blackboard
Unit9Healthcare?
TheFirstPeriod?
Ithink...　inmyopinion....?
Ibelieve....　personallyspeaking....?
If...did/were....　Iwould....?
StepⅧRecordafterTeaching