大学英语精读第三版第二册U6教案
大学英语精读第三版第二册教案
教学目标：1. 通过阅读课文，掌握文章的基本内容和结构。
2. 培养学生阅读理解能力和英语表达能力。
3. 提高学生的词汇量和语法水平。
4. 培养学生自主学习和合作学习的习惯。
教学重点：1. 课文主要内容和结构。
2. 课文中的重点词汇和短语。
3. 课文的语法结构。
教学难点：1. 课文中的长难句理解。
2. 课文中抽象概念的理解。
3. 课文中的词汇和短语运用。
教学工具：1. 多媒体课件2. 课文原文3. 生词表4. 语法讲解资料教学过程：一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。
2. 引导学生思考课文可能涉及的主题和内容。
二、课文阅读1. 学生自读课文，初步了解文章大意。
2. 教师提问，检查学生对课文内容的理解。
3. 学生分组讨论，进一步分析课文结构。
三、词汇学习1. 教师讲解课文中的重点词汇和短语，提供例句。
2. 学生跟读并模仿例句，巩固词汇。
3. 学生完成词汇练习，检验学习效果。
四、语法讲解1. 教师讲解课文中的语法结构，结合例句进行讲解。
2. 学生跟读并模仿例句，巩固语法知识。
3. 学生完成语法练习，检验学习效果。
五、课文翻译1. 学生分组进行课文翻译，相互检查和纠正。
2. 教师选取部分段落进行点评和讲解。
六、课堂小结1. 教师总结本节课的重点内容和难点，强调学习要点。
2. 学生分享学习心得，提出疑问。
七、课后作业1. 学生完成课后阅读练习。
2. 学生翻译课文中的长难句。
3. 学生预习下一节课内容。
教学反思：1. 教师应根据学生的学习情况，调整教学方法和手段，提高教学效果。
2. 鼓励学生积极参与课堂活动，培养学生的自主学习能力。
3. 关注学生的学习进度，及时调整教学计划，确保教学目标的实现。
教学课时：2课时备注：本教案仅供参考，教师可根据实际情况进行调整。
现代大学英语精读2unit6教案
课程目标：1. 理解并掌握课文内容，提高阅读理解能力。
2. 学习并运用课文中的词汇和语法知识。
3. 培养学生的口语表达能力，提高英语交际能力。
4. 培养学生的批判性思维能力，学会从不同角度分析问题。
教学对象：英语专业本科学生教学时间：2课时教学重点：1. 课文内容理解2. 词汇和语法知识3. 口语表达能力的培养教学难点：1. 课文内容中的复杂句型2. 词汇的灵活运用3. 批判性思维能力的培养教学准备：1. 课文教材2. 课件3. 相关词汇卡片4. 课堂练习材料教学过程：第一课时一、导入1. 介绍本课的主题，激发学生的学习兴趣。
2. 引导学生回顾上一节课的内容，复习相关知识点。
二、课文阅读1. 阅读课文，了解文章大意。
2. 学生分组讨论，交流阅读感受。
三、词汇学习1. 引导学生找出课文中重点词汇，分析词性、词义和用法。
2. 通过例句和练习，让学生掌握词汇的运用。
四、语法学习1. 分析课文中出现的复杂句型，讲解语法知识。
2. 学生练习，巩固所学语法知识。
五、课堂练习1. 布置课后作业，让学生在课后巩固所学知识。
2. 学生展示作业，教师点评。
第二课时一、复习导入1. 回顾上一节课的内容，检查学生对课文的理解程度。
2. 引导学生复习词汇和语法知识。
二、口语表达1. 分组讨论，让学生运用课文中的词汇和语法知识进行口语表达。
2. 教师点评，纠正学生的错误。
三、批判性思维1. 引导学生从不同角度分析课文中的问题。
2. 学生分组讨论，提出自己的观点。
四、课堂总结1. 总结本节课的学习内容，强调重点和难点。
2. 布置课后作业，巩固所学知识。
五、课后拓展1. 建议学生阅读相关背景资料，拓宽知识面。
2. 鼓励学生参加英语角等活动，提高口语表达能力。
教学反思：本节课通过课文阅读、词汇和语法学习、口语表达和批判性思维等环节，旨在提高学生的英语综合运用能力。
在教学过程中，教师应关注学生的个体差异，因材施教，激发学生的学习兴趣。
大学英语精读第三版第二册unit6
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4. Three Types of Doctors
General Practitioners Specialists Researchers
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Text-learning
1. First reading 2. Further Understanding For Part I For Part II For Part III 3. Language points Questions and Answers Multiple Choice Questions and Answers
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Multiple Choices
1. When he first became a resident, Dr. Nolen had trouble going to sleep because ____________.
KEY
A) he was not confident that he had made a right decision B) he was nervous about what would happen to other doctors C) he was waiting for the emergency call D) he was reviewing all the facts of a certain case
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3. Do you know how many steps to become a real doctor in America?
1) to attend 4 years of college to obtain a bachelor’s degree 2) followed by 4 years of medical school 3) an intern in a hospital 4) a resident at a hospital 5) selected to be a chief resident
精品课件-新视野大学英语第三版读写教程第二册Unit6
2. What is the proper way to deal with this dilemma? Is more always better than less?
Evidences show that people feel less happy and more depressed when given an overabundance of choice. The tendency to keep all our doors of choices open might have damaged our life, and we can get greater pleasure and more satisfaction by focusing our energy and attention on fewer options and things. More is not necessarily better in life. We should close some doors in order to allow for the right windows of opportunity and happiness to open.
Just as all people have to make decisions in their everyday lives, college students are always faced with the dilemma of making right choices. Faced with an abundance of options to choose from, they can’t bear the pain to lose any opportunity and have a strong desire to keep all the options open. They try to avoid such an emotional loss, and would rather pay the high cost to keep all the doors of opportunity open.
新视野大学英语2第三版B2U6教案
课程名称：新视野大学英语2教材版本：第三版单元名称：Unit 6 A Journey of a Thousand Miles Begins with a Single Step 课时：2课时教学目标：1. 理解课文主旨，掌握文章结构和段落大意。
2. 掌握课文中的重点词汇和短语。
3. 提高学生的阅读理解能力和英语写作能力。
4. 培养学生的跨文化交际意识。
教学重点：1. 课文中的重点词汇和短语。
2. 课文的写作手法和结构。
教学难点：1. 课文中的复杂句型。
2. 课文的深层含义。
教学过程：第一课时一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由讨论，谈谈自己对“千里之行，始于足下”这句话的理解。
二、阅读课文1. 学生快速阅读课文，了解文章大意。
2. 教师引导学生分析课文结构，讲解段落大意。
三、词汇教学1. 教师带领学生分析课文中的重点词汇，如：begin, step, journey, thousand, miles, single, etc.2. 学生练习使用这些词汇造句。
四、语法教学1. 教师讲解课文中的复杂句型，如：A journey of a thousand miles begins with a single step.2. 学生练习翻译这个句子。
五、总结1. 教师总结本节课的重点内容，强调学生的收获。
2. 学生分享自己的学习心得。
第二课时一、复习导入1. 教师提问学生关于课文内容的问题，检查学生对课文的理解程度。
2. 学生复述课文中的故事。
二、阅读理解1. 学生阅读课文，回答问题，检验自己的阅读理解能力。
2. 教师讲解课文中的深层含义，引导学生思考。
三、写作训练1. 教师布置写作任务，要求学生以“我的梦想之旅”为题，写一篇短文。
2. 学生写作，教师巡视指导。
四、课堂展示1. 学生展示自己的写作成果，其他学生给予评价。
2. 教师点评学生的写作，指出优点和不足。
五、总结1. 教师总结本节课的重点内容，强调学生的收获。
新视野大学英语第三版读写教程第二册unit6A教案
Unit 6 Section A Door closer, are you?关门者”，你是吗？1 The next time you're deciding between rival options, one which is primary and the other which is secondary, ask yourself this question: What would Xiang Yu do?1 下次你要在两个难于取舍的、主要的和次要的选择之间做决定时，不妨问自己这样一个问题：项羽会怎么做？1 The next time you’re deciding between rival options, one which is primary and the other which is secondary, ask yourself this question: What would Xiang Yu do? (Para. 1)Meaning: The next time when you are to make a choice between two competing options, you have to distinguish which is the primary one and which is the minor one. To be enlightened, you can ask yourself what option Xiang Yu would choose.Meaning beyond words: It suggests that Xiang Yu was a wonderful decision-maker. Note: The phrase rival options means that both options seem like good choices, but one choice is somewhat better than the other. In this case, it is the one that Xiang Yu chose to implement.2 Xiang Yu was a Chinese imperial general in the third century BC who took his troops across the Zhang River on a raid into enemy territory. To his troops' astonishment, he ordered their cooking pots crushed and their sailing ships burned.2 项羽是公元前三世纪中国古代王朝的一位将军。
大学英语精读(第三版)unit610教案
大学英语 IV 课程教案授课时间第 15-16 周授课方式理论课□√讨论课□实验课□习题课□其他□（请打√）授课题目（教学章、节或主题）：Unit Six ( Reading and Writing course)Section A ： Sam Adams, IndustrialEngineer 课次 3 课时6 安排上一课次Review Unit 5 and lead-in of Text A- Sam Adams, Industrial Engineer 教学内容提要本课次教学目的、要求（分掌握、熟悉、了解三个层次）：教学目标：1. To understand the term of industrial“ engineering ” and talk about work efficiency“ ”;2.T o understand the main idea and the humorous narration.3.T o understand the structure and writing strategy:4.T o master key words and phrases5.T o conduct a series of listening and speaking tasks教学要求：1．要求学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用从属连接词。
2．掌握新单词、句型的使用方法；加强相关听说训练：Health 。
3.掌握阅读技巧：快速寻找中心大意。
教学建议：1．在教学过程中启发学生开展关于“工作和学习效率”的探讨，帮助和鼓励学生发现学习过程中的存在的“效率问题” ，改变自主学习、自我探究的学习方式，掌握必要的学习效率，培养大学校园中处理学习和生活之间关系的能力和效率。
2．提供最新的资料背景知识，如industrial engineering; efficiency; background music 等。
大学英语精读第三版第二册教案
大学英语精读第三版第二册教案教案标题：大学英语精读第三版第二册教案教学目标：1. 帮助学生提高大学英语阅读能力，包括理解文章主旨、理解文章细节、推理推断等。
2. 培养学生的词汇积累能力，扩大学生的词汇量。
3. 培养学生的阅读策略，提高学生的阅读速度和理解能力。
教学重点：1. 学会运用阅读策略，如预测、扫读、略读等，提高阅读效率。
2. 掌握文章主旨及细节的理解技巧。
3. 培养学生的词汇积累能力，扩大学生的词汇量。
教学难点：1. 培养学生的阅读策略，使其能够在有限时间内快速获取文章信息。
2. 帮助学生理解并运用文章中的高级词汇和语法结构。
教学准备：1. 大学英语精读第三版第二册教材及相关教辅资料。
2. 多媒体设备和投影仪。
3. 复印教材相关文章和练习题。
教学过程：一、导入（5分钟）1. 利用多媒体设备播放与本课相关的图片或视频，激发学生对话题的兴趣。
2. 引导学生回忆上一课时的内容，过渡到本课的学习。
二、预习导入（10分钟）1. 让学生自主阅读课文标题、段落标题和图片等，预测文章内容。
2. 鼓励学生提出问题并讨论，激发学生的思考和好奇心。
三、阅读训练（30分钟）1. 分段教学，引导学生通过扫读和略读等阅读策略快速获取文章主旨和细节信息。
2. 针对每个段落的重点句子和难点词汇进行解读和讲解。
3. 组织学生进行小组讨论，分享对文章的理解和感受。
四、词汇拓展（15分钟）1. 教师呈现并讲解本课文章中的重点词汇和短语。
2. 组织学生进行词汇拓展活动，如词义辨析、词汇运用等。
五、语法点讲解（10分钟）1. 教师讲解本课文章中的重点语法结构，并与学生一起进行练习。
2. 引导学生在阅读中注意语法结构的运用和理解。
六、练习与巩固（15分钟）1. 分发练习题，让学生进行阅读理解和语法填空等练习。
2. 引导学生相互检查答案，并进行讲解和讨论。
七、总结与反思（5分钟）1. 教师对本课的教学进行总结，强调重点和难点。
2. 鼓励学生提出问题和反思，促进学生对学习的思考和反思。
大学精读2unit6教案
教学目标：1. 掌握本单元的关键词汇、短语和常用句型。
2. 理解文章的主题和结构，提高阅读理解能力。
3. 通过讨论和写作，培养学生的思辨能力和表达能力。
4. 了解美国南北战争的历史背景，增强跨文化交际能力。
教学对象：大学英语专业二年级学生教学课时：2课时教学重点：1. 关键词汇和短语：courageous, relentless, discrimination, segregation, equality, etc.2. 常用句型：such as, in order to, despite the fact that, etc.3. 文章主题和结构：美国南北战争的历史背景，种族歧视与平等问题。
教学难点：1. 理解文章中复杂的历史背景和人物关系。
2. 将文章中的观点和论据转化为自己的观点和论据。
教学过程：第一课时一、导入（10分钟）1. 提问：同学们，你们知道美国南北战争吗？它对美国历史产生了哪些影响？2. 学生回答，教师总结：美国南北战争是美国历史上的重要事件，它对美国社会、政治、经济和文化产生了深远的影响。
二、课文阅读（20分钟）1. 学生自主阅读课文，注意理解文章主题和结构。
2. 教师引导学生找出文章中的关键词汇和短语，并进行讲解。
三、讨论（20分钟）1. 教师提出问题，引导学生就文章主题进行讨论。
问题：文章中提到的种族歧视和隔离政策有哪些？这些政策对美国社会产生了哪些影响？2. 学生分组讨论，分享自己的观点和论据。
四、总结（10分钟）1. 教师总结讨论结果，强调文章主题和结构。
2. 引导学生认识到种族歧视和隔离政策对美国社会的危害。
第二课时一、复习（10分钟）1. 教师提问，检查学生对关键词汇、短语和句型的掌握情况。
2. 学生回答，教师点评。
二、写作（30分钟）1. 教师布置写作任务：以“种族歧视与平等”为主题，写一篇短文。
2. 学生自主写作，教师巡视指导。
三、讲评（20分钟）1. 学生展示自己的写作成果，教师点评。
大学英语精读3教案
大学英语精读3教案【篇一：大学英语精读(第三版)unit 6-10教案】课程教案课程教案【篇二：大学英语精读第三册】passage onea couple of years ago i spent the day at an elementary school in new jersey. it was a nice average school, a square and solid building, full of reasonably well-behaved kids from middle-class families. i handled three classes, and by the time i staggered out the door i wanted to lie down for the rest of the day. teachings the toughest job there is. in his new memoir, teacher man, frank mccourt recalls telling his students, teaching is harder than working on docks and warehouses. not to mention writing a column. i can stare off into the middle distance with my chin (下巴) in my hand any time. but you go mentally south for five minutes in front of a class of fifth graders, and you are sunk. the average new teacher today makes just under $30,000 a year, which may not look too bad for a twenty-something with no mortgage (抵押贷款) and no kids. but soon enough the new teachers realize that they can make more money and not work anywhere near as hard elsewhere. after a lifetime of hearing the old legends about cushy (舒适安逸的) hours and summer vacations, they figure out that early mornings are for students who need extra help, evenings are for test corrections and lesson plans, and weekends and summers are for second and even third jobs to try to pay the bills. according to the department of education, one in every five teachers leaves after the first year, and almost twice as many leave within three. if any business had that rate of turnover, someone would do something smart and strategic to fix it. this isnt any business. its the most important business around, the gardeners of the landscape of the human race.unfortunately, the current way of dealing with problems in education is taken directly from business practice, and its aterrible fit. instead of simply acknowledging that starting salaries are woefully low and committing to increasing them and finding the money for reasonable recurring raises, politicians have wasted decades talking about something called merit pay (奖励工资). its a concept that works fine if youre making toys, but kids arent toys, and good teaching isnt an assembly line.26. what can we infer from the first paragraph about teachers? 1they have to teach three classes at a time.2they have a very rewarding job.3they prefer to teach children from middle-class families.4they have a very hard job to do.27. why does the author say teaching is tougher than writing a column? 1teaching is like working on docks and warehouses. 2teaching demands full attention.3teachers have to work with children.4teachers have no chance to go traveling.28. what do new teachers find out after some practice?1their starting salary is lower than offered by other occupations. 2they have to work during vacations to make ends meet.3they have to plan their time well to get everything done.4they can take a second or even a third job besides teaching.29. we can infer from the fourth paragraph that the author thinks __________. 1measures should be taken to keep teachers in their jobs2the rate of turnover in teaching is low compared to other occupations 3its natural for a number of teachers to quit in three to five years 4its fair to call teachers the gardeners of the landscape of the human race30. what does the author think of merit pay?1it will make up for teachers low starting salaries.2it will bring down the turnover rate of teachers.3it is a good fix for current educational problems. 4it is not suitable for the teaching profession.几年前,我花了一整天在新泽西的一所小学。
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大学英语精读第三版第二册U6教案Unit 6 The Making of a SurgeonTeaching Time: 8 hoursStudents’ level: non-English majors of the second semester of the 1 st year.Teaching Objectives:1.Understand the growing process of a surgeon from a beginner to a veteran, from being lack of experience to being full of self-confidence. Ensure that students have an idea about self-confidence, critical decision, attitudes toward mistakes, doctor’s growing and professional ethic.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and the required grammar points of the section.Words: anticipate, avoid, bother, bound case, conceited, conclude, confident, constant, critical, dwell, emergency, handle, resolve, responsibilitiesPhrases & Expressions: draw to a close, live with, dwell on, bound to, in practice, butterflies in the stomach, open up, in advance, atone time or another, sit onGrammar: using conjunction of once, sentences expressing logical order , emphatic expression3.About the reading, Ss should acquire the reading skill —reading for the implied meaning.4.About the writing, Ss should get to know the paragraph developing —parallelism.5.About the listening, Ss will finish Unit 6 directed by theteacher. Teaching Procedures:I.Pre-reading Activities1.Introductory remarks:It goes without saying that everyone wants to become successful. But usually there is a long way to go before one can gain success. This is especially true of a surgeon. What's the key to the making of a surgeon and at what point in time does a doctor finally become a surgeon? In this text, the author, a famous surgeon, tells us the answer from his own experience. Now let's have a careful study of the text.2.Warm-up questions(1) What qualities do you think are essential to a surgeon?(2) What kind of doctor do you like most?(3) Do you want to work as a surgeon? Why or why not?3.Key words and expressions:1). conclude:a. arrive at a belief or opinion by reasoning: for example:The doctor concluded that the patient's disease was cancer.The judge concluded that the accused was guilty.b. come or bring to an end: for example:The professor concluded his lecture by summing up the main points hehad previously mentioned.c. arrange; bring about: for example:The two countries concluded a peace treaty.2). competent:properly or sufficiently qualified; capable; adequate for the purpose:be competent in one’s work/as a teacher/to do his job.3)particular:a.belonging to some person, thing, or occasion; single and different from others. For example:She has a particular preference for Chinese art.He wasn't watching us at all at that particular moment.b.special; unusual. For example:Particular attention was given to the orphan girl.The particular nature of his job keeps James Bond on guard all the time.c.hard to satisfy. For example:I’m not particular about my clothes; I don't mind what I wear.He is very particular about his food.d.detailed; exactE.g. Give me a full and particular description of what happened.4). constant:a. happening all the time. For example:Headache is her constant complaint.b. remaining the same. For example:Temperature is at a constant 26 degrees in this hotel.c. faithful. For example:He alone remains constant to the quick-tempered musician.5). resolve:a. solve. For example:The dispute was resolved through mediation.To the amazement of all, the little boy resolved the equation in five minutes.b. decide. For example:He resolved that nothing would hold him back.The Party resolved to pay more attention to economicdevelopment.c. (n.) sth. that has been decided, decisionE.g. On New Year's Day, he made a resolve to go jogging twice a week.6). sound:a. correct; based on good judgment. For example:You can depend on her for a sound judgment\choice..b. healthy; in good condition. For example:I doubt if he is sound in his mind.Her heart is as sound as a drum.7). handle:a. manage; deal with. For example:A manager must know how to handle his men.b. touch; take up. For example;The stamp collector washes his hand before handling stamps.c. operate; direct; train. For example:After two months5 training, the worker now handles the machine with ease.d. part of a tool, cup, bucket, door, drawer, etc. by which it may be held in the hand. For example:the handlebar of a bicycle; the handle of a cup; a door handle.Hold the handlebar of a bike tightly, you won't fall down.8)anticipate:a)see beforehand. Examples:Analysts are anticipating a bull market.I anticipate having an enjoyable working relationship with you all.A good teacher should anticipate what the students need.b) expectE.g. I anticipate his arrival with much pleasure.9)sole:one and only; unshared. For example:Drunken driving was the sole cause of the accident.His sole wish is to live an undisturbed life.!0) avoid:escape; keep or get away from. For example:For fear of kidnappers, parents tell their children to avoid speaking to strangers in the street.11) bother:a. annoy; trouble. For exampleI am sorry for bothering you with so many questions.b. worry. For example:There’ ll be some way out. Don’t bother about it.c. worry; trouble. For example:What a lot of bother about nothing!12.making :n. a) the process of a person or thing that makesE.g. The making of the English language is an interesting subject.b) the means or cause of success or great improvement or advancementE.g. Hard work will be the making of you.13. surgeon :n. a) doctorE.g. Many lives have been saved by this famous surgeon.b) surgery : (n.) operationE.g. Cancer usually requires surgery.c) surgical : (adj)E.g. A surgeon always wears a surgical mask in the operation room.14. critical :a. a) important at a time of danger and difficultyE.g. Heroes emerge at critical moment in history.b) fault-findingE.g. He has written several critical articles on the film.15. case :n. a) instance of disease or injuryE.g. Emergency cases must be treated first.b) actual state of affairs, instance of the occurrence of sth.E.g. Suffering can have beneficial results and certainly I know that was true in my case.c) question to be decided in a law courtE.g. The case is still under police investigation.16. draw to a close / an end :come to an end; concludeE.g. The summer vacation in drawing to a close.17. live with :accept ( sth unpleasant )E.g. You must live with the fact that you are no longer as healthy as you are.18. dwell on / upon :think about , speak or write a lot aboutE.g. It doesn't do to dwell too much on one's shortcomings.19.be bound to :be certain toE.g. Look at the cloudless sky ! It is bound to clear up.20. butterflies on one's stomach :a feeling of fear or anxiousE.g. When her turn for the oral test came, she suddenly had butterflies in her stomach.21. in advance :before or ahead of timeE.g. There's always a great demand for tickets, you'd better book your seats well in advance.22. sit on :do nothing about, neglectE.g. It's unfortunate that our director simply sat on our suggestion and did nothing about it.4. Synonym Discrimination1). treat curetreat : To accept as a patient, to diagnose illness and to help relieve it cure : to bring back to health, stressing the positive result of medicaltreatmentE.g. The bone fracture in the truck driver's left leg was being carefully treated.Doctors and scientists may discover at any moment now how to cure cancer.2). encounter meetencounter : more formal word; strongly to imply a casual or unexpected meeting.meet : common word. to see peopleE.g. He encountered many difficulties an his journey around the world.He promised to meet her at the airport.Ⅱ. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in detail.Lines 1-- 71. Language PointsThere is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon…(1) "I cannot …any other surgeon" is attributive clause, modifying "surgical patient".(2) The double negative sentence has a strong meaning.E.g. There is nothing that he cannot do.2. Questions for Discussion(1) Do you think self-confidence is essential to a surgeon?---Self-confidence is considered a symbol of competence, which can reassure patients and help a surgeon make resolute decisions and take resolute actions to help his patients.(2) Why is the double negative sentence "There is no surgical patient I cannot treat competently" used?---To emphasize the affirmation and show confidence.Lines 8--161. Language PointsIt was the only way I could find the peace of mind I needed to relax. (1) "It was the only way" is the main sentence.. "I could…to relax" is attributive clause, modifying "way". And in this attributive clause , "I needed to relax" is attributive clause, modifying " the peace of mind.2. Questions for Discussion(1)What people would make a telephone call at night to the hospital?---Those who are seriously injured in an accident, seriously ill for some sudden reasons.(2) How do you understand a " critical decision"?---A critical decision is a life-and-death decision because it can save a patience's life or result in a patience' death.(3) What can you conclude about the resident from thisparagraph?---He worried about the decisions he made and he had a strong sense of responsibility.Lines 17--241. Language Points…but I had learned to accept this a constant problem for a surgeon, one that…live with it.(1) accept…as : I accepted him as my dear brother.(2) "One " refers to "a problem". "It" refers to "situation".2. Questions for Discussion(1) How do you understand "I could live with it"?---He could face the decisions he made, right or not, with peace of mind.(2) Why did he have a nice feeling?---He had gained enough knowledge and experience and he had self-confidence.Lines 25--321. Language PointsI'd sweated through my share of stab wounds of belly, of punctured lungs, or compound fractures. = I'd been nervous and filled with anxiety while painstakingly treating the serious injuries that come to every young doctors, such serous injuries as stab wounds in the belly,punctured lungs and compound fracture.(1) sweat : work long and hardE.g. The team sweated through the game and managed to keep their trophy.(2) share : a partE.g. That is your fair share.2. Questions for Discussion(1) Why did he mention these three cases?--- They were all serious injuries and complicated cases in which it was impossible to anticipate all the problems in advance.(2) When and why didn't he "sweat" through the operations any more? ---When his five-year residency was drawing to a close. He was no longer nervous because he had gained the knowledge, the skill, the experience and confidence.Lines 33--411. Language Pointswhen I was out in practice = when I completed my residency period and began to work on my own as a surgeon.…chances were that no other surgeon could have, either…= …it was most likely that other surgeon could have avoided the same mistakes.(1) chances are / were that : it is / was likely thatE.g. Chances are that he has already heard the news.2 Questions for Discussion(1) What kind of mistakes could a surgeon make?---He could make a wrong judgement, operate on a wrong person or wrong parts, etc.(2) What was his attitude toward hid mistakes before the residency?---He couldn't tolerate or forgive them; he couldn't bear to think he was solely responsible for them.(3) Are you afraid of making mistakes?---Mistakes are part of human's life, no one could avoid them. And failure is the mother of success. We could learn lessons from our mistakes. Lines 42--471. Language PointsHe needs it to encourage him in trying moment.(1) trying : distressing. difficultE.g. We had a trying day.(2) try : cause to be tired, exhausted, out of patience, etc.E.g. Time tries everything.2. Questions for Discussion(1) Why does the author use "sounds" and "guess" when he speaks of "conceit"?---Conceit means excessive pride in oneself or in one's abilities. It is not usually a good characteristic or behavior. But to some extent, a surgeonneeds it.(2) What is it that a surgeon needs, conceit or self-confidence?---Both. Self-confidence means adequate confidence in oneself and one's abilities. It's based on competence, experience and the like. Conceit , the feeling that one is better that others, is what a surgeon needs to help give self-confidence.Paragraph One and Two:1). Language Points:a. draw to a close: come to an end. Examples:This semester is drawing to a close.The year soon drew to its close.b. on more than one occasion: more than one time. For example:I have asked him for my books on more than one time.On another occasion, he landed in a deserted car park.c. treat, cure: To treat someone medically is to accept him as a patient, to diagnose his illness and to help relieve it. To cure someone (of an illness), on the other hand, is to bring him back to health, stressing the positive result of medical treatment. We can also s ay ‘to cure a disease’meaning ‘to get rid ofdisease’. Compare the following examples: Which doctors are treating her for her illness?This medicine should cure you of your cold.2) Questions:a. Why did he ask the question when he was finishing his residency?b.do you think self-confidence is essential to a surgeon?Paragraph Three:1). Language Points:a. encounter, meet:Encounter is a synonym for meet. It is a more formal word and strongly implies a casual or unexpected meeting.Compare the following examples:He promised to meet her at the airport.On the train I encountered (or : chanced to meet) an old friend of mine who I had not seen for years.b. having trouble doing sth.: have difficulty doing sth. Examples:Such a pleasant girl as she has no trouble making friends with people. The boy had a lot of trouble getting up early in winter.2). Questions:a. How do you understand a “critical decision”？b. What can you conclude about the resident from this paragraph? Paragraph four:1). Language Points:a. live with: accept (sth. unpleasant). Examples:Most of us don^t like the new regulations, but we have to learn to livewith them. You must live with the fact that you are no longeras healthy as you were.b. dwell on : think about; speak or write a lot about. Examples:Let bygones he bygones. Don’t dwell so much on the past.The speaker dwelt on that point for more than an hour.c. be bound to : be certain to ; be sure to. Examples:You are bound to succeed if you keep on trying.If s hound to rain. Look! The clouds are gathering quickly.2). Questions:a. What does the author mean by "sleeping was no longer a problem^?b. Why did he have a nice feeling?Paragraph Five:1). Language Points:a. in practice: while performing my professional skills as a surgeo n. "Practice”here means "exercising or performing the profession of medicine”' i.e., “regular work of a doctor”.b. butterflies in one’s stomach: a feeling of fear or anxiety. Examples: When the young man walked into the office to see headmaster, he had butterflies in his stomach.Whenever he gets up in front of his audience, he has butterflies in his stomach, no matter how many times he does it.c. in advance: ahead of time; beforehand. Examples:You have to pay the rent in advance.e.I’d sweated through my share of stab wounds of the belly, of punctured lungs, or compound fractures.: Yd been nervous and filled with anxiety while painstakingly treating the serious injuries that come to every young doctor ——such serious injuries as stab wounds in the abdomen, punctured lungs and compound fractures.2). Questions:a. Why did he mention these three cases?b. When and why didn’t he “sweat”through the operations any more? Paragraph Six:1). Language Points:a. "Nor was I afraid of making mistakes”Inversion shoul d be applied when a negative word is placed at the beginning of a sentence. More examples:Never have I seen such an unreasonable person as him.Seldom does he speak Chinese in English classes.b. When I was out in practice : When I completed my residency period and began to work on my own as a surgeon.c. sit on: neglect; do nothing about. Examples:I sent in my application in good time, but the secretary sat on it for a month.We should not sit on those who need help.d. ... chances were that no other surgeon could have, either.: it was most likely that no other surgeon could have avoided the same mistake, chances are/were that: it is/was likely that. For example:Chances are that our team will win.2). Questions:a. What kind of mistakes could a surgeon make?b. Are mistakes part of human's life?Paragraph Seven:1). Language Points:a. conceited: foil of pride in one's powers, abilities, etc. Examples:The conceited actor behaved as if he were the greatest man in the world. The conceited rabbit was beaten by the turtle intheir race.b. trying moments: moments that cause severe strain; moments that try one's nerves. For example:I always ask my father for help in trying moments.2). Questions:a. Why does the author use “sounds”and “guess”when he speaks o f “conceit”？b. What is it that a surgeon needs, conceit or self-confidence?3. T asks Ss to come out the main idea, structure of the text (10 mins)4. T summarizes the main idea and structure of the text (5 mins)Ⅲ. Summary Questions and Concluding Remark s1. Summary Questions(1) What's the making of a surgeon?---It's a long and tough way. Not until he finishes the medical education and the hospital residency. Not until he builds up necessary confidence in himself.(2) What had the author gone through before he became a surgeon?---Emergency situations he encountered at night; the critical decisions he had had to make; the sleepless nights because of worries about his treatment; the experience of sweating through operations; the fear of making mistakes and the transition from doubts and uncertainties to self-confidence.2. Concluding Remarks---Self-confidence is the key to the making of a surgeon. But self-confidence is based on necessary knowledge, skills, experience and expertise. In addition , the sense of responsibility is another quality foe s qualified doctor. All these work ethics arerequired for professionals in various other fields as well.Ⅳ. Post-reading Activities1.Let the students do the exercises in the textbook which arc related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.。