大学课件综合英语1 ppt课件unit5 dealing with

Unit Dealing with AIDS LEARNING OBJECTIVES lgrasp the theme of the text. lget a list of new words and structures and use them freely in conversation and writing. lbe aware of style of the narration and the methods the author used to achieve this effect. Pre-reading questions lWhat kind of disease do you know AIDS is? lDo you have any an experience the same to the authors? 艾滋病是AIDS的音译，AIDS是人类获得性免疫缺陷综合 征的英文缩写。艾滋病的医学全称为“获得性免疫缺陷综 合征”，英文全称为Acquired Immunodeficiency Syndrome。 艾滋病是一种世界性、致死性传染性疾病。这个命名 表达了艾滋病的完整概念，从中我们可以了解到艾滋病的 三个明确定义： （1）获得性：表示在病因方面是后天获得而不是先天 具有的，艾滋病是由一种逆转录病毒，亦即艾滋病病毒引 起的传染病。主要通过性接触、吸毒、围产期等途径传染 。 （2）免疫缺陷：表示在发病机理方面，主要是造成人 体免疫系统的损伤而导致免疫系统的防护功能减低、丧失 。 （3）综合征：表示在临床症状方面，由于免疫缺陷导 致的各个系统的机会性感染、肿瘤而出现的复杂症状群。 也就是我们常说的艾滋病。 艾滋病是哪年发现的? 艾滋病是1981年发现，1982年正式命名为“获得性免疫 缺陷综合征”。引起“人类获得性免疫缺陷综合征”的病 毒在1983年被发现。现在广泛使用的名称“人类免疫缺陷 病毒”是1996年国际微生物学会及病毒分类学会统一命名 的专用名词。 什么是HIV？ HIV是艾滋病病毒（human immunodeficiency virus）的 缩写。是一种能生存于人的血液中并攻击人体免疫系统的 病毒。它把人体免疫系统中最重要的T4淋巴细胞作为攻击 目标，大量吞噬、破坏T4淋巴细胞，从而使整个人体免疫 系统遭到破坏，最终人体丧失对各种疾病的抵抗能力而导 致死亡。科学家把这种病毒叫做“人类免疫缺陷病毒“。 According to UNAIDS（联合国艾滋病规 划署）estimates there were 38.6 million adults and 3.2 million children living with HIV at the end of 2002, and during the year 5 million new people became infected with the virus. Around half of all people who become infected with HIV do so before they are 25 and are killed by AIDS before they are 35. 95% of the total number of people with HIV live in the developing world. But HIV still remains a threat to people of all ages and nationalities. 艾滋病传染的主要途径 1血液传播 通过使用被艾滋病病毒污染的血液制品或血 液（包括卖血球、血浆者在内），使艾滋病病毒直接进入 健康人体内。 2静脉吸毒 使用被艾滋病病毒污染而未消毒的注射器针 头。这种传播方式主要高发于静脉吸毒人群中。 3母婴传播 又称“垂直传播”。患有艾滋病或携带有艾 滋病病毒的孕妇，能通过胎盘将HIV直接传染给胎儿，通 过产道和产后哺乳也能感染新生儿。 4性接触 同性或异性间的性接触。艾滋病病人或者艾滋 病病毒携带者与健康人发生性行为（不仅包括性交、肛交 、口交，而且包括口腔黏膜破损时深吻等），通过体液将 病毒传染给健康人。 lPara. 1 1. What does the first sentence of Paragraph1 tell us? 2. The last sentence of Paragraph 1 is a sentence fragment. It is actually part of the preceding sentence. Why does the author separate them from each other? ANALYSIS lbond: 1) a uniting force or tie; sth. that unites two or more people or groups e.g. The trade agreement strengthened the bonds between the two countries. 2) a written agreement or promise that has legal force e.g. We entered into a solemn bond with them. l mature: 1) fully grown or developed mentally or physically e.g. In China, a person over 18 years old is considered mature. He is not mature enough to be given too much responsibility. 2) (of thought, intentions, etc.) careful and thorough e.g. After mature consideration I entered the competition. lcarefree/careless carefree: having no worries or responsibilities; free from anxiety e.g. After finishing our exams we all felt happy and carefree. careless: marked by lack of attention or consideration or forethought or thoroughness; not careful; e.g. careless about her clothes; forgotten by some careless person; He failed his maths examination because of his careless work. He is careless in speech. lPara. 2 1. Why didnt the author and David hang out much when they were at high school according to the author? 2.Why did David hang up on the author, who wanted to talk to him on the phone? 3. Why did David pull the author aside and break down in tears? l confront: 1) come face to face with, especially with defiance or hostility e.g. I wish to confront my accuser in a court of law. 2) come up against; encounter e.g. Walking in such a jungle, you will confront danger at every turn. lbreak down 1) lose control of ones feelings e.g. He broke down and wept when he heard the news. 2) cease to function because of a mechanical or electrical fault e.g. The telephone system has broken down. 3) fail to have any results; collapse e.g. Negotiations between the two sides have broken down. lsick/ill e.g. She feels sick in buses. We are all sick to death of your complaints. sick pay ill luck ill will He that is ill to himself will be good to nobody. laffect 1) have an influence on or effect a change in e.g. Inflation affects the buying power of the dollar. 2) act on the emotions of; touch or move e.g. Her moving speech affected evevryone in the hall. lPara. 3 1. How did David, the writers friend, catch AIDS? lmake sense 1) have an understandable meaning e.g. These words are jumbled up and dont make sense. 2) be sensible; have or show sense e.g. It doesnt make sense to buy that very expensive leather coat when these cheaper ones are just as good. lhandle 1) touch, lift, or hold with the hands e.g. The box is too heavy for me to handle. 2) operate with the hands; manipulate e.g. He is very skillful at handling the machine. 3) cope with or dispose of e.g. A successful businessman should know how to handle problems efficiently. lPara. 4 1. What did the author realize when he felt he was growing up fast? 2. The author lost most of his friends, didnt he? Why? lplague 1) an attack of disease causing death and spreading quickly to many people e.g. Europe suffered many plagues in the Middle Ages. 2) a widespread, uncontrollable, and harmful mass or number e.g. A plague of locusts destroyed all the crops in this area. lblame 1) find fault with; censure e.g. I was blamed for being late. 2) place responsibility for (sth.) e.g. the government blamed the crisis on poor planning. lstress 1) a state of extreme difficulty, pressure, or strain e.g. He presided over the economy during the period of its greatest stress. e.g. He is under a lot of stress because his wife is seriously ill. 2) importance, significance, or emphasis placed on sth. e.g. The government put great stress on this issue. lmaintain 1) keep up or carry on; continue e.g. He maintains good relations with all his friends. 2) keep in an existing state; preserve or retain e.g. One should maintain ones composure in trying moments. loutlook 1) a point of view; an attitude e.g. A positive outlook on life is very important to success. 2) view on which one looks out e.g. The house has a pleasant outlook over the valley. lmark 1) indicate or denote sth.; be a sign of e.g. Todays ceremony marks 100 years of trade between our two countries. 2) to distinguish or characterize e.g. I like the exuberance that marks her writings. Structural Analysis of the Text lThis text, a piece of factual narration, tells us about a true and unforgettable story the writer experienced. The writer records the actual events in a chronological sequence. It is to be noted that the first person narration is employed, and that the narration of the events is coupled with the writers psychological activities. Also, it is worth mentioning that the beginning and the end echo each other. Part One: (Paragraphs 1) lThe beginning part of the text. The first sentence asserts the beneficial result from dealing with AIDS, which may be considered the enlightening message of the text. This paragraph also makes clear the exact datewhen the word AIDS came into the writers life. Besides, the writer tells us that he had been the most carefree boy in the world until AIDS became known to him. Part Two: (Paragraphs 2-4) These paragraphs form the second part of the text: Paragraph 2 tells us how the writer had tried to get in touch with David, his best friend, and how the writer finally got to know that his friend was suffering from AIDS. Paragraph 3 describes how the writer felt about his friends fatal diseases, and how his friend caught the disease. It also points out that even his parents could not do anything about his friends illness and that he had to deal with it all on his own. Paragraph 4 describes how others responded to Davids disease, what attitude the writer adopted towards it and why others stay away from both David and the author. Part Three: (paragraph 5-7) lThis part tells us that the writer kept an active and positive attitude for the sake of his friend David and showed great concern for him. To be more specific, the writer contained his emotions in front of his friend; he went to doctor after doctor with him, brought him stuff from the ocean, his favorite place; he spend every hour he could accompanying his friend in the hospital where his friend wad being treated until Davids last breath. Part Four: (paragraph 8) lThe concluding part points out the specific date that marked the end of Davids life, describes the writers emotions towards Davids death, and informs us how the writer keeps his friends memory alive. Translation exercises: 1. It is a systematic attempt to strengthen our competitive ability. 2. The police in this district know where the thieves hang out. 3. The agreements signed will break down all the barriers to free trade. 4. It was a very difficult situation, but he handled it quite successfully. 5. He is my best friend. I just cant turn my back on h