. ASSIGNMENTS BEFORE CLASS l Quest for Definition Directions: Explore online the definitions of the following terms from Text A and prepare a one-minute oral presentation in a unique way for class. (This to be integrated into the communicative interactio the classroom. Each of the following terms can be assigned to a student in the form of a singl le slip in advance. 1)experimental science group 4)dismal science 5) patient rights 6)physician professionalism 2. One-minute oral Presentation Directions: Read carefully the part of Text a that corresponds to your task, and then prepare a one-minute oral presentation in a unique way for class. ( This is going to be part of communicative interaction in the classroom. Each of the following tasks can be assigned to a student in the form of a single slip in ad vance.) PERFORMANCE IN CLASS Name ID# Date Your task P Introduce Dr. Koop briefly to class 2. Tell class somewhat ng about Dr. Koop's childhood. (If possible, act out the role of the writer in so doing 3. What did Dr. Koop do to move the world of medicine forward? (Present the figures in a meaningful way on the chalkboard. 4. What is the human d imension of science? 5. Scientific progress is not enough. Why? 6. What's going on that worries Dr. Koop? 7. What's Dr. Koop's great expectation? 8. How to protect med icine in the 21st century? Instructor 's Evaluation IL. A COMMUNICATIVEAPPROACHTO TEXTA Directions: This is going to be a joint task for the teacher and students as well. The teacher is expected to ensure that each students assignment is to be interwoven with the unfold ing of the text during the communicative
I. ASSIGNMENTS BEFORE CLASS 1. Quest for Definition Directions: Explore online the definitions of the following terms from Text A and prepare a one-minute oral presentation in a unique way for class. (This is going to be integrated into the communicative interaction in the classroom. Each of the following terms can be assigned to a student in the form of a single slip in advance.) 1) experimental science 2) Surgeon General’s Warning 3) high-risk groups 4) dismal science 5) patient rights 6) physician professionalism 2. One-minute Oral Presentation Directions: Read carefully the part of Text A that corresponds to your task, and then prepare a one-minute oral presentation in a unique way for class. (This is going to be part of communicative interaction in the classroom. Each of the following tasks can be assigned to a student in the form of a single slip in advance.) PERFORMANCE IN CLASS Name ID# Date Your Task Page 1. Introduce Dr. Koop briefly to class. 2. Tell class something about Dr. Koop’s childhood. (If possible, act out the role of the writer in so doing.) 3. What did Dr. Koop do to move the world of medicine forward? (Present the figures in a meaningful way on the chalkboard.) 4. What is the human dimension of science? 5. Scientific progress is not enough. Why? 6. What’s going on that worries Dr. Koop? 7. What’s Dr. Koop’s great expectation? 8. How to protect medicine in the 21st century? Instructor’s Evaluation: II. A COMMUNICATIVE APPROACH TO TEXT A Directions: This is going to be a joint task for the teacher and students as well. The teacher is expected to ensure that each student’s assignment is to be interwoven with the unfolding of the text during the communicative
interaction, which is supposed to be enforced by spontaneous questions and answers in the classroom Text A Protecting Medicine in the 21st Century C. Everett Koop i dont know if i became interested in science because I was interested in med icine. or if i became interested in med icine because I was interested in science. I have very early memories of2 wanting to be part of both the world of medicine and the world of experimental science From the time I was 6 years old I knew that I wanted to be /n.外 surgeon, and even as a young boy I trained my hands for科医生 future surgical maneuvers by cutting pictures out of magazines技术动作 using both my right and left hands. But I also spent hours with solution my first chemistry set4, at first just making colorful solutions, tfit sophisticated then conducting what may have been some rather sophisticated a非常复杂的 interest in chemistry with my budding interest in surgery by budding/i/ f /n iments for a 12-year-olds. As a teenager I combined my teenager 十几岁的 performing simple operations on some of the many stray cats #ty that prowled my Brooklyn?, New York neighborhood. Using the prowl/ /v.wh ether that I supplied, my mother would anesthetize the cats ether/ /n.乙醚 while I removed an unnecessary organ, such as one ovary. We vt BKA were a good team, and i never lost a feline patient! 8 ovary /n卵巢 feline//a猫科的 After my mother's death in 1974 at age 86, I found among treasure/ /vt er her treasured papers an essay that I had written as a high school paper/ in. Xi /n.散文, senior0. Its conclud ing paragraph summed up my hopes for随笔,短文,评论 careers in both science and med icine Now at sixteen I picture myself a surgeon--nothing would give me a bigger thrill and would please me more than to thrill/ operate on a human being2 om an altruistic viewpoint of利他的,利他主义的 relieving his ills, or from the scientific viewpoint of giving to science some information unknown to it That was the joint dedication to science and medicine that shaped my40 year career as one of the United States' first n贡献,奉献 pediatric surgeons. In the late 1940s and 1950s I, and a handfi of3 other surgeons, were pioneers in this new field of surgery
interaction, which is supposed to be enforced by spontaneous questions and answers in the classroom. Text A Protecting Medicine in the 21st Century C. Everett Koop1 I don’t know if I became interested in science because I was interested in medicine, or if I became interested in medicine because I was interested in science. I have very early memories of2 wanting to be part of both the world of medicine and the world of experimental science. From the time I was 6 years old I knew that I wanted to be a surgeon, and even as a young boy I trained my hands for future surgical maneuvers by cutting pictures out of magazines using both my right and left hands3 . But I also spent hours with my first chemistry set4 , at first just making colorful solutions, then conducting what may have been some rather sophisticated experiments for a 12-year-old5 . As a teenager I combined my interest in chemistry with my budding interest in surgery by performing simple operations on some of the many stray cats6 that prowled my Brooklyn7 , New York neighborhood. Using the ether that I supplied, my mother would anesthetize the cats while I removed an unnecessary organ, such as one ovary. We were a good team, and I never lost a feline patient!8 After my mother’s death in 1974 at age 869 , I found among her treasured papers an essay that I had written as a high school senior10 . Its concluding paragraph11 summed up my hopes for careers in both science and medicine: Now at sixteen I picture myself a surgeon—nothing would give me a bigger thrill and would please me more than to operate on a human being12 from an altruistic viewpoint of relieving his ills, or from the scientific viewpoint of giving to science some information unknown to it. That was the joint dedication to science and medicine that shaped my 40-year career as one of the United States’ first pediatric surgeons. In the late 1940s and 1950s I, and a handful of13 other surgeons, were pioneers in this new field of surgery, surgeon / / n. 外 科医生 maneuver / / n. 技术动作 solution / / n. 溶液 sophisticated / / a. 非常复杂的 teenager / / n. 十几岁的青少年 budding / / a. 萌 芽的 prowl / / vt. 游荡 ether / / n. 乙醚 anesthetize / / vt. 麻醉 ovary / / n. 卵巢 feline / / a. 猫科的 treasure / / vt. 珍藏 paper / / n. 文章 essay / / n. 散文, 随笔, 短文, 评论 thrill / / n. 激动 altruistic / / a. 利他的, 利他主义的 dedication / / n. 贡献, 奉献