大学新风尚Unit 7Animal World 教案

Unit Seven Animal World

Ⅰ. Teaching Aims

1. Language Learning: to have a good command of pronunciation and

practical use of new words and phrases.

2. Ability training: to master the writing and translation skill— stages in the argument and ellipsis & supplement.

3. Morality development: to make the students realize the rapid declines in the numbers of amphibian species and the importance of taking care of the ecosystems.

Ⅱ. Key Points

1. Explain the important new words and phrases in the text. 2. The main idea and structure of the text.

Ⅲ. Difficult Points

1. Understand the meaning of difficult sentences. 2. Enable students to master the translation skill.

Ⅳ. Teaching methods and aids

1. presentation, task-based approach, situational teaching, discussion, group study, role-play. 2. audio-visual material.

V. Teaching Procedures and time allotment

Periods 1—2: Discuss warm-up questions, go through Passage A, do comprehension exercises of the text.

Periods 3—4: Detailed study of Passage A and do language-related tasks. Periods 5—6: Finish Passage A and all exercises. Periods 7—8: Listening Comprehension

The First Two Periods

Ⅰ. Teaching Aims

1. Be acquainted with all the new words and phrases.

2. Go through the text and grasp the main idea and background information of the text.

Ⅱ. Key Points

1. All the new words and phrases (P146-147).

2. The main idea and structure of the text.

Ⅲ. Difficult Points

All the new words and phrases.

Ⅳ. Teaching methods

presentation, task-based approach, discussion, group study, role-play V. Teaching Procedures

1. Discuss some warm-up questions about the text:

1) The animal is an indispensable part of the nature. In what way should human beings treat animals? Give some suggestions.

2) Many people keep pets and treat them as family members. What animals are suitable to be kept as pets? Do you keep pets? Why or why not?

3) Do you know some animals can do great help to human being? What are they?

red-eyed tree frog : red-eyed tree frog can block infection by HIV. ) 2. Divide the students into small groups to describe the dog in the picture on page 144 using the words and phrases given below. Key words: cute, sleepy, obedient, good companion. Reference:

(Suggested answers: guide dog: a guide dog can guide the blind person;

The sleepy dog is very cute. Dog has always been the most obedient animal. If someone ask you who man’s good companion is, the answer is definitely the dog.

3. Allow students 10 minutes to go over the text and obtain a global understanding of the text. Then discuss the main idea and structure of the text.

Structure of the text:

Part One (Para.1): Scientists hope that further research on the skin of red-eyed tree frogs could produce a detergent to protect against AIDS. Part Two (Para.2-5): The problems and effects associated with How could the chemical on the skin of red-eyed frogs work to protect against HIV and AIDS?

Part Three (Para.6-8): Scientists hoped to develop a cream which would be intended to target infected cells and protect humans against AIDS. Part Four (Para.9-10): Scientists are worried about the fact that some amphibians including red-eyed tree frogs are at the risk of dying out. 4. Discussing some background information of the text. 1) AIDS

Acquired immune deficiency syndrome or acquired immunodeficiency syndrome (AIDS) is a disease of the human immune system caused by the human immunodeficiency virus (HIV).

This condition progressively reduces the effectiveness of the immune system and leaves individuals susceptible to opportunistic infections and tumors. HIV is transmitted through direct contact of a mucous membrane or the bloodstream with a bodily fluid containing HIV, such as blood, semen, vaginal fluid, preseminal fluid, and breast milk.

This transmission can involve anal, vaginal or oral sex, blood transfusion,

contaminated hypodermic needles, exchange between mother and baby during pregnancy, childbirth, breastfeeding or other exposure to one of the above bodily fluids.

AIDS is now a pandemic. In 2007, it was estimated that 33.2 million people lived with the disease worldwide, and that AIDS killed an estimated 2.1 million people, including 330,000 children. Over three-quarters of these deaths occurred in sub-Saharan Africa, retarding economic growth and destroying human capital.

Genetic research indicates that HIV originated in west-central Africa during the late nineteenth or early twentieth century. AIDS was first recognized by the U.S. Centers for Disease Control and Prevention in 1981 and its cause, HIV, identified in the early 1980s.

Although treatments for AIDS and HIV can slow the course of the disease, there is currently no vaccine or cure. Antiretroviral treatment reduces both the mortality and the morbidity of HIV infection, but these drugs are expensive and routine access to antiretroviral medication is not available in all countries. Due to the difficulty in treating HIV infection, preventing infection is a key aim in controlling the AIDS pandemic, with health organizations promoting safe sex and needle-exchange programmes in attempts to slow the spread of the virus. 2) Red-eyed tree frogs

Red-eyed tree frogs, as their name states, have bold red eyes with vertically narrowed noses, a vibrant green body with yellow and blue striped sides, and orange toes.

There is a great deal of regional variation in flank and thigh coloration. Although it has been suggested that A. callidryas’ bright colors function as aposematic or sexual signals, neither of these hypotheses have been

confirmed. Males range from 2 to 2 1/2 inches, while female range from 2 1/2 to 3 inches on average.

Young frogs are typically brown in color and turn greener as they mature, although adult frogs can change their color slightly depending on mood and environment. Red-eyed tree frogs have soft, fragile skin on their belly, and the skin on their back is thicker and rougher.

Their predators include spiders, snakes, bats, and birds. The red-eyed tree frog has three eyelids and sticky pads on its toes. Phyllomedusid tree frogs are arboreal animals, meaning they spend a majority of their life in trees, which also makes them great jumpers and gives it its nickname the “monkey frog”.

Red-eyed tree frogs are not poisonous and rely on camouflage to protect themselves. During the day, they remain motionless, cover their blue sides with their back legs, tuck their bright feet under their belly, and shut their red eyes. Thus, they appear almost completely green, and well hidden among the foliage.

Red-eyed tree frogs are carnivorous and eat crickets, moths, flies, and other insects, and have been known to eat other small frogs. For froglets, fruit flies and pinhead crickets are the meals of choice. 3) American Foundation for AIDS Research

American Foundation for AIDS Research (amfAR) is dedicated to the support of AIDS research, AIDS prevention, treatment, education and the advocacy of sound AIDS-related public policy.

AmfAR’s annual Cinema Against AIDS gala has been an important and successful fund-raising event for the Foundation since 1993, generating more than $22 million for essential AIDS research. Past events have been hosted by Dame Elizabeth Taylor, Sharon Stone, Demi Moore, and Sir

Elton John.

The gala has seen impromptu performances by stars such as Sir Elton John, Robin Williams, Natalie Cole, Liza Minnelli, Sheryl Crow, Ringo Starr, Lionel Richie, Macy Gray, Shirley Bassey, and Milla Jovovich. The 2006 live auction, conducted by Harvey Weinstein and Sharon Stone, raised $2 million, bringing the event’s fundraising total to $4 million. 5. Based on the text, decide whether the following statements are true (T) or false (F) in the text.

(F)1) Now scientists can produce an “after-exposure” lotion to protect against HIV and AIDS.

(T)2) When they are injured, the frogs have special glands release a chemical to protect them from infection.

(F)3) The difference between the chemical and other substances that destroy viruses is that the chemical can kill HIV particles.

(T)4) Peptide is a chemical which can destroy viruses, but leave the membrane of the immune cells unharmed.

(T)5) Researchers found that the chemical could block infection by stopping the viruses being passed between cells.

(T)6) Scientists hope to develop a cream which could treat the infected cells hours after they were exposed to HIV.

(F)7) The first generation of the products could be applied or taken after sex for HIV protection.

(T)8) The rainforests in Australia where the red-eyed tree frogs live have been seriously destroyed.

6. Read and discuss the new words and phrases of this passage. Assignments:

1. Recite the new words and phrases.

2. Prepare Passage A

The Second Two Periods

Ⅰ.Teaching Aims

1. Undertake a detailed learning of the new words and phrases.

2. Study the text in detail.

Ⅱ. Key Points: Important words, phrases and sentences Ⅲ. Difficult Points

Try to understand some difficult sentences:

1. It is thought to work by damaging the membrane of each viral particle, either by punching holes which cause it to fall apart, or through a “detergent effect” which breaks apart fatty molecules in the membrane. 2. We imagine something preventive so if you were exposed to HIV through unprotected sex, you could use this cream or a suppository to give you a fairly high dose of the proteins in the region where you thought the virus might be.

Ⅳ. Teaching methods

presentation, task-based approach, situational teaching, discussion, group study.

V. Teaching Procedures

1. Review the new words and phrases.

2. Study passage A in detail and deal with the language points

1). Its natural ability to block infection by HIV virus gives some hints to scientists who are developing medicine to protect human beings from AIDS.

①block vt.: to stop or impede the passage of or movement through妨碍，封锁，阻塞

e.g. Get back, don’t block the traffic. 往后退，不要阻塞交通。 Translation

他跳到足够的高度以拦截对方射门。 He jumped high enough to block jump shots.

②hint n.: a suggestion or implication given in an indirect or subtle manner暗示, 提示, 线索

e.g.He gave me a hint with the eyes that I should leave as quickly as possible. 他以目示意我尽快离开。

Translation 他口风很紧。

He was closemouthed and didn’t drop a hint.

2). Special glands on their skin produce and store packets of the compound, which is released when they are injured or alarmed and acts to protect them from infection by killing bacteria and viruses. (Para. 2) ①injure vt.: to cause physical harm to sb. or to yourself, for example in an accident or an attack 受伤；伤害 e.g.His internal organs were injured. 他的内脏受了伤。 Translation

一枚炸弹在大使馆爆炸，伤了几个人。

A bomb exploded at the embassy, injuring several people. ②alarm vt.: to make sb. worried or frightened使惊慌 e.g.I didn’t want to alarm him by telling him that she was ill. 我不想告诉他她病了，让他惊慌。 Translation

我踩断了一根树枝, 把那头鹿吓惊了。

The breaking of a branch under my foot alarmed the deer.

3). The ability to target HIV was discovered when researchers at Vanderbilt University in Nashville, Tennessee, decided to investigate whether the chemical was effective against viruses that infect humans. In tests using human immune system cells, the chemical killed HIV particles but left the immune cells unharmed. (Para. 3)

①investigate vt.: to examine a crime, problem, statement, etc. carefully, especially to discover the truth 调查，审查

e.g.Police are investigating allegations of corruption involving senior executives. 警察正在调查涉及高级管理人员腐败的陈述。

Translation

我们在调查这种错误究竟是如何产生的。

We are investigating how an error like this could have occurred. ②leave sth. done: to allow sth. to be or remain in a specified state 使……处于某种状态

e.g.He is not such a man as would leave his work half done.

他不是那种做事半途而废的人。 Translation

别忘记把食物盖上。 Don’t leave food uncovered

4). It is thought to work by damaging the membrane of each viral particle, either by punching holes which cause it to fall apart, or through a “detergent effect” which breaks apart fatty molecules in the membrane. (Para. 3)

fall apart: to break; stop working 破碎，散开; 终止

break apart: to take apart into its constituent pieces使……分裂开 e.g.My poor old boots are falling apart. 我可怜的靴子就要散架了。 Translation

由于缺少资金，这项交易终止了。

The deal fell apart because of a lack of financing.

5).There are lots of substances which destroy viruses but the trick is finding one that doesn’t also destroy the membrane of our cells. (Para. 4) substance n.: material with particular physical characteristics 物质 e.g.an organic substance 有机物质 a chemical substance 化学物质 Translation

哪种物质能够承受那样的温度？

What sort of substance could withstand those temperatures?

6).The virus appeared to have vanished. (Para. 5) vanish vi.: to disappear消失

e.g. The child vanished while on her way home from school.

孩子在放学回家的路上失踪了。 Translation

便宜的乡村住房正在这个国家的南部消失。

Cheap rural housing is vanishing in the south of the country.

7). … you could use this cream or a suppository to give you a fairly high dose of the proteins in the region where you thought the virus might be. (Para. 6)

①fairly ad.: more than a little, but much less than very 相当，颇 e.g.I’m fairly sure that this is the right address. 我十分确定就是这个地址。 Translation

我们相处得相当好。 We get on fairly well.

②dose n.: a measured amount of sth. such as medicine 一剂，一份 e.g.a dose of penicillin 一剂盘尼西林 Translation

标签上说一天服三次（药）。

The label says to take one dose three times a day.

8). We showed you can successfully treat the infected cells up to eight hours after they were exposed to the virus? (Para. 7)

up to: less than or equal to, but not more than a stated value, number or level; until多达；直到

e.g. Up to two hundred people were on board the ship. 船上有多达两百人。 Translation

直到昨天我们还不知道孩子在哪儿。

Up to yesterday, we had no idea where the child was.

9).The scientists have now won a grant from the American Foundation for AIDS Research to continue the work. (Para. 7)

grant n.: a sum of money given especially by the government to a person or organization for a special purpose 补助金，津贴 e.g. a local authority/government grant 地方政府津贴 Translation

他们奖给她补助金让她到国外学习一年。

They gave/awarded her a grant to study abroad for one year.

10) . Its director of research, Dr. Rowena Johnston, said no creams exist

which could be applied to the body after exposure to HIV. (Para. 7) be applied to:

a) (of a substance such as cream or paint) to be spread or rubbed on a surface涂抹，贴

e.g.Some medicine was applied to his wound. 给他伤口上涂了些药。 Translation

此防晒霜应该每三个小时涂抹在裸露处。

The suntan cream should be applied to exposed areas every three hours.

b) to be used for a practical purpose 应用

e.g. In this way the theory can be better applied to practice. 这样，此理论就能更好地应用于实践了。 Translation

这项规则不是所有情况都适用。 This rule cannot be applied to every case.

11) . The first generation of these products is now not far from being developed. (Para. 8)

far from: certainly not 远非，不但不

e.g. Far from relieving my cough, the medicine aggravated it. 这药非但不镇咳, 反而使我咳嗽得更厉害。 Translation

情况一点儿也不清楚。 The situation is far from clear.

12). They could be applied prior to sex or perhaps taken in the same way as the contraceptive pill. (Para. 8)

prior to: before a particular time or event 在……之前 e.g. the weeks prior to her arrival 她来之前几周 Translation

遗嘱是在他死亡前两天立的。

The will was made two days prior to his death.

13). Alternatively, if the woman is HIV positive, she could protect her partner from infection. (Para. 8)

alternatively ad.: used to suggest another possibility 可替代地；可供选择地

e.g. We could go to the Indian restaurant, or alternatively, we could try

that new Italian place.

我们可以去印度餐馆，或者，我们可以试一试那家新开的意大利餐馆。 Translation

或许，中年人的不幸福感反映了他们面临的时间压力，因为他们

要为工作和家庭奔波。

Alternatively, maybe this midlife unhappiness reflects the time pressures faced by those in their 40s, as they juggle work and family.

14). We are not going to wait around for 15 years and do nothing in the meantime. (Para. 8)

①wait around: to stay in a place and do nothing while you wait for sb. to arrive or sth. to happen 白白等着

e.g. We spent the whole day waiting around for something exciting to

happen, but nothing did.

我们一整天都在等待激动人心的事发生，但是结果什么事都没有。 Translation

你上哪儿去了?我在这儿等了两个小时。

Where have you been? I’ve been waiting around here for two hours. ②in the meantime: until sth. expected happens, or while sth. else is happening 同时，在……期间

e.g. Your computer won’t be arriving till Thursday. In the meantime, you can use mine.

你的电脑周四才能送到。这期间你可以用我的。

15). But destruction of the rainforest in north Queensland, Australia, means there are declining numbers of red-eyed tree frogs, which have bright green backs, yellow sides, a cream stomach and orange inside legs. (Para. 9)

destruction n.: the act or process of destroying sth. 破坏；摧毁 e.g.Many people are very concerned about the destruction of the rainforests.

很多人非常关注雨林的破坏问题。 Translation

敌人的炸弹造成了大面积的破坏。

The enemy bombs caused widespread destruction.

16). Around the world there are huge and rapid declines in the numbers of amphibian species. (Para. 10)

species n.: a group of animals or plants which are all similar and can breed together to produce young animals or plants of the same kind as them （动植物的）物种，种 e.g. The species is [are] valuable. 这一[些]物种很珍贵。 Translation

这一地区发现了一百多种昆虫。

Over a hundred species of insect are found in this area.

17). When we don’t take care of the ecosystems we have on the planet we risk losing something like this. (Para. 10)

risk v.: to put sth. in a situation in which it could be lost, destroyed, or harmed 使遭受（失去、毁坏或伤害）的危险 e.g. Don’t risk your health. 不要拿你的健康冒险。 Translation

当他的公司破产时，他有失去房子的风险。

He risked losing his house when his company went bankrupt. risk n.: the possibility of sth. bad happening 危险（性），风险 e.g. The risk (that) we might fail made us work harder.

可能失败的危险使我们更加努力地工作。 Translation

开始一项新生意总是很有风险的。 It’s always a risk starting up a new business. at risk: in a dangerous situation

处于危险中

e.g. All houses within 100 meters of the seas are at risk of flooding. 距大海一百米之内的房子都有被洪水淹没的危险。 run/take a risk: to do sth. you know might be dangerous 冒险 e.g.别冒险了，给警察打电话吧。

Don’t take any risks ― just ring the police.

Assignment: Do exercises III(page 150-151).

The Third Two Periods

Ⅰ.Teaching Aims

1. Master all the new words and phrases. 2. Understand long and difficult sentences.

Ⅱ. Key Points

1. The sentence pattern “…having gone through a good deal of therapy, I learned to…”.

2. Writing skill —stages in the argument. 3. Translating skills: ellipsis and supplement.

Ⅲ. Difficult Points

1. The sentence pattern “…if you were exposed to HIV through

unprotected sex, you could use…”. 2. Translating skill: ellipsis and supplement.

Ⅳ. Teaching methods

situational teaching ,discussion, group study. V.Teaching Procedures:

1. Recall words, phrases, main idea of the text.

2. Enrich the students’ word power. (Do Ex. III & IV on P150-151) 3. Break the class into groups to do Oral Practice in the students’ book. 4. Introduce writing skill —stages in the argument. 5. Introduce translating skill: ellipsis and supplement. Summary:

Scientists have found that a chemical in the skin of the Australian red-eyed tree frog can block infection by HIV. And the chemical is very unique in that it can kill HIV particles but leaves the immune system unharmed. Also the scientists hope that they could develop a cream to get infected cells. In order to carry out the research, they have got a grant

from the American Foundation for AIDS Research to continue their work. But today, what the scientists are worried about is that the number of the red-eyed tree frog is in huge and rapid declines.

Assignment:

1. Study Passage B, Passage C after class. 2. Do the rest exercises on the textbooks. 3. Study Unit 7 in Fast Reading (Book 2). Teaching notes:

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