Unit 6 The Making of a Surgeon I.Teaching Aims 1.Enlarge the students'vocabulary by learning the new words and doing the vocabulary exercises. 2.Help the studentsto get the general ideaof thearticle. 3.Help the students to know the importance of environmental protection. 4.Help the students to build up their language skills through more exercises on oral practice,phrases and expression,grammar,writing.etc. II.Key and Difficult Points 1.New Words and Phrases draw to a close,encounter,dread,resolve,live with,dwell on,butterflies in one's stomach,sweat,sit on,trying,bother 2.Sentences (1)"There is no surgical patient I cannot treat competently,treat just as well as or better than any other surgeon"... (2)I'd review all the facts of the case and,not infrequently,wonder if I hadn't made a poor decision. (3)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. (4)There were no more butterflies in my stomach when I opened up an abdomen or a chest. (5)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. III.Teaching Methods Discussion,explanation,ask and answer IV.Time:4 periods V.Teaching Procedures: Unit 6 The Making of a Surgeon I. Teaching Aims 1. Enlarge the students’ vocabulary by learning the new words and doing the vocabulary exercises. 2. Help the students to get the general idea of the article. 3. Help the students to know the importance of environmental protection. 4. Help the students to build up their language skills through more exercises on oral practice, phrases and expression, grammar, writing, etc. II. Key and Difficult Points 1. New Words and Phrases draw to a close, encounter, dread, resolve, live with, dwell on, butterflies in one’s stomach, sweat, sit on, trying, bother 2. Sentences (1) “There is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon” … (2) I’d review all the facts of the case and, not infrequently, wonder if I hadn’t made a poor decision. (3) 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. (4) There were no more butterflies in my stomach when I opened up an abdomen or a chest. (5) 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. III. Teaching Methods Discussion, explanation, ask and answer IV. Time: 4 periods V. Teaching Procedures: