Teaching Aims:
◆ To help students learn and use English practically
◆ To help them know more about Chinese acupuncture
◆ To help them to cooperate and complete each part of the project together
◆ To learn how to report findings to people
Teaching Key Points & Teaching Difficulties:
◆ How to make then aware of Chinese medicines
◆ The use of some key words
◆ Language points in the text
Teaching Procedure:
Step One: Lead-in (Presenting a picture of acupuncture)
1) Do you know what picture it is ? ---Acupuncture point wall chart
2) What do you know about Chinese acupuncture ?
Step Two: Scanning the website article
Scan the passage and find which of the following topics is not mentioned?
History, past uses, current uses, acceptance in the west, benefits
Step Three: Careful reading
Decide whether the following statements are True or Talse
(1) No one knows exactly when Chinese acupuncture was first practised.
(2) The needles used for acupuncture were made of different materials.
(3) The needles used for acupuncture have the same shape.
(4) Acupuncturists can insert needles at any point on the body.
(5) Experienced acupuncturists can find out which energy channel does not have enough energy by checking patients’ pulses.
(6) Acupuncture can treat any medical problem.
(7) Chinese traditional herbal medicine is not popular in the West.
(8) There are still some disagreements about how acupuncture reduces and relieves pain.
Step Four: Further reading
1. Para1:
began-the Stone Age
history of Chinese acupuncture (magic needles) be practised-4,000years
be developed-2,000 years ago
Paras 2-3
Para 4
1. How does an acupuncturist examine a patient?
First ask the patient’s medical history and lifestyle. And then look at the color of the patient’s skin and tongue, listen to his breathing and check his pulses.
2. How many pulses are there and what are they connected with?
There’re twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.
3. Why will an acupuncturist check pulses?
This will help him/her find out which energy channel doesn’t have enough energy.
4. What medical problems can acupuncture treat?
Some of the medical problems that can be treated by acupuncture include very bad pain, such as neck and back pains, headaches, injuries, stomach problems and blood pressure problems. Some people have also used acupuncture to treat addictions to cigarettes, drugs, alcohol and food (overeating).
5. How does acupuncture reduce and relieve pain?
Refer to the last paragraph of the article.
Step Five: Language points
1. approach ○1n.接近 At her approach the children ran off. 她走近的時候，孩子們都跑了。
通路，道路 All the approaches to the palace were guarded by soldiers.
通往宮殿的所有的路都有士兵把守。
方法，手段 a new approach to learning English 學英語的一種新方法
○2v.（在空間或時間上）接近，靠近 The time for graduation is approching. 畢業(yè)的日子近了。
著手處理 Before trying to solve the problem let’s consider the best way to approch it.
要想解決這一問題，咱們先來考慮一下如何著手為上策。
2. sharp adj. 鋒利的；急轉(zhuǎn)彎的，方向突變的；靈敏的 adv. at ten-thirty sharp在10：30整
e.g.: ○1a sharp knife 一把鋒利的刀子
○2a sharp drop in prices 價格的驟降 a sharp turn/ bend to the left 向左邊急轉(zhuǎn)彎
○3She has a sharp mind. 她頭腦靈敏。
3. take one’s place = take the place of
out of place 不在適當?shù)牡胤�，不適當，不協(xié)調(diào)The remark was out of place. 那句話說得不當。
in place 在適當?shù)奈恢�，適當?shù)?I like everything to be in place.
in place of = instead of
4. let sth. out 放出；泄露，透出；發(fā)出（叫聲）；出租；把（衣服）放大
e.g.: Let the air out of the balloon.把氣球中的氣放出來。
Don’t let it out about my losing my job, will you? 別泄露我失業(yè)了，好嗎？
They decided to let out the smaller offices at low rents. 他們決定以低租金把那些較小的辦公室租出去。
He is getting so fat that his trousers have to be let out round the waist. (把衣服)放長，放大
She let out a scream of terror. 發(fā)出（叫聲）
5. involve 涉及，使卷入，包括，需要
e.g.: This project involves a lot of work. 這一課題需要做的工作很多。
Don’t involve other people in your trouble.別把別人牽涉進你的麻煩中。
be involved in參與，專心地做，涉及, 使熱衷于，使專心（常用被動語態(tài)）
He is now involved in stocks. 他現(xiàn)在熱衷于炒股。
He was involved in working out a plan.他專心致志地制定計劃。
I am afraid your son is involved in the accident. 恐怕你兒子牽涉在這次事故中。
the involved story 復(fù)雜的經(jīng)歷（前置定語）
the people involved 所涉及的人（后置定語）
6. point n.○1點，時刻，地點 e.g.: It was at the point that I realized who he was.就在那時我認出了他。
★be on the point of doing sth when….即將/正要做…..這時……
e..g: He was on the point of telling me something when his wife came in.他正要告訴我什么事，這時他妻子進來了。
○2分數(shù)，得分 e.g.: Our team scored 80 points. 我們隊獲得了80分．
We won by 2 points.我們以2分之差獲勝。
○3要點，論點to the point中肯的，切題的off/ beside the point離題的by point逐條地point of view觀點
○4目的，意義There is no point (in) doing sth做…..沒意義 What’s the point of…?做…有什么用？
e.g.: There is no point in arguing further.
○5程度，限度 to ….. point到….程度（地步） up to a point在一定程度上
e.g.: His illness reached a dangerous point.他的病到了很危險的地步。
v.用手指….，指示 point at/ towards 瞄準，指向 point to指著（指向遠處的食物） point out指出
7. There are twelve different pulses, six on each wrist, and…
six on each wrist 獨立主格結(jié)構(gòu)
a) 名詞/主格代詞 + 現(xiàn)在分詞
Time permitting (=If time permits), we can finish the work.
It being Sunday (=As it was Sunday), they has no classes.
Mother being ill, I have to look after her.
2) 名詞/主格代詞 + 過去分詞
The signal given, the bus arrived. (表時間)
Their strength exhausted, they sank down one by one. （表原因）
He sat silently, eyes closed. (表伴隨狀態(tài))
3） 名詞/主格代詞 + 形容詞/副詞
The meeting over, the students were dismissed.(表時間)
The children were making a snowman, hands red with cold. (表伴隨狀態(tài))
4） 名詞/主格代詞 + 不定式
The teacher to help us, we will succeed. (表原因)
He invited us to see a film, he himself to buy the tickets. (表補充說明)
5） 名詞/主格代詞 + 介詞短語
6） The old man sat in the chair, book in hand and pipe in mouth. （表伴隨狀態(tài)）
8. addiction n. (常與to連用) 成癮，沉溺，入迷
e.g.: Her addiction to alcohol ruined her life.他的酒癮毀了他的一生．
He had to overcome addiction to alcohol.
拓展: be/become addicted to ; addict oneself to 沉溺于，醉心于
9. In the west, acupuncture has become very popular, as has Chinese traditional herbal medicine.
as = so 引出部分倒裝句 Jim likes playing football, so/as does Jack.
○1…, so + be/have/助動詞/情態(tài)動詞 + 主語， “…..也是如此”
此句型也可寫成： …, and so + be/have/助動詞/情態(tài)動詞+主語，或…, So + be/have/助動詞/情態(tài)動詞+主語
e.g.: -----I like swimming. ------So do I.
-----I didn’t pass the final examination. ------Nor/Neither did I.
★如果僅是對前面內(nèi)容的肯定或附和（so= indeed）, 那么句子則不可使用倒裝。
e.g.: --He is an American boy. --So he is.
A: I’m afraid. (I→A) B: So was I. (I→B, I was afraid too.)
A: I’m afraid. (I→A) B: So you were. (you→A, Indeed you were afraid.)
He came late last night, and so did I.他昨晚來了，我也來了。
A: It is hot. 天真熱。 B: So it is. 的確如此。
A: He’s lazy.他真懶。 B: So is she. 她也一樣。
○2…, neither/ nor + be/have/助動詞/情態(tài)動詞 + 主語， “…..也不這樣”
此句型也可寫成： …, and neither/nor + be/have/助動詞/情態(tài)動詞+主語，或…, Neither/Nor + be/have/助動詞/情態(tài)動詞+主語
e.g.: Lily can’t ride, neither/nor can Lucy.
★此句型中的neither/nor不可用so…not…替代，但可寫成not….either….
e.g.: I have never been abroad. Neither/Nor has he.
= I have never been abroad. He has never/not been abroad, either.
★ neither和nor 只有在兩個并列分句的主語不為同一人時才可替換，如為同一人，則用nor；但個否定的并列分句有兩個以上時，用nor.
e.g.: He can’t sing this song, nor can I, nor can she.
10. In the West, acupuncture has become very popular, as has chinese traditional herbal medicine.
劃線部分是一個倒裝句, as作為代詞代替前面講述的情況,表情況相同.常用句型為: as+be/do+主語,相當于so+be/do+主語
She is unusually tall, as/so are both her parents. 她個特別高,她父母也都很高.
11. relieve vt.減輕，緩解，救助
e.g.: This drug will relieve your discomfort. 這種藥可以減輕你的不舒適感。
relief n. to one’s relief令某人欣慰的是，寬慰的是
12. In the West, acupuncture has become very popular, as has chinese traditional herbal medicine.
劃線部分是一個倒裝句, as作為代詞代替前面講述的情況,表情況相同.常用句型為: as+be/do+主語,相當于so+be/do+主語
She is unusually tall, as/so are both her parents. 她個特別高,她父母也都很高.
Step Six: Part B
1. You will be divided into groups of four to discuss the eight questions in Part B. Report your findings to the class.
2. Prepare your project and present it to the class. Others may give comments or raise questions.
3. Do Parts B1and B2 on page 111 of the Workbook, so you will be more familiar with some important words and their usages learnt in this section.
Step Seven: Homework
1. Write an article about traditional Chinese medicine (one herb or treatment).
2. Finish the exercises in Unit 2 of the Workbook