河北醫(yī)科大學(xué)教案首頁
教研室：醫(yī)學(xué)英語教研室 教師名稱：
| 課程名稱 | 醫(yī)學(xué)英語 | 授課專業(yè)和班級(jí) | 05級(jí) | ||
| 授課內(nèi)容 | Unit twelve White Coat, Mood Indigo—Depression in Medical School | 授課學(xué)時(shí) | 4 | ||
| 教學(xué)目的 | To get familiar with the symptoms of depressed medical students and try to track down the reason of their depression. At the same time , students can get to know the mental situation in medical students. | ||||
| 教學(xué)重點(diǎn) | Try to be familiar the usages of past tense of the verb. And some practical expression but long sentences are focused on. | ||||
| 教學(xué)難點(diǎn) | How to help medical students overcome the mental problem and how to get rid of depression in medical students. | ||||
| 教具和媒體使用 | Multimedia and traditional method of analysis , chalk | ||||
| 教學(xué)方法 | Explain and analyze the text and organize a group discussion and try to find a solution to the problem | ||||
| 教 學(xué) 過 程 | I. Lead in activities--discussion (10 min.) 1. Is mental illness just a weakness or an actual disease? 2. Are medical students healers and not the ones with problems? 3. Why are Medical Students more prone to depression than their nonmedical peers? II. Background knowledge (10 min.) Depression is popular in medical students and medical students suffer more from depression than any other nonmedical peers. III. Analysis of the text (50 min.) 1. Structure of the text 2. Language points. 3. Translation of difficult sentences. 4. How to deal with depressed mood in medical students. IV. Discussion (10 min.) 1. How to keep a happy mood and how to be a healthy medical student? 2. What can you to do to live a happy life and how to help depressed medical students? V. Summary (15min.) To expect the improvement of the outside environment, to improve our abilities that can deal with any troubles we meet, you will deal with depression. If you don’t pay much attention to the troubles, then the stress hormones will disappear. Page 35 VI. Assignment (5 min.) Understand the text – page 103 Paraphrase on page 104 | ||||
| 講授 新內(nèi)容 | Analyze the symptom, the causes and the solution to the problem of depression in medical students. | ||||
| 課后總結(jié) | Medical students can be mentally healthy. And students begin to realize that being in a good mood is very helpful to his future career. | ||||
Unit Twelve
WhiteCoat, Mood Indigo---Depression in Medical School
-byJelie M. Rosenthal, and Susan Okie. M.D.
Part one: Introduction
1.Forewords
Is mental illness just a weakness or an actual disease? Are medical studentshealers and not the ones with problems? Why are medical students more prone to depressionthan their nonmedical peers? What prevents medical students fro seeking helpwhen they need it? Want to find the answer? The text has a good story to tellyou.
2.Main contents
In the presenttext, the author will explore a very deep-rooted issue that is why medicalstudents are more prone to get depressed. At the very beginning, the authortells us at Duke University school of medicine, the headof student government Sujay Kangsagra had arranged an online forum to give depressedstudents a safe place to talk. Then the author tells us medical students aremore prone to depression than their nonmedical peers, although the rate of depressionamong students entering medical school is similar to that among other people ofsimilar ages. The reason for medical students’ depression, as the text says, isthe busy work medical students must face. To make it worse, medical students don’tgo to see the psychiatrist often even in depression, because they areprejudiced against treatment of depression. At last, the author argues perhapsthe online forum at Duke University is a good wayto help depressed students go out of the shadow of depression.
1.privy to
If you are privy to something secret, youhave been allowed to know about it (formal)
2.innovative
innovate, innovation innovative
3.forum n.（名詞)
古羅馬城鎮(zhèn)的廣場(chǎng)[市場(chǎng)]
論壇; 會(huì)議場(chǎng); 法庭
座談會(huì), 討論會(huì); 評(píng)論; (廣播、電視的)專題講話節(jié)目
制裁
the forum of conscience
良心的制裁
the forum of public opinion
輿論的評(píng)判
the F-
古羅馬會(huì)議廣場(chǎng)(遺址)
4.fabulous
adj.（形容詞)
Barely credible; astonishing:
令人難以置信的；令人驚異的：
the fabulous endurance of a marathonrunner.
一位馬拉松運(yùn)動(dòng)員的令人難以置信的耐力
Extremely pleasing or successful:
特別令人高興的，特別成功的：
a fabulous vacation.
一次特別令人高興的休假
Of the nature of a fable or myth;legendary.
寓言的：寓言或神話性質(zhì)的；傳說的
Told of or celebrated in fables or legends.
以寓言方式的：在寓言或傳說中講到或產(chǎn)生的
5. inherent adj.
固[特、常、原]有的, 本來的, 先天的, 內(nèi)在的
inherent contradictions
內(nèi)在矛盾
inherent grain size
本質(zhì)晶粒度
inherent laws
內(nèi)在規(guī)律
inherent regulations
自動(dòng)調(diào)節(jié)
inherent stress
內(nèi)在應(yīng)力
inherent vice
內(nèi)部缺陷
Weight is an inherent property of matter.
重量是物質(zhì)固有的特性。
He has an inherent love of beauty.
他天生愛美。
6.wear on
(時(shí)間)慢慢過去
(以同樣方式)繼續(xù)下去
使惱火, 使煩躁不安
戴在...上
The text can bedivided into three parts:
1. The firstpart is the first and the secondd paragraphs, in which the author mentions the onlineforum for depressed students in Duke University. It is an innovativetry.
2. The secondpart consists of paragraphs 3-10. In this part the prevalence of depression inmedical universities are described and at the same time the author alsoanalyzes the reasons why medical students are more prone to depression. Theauthor says the reluctance to see doctors in depressed students of medical universitiesmakes the problem more serious.
3. The last partis the last paragraph. The author goes back to the innovative online forum. Heexpresses his hope for medical school administrators to make the forum workwell.
Part Four: Language Points
Ⅰ. 過去分詞的用法總結(jié)
一、過去分詞作表語
The city issurrounded on three sides by mountains. 這座城市三面環(huán)山.
【注意】過去分詞作表語與被動(dòng)語態(tài)的區(qū)別:過去分詞作表語,主要是表示主語的狀態(tài),而被動(dòng)語態(tài)則表示動(dòng)作.
(1) The cup wasbroken by my little sister yesterday. 茶杯是昨天我小妹打碎的.(是被動(dòng)語態(tài),表示動(dòng)作)
(2) The libraryis now closed. 圖書館關(guān)門了.(過去分詞作表語)
【注意】過去分詞表示被動(dòng)或完成, -ing 形式表示主動(dòng)或進(jìn)行.有些動(dòng)詞如interest, bore, worry, surprise, frighten 等通常用其過去分詞形式來修飾人,用 -ing 形式來修飾物.
(3) The book isinteresting and I"m interested in it. 這本書很有趣,我對(duì)它很感興趣.
二、過去分詞作定語
作定語用的過去分詞相當(dāng)于形容詞,其邏輯主語就是它所修飾的名詞.及物動(dòng)詞的過去分詞作定語,既表被動(dòng)又表完成;不及物動(dòng)詞的過去分詞作定語,只表完成.
1. 過去分詞用作定語,如果是單個(gè)的,常置于其所修飾的名詞之前.
We must adaptour thinking to the changed conditions. 我們必須使我們的思想適應(yīng)改變了的情況.
2. 過去分詞短語用作定語時(shí),一般置于其所修飾的名詞之后,其意義相當(dāng)于一個(gè)定語從句,但較從句簡(jiǎn)潔,多用于書面語中.
The concertgiven by their friends was a success.他們朋友舉行的音樂會(huì)大為成功.
3.過去分詞短語有時(shí)也可用作非限制性定語,前后常有逗號(hào).
The meeting,attended by over five thousand people, welcomed the great hero. 他們舉行了歡迎英雄的大會(huì),到會(huì)的有五千多人.
4. 用來修飾人的過去分詞有時(shí)可以轉(zhuǎn)移到修飾非人的事物,這種過去分詞在形式上雖不直接修飾人,但它所修飾的事物仍與人直接有關(guān).
The boy lookedup with a pleased expression. 男孩帶著滿意的表情舉目而視.
三、過去分詞作狀語
1. 過去分詞作狀語過去分詞作狀語表示被動(dòng)的和完成的動(dòng)作.
(1) Written in ahurry, this article was not so good! 因?yàn)閷懙么颐?這篇文章不是很好.
【注意】written 為過去分詞作狀語,表示這篇文章是被寫的,而且已經(jīng)被寫. 值得注意的是,有些過去分詞因來源于系表結(jié)構(gòu),作狀語時(shí)不表被動(dòng)而表主動(dòng).這樣的過去分詞及短語常見的有: lost (迷路); seated (坐); hidden (躲); stationed (駐扎); lost / absorbed in (沉溺于); born (出身于); dressed in (穿著); tired of (厭煩).
(2) Lost /Absorbed in deep thought, he didn"t hear the sound.因?yàn)槌聊缬谒伎贾?所以他沒聽到那個(gè)聲音.
2. 過去分詞作狀語時(shí)其邏輯主語為主句的主語,此時(shí)應(yīng)注意人稱一致.
(1) Givenanother hour, I can also work out this problem.
再給我一個(gè)小時(shí),我也能解這道題.(given為過去分詞作狀語,它的邏輯主語執(zhí)業(yè)獸醫(yī)為主句主語 I ,即 I 被再給一個(gè)小時(shí).)
(2)_ Seen fromthe top of the hill, the city looks more beautiful to us.
從山頂看城市,城市顯得更漂亮.(seen 為過去分詞作狀語,表"被看",由語境可知,它的邏輯主語必須是城市,而不是"我們",因?yàn)?quot;我們"應(yīng)主動(dòng)看城市.)
【注意】如果過去分詞作狀語時(shí),前面再加邏輯主語,主句的主語就不再是分詞的邏輯主語,這種帶邏輯主語的過去分詞結(jié)構(gòu)實(shí)際上屬于獨(dú)立主格結(jié)構(gòu).
(1) The signalgiven, the bus started. 信號(hào)一發(fā)出,汽車就開動(dòng)了.(thesignal 是 given 的邏輯主語,因此主句主語 the bus 就不是given 的邏輯主語.
(2) Her headheld high, she went by. 她把頭昂得高高地從這兒走了過去.(her head 是 held high 的邏輯主語,因此主句主語 she 就不再是held high 的邏輯主語.)
3. 過去分詞作狀語來源于狀語從句.
(1) Caught in aheavy rain, he was all wet. 因?yàn)榱芰艘粓?chǎng)大雨,所以他全身濕透了.(caught in a heavy rain 為過去分詞短語作原因狀語,它來源于原因狀語從句Because he was caught in a heavy rain.)
(2)_Grown inrich soil, these seeds can grow fast. 如果種在肥沃的土壤里,這些種子能長(zhǎng)得很快.(grown in rich soil 為過去分詞作條件狀語,它來源于條件狀語從句 Ifthese seeds are grown in rich soil.
【注意】狀語從句改成過去分詞作狀語時(shí)有時(shí)還可保留連詞,構(gòu)成"連詞+過去分詞"結(jié)構(gòu)作狀語.
When given amedical examination, you should keep calm. 當(dāng)你做體格檢查時(shí)要保持鎮(zhèn)定.
4. 過去分詞作狀語的位置.過去分詞可放在主句前作句首狀語,后面有逗號(hào)與主句隔開;也可放在主句后面,前面有逗號(hào)與主句隔開.
He stood theresilently, moved to tears. = Moved to tears, he stood there silently. 他靜靜地站在那里,被感動(dòng)得熱淚盈眶.
四、過去分詞作賓語補(bǔ)足語
(一)能夠接過去分詞作賓補(bǔ)的動(dòng)詞有以下三類:
1. 表示感覺或心理狀態(tài)的動(dòng)詞.如:see, watch, observe, look at,hear, listen to, feel, notice, think等.
(1) I heard thesong sung in English. 我聽到有人用英語唱過這首歌.(過去分詞sung的動(dòng)作顯然先于謂語動(dòng)作heard;)
(2)_He found hishometown greatly changed. 他發(fā)現(xiàn)他的家鄉(xiāng)變化很大.(過去分詞changed的動(dòng)作顯然先于謂語動(dòng)作found)
2. 表示"致使"意義的動(dòng)詞.如:have, make, get, keep, leave等.
(1) I"ll have myhair cut tomorrow. 明天我要理發(fā).
(2) He got histooth pulled out yesterday. 他昨天把牙拔了.
(3) Don"t leavethose things undone. 要把那些事情做完.
【注意】過去分詞所表示的動(dòng)作一定和賓語有邏輯上的動(dòng)賓關(guān)系.
(二)使役動(dòng)詞have接過去分詞作賓補(bǔ)有兩種情況.
1. 過去分詞所表示的動(dòng)作由他人完成.
He had his moneystolen.他的錢給偷了.(被別人偷去了)
2. 過去分詞所表示的動(dòng)作由句中的主語所經(jīng)歷.如: He had his leg broken.他的腿斷了. (自己的經(jīng)歷)
五、"with +賓語+過去分詞"結(jié)構(gòu)
此結(jié)構(gòu)中,過去分詞用作介詞 with的賓語補(bǔ)足語.這一結(jié)構(gòu)通常在句中作時(shí)間,方式,條件,原因等狀語.
(1) The murdererwas brought in, with his hands tied behind 中國(guó)衛(wèi)生人才網(wǎng)his back. 兇手被帶進(jìn)來了,他的雙手被綁在背后.(表方式)
(2) With waterheated, we can see the steam. 水一被加熱,我們就會(huì)看到水蒸氣.(表?xiàng)l件)
(3) With thematter settled, we all went home. 事情得到解決,我們都回家了.(表原因)
(4)_She stood infront of him, with her eyes fixed on his face. 她站在他面前,眼睛注視著他.
(5) He stood foran instant with his hand still raised. 他仍然舉著手站了一會(huì)兒.
Ⅱ ImportantSentences
(1) Others have suggested thatalthough the rate of depression among students entering medical school issimilar to that among other people of similar ages, the prevalence increasesdisproportionately over the course of medical school.
其他人指出雖然醫(yī)學(xué)院學(xué)生的抑郁比例與其同齡人相似，但隨著入學(xué)時(shí)間增加，患抑郁癥狀的人數(shù)就會(huì)遠(yuǎn)遠(yuǎn)高于其同齡人。
(2) Students are often separatedfrom friends and classmates and must work with a constantly changing set ofresidents and attending physicians, which contributes to their sense ofisolation.
學(xué)生們常常會(huì)離開自己的朋友和同學(xué)。他們必須與經(jīng)常更換的病人和主治大夫一道生活，這增加了他們的孤獨(dú)感。
(3) Nevertheless, Haynes believesthat an anonymous forum with no administrator looking at the responses, such asthe one tested at Duke, "is going to be much more inviting to studentsthan disclosing [depression] to even a sympathetic administrator.
然而，海恩斯相信一個(gè)沒有愛注意別人反應(yīng)的管理者參加的匿名研討，比如杜克大學(xué)正在測(cè)試的“對(duì)學(xué)生來說比將（抑郁)泄露給即使富有同情心的管理者要好。
Depression is a seriousmedical condition that affects the mind and the body. It is an illnesses, inthe same way the diabetes, heart disease and cancer are illnesses. Therefore,it needs to be treated; it is even so with depressed medical students. Then inorder to clear the way for medical students to seek help when they need it, westill need to work hard to make our society a more humane environment, in whichthe students can surely feel better to show their own depression without anyworries.
The testprovides us a very fundamental and important question to consider, that is, asmedical students, how to reach the balance of working hard and healthy mood.Everyone should consider it seriously, because after all health should befirst.
VI. Assignment
