"安乐死"一词源于希腊文

"安乐死"一词源于希腊文 A Teaching Plan for Unit 5 (In New Horizon College English Book 3) I. Time: 10 class hours II. Contents: ?Listening and Speaking ?Section A: Graceful Hands ?Section B: Decisions of the heart III. Suggested Timetable: 1. The first two-class-hour session for listening and speaking (Unit 5 in College English Listening and Speaking Course Book 3). 2. Next four-class-hour session for Section A 3. The fourth two-class-hour session for exercises of Section A 4. The fifth two-class-hour session for Section B and Section C IV. Aims and Requirements: ? Listening and Speaking: 1. Train the students‘ ability to understand the main idea and grasp important details of the listening texts. 2. Give the students a chance to exchange views on the texts they have heard to enable them to have a deeper understanding of the texts. ? Section A: Graceful Hands 1. Let the students acquainted with some new words: graceful, preceding, decay, secure, faint, moisture, slide, thirst, famine, injure, outline, hint, interval, emotion, privilege, association reach for, feel for, make an attempt to do, go about doing, pick up sb. 2. Teach the following conjunctions: not until ‥ did sb. do sth.; “yet” 3. Teach the writing skill: Learn to describe what we feel about the people or the thing. Outline: 1). Stating an impression in the writing (dominant impression). 2). Presenting the details which help to create the impression (details). ? Section B: Decisions of the Heart 1. Teach the reading skill: Understanding Idiomatic Expressions 2. Enable students to grasp the main idea of the text V. Focal Points and Difficult Points: ? Listening and Speaking: 1. Enable students to be familiar with the passage listening skill 2. Grasp some words and expression which often appear in CET-4 ?Section A: Graceful Hands 1. Analyze the structure of several compound sentences and comprehend them. 2. Learn to use conjunctions: not until ‥ did sb. do sth.; “yet” 3. Grasp several CET-4 key words ?Section B: Decisions of the Heart 1. Ask students to retell the story 2. Review some important words 1 VI. Suggested Teaching Procedure and Methodology: ? Listening and Speaking: ( an interactive approach is introduced) 1. Pre-listening Task: arrange the students in pairs and ask them to discuss the following questions: ? What did you realize that you‘d grown up? ? How do you celebrate Youth Day? st? What should be the concerns of the 21 century youth? 2. Background Information: ? Youth is the golden stage in a person‘s life. At this stage people are healthy, energetic, imaginative, full of enterprising spirit, and free from worries. They feel as if they can accomplish everything. And they are ready to explore, to learn, to experience, and to create. In other words, they are eager to do something constructive with their lives. To prepare for their future, they study and work hard to widen their scope of knowledge. Many young people also have high sense of social responsibility. ? The day-to –day stuff: things that happen almost every day. 3. Listening to text 1 and 2 4. Speaking Tasks: ask the students to get into pairs and explain to them how to carry out Speaking Task A- Reflections on the texts, then select a pair to present their views in class. Section A: Graceful Hands 1. Background Information: “安乐死”一词源于希腊文，意思是“幸福”的死亡。它包括两层含义，一是无痛苦 的死亡;二是无痛致死术。我国对安乐死的定义为:患不治之症的病人在垂危状态下，由于 精神和躯体的极端痛苦，在病人和其亲友的要求下，经医生认可，用人道方法使病人在无痛 苦状态中结束生命过程。20世纪30年代，西方国家就有人要求在法律上允许安乐死，由此 引发了安乐死应否合法化的大论战。 2. Pre-reading Activities Listen to short passage twice and answer questions ? Why was the word ―graceful‖ used to describe the grandmother? ? What does the physician find out and what does she learn? ? If you were given this decision to assist in your family member‘s death, what are the challenges you might face? 听力原文: The opening scene is at first sad and depressing. Here is a grandmother dying with neither flowers, nor pictures of rainbows and butterflies drawn by children, nor cars of sympathy. The only peaceful thing the doctor sees in this lonely woman is her graceful hand. But what the physician finds out is that in her last moments of life, it is her heart and mind that are truly graceful. The patient has sent away her family to spare them the grief and pain of her passing. In these special last moments between these two human beings the doctor learns what being graceful really is. Answers: ? Why was the word ―graceful‖ used to describe the grandmother? 2 Because her graceful hands attracted the writer the most. ? What does the physician find out and what does she learn? the physician finds out is that in her last moments of life, it is her heart and mind that are truly graceful. ? If you were given this decision to assist in your family member‘s death, what are the challenges you might face? Open. ?. Work on Section A A) Structure of the Text (a method of analyzing the text structure is employed) Part I (Paras. 1-4) The lean Mrs. Clark was dying. Part II (Para. 5) The nurse looked after her who was too weak for anything. Part III (Paras. 6-7) The exchange exists between the nurse and Mrs. Clark. Part IV (Para. 8) The nurse was glad that she was there when Mrs. Clark died. Part ?(Para. 9) After Mrs. Clark died, the nurse knew what she was. Part ?(Para. 10) Mrs. Clark‘s hands impressed the nurse greatly. B) Raise some questions to make students grasp some detailed information in the text (question and answer method is used) Para. 1 I have never seen the patient, Mrs. Clark before, but I know that she will die tonight. Para. 2 In the patient’s room: It is typical of a seriously ill patient‘s room. The only light from a piece of medical equipment is flashing; the smell of decay hits my nose; and it is very quiet with the light on. Para. 3-4 About the patient’s conditions: The patient is dying. Mrs. Clark dies motionless, too weak to say anything. She is very thin; the skin hangs loosely around her skeleton; her sunken chest rises and falls with the uneven breaths. I feel about the patient to find her thin fingers ice cold and her pulse faint. I help her to some water and she manages to swallow some liquid with difficulty. Para. 5 I offer service to the patient, who is too weak for anything. I go about providing for her needs without asking her. I turn her on her side, rub cream into her yellow skin and place a pillow between her legs. Para. 6 I notice for the first time her long, then and graceful fingers and wonder why she is alone without anyone by her side. Mrs. Clark answers my thoughts with her last ounce of strength, ―I sent…my family…home…tonight…didn‘t want…them…to see…‖and she asks me to stay. Para. 7 Time seems to stand still. Our eyes meet and her long fingers curl easily around my hand and without words, I receive her thanks through her yellowed eyes. Para. 8 The patient dies. Without warning, her shallow breathing stops. There is a swell of emotion within me for this stranger. Yet I feel it was a privilege she has allowed me to stay with her at her last moment of life. Mrs. Clark spared her family from seeing her die, yet she did not want to die alone. And I am glad I was there for her. Para. 9 Who was the patient? Two days later, I read about Mrs. Clark in the newspaper. She was the mother of seven, grandmother of eighteen, an active member of her church, a leader of volunteer associations in her community, a concert piano player, and a piano teacher for over thirty years. 3 Para. 10 What do I remember of her? Yes, they were long and graceful fingers. ?. Language Points Part I (Paras. 1-4) ?Graceful Hands graceful : a. 优美的，优雅的;得体的 记忆法:名词grace + ful a.又如: gracefully ad. 文雅地，优雅地;得体地 graceless a. 不雅的，粗野的;不懂礼貌的 考点:graceful 主要指姿势、动作，常与in 连用，例如: She is graceful in manner/speech/movement.她仪 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 、言语、动作很优美。 Dolphins are graceful and efficient swimmers. 海豚是动作优雅的游泳高手。 ?…but I know from her medical chart and the report I received from the preceding shift that tonight she will die. (Para.1) Meaning: …but I know from her medical chart and the report I received from the doctor and nurses who worked in the earlier shift. 1) preceding a. 在前的，在先的，前面的 记忆法:动词precede(领先于)+ ing a. pre-表示―在前‖ 考点:preceding 通常指时间、顺序等，常置于名词前作定语，例如: This kind of garments was very fashionable in the preceding years.这种服装在前几年很流 行。此外，动词precede的用法也要掌握，如: He came into the room preceded by a small dog.他走进房间，一只小狗走在他前面。 2) shift 在此作―值班‖解，常与on 连用，又如: He is on the night shift this week. 这星期他上夜班。 The doctors and nurses in the hospital work in three shifts. 这家医院的医生和护士分三班工作。 ? …which is flashing its red light as if in warning. (Para.2) Meaning: …which is shining with its red light on and off as if it gives a warning of the patient‘s life. 解析:as if 引导状语从句需用表示与事实相反的虚拟语气，又如: 1) She looks as if she‘s just got out of bed. 她看上去好象刚起床。 2) He behaved as if nothing had happened. 他做出若无其事的样子。 ? … as I remember the smell of decay from past experience. (Para 2 ) decay n. 变坏，腐烂，衰败;vi.腐烂，变坏;衰退，衰落，衰败 考点:decay 作名词解，与in连用，表示―已塌坏‖，如be far gone in decay―衰弱过甚， 破败不堪‖;fall into decay(=go to decay)―衰败，衰微，塌坏，年久失修‖。作动词时表 示衰退，不能带宾语，e.g. : The cabbages had already be far gone in decay.这些卷心菜已经开始腐烂了。 As people grow old, they will decay mentally as well as physically.人们年老的时候脑力和体 力都会衰退。 ? I reach for the light switch, and as it silently lights the scene, I return to the bed to observe the patient with an unemotional, medical eye. (Para. 2) Meaning: I stretch out my hand to turn on the light, and when the light quietly lights the whole room, I return to bed to watch the patient without any personal emotions as a professional doctor does. 解析:1)reach for: stretch one‘s hand to touch or take 伸手去够或拿，例如: 4 The shopkeeper reached for a packet of tea. 店主伸手去拿一袋茶叶。 I reach for the long, thin fingers that are lying on the chest. 我伸手去触摸那放在胸 口的细长手指。(Para. 4) 2)句中的the scene 指的是the whole room. ? …, taped cruelly to a board to secure a needle so that…(Para 3) secure vt. 关紧，固定;使安全，保护;得到，获得; a. 安全的;牢固的;无忧的，安心的 派生:security n. 安全 考点:secure against/from 使免受…危险 be secure in 在…方面是牢固的 be secure about 对…放心的 to feel secure 感到安全 e.g. The little boat was secured to the dock with the mooring rope. 小船用泊绳固定在码头上。 Some measures are needed to secure the bank from a flood. 这道堤防需要采取一些措施以免被洪水冲坏。 He is lucky to have secured himself such a good job. 他真幸运为自己谋得这么好的一份工作。 She felt secure only when both doors were locked. 只有两个门都锁好她才觉得安全。 ? … , and I quickly move to the wrist and feel for the faint pulse. (Para. 4) faint: a. 微弱的，虚弱的 派生:faintness n. 虚弱 faintly ad. 虚弱地 e.g. The candle shed a faint light in the room. 房间里蜡烛发出微弱的光亮。 Climbing these stairs caused her to feel faint. 上这些楼梯使她感到头晕目眩。 ?…a few drops of the cool moisture to slide into her mouth and ease her thirst.(Para4) 1) moisture n. 潮湿，湿气 记忆:moist a. 潮湿的 moisturize v. 变潮湿，使增加水分 1) The sun dried the moisture on the ground. 太阳晒干了地上的潮气。 2) The desert air contains hardly any moisture. 沙漠的空气几乎不含一点湿气。 2) slide v. 使滑动，使悄悄的移动;n. 滑行，幻灯片 记忆:slide—slid(过去式)—slid(过去分词) e.g. Tom slid out of the house when no one was noticing. 汤姆趁别人不注意偷偷地溜出了屋子。 The waiter slid the ashtray across the table to him. 服务生将烟灰缸滑过桌子传送给他。 The boy slid into the bad habit of smoking. 这个男孩不知不觉地染上了抽烟的坏习惯。 Part II (Para. 5) ? She is too weak for conversation, so without asking, I go about providing for her needs. (Para. 5) Meaning: As she is too weak to talk, I begin to provide for her needs (water) without asking. 解析:go about (doing) sth.: begin to do sth. 着手做，开始做;又如: 1) How shall we go about the job? 我们该如何着手干这件工作呢, 2) It‘s difficult to go about to build a big boat. 开始建造一艘大船是很难的。 5 ? …, feeling perfectly the outline of each bone in the back. (Para. 5) outline n. 轮廓，外形;要点，大纲;vt. 概述 考点:1)作名词时常用搭配有:to draw up/make/sketch an outline 画出轮廓;to give sb. an outline (of) 向某人介绍…的概要;in outline 以轮廓(或外形)显示 ;2)作动词 时常用搭配有:to outline sth. to 向…概述…; to outline against 使衬托出轮廓 e.g. One good way to master the idea of an article is to make an outline of it. 写概要是掌握文章内容的一个好方法。 The outline of her face in the light of the candle looked very beautiful. 她的面部轮廓在烛光中显得很美。 ?… and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood. (Para. 5) Meaning: … and it‘s only when I move my hand up over her knees that I feel the warmth of blood that gives life. 解析:1)life-giving: that gives life 给予生命的，提神的 2)not until…does (did) sb. do 倒装句型，直到…才，类似的例子见 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 后练习 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 ?。 Part III (Paras. 6-7) ? There is no hint in the room anywhere that… (Para 6) hint n. 细微的迹象;暗示，提示 v. 暗示 考点:1)作名词:to give a hint 给一点暗示，to take a hint 领会暗示，a hint about/of 关 于…的提示，a hint that + clause 暗示，at a hint 见…的迹象;2)作动词:to hint at 暗示，to hint (to sb.) that + clause 向(某人)暗示… e.g. Give me a hint so that I can solve the riddle. 给我一点提示我就可以揭开这个谜。 The book is full of hints and tips on low-fat eating and healthy living. 这本书里全是有关低 脂肪饮食和健康生活的忠告和提示。 I hinted to him that I was dissatisfied with his work. 我向他暗示我对他的工作不满意。 He has already hinted at a piece of around 4 million dollars. 他已经暗示了一个价格，大约400万美元。 Part IV (Para. 8) ? Some unknown interval of time passes before her eyes again, … interval n. 间隔，间断;中场休息，幕间休息 考点:at intervals 间隔，每隔… e.g. It snowed at intervals this week. 这星期不时下雪。 There was a long interval before he replied. 他过了很久才答复。 Trains will run from Shanghai to Nanjing at 20-minute intervals. 上海至南京的火车每20分钟发一班。(=Trains will run … at intervals of 20 minutes.) ? Slowly, still holding her hand, I become aware that I do not mind this emotional battle, that in fact, it was a privilege she has allowed me, and I would do it again，gladly. (Para. 8) Meaning: While I still hold her hand, I gradually realize that I do not mind this emotional struggle between having her with me and saying good-bye to her. I also become aware that in effect, the struggle was a special right she has given me, and I would experience it again, and with pleasure. 解析:holding…为伴随状语， that I do not…和that in fact it was…为并列宾语从句，作aware 的宾语，…and I would do it again中it 指代句中的this emotional battle. privilege n. 特权，优惠 6 考点:privilege 为可数名词，常与of 连用 e.g. I had the privilege of meeting the Queen when she visited our school. 我有幸在女王访问我校时见到了她。 It was a privilege to work with such a great scientist. 能与如此伟大的科学家一起工作真是一种荣幸。 ?. Assignments for Section A: ? Ask students to review the text and do the exercises in the textbook ? Let students learn Text Structure Analysis and do the exercises on the workbook. ?Section B: Decisions of the Heart? ?. Reading skills: Understanding Idiomatic Expressions (page 138) ?. Ask students to finish reading text B in ten minutes and doing exercises on page 145. ?. Structure of the Text Part.?.(1-5) The author gives us a question that what we should do if our 90-year-old mother has suffered a stroke. 作者向我们提出问题:如果我们90高龄的母亲得了中风,我们该怎么办. Part.? (6-12 )As a doctor, he tells us the measures we should take according to his experience. 作为医生, 他以自己的经验告诉我们应采取何种措施. Part.?. (13-17) In this case, the sensible decision is to put the patient‘s interest in the first place. 此种情况下, 明智的决定是将病人的利益放在首位. ?. Languages Points: Part.?.(1-5) ? (Para. 4) Or I can deny her the medicine, in which case she‘ll probably die in three or four days. Meaning: There is another choice I can stop giving her the medicine. If so, she‘ll probably die in three or four days. 解析: deny sb. sth. = refuse to give sb. sth. In which case 引导的为状语从句, 相当于 if so ?…, limited life to which the stroke has condemned her. (Para 5) condemn vt. 迫使…陷于不幸的境地; 批评, 谴责; 判…刑, 给…定罪 记忆: condemnation n. 考点: condemn as 谴责…为…, 宣告…有罪 condemn for 因…而宣告…有罪 condemn to 判…刑 condemn sb. to e.g. : He was condemned to spend the rest of his life in prison. 他被判终身监禁. Part.? (6-12 ) ?… There was nothing I could do to relieve the problems…(Para 7) relieve vt. 减轻,解除(痛苦, 疾病等); 救济, 援助 记忆: relieve n. 考点: relieve … of e.g. : My assistant relieved me of all the chores. 多亏助手帮忙, 我摆脱了所有的杂务. Let me relieve you of your suitcase. 我来帮你提皮箱吧. ? Personally, my recommendation would be the last choice.(Para 8) recommendation n. 建议, 忠告; 推荐, 介绍 7 记忆: a recommendation for 介绍(推荐) 任…之职 a recommendation to 向…推荐; (做) …的建议 a recommendation that + clause (从句用should + v. 的虚拟语气) at/on one‘s recommendation 根据…的推荐 e.g. We ignored her recommendation to postpone the trip. 我们没有理会她要我们延 期旅行的劝告. We hired him on her recommendation. 因她的推荐我们雇佣了他. ?Chances are he won‘t live long, but he won‘t be in pain. (Para. 11) Meaning: It‘s likely that he won‘t live long, but he will feel no pain. 解析: chances are that… = it‘s likely that… 例如: Chances are he won‘t come back when he gets there. 他到了那里就可能不回来了. Chances are that she‘ll marry the man who is now her boss. 她可能嫁给如今是她 老板的那个男人. Part. ?. (13-17) ? What it all comes down to is common sense. (Para. 14) Meaning: Actually, it is only a question of common sense. 解析: come down to: be able to be concluded as, be a question of 意为‖归结为, 实质上 是‖, e.g. Our choices come down to destroying the old house or restoring it. 我们的选择质上是拆掉这栋老房子还是修复它. All the conflicts eventually came down to one. Who could get custody of the child? 所有的冲突最终归结为一个: 谁能得到孩子的监护权? ? But there is no question that if either part insists on ….in many instances it will be more arbitrary and less sympathetic. (Para. 16) Meaning: However, undoubtedly if either side requires to ask a ‗neutral‘ third side for help, the life-death decision-making process will not only take more time but also be less reasonable and less sympathetic in many cases. 可是毫无疑问, 如果任何一方坚持要有所谓‖中立‖的第三方(通常是政府代表或职业律师)介 入, 那不但会拖长决策过程, 而且在很多时候, 决策还会更加武断, 更加不人道. Section C Generations 1. Ask the students to read Section C within 10 minutes and finish doing exercises on page 150. 2. Check on the answers. 8