医学英语阅读teaching plan chapter11
医学英语教案模板及范文
一、教案模板【教学目标】1. 知识目标：- 学生能够掌握一定的医学专业词汇和表达方式。
- 学生能够了解医学专业术语的用法和语境。
2. 能力目标：- 学生能够运用所学词汇和表达方式进行医学英语交流。
- 学生能够阅读并理解医学文献。
3. 情感目标：- 培养学生对医学专业的兴趣和热爱。
- 增强学生的跨文化交际能力。
【教学内容】1. 课文内容：医学英语相关话题，如疾病名称、治疗方法、医疗设备等。
2. 词汇：医学专业词汇、短语和表达方式。
3. 语法：医学英语中常用的语法结构。
【教学过程】1. 导入- 复习上一节课的内容，检查学生的掌握情况。
- 引入本节课的主题，激发学生的学习兴趣。
2. 课文讲解- 朗读课文，让学生跟读，熟悉发音和语调。
- 逐句讲解课文，解释重点词汇和表达方式。
- 结合图片、视频等多媒体资源，增强学生的学习效果。
3. 词汇学习- 列举课文中的医学专业词汇，让学生跟读并拼写。
- 分析词汇的用法和语境，帮助学生掌握。
4. 语法讲解- 分析课文中的语法结构，讲解其用法。
- 通过例句让学生练习，巩固所学语法知识。
5. 练习环节- 阅读医学文献，培养学生的阅读能力。
- 完成课后练习题，巩固所学知识。
6. 总结- 总结本节课的重点内容，回顾所学知识。
- 鼓励学生在日常生活中运用所学知识。
二、范文【课题】常见疾病名称及治疗方法【教学目标】1. 知识目标：- 学生能够掌握常见疾病的英文名称，如heart disease、cancer、diabetes 等。
- 学生能够了解常见治疗方法，如surgery、radiation therapy、chemotherapy等。
2. 能力目标：- 学生能够运用所学词汇和表达方式介绍常见疾病及治疗方法。
- 学生能够阅读并理解医学文献中关于疾病和治疗方法的内容。
3. 情感目标：- 培养学生对医学专业的兴趣和热爱。
- 增强学生的跨文化交际能力。
【教学内容】1. 课文内容：常见疾病名称及治疗方法。
医学英语阅读与写作课件
后缀可根据是否有词根参与构成后缀分为简 单后缀和复合性后缀两种。简单后缀指上述只有 几个字母构成的后缀（一般不超过4个字母），复 合性后缀由词根和简单后缀组成，如-stomy（造 口术）=-stom（造口）+ -y（……的过程）。
连接元音（combining vowel）
连接元音指当词根与词根、词根与后缀相 结合的时候，若后一个词根或后缀首字母为辅音 字母，则二者之间用一个元音字母连接，该元音 字母称之为连接元音。连接元音一般为元音字母 “o”，如angi-o-graphy血管造影术。若后一 个词根或后缀的首字母为元音字母，则连接元音 省略，如gastr-itis（胃炎）而不是gastr-o-itis。
中文
诊断 尖端 根 肩胛骨 神经节 纤维瘤
-us
-um→fungi
medium→media
真菌
培养基
前缀
前缀位于词根或单词之前，前缀本身具有一定 含义，它可改变原单词意义或赋予新的含义。 如：hyper-（高于）+ tension（压力）= hypertension （高血压）等。
后缀
后缀位于词根或单词之后，后缀本身也同样具有 一定含义。
后缀按词性可分为名词性后缀和形容词性后 缀，名词性后缀具有改变词意的功能，如-ism状 态，过程, -ia状态，性质, -itis发炎，炎症, -y过程 等；形容词性后缀具有改变词性的功能，如-ic有 关于；…的, -al有关于；…的等。
Ⅲ. 医学英语术语的构词规则
医学英语术语的构词方法具有相当的特殊性和规律 性，它在构词成分、合成形式，甚至单复数的转化 都有规律可循。因此，虽然医学术语浩如烟海，但 仍易于掌握。 一般来说，绝大多数医学术语词汇都由词根、前缀、 后缀和连接元音构成。
研究生英语阅读教程lesson11
1. Set goals for yourself and read with a purpose. If you are looking for specific information as you read, it will be easier to keep your attention focused on the material. So, before you begin to read a text in English, decide what you intend to accomplish during that session and about how much time it will take.
About the Author
On July 11th, 1942 Smith married Eloise Pickard of Durham, North Carolina. From Fort Benning Smith was assigned to the command of C Company, 10th Mountain Division. Wounded at Mount Belvedere in the last stages of the Italian Campaign, Smith resumed his education doing graduate work at Harvard and receiving his PhD in American History in 1951.
3. Write the procedures and allocate time for each step or task. Now, start reading. (When you feel bored, sleepy, or confused, note down the time you’ve been concentrating, and check what you have done. )
《英语语言学导论》(第四版Chapter11 Second Language Acquisition
11.2.2 Learner’s factors
• Learner’s factors mainly cover the following aspects:
• Motivation • Language aptitude • Age • Learning strategy
11.2.1 Social factors
Discussing Task
Group work: Have a discussion on the following questions.
1. How does (second) language acquisition take place?
2. How is foreign language learning different from second language acquisition?
The Symbolic Function of Words
Teaching Aims
1. To know what SLA is, and how the theories account for SLA. 2. To understand different factors affecting SLA 3. To know how learner’s language is analyzed 4. To cultivate students’ research awareness and innovative spirit in discovering and solving problems by analyzing the different kinds of errors and individual differeneces in SLA.
专业英语11单元翻译
第3部分工业药物11单元片（该药片剂型）的治疗作用在口服给药途径是全身作用的药物管理最重要的方法。
除胰岛素治疗的情况下，常规肠外路由不用于自药物管理。
行政专题路线只是最近被用来传送药物的系统性影响的机构，两个上市产品类：用于心绞痛和东莨菪碱用于运动病的治疗硝酸甘油治疗。
其他药物一定会跟进，但政府外用途径在于，它能够让全身药物作用的有效药物的吸收有限。
行政肠外roue在处理医疗紧急情况，其中一个主题是昏迷或不能吞咽，住院，并为维持治疗患者的各类重要。
不过，很可能至少有90 0用于生产系统影响O的所有药物通过口服死记硬背管理。
当一个新的药物被发现，在一家制药公司要求的第一个问题是，是否得到有效的药物可以用于其预定的口服效果管理。
如果不能，该药物主要是降级到政府在医院设置或医生的办公室。
如果病人自我管理，就不可能实现，该药物的销售只占一个什么样的市场，否则将是一小部分。
那是口服药物，口服固体制剂产品的首选代表类。
这种偏好的原因如下。
片剂和胶囊代表哪一个单位剂量的药物常用剂量已准确地放置形式。
相比之下，口服液等剂型，糖浆，混悬剂，乳剂，解决方案和药酒，通常设计为包含一个药物剂量5至30毫升。
然后问病人是衡量他或她自己的药物使用一茶匙，汤匙，或其他测量设备。
在这种剂量测量误差通常由20〜0度至50％O当药物自我管理因素的病人。
口服液剂型有其他的缺点和局限性，当与药片。
他们更昂贵的船舶（一液用量重5克与0或更多。
25 0 4。
对于普通片剂G）和运输过程中破损或渗漏是一个比片液体更严重的问题。
品味的药往往是掩盖问题（如在溶液中的药物，即使是部分）。
此外，液体移植性较差，需要更多的每对药剂师的货架剂量数空间。
毒品在一般不太稳定，118液态形式（包括化学和物理），比在干燥状态和过期日期往往较短。
需要认真注意，以确保该产品将不会允许一个沉重的负担，发展微生物站立或根据一旦打开（保存要求）正常使用条件基本上有三种具有液体剂型药物的原因：。
Week 11 英语专业阅读教程
II. Text Study: Reading 1
C o m p r e h e n s i o n
Writing technique—rhetorical questions: Can you express similar meaning with a statement? • Had we, the whole medical community, become so arrogant that we believed in the illusion of salvation through science? • Had we become so self-righteous that we thought meddling in God’s work was our duty, our moral imperative, and our legal obligation? • Did we really believe that we had the right to force “life” on a suffering man who had begged for the right to die?
week11英语专业阅读教程道客巴巴
1
Extensive Reading Course
Week 11
For English Majors
Contents
• This week’s topic: Euthanasia in China
2
2
Teaching Procedure
First period: I. Continue with the additional task of last week II. Text Study Second period: III. Additional Task IV. Last Week’s Assignment V. This Week’s Assignment
牛津英语译林版七年级下册阅读训练 --7下英语读本 Chapter 11
Chapter 11诵读Moon, so round and yellowMoon, so round and yellowLooking from on highHow I love to see youShining in the skyOften and often I wonderWhen I see you thereHow they get to light youHanging in the airWhere you go at morningWhen the night is pastAnd the sun comes peepingOver the hills at lastSometimes I will watch you,Slyly overheadWhen you think I’m sleepingSnugly in my bed阅读1The Grand CanyonSam and Justin are visiting the Grand Canyon in Arizona, USA, for the first time. This is their conversation.Sam: Wow! This view is great.Justin: I feel small next to it.Sam: The Canyon is more than a million acres.Justin: Really?Sam: Yes. The biggest part is 18 miles across.Justin: That’s really big!Sam: Look over there. You can see layers in the rock. I can see at least six.Justin: One, two, three, four ... I think there are more than six ... five, six, seven, eight!Sam: It’s so dry. I don’t think anything lives here.Justin: It does. Look down there. Flowers are growing. There are lots of differentflowers and animals living here.Sam: Where do they get water?Justin: From the Colorado River (科罗拉多河).It goes through the Canyon.Sam: Is that what shapes the rock?Justin: Yes. Over millions of years.Reading ComprehensionI. Read quickly for the topic.This dialogue is mainly about______the Grand Canyon.A. what Sam and Justin do inB. what Sam and Justin see inC. how Sam and Justin get toII. Read quickly for the information you want.( )1. Justin counts the layers, and finds there are______layers in the rock.A. sixB. sevenC. eightD. nine( )2. It is dry in the Grand Canyon, but there are still______living there.A. animals and flowersB. birds and flowersC. animals and fishesD. fishes and flowersIII. Read carefully for more information.( )1. Which of the following words can NOT be used to describe the Grand Canyon?A. Great.B. Lifeless.C. Grand.D. Lively.( )2. Which of the following is true according to the dialogue?A. They think the trip makes them small.B. They find the Grand Canyon is small.C. They feel bored to see rocks everywhere.D. They feel amazed at everything in the Grand Canyon.Reading-Writing ConnectionIV. Read again and prepare for writing.Fill in the blanks according to the dialogue.Sam and Justin are visiting a place of interest in Arizona, USA: the Grand Canyon. It is the (1)f______ time for them to be there. Sam finds the view (2)g______ . The Grand Canyon is more than a (3)m______ acres. The biggest part is (4)e______ miles across. Justin finds there are several layers in the rock. The Colorado River goes through the Canyon and it has shaped the amazing (5)r______ over millions of years.阅读2Snow DayJohn and his family just moved from Mexico (墨西哥)to Canada in December. He missed the warm sun back home and the holidays on the beaches.One morning, John woke up and found it was quiet at home. He quickly dressed up and went into the kitchen. His mother said to him, “John, it snowed last night. There’s no school day today.”John looked outside. Everything was covered with a white blanket of snow. Few people were on the streets, and there were no cars on the roads. John pulled on his coat and gloves and ran outside. He picked up some cold, wet snow. Then he packed it into a ball and threw it at a tree. “Wow!” he shouted happily. It was his first snowball.Soon his friends came. They had a snow fight. John got hit on the face a few times. His face might be black and blue, but he felt excited. Later John’s friends taught him to build a snowman and they even agreed to teach him how to sled.Playing in the snow was so much fun that John didn’t even feel cold.Reading ComprehensionI. Read quickly for the topic.This passage is mainly about ______.A. what John did on a snowy dayB. what a snowy day is likeC. how John learned to make a snowmanII. Read quickly for the information you want.( )1. John lived in_______before his family moved.A. CanadaB. AmericaC. MexicoD. China( )2. John didn’t go to school on that day because_______.A. there was a big snowB. he got up too lateC. it was not a school dayD. he didn’t find a new school yetIII. Read carefully for more information.( )1. What does the un derlined phrase “black and blue” mean?A.红绿相间B.蓝黑相间C.鼻青脸肿D.怒气冲冲( )2. Which of the following is true according to the passage?A. John didn’t see snow when he was in Mexico.B. John’s home wa s quiet in the morning because nobody else was at home.C. John saw people driving cars slowly on the roads.D. John might have a black and blue face because the snow was dirty.Reading-Writing ConnectionIV. Read again and prepare for writing.Write numbers 1-6 to show the correct order.( )He made his first snowball and threw it at a tree happily.( )He didn’t go to school because of the heavy snow one day.( )He had an exciting snow fight with his friends.( )John missed Mexico a lot after he moved to Canada.( )John found the outside all white and quiet.( )John made a snowman and would learn to sled with his friends’ help.阅读3My Camping TripLast weekend I went camping with my dad and my brother, Jim. We took a tent, sleeping bags, flashlights, water and food. We arrived at the campsite on Saturday afternoon. There was enough room to build a campfire. Jim and I collected some dry leaves, small sticks and branches and Dad started a campfire. Then we cooked potatoes and cabbage for our supper and had some apple cakes for dessert. Everything tasted delicious.Soon it was time to put up the tent. We help Dad pull the tent out of the bag, but unluckily, we found there were no poles to hold it up. “Oh,” cried Jim, “I must have them left at home.” What could we do?Dad looked up at the starry sky. The night was clear and the air was warm. “It’s OK,” he said to us. “We don’t even need a tent.” He put the sleeping bags on the ground.We slept well that night. The sun was shining on us when we woke up the next morning. I think it was my best camping trip.Reading ComprehensionI. Read quickly for the topic.This passage is mainly about______.A. having a camping tripB. buying things for campingC. sleeping at the campsiteII. Read quickly for the information you want.( )1. How many people went on the camping trip?A. Two.B. Three.C. Four.D. Five.( )2. What did they forget to take with them?A. The tent.B. The sleeping bags.C. The matches.D. The poles.III. Read carefully for more information.( )1. Which of the following is true according to the passage?A. They went camping on a sunny winter day.B. Dad thought they didn’t need to take a tent.C. They spent the Saturday night at the campsite.D. They woke up the next morning before sunrise.( )2. Which of the following shows the order of what they did at the campsite?①building a campfire②putting the sleeping bags on the ground③cooking supper and enjoying it④failing to put up the tentA.①③④②B.④①③②C.④②①③D.③④①②Reading-Writing ConnectionIV. Read again and prepare for writing.Fill in the blanks with proper words according to the passage.。
医学英语经典阅读教程通识分册
医学英语经典阅读教程通识分册The field of medical English encompasses a vast array of terminology, expressions, and communication strategies essential for healthcare professionals operating in an international context. Mastery of medical English not only facilitates the dissemination of medical knowledge but also ensures the delivery of quality healthcare services across linguistic barriers.Understanding medical English begins with the fundamental anatomy and physiology terms that form the basis of medical communication. For instance, terms like "cardiovascular," "neurological," and "gastrointestinal" are not merely adjectives describing bodily systems; they are gateways to a deeper comprehension of health and disease. Each term encapsulates a wealth of information about the functions, disorders, and treatments associated with these systems.Moreover, medical English extends beyond terminology to include patient communication. Effective dialogue with patients requires clarity, empathy, and cultural sensitivity. Phrases such as "How are you feeling today?" or "Can you describe the pain?" are simple yet powerful tools in a clinician's repertoire, allowing for the assessment of symptoms and the establishment of rapport.In the realm of medical research, English serves as the lingua franca, enabling the exchange of innovative ideas and findings. Researchers must be adept at crafting articles that convey complex concepts in a clear and concise manner. This skill is particularly crucial when detailing methodologies, interpreting data, and discussing implications of studies.Medical education also relies heavily on English, with textbooks, lectures, and exams often conducted in the language. This is where resources like the 'Medical English Reading Comprehension Course' come into play, offering structured guidance to navigate the intricate landscape of medical literature.In clinical settings, the precision of language can be a matter of life and death. Prescriptions, diagnoses, and surgical directives must be communicated with absolute accuracy to prevent errors. Terms like "hypertension" must not be confused with "hypotension," as such a mix-up could lead to catastrophic outcomes.The cultural aspect of medical English should not be overlooked. With patients and professionals hailing from diverse backgrounds, it is imperative to understand and respect cultural nuances in communication. For example, some cultures may have specific beliefs about illness causation and treatment, which healthcare providers must acknowledge to ensure effective care.In conclusion, medical English is a critical tool for healthcare professionals worldwide. It enables the seamless operation of global health systems, fosters the advancement of medical science, and, most importantly, ensures the provision of compassionate and competent care to patients from all walks of life. As such, the pursuit of excellence in medical English is not just an academic endeavor but a commitment to the betterment of global health. 。
语言学教案 Chapter 11
little variation in degree of success or route target language competence
L2 learners vary in overall success and route L2 learners may be content with less than target language competence or more concerned with fluency than accuracy common, plus backsliding (i.e. return to earlier stages of development
7. Instruction not needed 8. Negative evidence correction not found and not necessary
Similarities between L2 learning and L1 acquisition? A continuing theme has been whether people acquire a second language in the same way as a first. If the L2 stages outlined above are also followed by L1 children, both groups are probably using the same learning process. The L2 sequence for English grammatical morphemes was similar, though not identical, to that found in L1 acquisition by Brown (1972), the greatest differences being the irregular past tense 三门峡职业技术学院 新编简明英语语言学教案 0398-2183570
牛津英语译林版七年级下册阅读训练 --7下英语读本 Chapter 11 - 教师版
Chapter 11诵读Moon, so round and yellow 月亮，那么圆，那么黄Moon, so round and yellow Looking from on highHow I love to see you Shining in the sky月亮，那么圆，那么黄从高处往下看我多想见到你啊在天空中闪耀Often and often I wonder When I see you thereHow they get to light you Hanging in the air我常常在想当我看到你在那里它们是如何照亮你的悬挂在空中Where you go at morning When the night is pastAnd the sun comes peeping Over the hills at last你早上去哪里当夜晚过去太阳出来了终于爬过了山Sometimes I will watch you, Slyly overheadWhen you think I’m sleeping Snugly in my bed有时我会看着你，狡猾地挂在头顶当你想睡觉的时候舒服地躺在我的床上阅读1The Grand Canyon大峡谷Sam and Justin are visiting the Grand Canyon in Arizona, USA, for the first time. This is their conversation.山姆和贾斯汀是第一次参观美国亚利桑那州的大峡谷。
这是他们的对话。
Sam: Wow! This view is great.山姆:哇!这景色真美。
Justin: I feel small next to it.贾斯汀:在它旁边我觉得自己很渺小。
Sam: The Canyon is more than a million acres.山姆:峡谷有一百多万英亩。
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外 语 教 案 首 页
第 11 单元 授课时间：2010 年 4 月23日 教案完成时间: 2010 年 3 月30日
课程名称
Medical English
Reading
年 级 2007级 专业、层次 英语本科专业四年级
教 师 朱午静 专业技术 职务 副高 授课方式 （大、小班） 小班 学 时 4/周
授课题目（章，节） Book 2 Chapter 11 Osteoporosis: Causes and Consequences
基本教材或主要参考书
1. English Course of Contemporary Medicine Ⅱ
2. Colour Atlas of Human Anatomy
3. Oxford Advanced English –Chinese Dictionary.
教学的目的与要求：
1. Explor the causes and consequences of osteoporosis, and preventive measures.
2. Debunk the myth that osteoporosis is a women’s disease.
3. Enlarge their vocabulary and have a good command of important glossary and useful expressions;
improve their speaking and writing skills throuh various exercise.
教学手段、教学方法：A combination of Grammar-translation, Communicative and Interactive method
in an multiple-media classroom, together with material object demonstration.
大体内容与时间安排：
Section I Asking, Listening and Watching: 90 minutes
SectionⅡ Theme Reading:90 minutes
SectionⅢ Extension Reading: 90 minutes
SectionⅣ Further Topics and SectionⅤ Language Practice: 90 minutes
教研室审阅意见：
（教学组长签名）
（教研室主任签名）
年 月 日
2
（教案续页）
基 本 内 容 辅助手段和时间分配
I Warm up Section I Asking, Listening and Watching: 90 minutes Check the questions the students find interesting to explore on the topic Students listen to tipic-related passages, watch a video clip and complete the tasks as required. II Theme reading: 1.lead in Through review the types of fractures heard in the listening material in last period class, introduce the medical word osteoporosis. 2. Explain the text The whole organization of the text; new words and expressions like “dowager’s hump”, “thrown off balance”, “in concert with” “paradigm”, “susceptible to”, “rule out” etc. 3. Explain medical words Osteoblast, osteoclast, antiseizure, fracture, osteitis, etc III Extention Reading 1. Check the exercise in theme reading part 2. asking questions to lead in the extention reading 3. practice the skimming and scanning reading skills 4. finish the exercise following the extention reading 5. Do part of the extention reading based on time IV Post-reading: SectionⅣ Further Topics and SectionⅤ Language Practice .1. students do lecture presentation based on the content learnt in this chapter and topics given in section IV 2. Check the exercise in language practice part, which have been assigned as homework 3. conclude the whole checpter 90 minutes:
PPT; 10 minutes
Group discussion; 15 minutes
Asking 20minutes
Listen, watching 25 minutes
90 minutes:
PPT; 10 minutes
Asking 20 minutes
material object demonstration 20
reading 30minutes
picture showing 10 minutes
90 minutes:
PPT; 10 minutes
group discussion; 20minutes
reading 30 minutes
answering questions 20minutes
90 minutes:
Ss’ mini lectures 30 minutes
group discussion; 20minutes
answering questions 20minutes
PPT; 10 minutes
3
（教案末页）
小 结
复习思考
题、作业题
1. Find as many as possible following two groups of medical words:
① with root: “poro”;
② with suffix: “-osis”
2. Finish Reading Comprehension Exercise after the Theme Reading
3. Review the types of fractures in listening
下次课
预习要点
Finish exercises in Language Practice part before the 4th time of the Chapter 11’
lecture
实施情况
及分析