課時安排
根據(jù)教材內(nèi)容、結(jié)構(gòu)特點，本單元分４個課時
Period 1: Warming up, Listening and Speaking
Period 2: Reading
Period 3: Let’s Study
Period 4: Integrating Skills
教材分析和處理
本單元中心話題是 “疾病”, 內(nèi)容涉及艾滋病的常識、艾滋病患者小華的故事、癌癥患者的故事等，語言知識和語言技能的設(shè)計都圍繞中心話題設(shè)計。
Warming up 以討論醫(yī)學(xué)界有挑戰(zhàn)性的疾病入手，使學(xué)生對這些人類疑難的疾病有所了解。用病人患者的圖片引出艾滋病、癌癥不治等之癥，從而過度到做“艾滋病常識測驗”，學(xué)生可能知之不多，結(jié)合書上的五張圖片以及文字解釋使學(xué)生對艾滋病有初步的了解，為本單元的學(xué)習(xí)做好鋪墊。
Listening 部分介紹了疾病預(yù)防控制中心的專家的工作。如何把學(xué)生從談?wù)摪滩〉壬鐣䥺栴}引到這部分內(nèi)容來，我把去年的SARS作為例子，指出有那么一些醫(yī)學(xué)工作者正在研究攻克疑難疾病，他們就是Disease Detective。為了使學(xué)生對任務(wù)做到心中有數(shù)，在聽之前讓學(xué)生先瀏覽第一部分題目。在學(xué)生完成第一部分練習(xí)以后，讓學(xué)生復(fù)述專家們從采集病源―分析病情―給出疾病預(yù)防建議等一系列工作。緊接著學(xué)生討論“假如你是個Disease Detective, 你會怎么做以至對這種新的疾病有更深的了解？”通過討論，使學(xué)生思考如何尋找病源，共同關(guān)注疾病，達到共同戰(zhàn)勝疾病的目的，就像我們對待SARS一樣。不過由于這個話題可能離學(xué)生生活遙遠，可能操作性不是很強，教師自主選擇。
Speaking緊緊圍繞一些有挑戰(zhàn)性的疾病和社會不良習(xí)慣，通過辯論，探究它們的社會危害性的大小，教育學(xué)生每個人都應(yīng)該從自身做起，遠離不良習(xí)慣，關(guān)注艾滋病，關(guān)注健康。另一方面還可以培養(yǎng)學(xué)生以事實和道理說服別人的能力，同時也可以豐富學(xué)生描述疾病的詞匯、句型等語言知識。
這樣從Warming-up到Listening到Speaking，這堂課中心是關(guān)注疾病關(guān)注健康、遠離不良習(xí)慣。
思考：備課時覺得內(nèi)容有點散，建議把Speaking放在Reading上完以后，學(xué)生在更多地了解艾滋病的情況下，讓學(xué)生把它與吸毒、吸煙、酗酒比，辯論其危害性，可能效果會跟好。Reading 是一篇記敘文, 敘述了一位不幸染上艾滋病毒卻勇敢面對現(xiàn)實、與艾滋病做斗爭的小女孩Xiao Hua的經(jīng)歷以及她的心聲和愿望。文章簡要介紹了艾滋病是怎么回事，艾滋病的傳播途經(jīng)，目前世界上青少年患艾滋病的情況等有關(guān)艾滋病的知識。實際上，課文有兩條線索，一條敘述Xiao Hua, 另一條是介紹艾滋病的一些基本常識。兩條線索清晰但又有機地結(jié)合在一起。文章既引導(dǎo)艾滋病患者要正確對待有限的生命，又呼吁全社會共同關(guān)心艾滋病患者，了解并防范艾滋病。
我從小華的一張圖片入手讓學(xué)生描述圖中的女孩，圖中的女孩子年齡很小，很可愛。這時候我指出She is young and lovely, but she is dying, because she is suffering from an incurable disease. 然后板書Born Dying，讓學(xué)生理解標(biāo)題。這時學(xué)生對這標(biāo)題理解就比較容易。 緊接著讓學(xué)生對著標(biāo)題Born Dying和圖片猜測What do you think the writer will tell us about Xiao Hua?并收集學(xué)生的問題。例如:
How old is she?
What kind of disease did she get?
How did she get it?
How did she feel about it?
What is her life like?
What is she doing now?
培養(yǎng)學(xué)生養(yǎng)成讀前預(yù)測的習(xí)慣，鍛煉學(xué)生預(yù)測的思維。
為了快速讓學(xué)生對Xiao Hua有大概的了解，這時讓學(xué)生帶著讀前預(yù)測的問題快速閱讀文章并找到答案，培養(yǎng)學(xué)生略讀的能力。對于有些不是用一句話就能回答的問題，（如What is her life like? What is she doing? How did she feel about it?）要讓學(xué)生細讀，提高學(xué)生的歸納、推理的能力，同時使得學(xué)生比較全面了解她的生活狀況以及她的所作所為，她的所思所想。為了達到讓學(xué)生掌握艾滋病的基本知識，呼吁全民防范艾滋病這個目的，我把學(xué)生分成四人一組，兩人搜索文章中有關(guān)艾滋病的知識，另兩人根據(jù)搜索到的知識設(shè)計艾滋病Quiz，我挑選最佳Quiz，各組挑選一人參加搶答賽。通過這個活動，學(xué)生學(xué)會自主搜尋知識，自主利用知識進行交流的能力，也讓學(xué)生掌握艾滋病的基本知識，同時落實了有關(guān)描述疾病的語言知識（如break down, leave…defencelese agaist.. manage to live, be infected with, transmit by, a lack of, suffer等）。為了鞏固這些知識，讓學(xué)生完成Workbook 第124練習(xí)一。
至于課文中出現(xiàn)的本單元語法“虛擬語氣”的句子，在這節(jié)課只要求學(xué)生了解“虛擬語氣”的含義，它的運用放在下一節(jié)課學(xué)習(xí)。因此讓學(xué)生通過找小女孩的愿望找出虛擬語氣的句子，并告訴學(xué)生愿望不是事實，一般是目前比較難以實現(xiàn)的。通過對比小女孩的愿望與她的現(xiàn)實，使學(xué)生明白了虛擬語氣的含義。我也趁機提出我們能做些什么來關(guān)心幫助青少年艾滋病患者，幫助她們實現(xiàn)愿望。最后提出紅絲帶、紅絲帶的故事（小詩）世界艾滋病日，要是有首歌也可以，深化了主題。
總結(jié)：Reading 這堂課以閱讀入手，在閱讀中完成任務(wù)。我想學(xué)生在解讀小華與對艾滋病的進一步了解的過程中，不但提高了閱讀理解能力，他們的身心也會有所震動。
思考：可能時間不夠。參考建議：把Vocabulary 作為作業(yè)。
困惑：詞匯教學(xué)是否會沖淡閱讀的主題思想，影響整體性。
Language Study分詞匯和語法兩部分。1）、詞匯歸類學(xué)習(xí)策略，既通過反意詞學(xué)習(xí)來鞏固所學(xué)詞匯，幫助學(xué)生學(xué)習(xí)在具體語境中正確使用詞匯。課堂引入從復(fù)習(xí)Reading入手，鞏固了所學(xué)詞匯。接著讓學(xué)生完成Word Study 練習(xí)，學(xué)習(xí)在語境中運用詞匯。
2）、語法。虛擬語氣：教材設(shè)計了六個練習(xí)，第一個練習(xí)要求學(xué)生用句子解釋五個虛擬語氣句子的意義，幫助學(xué)生理解虛擬語氣句子的含義。這一步已在閱讀課中處理過，所以我直接從第二個練習(xí)Picture1入手。總體思路是先圍繞主題引出句型，再創(chuàng)造語境應(yīng)用句子, 達到熟練應(yīng)用的目的。Picture1: 假設(shè)圖中的小女孩是小華，今天是她的生日，她會許什么愿？目的是讓學(xué)生回憶小華的愿望，加深學(xué)生對I wish…句子結(jié)構(gòu)的記憶，也可以再次強調(diào)其含義；接著緊緊圍繞小華的話題，假如你是她的朋友，你會怎么做，列出句型If you were her friend, what would you do?同時向?qū)W生解釋你實際上不使她的朋友。但是實際上有很多人瞧不起她們，“They treated her as if she were a bad or dangerous person.” 這時，打出中國第一例人造美女的照片，讓學(xué)生站在她的角度想象當(dāng)時其“整容的目的”以及“整容后的情景”，讓學(xué)生試著用I wished…,If I were…I would…表達，最后把鏡頭又對準(zhǔn)學(xué)生，假定今天是你的生日，你們許個愿，用“I wish…; If I …,I would..”。最后讓學(xué)生自行探究，歸納虛擬語氣的結(jié)構(gòu)與運用，并完成workbook 上的練習(xí)。
思考：語法課該如何做到筆頭落實？因為筆頭練習(xí)使語法知識更扎實，但課堂變得單調(diào)。另外，語法課堂教學(xué)該用中文還是最好用英語？因為有時中文解釋得更清晰.
Integrating Skills 提供的范文是一個身患癌癥的病人。自述確診為癌癥的那一天的情形及心理活動，然后解釋什么是癌癥，如何與癌癥作斗爭，最后戰(zhàn)勝癌癥的過程，以及這次經(jīng)歷對自己的人生的改變。在布置學(xué)生寫作之前，要讓學(xué)生通讀范文，找出敘事的五要素（Who What When Where How）并掌握文章的整體結(jié)構(gòu)，同時讓學(xué)生仔細解讀作者描述感覺的句子，從剛開始I remember having an empty feeling in my stomach and thinking that my life was going to end.到This was only the beginning.到I wished that I were dead so that I would not feel so sick.到I now feel as if that was when my life really began。為了提醒學(xué)生閱讀時要注意一些優(yōu)美的句子，并做到會用，我設(shè)計了6個句子，希望學(xué)生能應(yīng)用到寫作中。接著指導(dǎo)學(xué)生找到自己人生中的一些重要事件以及當(dāng)時的所思所想，并給出寫作的具體步驟，幫助學(xué)生學(xué)會記事和將所學(xué)語言知識用于實踐。
思考：范文的作用有多大？優(yōu)美句子要想用起來，那最好出現(xiàn)在類似的語境中，假如學(xué)生沒有親身經(jīng)歷類似的情況，那里面的語言知識就得不到運用，范文也就失去了讓學(xué)生模仿的功能。另外，范文通常跟本單元主題有緊密的聯(lián)系，比如本單元中心話題是疾病，范文是有關(guān)癌癥，我在思考當(dāng)指導(dǎo)學(xué)生閱讀時，是否要讓關(guān)注癌癥知識，讓學(xué)生更多地了解癌癥，這也是本單元的目的。但是這樣一來勢必影響寫作課的整體性。
總教學(xué)目標(biāo)
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practice talking about imaginary situations.
3. Practice supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood(1): If I were you,..
5. Write a personal narrative
教學(xué)重難點
1． 重點
話題: Talking about deadly diseases and attitudes towards them
詞匯：quiz false virus via blood prevention persuade defenceless illness treatment unprotected sex lack available discourage cheer network specialist meaningful fierce stranger cell radiation strength recover fighter contrary category
功能：1. Supporting and challenging an opinionI think that…, because…
First,…
One reason is that…
For example,…
If we/they were to…, we/they could…
Perhaps, but what if/about..?
Have you thought about…?
Could you please explain…?
If I were you, I would…?
2. Describing imaginary situations
If I were you, I would…
I wish…
If we were to…, we could…
…as if…
語法: 虛擬語氣
If I were not so busy now, I would go with you.
I wish I could remember more about my mum.
If we didn’t know how HIV spreads, we could easily get AIDS.
2． 難點
a. Reading 結(jié)構(gòu)的總體把握
b.描述有關(guān)疾病的詞匯、句子的正確理解。
c. 虛擬語氣的運用
教學(xué)設(shè)計
Period One Warming-up, listening and speaking
Goals: 1. Know about some diseases
2. Practise listening
3. Practise the expressions supporting an opinion and challenging an opinion
Important points: 1. To train the students’ ability of listening
2. To get the students to practise the expressions of supporting and challenging opinions.
Difficult points: 1. To get the students to organize the facts in an effective way during the debate and train their skill of deduction.
Teaching Procedures:
Step 1:Warming up(Showing some pictures of some patients )
T: What do you think has happened to the people in the pictures?
Ss: They are in trouble. They are suffering a lot.
T: Yes. They are suffering from illness. Some diseases are incurable. Do you know some of them?
Ss: AIDS, Cancer and so on. What do you know about AIDS?
Ss: It’s a deadly disease which can make people die.
It’s incurable.
Everyone can be infected with AIDS.
It’s caused by the AIDS virus-HIV.
T: Here is a AIDS QUIZ. Finish the quiz.
Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. (on slide)
Step2 :Listening
T: We know AIDS is difficult to cure. But maybe in the future, it will be curable and controlled. Just like SARS, which struck China last year, it was controlled. So we should not lose heart, because there are a group of people who are engaged in finding the most effective way of controlling the disease. They are disease detective. To know more about what a disease detective do? How does a disease detective work? let’s listen to Jane –a disease detective who works at the centre for Disease Control and Prevention. Finish Part 1.
Step3: Post-listening
T: You know their job is very important. To control a disease, it’s more important to prevent than to cure.
Discuss: If you were a disease detective, what would you do to learn about a new disease?
Step4: Speaking(Work in groups of 4)
AIDS is a deadly disease which endangers our health and meanwhile the society because it is spreading fast and causes a lot of fear and suffering in the world. It has been another serious problem of the world just like drugs, smoking, and drinking. Among these, which do you think is the most serious social problem?
Each student represent a different idea and must think of reasons to support his or her view.
1. Supporting an opinion
I think that …, because…
First…
One reason is that…
For example…
If I were to…, we could…
2. Challenging an opinion
Perhaps, but what if/about…?
Have you thought about…?
What makes you think that…?
Could you please explain…?
If I were you, I would…
Step 5:Concusion
AIDS, drugs, smoking and drinking are all harmful to our health and meanwhile harmful to our society. We should care about our own health and stay away from the bad habits and together with the disease detective fight against the diseases and bad habits.
Homework:
1. Collect the causes of cancer, then check your own way of life and your diet to make a necessary change.
Period Two Reading
Goals: 1. Learn about basic knowledge of AIDS and the life of people with AIDS.
2. Improve the students’ reading ability and comprehension.
3. Call on people to care about the people with AIDS and fight against AIDS.
Important points: 1. To improve the students’ reading ability and comprehension.
2. To get the students to know more about AIDS including the words related to it.
Difficult points: 1. How to design a quiz
2. Subjunctive mood
Teaching procedures:
Step 1: Leading-in (Showing a picture of the lovely girl, Li Hua)
T: Look at the girl in the picture. What do you think of her?
Ss: She is young and lovely. She is smiling and talking.
T: Yes, she is lovely. She is young but she is dying. Today we will read “Born Dying”
Look at the title. What can you have about the girl in your mind according to the title?
Ss: Maybe she is suffering from a serious disease.
1. What disease has she got?
2. How old is she?
3. How serious is the disease?
4. How did she get the disease?
5. What kind of life does she live now?
6. What’s her attitude towards the disease?
7. What is she doing?
…
Step 2. Fast-reading
T: Read to find the answers to the first four questions you asked.
1. She is infected with HIV.
2. She is 12.
3. The illness is incurable.(There is little hope.)
4. She got the illness through birth.
Step 3 Careful reading
Read again to answer question 5-7.Meanwhile explain some words and sentences in bold.
5. She lives an unhappy life.(Why?) She has no mother. Her father also has AIDS. There is little hope. The drugs that are available are much too expensive. She will get AIDS one day and will die. Besides these, she also deals with people’s fear of the disease. They usually think they are bad and dangerous. But she didn’t let that knowledge discourage her.
6. What’s her attitude to the disease?(Which sentence shows her attitude to the disease?)What does she mean by it?
My life may have to be short, but there is no reason why it can’t be beautiful.
7. She has decided to use the limited time she has left to do something to help others. She spends much of her time telling others about her disease and encouraging people to learn how to protect themselves. She also goes to visit other AIDS patients in hospitals across the country to support them and cheer them up.
Step 4: Design a quiz about AIDS.( Dividing the class into two big groups.)
T: In the text, the writer tells us a lot of knowledge about HIV and AIDS.
Group1: Find the information about AIDS and try to remember some important information.(Work in groups of 4)
1. AIDS is a disease that breaks down the body’s immune system and leaves a person defenceless against infections and illnesses.
2. Most people who have AIDS manage to survive only a few years after they get the disease.
3. Medicine can help keep them alive, but the treatment is expensive and doesn’t cure them.
4. People get AIDS after having been infected with HIV.
5. HIV spreads through blood the other body liquids.(Explaining “what are HIV and AIDS?”)
HIV: Human Immune Deficiency Virus
(人體免疫缺損病毒)
AIDS: Acquired Immune Deficiency Syndrome
(獲得性免疫功能缺失綜合癥)
6. People transmit HIV by having unprotected sex, by receiving infected blood transfusions or through birth.
7. Thousands of children become infected with HIV every day.
8. In 2002, 800,000 children under 15 became infected. There were 3.2million infected children in total in the world.
9. The disease is spreading fast in Africa and parts of Asia, mainly because of a lack of proper health care, prevention and education.
10. We should care and help the AIDS patients. We shouldn’t fear them.
11. It’s safe to shake hands, talk, and eat with someone who has AIDS.
12. Let’s treasure our life though it is short.(on Slide)
( Show it to the students to see whether they’ve found all the information about AIDS in the text and explain the phrases in bold.)
Group2: Design a quiz about AIDS according to the text. (Work in groups of 4,trying to design at least 6 questions about AIDS)
1. AIDS is a disease that stops a person from protecting himself by destroying the immune system. TRUE or FALSE?
2. How long do most AIDS patients live?
3. There is treatment for AIDS but the treatment is too expensive.
4. Is HIV the same as AIDS?
5. How does HIV transmit and what are three ways HIV transmit?
6. In 2002, there were 3.2 million children infected with HIV. True or False?
7. Why is the disease spreading fast in Africa?
8. It is safe to shake hands, talk and eat with AIDS patients.Yes?
9. What should be the right attitude towards the AIDS patients?
(on Slide)
( Choose the group who has the best questions and have a AIDS knowledge contest). (1 point for each) (asking 4 students
Step 5: Vocabulary
Finish Ex1 on page 124.
Step 6: Discussion
T: Living with HIV/AIDS is especially difficult for children and young people. There are many problems a young person with HIV/AIDS has to deal with. How I wish they could live happily like the healthy children! Does Li Hua have wishes?
Ss:(Collect Li Hua’s wishes)
I wish I could remember more about my mum.
I wish that she were here with me and that we weren’t sick.
If I were to live long enough to have a job, I would choose to be a doctor, helping these AIDS patients.
I wish people would find out the facts and not act as if I were a bad or dangerous person.
If I were you, I would give and AIDS patient a hug.
T:As we know, wishes are only wishes. They are not the facts. Can you tell me the facts?
Ss: …(talking about the facts)
T: They are difficult to realize. Maybe she can’t wait until the day when her wishes come true, but if we do something about AIDS, we can make a difference, maybe some of her wishes will come true.
Now supposing one of the organizations which fight HIV/AIDS has asked you to help them decide which of the following problems is the most important problem and suggest what we can do to solve the problem. (work in groups of four)
Young people living with HIV/AIDS may
1. Have to keep their illness a secret at school
2. Have to watch their parents die
3. Have to take care of themselves without help
4. Have little money for treatment
5. Have to deal with people’s fear of the disease
Ss:(possible suggestions)
By raising awareness of HIV and AIDS in my area.
By wearing a red ribbon, and asking others to do the same.
By collecting money for an AIDS charity
By caring about them
…
Summary:
T: Whatever you do, no matter how big or how small it is, it will help a lot. So let’s care about AIDS. Let’s care about the people with AIDS. The World AIDS Day is drawing near. If it's the only thing you do for World AIDS Day, wear the Red Ribbon on 1st December.
T: This is a red ribbon. I’ve got one here.
It’s easy to make. I’d like to wear it here. Maybe people will ask,
“Why do you wear that there?” Do you know why?
Ss:…
Now listen to the following poem and answer.
A woman came up to me and said
"Why do you wear that there"
I said "To show I remember to show I care"
A man came up to me and said
"Why do you wear that there"
I said "To show it's out there to show I'm aware"
A child came up to me and said
"Why do you wear that ribbon of red"
I said "I wear it for the living and for the dead"
A Teenager came up to me and said
"I know why you wear that ribbon there"
"Oh" I said "Please tell my why"
"I don't need to" he said "I can see the pain in your eyes"
It's the international symbol of HIV and AIDS awareness. By wearing it, you're showing your support for over 42 million people across the world who are living with a disease for which there's still no cure.
Homework: 1. Read “Fighting The Virus: HIV/AIDS In Africa” and finish the Exx after it on page128.
2. Put up some posters about AIDS
Period Three Let’s Study
Goals:1.Help the Ss to master the use of Subjunctive mood.
2.Help the Ss to find out the grammar rule themselves.
3.Try to make the Ss use “wish, If …, as if.”
Important points: The rules of subjunctive mood and the use
Difficult points: To get the students to understand why it is necessary to use the subjunctive mood and use it correctly.
Step 1: Reviewing and leading in
T: What’s wrong with XiaoHua ?
Ss: She is infected with Aids.
T: Is there any medicine that can help us be immune to Aids now?
Ss: No. Aids is still incurable now .
T: So XiaoHua will die one day. Is she discouraged by her disease?
SS: No, she is not discouraged. She did not lose heart.
T: What does she do now?
Ss: She will not let the disease destroy her happiness.
She is trying to create a network …..
She is explaining some knowledge of Aids to people.
(Purpose: In this way , the Ss could review the reading part, and review the meanings of the underlined words.)
T: Now Let’s finish Word Study.( to make sure the students can use them correctly.)
Step 2: Practice (1)
Show the Ss a birthday cake.(or draw a picture on the Bb.)
T: Now suppose it is XiaoHua’s birthday today? What do you think she will wish?
Ss: She wishes that .
T: But we know they are just wishes, they will probably not come true.
Work with each other and draw a conclusion.
Sb. Wish/wishes (that) … did / were/could /would ….
Step 3:Practice (2)
T: If you were her friend, what would you do ?
Ss: If I were her friend, I would …
T: in fact you are not her friends now. They are just our thoughts, not the facts.
T: Please draw a conclusion.
If …were/did…, Sb. Would ….
Step 4 Practice (3)
T: Very good. You talked as if you were her friend now.
But how do most people treat her when they know she
has Aids?
Ss: They treat her as if she were a bad or dangerous person.
T: Look at this picture. How does she feel ?
Ss: She looks as if she were not happy.
She looks as if she were thinking .
She looks as if she were tired.
T: So you are not sure of it. When & how do we use
“as if”?
….. as if … were/ did…..
T: Do you know who she is?
She is the first man-made beauty in China. Look at another picture. Now she becomes beautiful. Her eyes are bigger and her nose is higher.
Do you think she is happy or not happy now?
Talk with your partner. Try to use “wish, If.., as if ”
Ss: Maybe she wishes she would be more beautiful. If
she were in Korea, she would become more beautiful.
So it looks as if she were not so happy.
If she were more beautiful, she could marry a rich man,
and live a happy life. For her husband will treat her as
if she were a princess.
She wishes she were like before. If she were like before, her friends would not look at her as if she were
a stranger.
Step 5: Finishing the exercises in the book.
T: Now please finish the Exx with your partner.
Check the answers later.
Step 6: Activity
T: Now we still have the cake with us. I’d like each of you to make a wish, using “I wish, If …, as if ”
Step7:Summary
Summarize the use of the Subjunctive Mood (1). Do the Grammar Ex1 and 2 on P125
Homework: Try to write a short paragraph ,using “I wish, If …, as if ” to express your feelings and your thoughts.
Period Four Integrating Skills
Goals: 1.Develop Ss’ extensive reading skills.
2.Learn about how to write an essay describing an important event in their life.
Important points: 1. How to train the students’ reading and writing skills
2. The sentences to describe a disease and the feeling.
Difficult points: How to train the students’ writing skills
Teaching Procedures:
Step 1. Leading in
Hello, everyone. We have learned about Xiaohua who fights against HIV and AIDS. Today let’s read about another person.
Step 2. Fast-reading
a. Read the para1 quickly and answer the following questions:
Who? What? When? Where? How?
b. Read the whole passage for the main idea of each para.
Para1. I was diagnosed with cancer.
Para2. I know more about cancer.
Para3. I struggled with cancer.
Para4. Cancer has changed my life.
Step 3. Careful-reading
a. Read the passage again for more information about cancer and how I struggled against cancer.
1. What do I mean by saying “This was only the beginning.” and “I now feel as if that was when my life really began”?
2. In general , what treatment do people with cancer need to receive? How did I feel about the treatment?
b. Read the passage again and fill in the blanks according to the passage.
1. My mother took me to the hospital to have me _________ after I had been ______sick for a long time.
2. When the doctor _________________________, I knew the news was bad.
3. I remember having _________________________in my stomach and thinking _____________
4. They helped me find the_______ I needed to _______and they___________ me___________________ sad and lonely.
My life has not yet ended. ________________, I now feel as if
5. that was when my life really began.
6. I now think of my cancer as a ______. It taught me _____________________.
Step 4.Discussion
1. How did cancer changed the writer’s life? How did she feel at last? What do you usually do when you meet a great difficulty?
Step 5.Writing
Ask the students to think of an important event in their life. Tell them to write down what happened, how they felt, what they thought, and how the event changed their life and way of thinking.
First, think about the event you want to describe and try to remember all the details. （what, who, where, when, how）
Second, make a list of your feelings and thoughts about the event.
Then, while writing, try to describe the event and explain how it made you feel and what it made you think of.
Finally, explain why this event is important in your life.
Step 6: Assessment (寫作自我評價標(biāo)準(zhǔn)：)
Ask the Ss to exchange their writings and correct them according to the form. Choose two of the writings to show the students on slide
Did I give the main idea for each paragraph?
Did I give the details for each main idea?
Is the event important? Why or why not?
Did I explain the event clearly?
Did I express my feelings and the event with examples?
Did I try to use the new words and expressions I have learnt in the unit?
Did I use sentences which have the Subjunctive mood?
Homework: Ask the students to finish the writing task.