Unit-6-The-Making-of-a-Surgeon-Teaching-plan大学英语二说课讲解.doc

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Unit 6 The Making of a Surgeon
Teaching material: College English for Intensive Reading (Book 2)
Teaching content: Unit 6 Text A
Teaching objective:
Help students to:
1. do not dare to make mistakes.
2. understand the main idea and structure of this text.
3. grasp the language points and grammatical structures in this unit.
4. appreciate the difference between formal language and colloquial (spoken) language.
Important points:
New words and expressions
Text structure analysis
Structured writing
Listening and speaking
Teaching method:
Explanation; discussion; exemplification.
Teaching time: 8 hours
Text A: 4 Text B: 2 Listening an speaking: 2
Teaching steps
1. Lead in to Text A.
2. Ask students to read the text quickly and then do a True/False exercise.
3. Get students actively involved in analyzing and explaining the text.
4. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up.
5. Set aside about 25 minutes for a speaking task.
6. Offer a summary of the text.
7. Ask students to read Text B and guide them through the exercises following the text.
Lead-in
1. Three Types of Doctors (teacher’s book P73)
General Practitioners
Specialists
Researchers
2. Careers in Medicine in the US
3. Warm-up Questions
1. What do you think of a doctor’s life?
It is busy, stable, clean exhausting, well-paid, respectable, responsible, etc.
2. What makes a successful surgeon?
Medical Knowledge, sense of duty, self-confidence, rich experience, etc.
3. Are you afraid of making mistakes? What helps you overcome them? Can you give an example?
Global Reading
Part Division of the Text
1 1-9 The author raises the question and gives the answer. (Confidence is the key to success.)
2 10-45 The author supports the main idea by giving examples.
3 46-end The author repeats and strengthens the main idea. (Conceit encourages a doctor in trying moments.)

Directions: Go through the first two paragraphs and answer the following questions.
1. What question did Dr. Nolen ask himself as the year of his chief residency came to an end?
How does a doctor recognize the point in time when he is finally a surgeon?
2. What was his answer?
His answer was self-confidence.
3. When can a doctor say to himself that he is indeed a surgeon?
When he can say to himself, there is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon then, and not until then is he indeed a surgeon.
Directions: Read the second part again and fill in the information to show the changes of the author.
Changes
Past
Now
Reason for changes

Sleeping
Had trouble getting back to sleep.
Sleeping was no longer a problem.
Learned to accept decision making as a constant problem for a surgeon and could live with it.

Making decisions
Reviewed all the facts of the case and wondered if he had made a poor decision.
Any decision he had made was bound to be a sound one.
Had knowledge and experience.

During operation
There were butterflies in his stomach and he sweated through the operation.
No need to sweat any more and could handle whatever he found.
Had the knowledge, the skill and the experience to handle any surgical situation in practice.

Making mistakes
Was afraid of it.
Still dreaded errors could do best to avoid them.
Knew they were part of a surgeon’s life.

Detailed Reading
1. There is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon
1. Why does the author use double negation here?
Double negation for emphatic purpose. 双重否定，表示强调。若改成肯定句后，语气变弱。
我能胜任对任何外科病人的治疗，我的治疗和其他外科医生一样高明，甚至比其他医生更高明。

2. Often, after I had told Walt or Larry what to do in a particular situation
1. Who are Walt and Larry?
Walt and Larry are pet names for Walter and Lawrence, two very common English names. Here the author only means that after he had told this person or that person what to do…
2. Can you offer them an equivalent Chinese translation?
张三李四

3. And, not infrequently, wonder if I hadn’t made a poor decision.
Why doesn’t the author use “frequently” instead of “not infrequently”?
这里的not infrequently等于frequently。此种用法是双重否定，等于肯定，目的是加强语气。 not + 带否定的前缀词是一种常见的双重否定结构，表示肯定的意思。
He doesn’t feel improper at all.
他根本不觉得有什么不妥。
This is not unreasonable.
这不是没道理的。

4. There were still situations in which I couldn’t be certain my decision had been the right one, but I had learned to accept this as a constant problem for a surgeon, one that could never be completely resolved — and I could live with it.
1. What does it refer to?
It refers to the things mentioned above. 即医生不敢确定自己做的决定是否正确是常有的事，这个问题永远也无法完全解决。
在某些情况下我仍然不能确定自己做的决定是否正确，但我已学会把这看成是一名外科医生经常会遇到的问题，一个永远也无法完全解决的问题——我已能适应它了。
There were no more butterflies in my stomach when I opened up an abdomen or a chest.
---I was no longer nervous or anxious when I was performing an operation.

5. I sweated through my share of stab wounds of the belly, of punctured lungs, of compound fractures. I had sweated over them for five years. I didn’t need to sweat any more.
---I had been nervous and anxious while painstakingly treating the serious wounds such as stab wounds in the abdomen, punctured lungs and compound fractures. I had been nervous for five years and I needn’t be so nervous any more.
在我手上，我战战兢兢地治疗过像腹部刺伤、肺部穿孔以及复合性骨折等病例。这类外科手术我已经战战兢兢地干了五年，现在我不必再担惊受怕了。

6. Nor was I afraid of making mistakes.
Put this sentence into its normal order.
I was not afraid of making mistakes either. nor的意思是”而且，也不”，相当于neither。nor若放在句首，句子需部分倒装。

7. I knew that when I was out in practice I would inevitably err at one time or another and operate on someone who didn’t need surgery or sit on someone who did.
1. Why does the author say that he would err at one time or another?
Because it is part of a surgeon’s life.
2. Paraphrase the sentence.
I knew it clearly that I would make mistakes sometimes when I was in practice in the future. That mistake might be that I would operate on someone who didn’t need surgery or neglect someone who needed it urgently.
我知道，在我出去开业行医时，说不定什么时候我会不可避免地出差错。我会给不需要手术的病人开刀，也可能会把急需手术的病人忽略过去。

Writing Practice — Parallelism
Parallelism is used for the following effects: to gain emphasis; to create a pleasant rhythm in a prose passage; and to cut down on the number of words needed to express an idea.
Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as and or or.
Single words:
Mary likes hiking, swimming, and bicycling. (-ing forms)
Mary likes to hike, to swim, and to ride a bicycle. (Infinitive)
The production manager was asked to write his report quickly, accurately, and thoroughly. (Adverbs)
The young film star was tall, dark, and handsome. (Adjectives)
Phrases
Buying a car and beginning her job were the next steps in her life. (-ing phrases)
The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation. (Past tense phrases)
Clauses
The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.

Proverbs and Quotations
1. The secret of success is constancy to purpose.
2. Hard and honest work is the surest way to success.
3. Behind every successful man there are a lot of unsuccessful years.
4. Shallow men believe in luck. Self-trust is the first secret of success.
5. Success is never final and failure never fatal. It is courage that counts.
6. Self-distrust is the cause of most of our failures.
Exercises and homework

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