Unitampnbsp9Healthampnbspcare

　　unit 9　health care
　　ⅰ.brief statements based on the unit
　　health care,the topic of this unit,is connected with our daily life closely.the improvement of health care is not only an assurance of people’s health,but also a sign of the society’s development,so the students’ interest in it can easily be aroused.thus,their integrating skills to use language can be well developed.
　　by finishing the tasks of warming up,speaking,writing and grammar,the students not only practise expressing opinions,but also practise using the subjunctive mood to talk about things that are imaginary or unreal events and situations.by listening,the students learn something about the who and the outbreaking and controlling of the sars.by reading one passage,the students learn that the government and some international organizations are making efforts to improve the weakest members’ health care situations in order to reduce poverty.by reading another passage,the students learn something about fleming—the penicillin discoverer and the great contributions made by him to health care.at the same time,the students learn some useful words and expressions for health care.
　　ⅱ.teaching goals
　　1.talk about health care.
　　2.practise talking about society and values.
　　3.practise expressing opinions.
　　4.review the subjunctive mood(2).
　　5.write an article for a journal.
　　ⅲ.background information
　　sir alexander fleming
　　sir alexander fleming was born at lochfield near darvel in ayrshire,scotland on august 6th,1881.he attended louden moor school,darvel school,and kilmarnock academy before moving to london where he attended the polytechnic.he spent four years in a shipping office before entering st.mary’s medical school,london university.he qualified with distinction in 1906 and began research at st.mary’s under sir almroth wright,a pioneer in vaccine therapy.he gained m.b.,b.s.,(london),with gold medal in 1908,and became a lecturer at st.mary’s until 1914.he served throughout world war ⅰ as a captain in the army medical corps,being mentioned in dispatches,and in 1918 he returned to st.mary’s.he was elected professor of the school in 1928 and emeritus professor of bacteriology,university of london in 1948.he was elected fellow of the royal society in 1943 and knighted in 1944.
　　sir alexander wrote numerous papers on bacteriology,immunology and chemotherapy,including original descriptions of lysozyme and penicillion.they have been published in medical and scientific journals.
　　early in his medical life,fleming became interested in the natural bacterial action of the blood and in antiseptics.he was able to continue his studies throughout his military career and on demobilization he settled to work on antibacterial substances which would not be toxic to animal tissues.in 1921,he discovered in tissues and secretions an important bacteriolytic substance which he named lysozyme.about this time,he devised sensitivity titration methods and assays in human blood and other body fluids,which he subsequently used for the titration of penicillin.in 1928,while working on influenza virus,he observed that mould had developed accidently on a staphylococcus culture plate and that the mould had created a bacteria-free circle around itself.he was inspired to further experiment and he found that a mould culture prevented growth of staphylococci,even when diluted 800 times.he named the cative substance penicillin.
　　fleming,a fellow of the royal college of surgeons(england),1909,and a fellow of the royal college of physicians(london),1944,has gained many awards.they include hunterian professor (1919),arris and gale lecturer(1929) and honorary gold medal(1946) of the royal college of surgeons;williams julius mickle fellowship,university of london(1942);charles mickle fellowship,university of toronto(1944);john scott medal,city guild of philadelphia(1944);cameron prize,university of edinburgh(1945);moxon medal,royal college of physicians(1945);cutter lecturer,harvard university(1945);albert gold medal,royal society of arts(1946);gold medal,royal society of medicine(1947);medal for merit,u.s.a.(1947);and the grand cross of alphonse x the wise,spain(1948).
　　he served as president of the society for general microbiology.he was a member of the pontifical academy of science and honorary member of almost all the medical and scientific societies of the world.he was rector of edinburgh university during 1951-1954,freeman of many boroughs and cities and honorary chief doy-gei-tau of the kiowa tribe.he was also awarded doctorate,honoris cause,degrees of almost thirty european and american universities.
　　in 1915,fleming married sarah marion mcelroy of killala,ireland,who died in 1949.their son is a general medical practitioner.
　　fleming married again in 1953,his bride was dr.amalia koutsouri-voureka,a greek colleague at st.mary’s.
　　in his younger days he was a keen member of the territorial army and he served from 1900 to 1914 as a private in the london scottish regiment.
　　dr fleming died on march 11th in 1955 and is buried in st.paul’s cathedral.
　　ⅳ.teaching time:five periods
　　the first period
　　teaching aims:
　　1.talk about health care.
　　2.train the students’ listening ability and help them get some information about the who.
　　3.train the students’ speaking ability and practise expressing opinions using the subjunctive mood.
　　teaching important points:
　　1.train the students’ listening and speaking abilities.
　　2.learn about society and health care.
　　teaching difficult points:
　　1.help the students talk in english about health care freely.
　　2.help the students finish each task smoothly.
　　teaching methods:
　　1.discussion to get the students to talk about society and learn more about it.
　　2.inpidul,pair or group work to make every student active in class and finish each task well.
　　teaching aids:
　　1.the multimedia
　　2.the blackboard
　　teaching procedures:
　　step ⅰ greetings
　　greet the whole class as usual.
　　step ⅱ warming up
　　t:today,we’ll begin to learn unit 9 health care(bb:unit 9　health care).let’s begin our class with a question—what do you think is the most important in your life and why?think for a while and answer it.
　　(a moment later,the students begin to give their answers.)
　　s1:i think jobs are the most important.without jobs,life is meaningless.what’s more,you’ll be poor.(bb:i think....)
　　s2:in my opinion,money is the most important.though money doesn’t mean everything,you can do nothing without money,even you can lose your life without money’s help.(bb:in my opinion,....)
　　s3:i believe knowledge is the most important,because knowledge is power and knowledge can bring us a full life.(bb:i believe....)
　　s4:family is the most important to me.without family,without warmth.
　　s5:personally speaking,friends are the most important.with friends,with help.(bb:personally speaking,....)
　　s6:i think health is the most important in my life.without health,without happiness.
　　...
　　t:well,all your opinions sound reasonable.i think all of them are important,as all of them are closely related to each other.ok.now,please look at the four pictures in your books and find out what is the most important to the persons in trouble.
　　ss:it seems that they all have some difficulty with health.of course,health is the most important to them.
　　t:what help do they need?
　　ss:medical treatment and health care.
　　t:if one of them were you or a member of your family,what would you do?
　　ss:i would try my best to change the situation.if i couldn’t do that,i would ask for help from society.
　　t:ok.now,please open your books at page 73.look at ex.1 in warming up and finish it in three minutes.then i’ll ask some students to answer them using the sentence structure ＂if...did/were...,i would do....＂see what i mean?(bb:if...did/were...,i would do....)
　　ss:yes.
　　(three minutes later,teacher asks some students to answer them.one student,one question.)
　　suggested answers:
　　•if someone in my family got seriously ill,i would send him/her to the best hospital for treatment.
　　•if my parents lost their jobs,i would help them to support the family.
　　•if an accident destroyed my family home,i would ask for help from the government to rebuild it.
　　•if i could not afford to go to school,i would take a bank loan to pay for my studies.
　　•if i were sick but could not pay for medical treatment,i would turn to society for help.
　　t:it’s clever of you to be able to overcome difficulty.next,look at ex.2.work in pairs and make a list of situations where a person would need help from the people around him or her.after finishing it,hand your papers in.(the teacher collects the students’ papers.)
　　step ⅲ preparation for listening
　　t:well,so much for warming up.we all know there is a national organization which is devoted to improving people’s health.which organization is it?what’s its name?
　　ss:the world health organization.
　　t:you are right.what do you know about it?wang fei,can you have a try?
　　s7:it is the united nations’ specialized agency for health.it was established on 7 april,1948.the who is the short form of its name.
　　t:well.thank you.who’d like to say anything else about it?
　　s8:the who is governed by 192 member states through the world health assembly.the health assembly is composed of representatives from the who’s member states.the main tasks of the world health assembly are to approve the who programme and the boudget for the following biennium and to decide major policy questions.
　　t:thank you.sit down,please.do you think the who plays an important role in improving the world’s health?why or why not?
　　s9:yes.because its goal is the attainment by all peoples of the highest possible level of health.
　　t:do you agree with him/her?
　　ss:yes.
　　t:then,do you know the reason why the who was created and its functions in defeating diseases?
　　ss:not very clearly.
　　t:so,let’s listen to the tape and get more information about the who.
　　step ⅳ listening
　　t:now,please turn to page 74.first,go through the questions of ex.2 as quickly as possible.then i’ll play the tape of the first part for you to find out the answers.be sure to write some key words to help you.
　　(teacher plays the tape at least twice.then check the answers.after that,teacher goes on to deal with ex.3.)
　　t:now,look at the questions of ex.3.from the questions we can learn that the second part of the tape must be about the sars.it will tell about the outbreaking and the controlling of the sars.do you agree with me?
　　ss:yes.
　　t:well,now please listen to the tape and answer the questions.if necessary,i’ll play it more times.
　　(teacher begins to play the tape.in the end,ask some students to answer the questions.)
　　step ⅴ speaking
　　t:from the listening activity,we’ve learnt that both the government and the who played important roles in controlling the sars.actually,as the government develops the economy,it is also making efforts to improve health care.now,imagine that a government programme has given your town 2 000 000 yuan to improve health care in your area.how should the money be used?a good decision must be made.if you were the mayor of your town,what would you do?
　　ss:call a meeting to discuss it.
　　t:good idea.well,please look at the role cards in speaking and prepare for the discussion.work in groups of five with one as the mayor,trying to make a good decision.is everything clear?
　　ss:yes.
　　(teacher pides the students into groups of five and gives them enough time to discuss the question.in the end,teacher asks one or two groups to report their work to the rest of the class.)
　　a sample dialogue:
　　mayor:today,we’re here to attend this meeting,mainly discussing how to make reasonable use of the 2 000 000 yuan health care funds given by our government.would you please give your own opinions?
　　student a:the equipment for the hospital in our town are so relatively backward that it directly affects the improvement of health care.therefore,i think we’d better use this sum of money to purchase some new equipment for the hospital in our town.
　　student b:i think that,currently,people are short of some basic common knowledge of health care.moreover,enough work on the awareness and precaution of illness has not been done yet,so,from my point of view,more work should be done on the prevalence of health care.it is natural that the money should be used to teach people in our area about health care.
　　student c:at present,it is a common phenomenon that ordinary people fear to see a doctor just because they cannot afford the expenditure of health care,so i think it’ll be more suitable to use this sum of money to help poor people pay for treatment.
　　student d:presently,compared with doctors,patients are much more.it is the unproportionate number between doctors and patients that makes it difficult for the ordinary people to get necessary health care,so,what is more important now is to use this sum of money to hire more doctors.
　　mayor:all that you’ve suggested sounds reasonable to me,but the money is really limited.compared to the other suggestions,the one made by student d seems to be more practical,because this is the most urgent situation we are facing.only if we have enough doctors first can we build up a new modern hospital.then the health care can be greatly improved in our town.
　　step ⅵ summary and homework
　　t：in this class,we’ve mainly talked about health care.centering on this topic,we’ve learnt something about the who and society.health care is very important for all of us,especially those in need of help.besides,we’ve practised expressing opinions using ＂i think....＂,and ＂if...,i would....＂.after class,practise them again and use the internet to learn more about health care and society.in addition,remember to preview the reading part.so much for today.goodbye,everyone.
　　ss:goodbye,mr/ms....
　　step ⅶ the design of the writing on the
　　blackboard
　　unit 9 health care
　　the first period
　　i think... 　in my opinion....
　　i believe....　 personally speaking....
　　if...did/were....　i would....
　　step ⅷ record after teaching