DEALING WITH AIDS

Dealing with AIDS翻译：应对艾滋病应对艾滋病可以加固友情，增进情感交流并促进人们的成熟。

在1995年l0月16日之前，我是这个世界上最无忧无虑的人，我没有任何担忧，享受着快乐的生活。

我从来没有思考过会有任何事情发生在我或是我的朋友身上。

我们是战无不胜的。

直到艾滋病这个词进入到我的生活。

我和戴维是长达十年的最好朋友。

然而在我们进入高中时代后，事情开始有了变化。

我们分在了不同的班级，所以我们不经常一起出去闲逛了。

这困扰着我，但是我想我们都只是在渐渐地长大，他也会遇到更多的朋友。

之后我开始注意到他经常不在学校，而且生病的次数也比往常要多。

所以我打电话给他，但是他却挂掉了。

我不知道该怎么做，所以我再一次放任不管。

后来有一天，我和戴维在商场遇见，我当着他的面询问他为什么我们不再是朋友了。

他推开我然后失控地大哭，告诉我他快要死了。

我不敢相信他。

的确，我听说过艾滋病，但是那是一种同性恋疾病并不会感染年轻人，所以我说这真是一个令人恶心的玩笑然后离开了。

当我回到家之后，事情开始变得清晰有理。

我奔向我的房间大哭。

戴维只有17岁，他不能死。

我对于我们变得如此遥远陌生而感到悲伤。

我打电话给戴维，让他来谈一谈。

当他到了的时候，我发现他病得很严重，之前我从未注意到过。

他看上去很老，不符合他年龄的老。

我问他怎么会发生这样的事。

戴维曾经有过一次没有保护措施的性行为，现在要以生命为此付出代价。

我感到很愤怒。

我在我的整个生命中从未感受到如此无力。

在这以前，当事情出差错的时候，我可以依赖我的父母弥补过失。

但是这一次他们也对此无能为力。

我不得不靠我自己去解决。

戴维和我再一次变得亲近，似乎我是他身边唯一支撑他的人了。

戴维决定告诉人们他的病情，隐藏是无济于事的，人们过不了多久就会发现这一切。

人们看他好像他得了瘟疫一样，我们的朋友不想和他一起做任何事。

很快，他们也不想和我扯上任何关系了。

突然之间我感觉我好像也生了病。

我不知道我该做什么。

Unit 4 Dealing with AIDSDealing with AIDS strengthens the bond of friendship, encourages emotional and mature growth. Before the sixteenth of October 1995, I was the most carefree person in the world. I had no worries and was just living life up. I never thought that anything could happen to me or my friends. We were invincible. That is, until the word AIDS came into my life.For 10 years David and I were the best of friends. Then we got to high school and things started to change. We were in different classes, so we didn't hang out as much. It bothered me but I thought that we were both just growing up, and there were more friends where he came from. Then I began to notice that he wasn't in school a lot, and was sick more than usual. So I called him and he hung up on me. I didn't know what to do, so once again I blew it off. Then one day I saw David in the mall and I confronted him as to why we were not friends anymore. He pulled me aside and broke down in tears and said that he was dying. I didn't believe him. Sure, I had heard about AIDS, but that it was a homosexual disease and it didn't affect young people, so I said that it was a sick joke and left.When I got home things started to make sense. I ran to my room and cried. David was only 17; he couldn't die. Then I felt so bad that we had grown so far apart. I called David, asking him to come over so we could talk. When he came over I saw a seriousness in him that I had never seen before. He looked so old, too old for his age. I asked how it happened. David had had unprotected sex once and now had to pay with his life. I was so angry. I have never felt so powerless in my whole life. When things had gone wrong before this, I could always rely on my parents to make things better. There was nothing that they could do this time. I had to handle it all on my own.David and I became very close again, and it seemed that I was the only one there for him. David made the decision to tell people about his disease. There was no use in hiding it; sooner or later people would find out. People looked at him as if he had a plague, and our friends from school wanted nothing to do with him. Soon after that they wanted nothing to do with me. All of a sudden I felt that I had the disease. I didn't know what to do. My whole life was changing so fast that I couldn't keep up. Once again I was growing up and realized that our friendship meant everything to me. Also, I couldn't turn my back on him when he needed me the most. So I stuck it out and lost most of my friends. The ones that still talked with me didn't come too close in fear that they would catch the disease. The thing was, I didn't even have AIDS, so why did my friends treat me like this? I was being treated this way because teenagers are not used to dealing with situations like this, and don't know how to react. So how could I blame them since I would have done the same thing?As time went on, David became very ill. There was nothing that I could do but watch him die. David found out that he had full blown AIDS. This to me meant death was sure to come and all too quickly. I wasn't ready to let him die, not yet anyway. There was so many things that I wanted to do and say, but couldn't find the words. I went to doctor after doctor with him, and saw him go through so much. Everyone said that I must keep a positive attitude for his sake, because attitude means everything. So, in times of stress I was the one that had to keep things together. I pushed all my emotions aside and was strong for him.My mom had had a trip planned for the whole family for some time now, and still wanted to go. She thought that the trip would do me good; she said that I was not the one that was dying. I couldn't believe that she said that to me, but to make her happy I went. We were gone for abut 2weeks, and when I came back the first thing I did was go to see David. That was when I saw AIDS for the first time. I didn't even recognize him. David had lost weight, had purple lesions all over his body, and was very pale. He couldn't even get up when he saw me. He was bedridden. I still had to be the strong one and keep everything in. I had brought him stuff from the ocean, his favorite place. We talked about my trip and anything else we could think of. Then he fell asleep because he could no longer stay awake for long periods of time.On the second of May 1996, David was put in the hospital. This gave him the feeling that there was no more hope left, and that he was going to die. I still had to maintain my positive outlook for him. He needed that in me. One day he looked at me and said, "Faye, I am dying; let's accept that and deal with it. I know what I did was wrong and now I have to deal with it. All I want you to do is to remember me, enjoy life and be careful." For the first time in front of him, I cried. I knew that it wouldn't be long before he was gone forever. He shouldn't have to deal with this at such a young age. Towards the end of May he became so sick that the hospital staff had a bubble around him, so he wouldn't catch our bad germs. I hated to see him like that, and every day it became worse. I had come to realize that any day now he would die. At night I would wonder if he would make it through. School was over now, so I spent every hour I could in the hospital. He was everything to me. I felt bad for the time that we had lost and how I wasn't even going to fight for our friendship.The fifth of June, 1996 marked the end of my best friend David's life. He went peacefully. That was a comfort all in its own. In a way I was glad that it was over, for he was no longer in pain. All the emotions that I had held in came rushing out as I realized that I would never see David again. His mother said that I had kept him alive and that she was grateful that I was her son's last friend. It hasn't been a year yet, but I have done so much since then that I am no longer that carefree teenager. I now educate people about AIDS, which to me is keeping David's memory alive. Even though David is gone, he is still with me and always will be in mind and spirit.应对艾滋病抵抗艾滋病可以加深友谊，增进情感交流和促进人们成熟。

Dealing With AIDS应对艾滋应对艾滋病加强了友谊的纽带，促进了情感和成熟的成长。

在1995年的十月十六日之前，我应该是世界上最无忧无虑的人了，那时候我没有任何忧虑只是一天一天的过日子。

我从来没有想过会有什么事情发生在我或我朋友身上，因为我们是多么无敌呀！直到艾滋这个词闯入了我的生活。

我和大卫是相处十年的最好的朋友，但当我们去念高中时，有些东西开始悄悄改变了。

我们去了不同的班级所以我们不再像之前那样经常一起出去闲逛。

这虽然很困扰我但我想我们都在长大,他也会有许多其他的朋友。

可慢慢的我发现他经常不在学校看起来也比平常虚弱很多,于是我打了个电话给他，但他却挂断了我的电话。

我不知道该做点什么于是我又一次没有把它当回事。

有一天我在商场里看见大卫，我当面问了他为什么我们不再像朋友了。

他把我推到一边，然后突然放声大哭说他快死了。

我一点儿也不相信他的话。

当然，我曾经听说过艾滋，但它是一种同性恋的疾病并且不会影响到年轻人，所以我认为这只是一个非常残酷的玩笑然后我就离开了。

当我回到家的时候我开始有了一点感觉，我跑回我的房间然后开始哭了起来，大卫只有17呀，他不能死。

我感到难过的是我们已经成长得如此之远了，我给大卫打了个电话让他过来一趟，我们需要讨论一下这件事。

当他来的时候，在他身上我看到了一种我从来没有看到过的严肃，他看上去要比他的年纪老很多。

我问他发生了什么。

他说他有一次没有安全措施的性交，所以现在他不得不为此付出自己的生命。

听完之后我感到十分气愤，同时在我的一生中我也从来没有感到过如此的无力。

在此之前，每当事情变得不好的时候，我可以靠我的父母把事情处理好。

但这次他们没有什么可以帮我的，我不得不靠自己把事情都处理好。

我和大卫再一次变得亲密无间，似乎我也是唯一一个在他身边的人。

大卫决定把他的病告诉别人。

因为隐藏也没什么用，人们很快也会察觉的。

周围的人看他时仿佛他带着瘟疫，我们的同学也不想和他一起玩了，很快他们也不再和我一起玩了。

Unit 4 Dealing with AIDSTeaching Objectives1.To help students to get to know the basic knowledge about AIDs;2.To help students to get to know how to keep from HIV and AIDs;3.To help students to learn to analyze the text;4.To help students to learn the language in this text;5.To help students to develop oral English ability and communicative competence.6.What’s the most important way of protecting ourselves from being infected with AIDS? Pre-reading ActivitiesI. Pre-reading questions1.What kind of disease do you know AIDS is?2.What’s the big deal about AIDS?3.What’s the difference between HIV/AIDS?4.How can people be infected with AIDS?II. Cultural information1. QuotesBan Ki-Moon: Speaking at the "Light for Rights" on World AIDS Day held at the Washington Square Park Memorial Arch in New York, he said: "We are here tonight to denounce the discrimination they (people living with HIV/AIDS) face —the fear and stigma, the shame and rejection, the threat of losing their jobs ... For too long and in too many places, too many people have been pushed beyond the reach of prevention and treatment, care and support ... We must respond by shining the full light of human rights on the challenge ... I call on all countries to dismantle legal frameworks that institutionalize discrimination against people living with HIV and people are at most risk of infection."2. AIDS：Acquired Immune Deficiency SyndromeAIDS, a very serious illness which spreads very fast today, had been one of the most horrible killers of human beings.AIDS is caused by HIV virus. Now in the world there is no useful medicine that can cure AIDS, but it spreads only in limited ways. AIDS spread in three basic ways: first, through sexual intercourse; second, through contact with diseased blood; and third from an HIV mother to baby. And people who are intravenous drug users may infect HIV virus too.The actual patterns of spreading of the AIDS virus change from culture. People should do something to solve the problem and prevent the spreading of AIDS in the world. People can do something in these ways: first, a program should be established to educate citizens about AIDS,letting people know what causes it and how it spreads, so that people can know it clearly and prevent it easily, instead of being afraid of it; second, increase scientific technology to fight against AIDS; third, make healthy and civilized social environment, so there will be less sexual intercourse actions, and less drug users.Although AIDS is very horrible, we shouldn't fear, worry or have prejudices about it, we should confront it and fight against this devil.Global ReadingI. Text analysis1.What is the theme of the text?Dealing with AIDS strengthens the bond of friendship and encourages emotional and mature growth.2.What is the style of the text? Give your reasons.The style of the narrative is colloquial and simple because many simple words, colloquial expressions and concise sentences are used, which are easy and smooth to read.Colloquial words:about, cried, go, let, so, sure, thingsSimple or colloquial phrases:blew it off, living life up, feel so bad, had the disease, stuck it out, make it through, etc.II. Structural analysis1.How is this narrative story organized?The narrative is organized in the chronological order with the activities and events related in the true story.2. Work out the structure of the text by completing the table.Paragraph(s) Main idea1 This paragraph gives the instructive message of the story, and makes clearthe specific date when AIDS became known to the writer.2-4 This part provides an account of how the writer came to know the fact that his friend was suffering from AIDS, how he felt, what attitude he adopted,and how others responded to it.5-7 This part tells us that the writer maintained an active and positive attitude towards his friend.8 This paragraph mentions the s pecific date that marked the end of David’slife, describes the writer’s feelings towards David’s death, and tells us howthe writer keeps his friend’s memory alive.Detailed ReadingText IParagraph 1Questions:1) What does the first sentence of Paragraph 1 tell us?It points out the significance of dealing with AIDS,which is the theme of the text.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?By separating them from each other, the writer succeeds in accentuating the two parts of the sentence with more information. It is precisely for the purpose of emphasis that a sentence is divided into two or more than two parts by means of full stops.Paragraphs 2-4Questions:1)Why did David hang up on the author? (Paragraph 2)Suffering terribly from AIDS, David realized that he was dying,which would make his friend bitterly sad about his illness. And David did not want to run the risk of giving the infectious disease to his best friend. So he cut off all communication with even his best friend.2)How did David, the writer’s friend, catch AIDS? (Paragraph 3)David had had unprotected sex once. Thus, he caught AIDS.3) What attitude did the writer adopt towards David? (Paragraph 4)The writer adopted a friendly attitude towards David. Because their friendship meant everything to David. He couldn’t turn his back on David when he needed him the most.4) How did other people react to David’s ill ness when it was made known? (Paragraph 4)Other people looked at him as if he had a plague, and the writer’s and David’s friends from school wanted nothing to do with him and even with the writer.Paragraphs 5-7Questions:1) What did David say to the writer one day in the hospital? (Paragraph 7)David said to the writer one day in the hospital, ―Faye, I am dying; let’s accept that and deal with it. I know what I did was wrong and now I have to deal with it. All I want you to do is to remember me, e njoy life and be careful.‖2) How did the writer take care of his friend David? (Paragraph 5/6/7)The writer maintained an active 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 see one doctor after another with him, brought him stuff from the ocean—his favorite place; he spent every hour he could accompanying his friend in the hospital, where David was being treated until his last breath.Paragraph 8Questions1) How did the writer feel about his friend’s death?The writer had mixed feelings. In a way he was glad that David was no longer in pain. But all the emotions came rushing out as he realized that he would never see David again.2) How does the writer keep David’s memory alive?The writer educates people about AIDS. It is in this positive way that he keeps David’s memory alive.Further EnhancementText IILead-in Questions1. How can we prevent AIDS according to your knowledge?2. What do you think we can do to improve public awareness of AIDS?Notes1. Centers for Disease Control (Paragraph 2): Centers for Disease Control and Prevention (CDC), agency of the United States Public Health Service.2. intravenous needles (Paragraph 9): needles used for the injection into a vein3. hemophiliacs (Paragraph 3): 血友病患者4. Rock Hudson (Paragraph 4): American actor noted for his good looks and movie roles during the 1950s and 1960s and popular television series in the 1970s. Hudson was one of the first known Hollywood celebrities to die of AIDS-related complications.5. Magic Johnson (Paragraph 4): byname of Earvin Johnson, Jr., American basketball player. In the fall of 1991 Johnson announced that he had tested positive for the virus that causes AIDS.6. Arthur Ashe(Paragraph 4): American tennis player, the first black winner of a major men’s singles championship. In April 1992 he revealed that he had become infected with the virus that causes AIDS, probably through a tainted blood transfusion.7. HTLV (Paragraph 5): acronym for human T-cell lymphotropic virus 艾滋病病毒8. macrophages (Paragraph 6): 巨噬细胞9. thrush (Paragraph 7): 鹅口疮10. Pneumocystis carinii (Paragraph 8): 卡氏肺袍子虫11. Kaposi’s sarcoma (Paragraph 8): 卡波济氏肉瘤：一种多病灶恶性新生血管增值症12. semen (Paragraph 9): reproductive fluid of males 精液13. saliva (Paragraph 10): colorless liquid secreted into the mouth by glands 唾液14. placenta (Paragraph 10): organ in the womb of pregnant mammals nourishing the foetus (胚胎，胎儿) through umbilical cord (脐带) and eliminating its waste products胎盘15. invasive procedures (Paragraph 10): a series of actions in which the surgeon make usuallylarge incisions16. abstinence (Paragraph 11): the state of refraining from food, alcohol, etc., but in this text esp.from sex17. monogamous (Paragraph 11): in the practice or state of being married to one person at a time18. latex condoms (Paragraph 11): contraceptive sheaths made of rubber and worn by menQuestions for discussion1. What is the function of the human body’s immune system?2. What fact about the disease AIDS is the public aware of?3. How does the virus damage the human immune system?4. What happens after one contracts the AIDS virus?5. What is an opportunistic infection?6. How is AIDS spread?7. Why should health care workers who perform invasive procedures be tested for the AIDS virus?8. What should we do to protect ourselves from AIDS?Key to Questions for discussion1. The system is responsible for fighting disease-causing substances that have entered the body.2. The disease is spreading quickly and anyone can be at risk.3. It destroys central white blood cells that are essential for human immune system.4. Some people may act as carriers, remaining healthy but still able to infect others. The average time for AIDS to fully manifest itself is one to two years.5. An infection that normally does not cause diseases but produces devastating and eventually lethal diseases when the body is unable to fight off infection, as in AIDS and certain other diseases.6. Scientists have identified three ways that HIV infections spread: sexual intercourse with an infected person, contact with contaminated blood, and transmission from an infected mother to her child.7. Since their part of the body is entered, they are more likely to contract disease.8. (This is an open question for students to answer.)Memorable QuotesAppreciate the rhetoric device used in “Joy and Temperance and Repose Slam the door on the doctor’s nose.”Guidance: Mary Baker Eddy (1821–1910) founded the Christian Science movement. She advocated Christian Science as a spiritual practical solution to health and moral issues. According to Christian Science, mortal mind refers to a belief that life, substance, and intelligence are of matter. In the sentence ―Joy and Temperance and Repose Slam the door on the doctor’s nose‖, personification is applied. Here ―Joy and Temperance and Repose‖ is the subject of the sentence which actually describes a state of mind that helps one to keep healthy.1.Disease is the experience of so-called mortal mind. It is fear made manifest on the body.— Mary Baker EddyParaphrase: Disease is the expression of thought externalized which believes that the mind would eventually die. The fear of the death is shown in the form of disease on the body. manifest: to show or demonstrate clearlye.g. The problem of governance manifested itself in the economic crisis.2.Joy and Temperance and Repose Slam the doo r on the doctor’s nose.— Elizabeth Cady Stanton Paraphrase: To keep joyful, self-restrained and peaceful is to keep doctor away.slam the door in someone's nose: (slam the door in someone's face) an idiom with the figurative meaning of suddenly withdrawing an opportunity from someone.e.g.His bad manners in the interview effectively slammed the door in his face for future employment.。

Unit 4 Dealing with AIDSDealing with AIDS strengthens the bond of friendship, encourages emotional and mature growth. Before the sixteenth of October 1995, I was the most carefree person in the world. I had no worries and was just living life up. I never thought that anything could happen to me or my friends. We were invincible. That is, until the word AIDS came into my life.For 10 years David and I were the best of friends. Then we got to high school and things started to change. We were in different classes, so we didn't hang out as much. It bothered me but I thought that we were both just growing up, and there were more friends where he came from. Then I began to notice that he wasn't in school a lot, and was sick more than usual. So I called him and he hung up on me. I didn't know what to do, so once again I blew it off. Then one day I saw David in the mall and I confronted him as to why we were not friends anymore. He pulled me aside and broke down in tears and said that he was dying. I didn't believe him. Sure, I had heard about AIDS, but that it was a homosexual disease and it didn't affect young people, so I said that it was a sick joke and left.When I got home things started to make sense. I ran to my room and cried. David was only 17; he couldn't die. Then I felt so bad that we had grown so far apart.I called David, asking him to come over so we could talk. When he came over I sawa seriousness in him that I had never seen before. He looked so old, too old for his age. I asked how it happened. David had had unprotected sex once and now had to pay with his life. I was so angry. I have never felt so powerless in my whole life. When things had gone wrong before this, I could always rely on my parents to make things better. There was nothing that they could do this time. I had to handle it all on my own.David and I became very close again, and it seemed that I was the only one there for him. David made the decision to tell people about his disease. There was no use in hiding it; sooner or later people would find out. People looked at him as if he had a plague, and our friends from school wanted nothing to do with him. Soon after that they wanted nothing to do with me. All of a sudden I felt that I had the disease. I didn't know what to do. My whole life was changing so fast that I couldn't keep up. Once again I was growing up and realized that our friendship meant everything to me. Also, I couldn't turn my back on him when he needed me the most. So I stuck it out and lost most of my friends. The ones that still talked with me didn't come too close in fear that they would catch the disease. The thing was, I didn't even have AIDS, so why did my friends treat me like this I was being treated this way because teenagers are not used to dealing with situations like this, and don't know how to react. So how could I blame them since I would have done the same thingAs time went on, David became very ill. There was nothing that I could do but watch him die. David found out that he had full blown AIDS. This to me meant death was sure to come and all too quickly. I wasn't ready to let him die, not yet anyway. There was so many things that I wanted to do and say, but couldn't find the words. I went to doctor after doctor with him, and saw him go through so much. Everyone said that I must keep a positive attitude for his sake, because attitude means everything. So, in times of stress I was the one that had to keep things together.I pushed all my emotions aside and was strong for him.My mom had had a trip planned for the whole family for some time now, and still wanted to go. She thought that the trip would do me good; she said that I was not the one that was dying. I couldn't believe that she said that to me, but to make her happy I went. We were gone for abut 2 weeks, and when I came back the first thing I did was go to see David. That was when I saw AIDS for the first time. I didn't even recognize him. David had lost weight, had purple lesions all over his body, and was very pale. He couldn't even get up when he saw me. He was bedridden. I still had to be the strong one and keep everything in. I had brought him stuff from the ocean, his favorite place. We talked about my trip and anything else we could think of. Then he fell asleep because he could no longer stay awake for long periods of time.On the second of May 1996, David was put in the hospital. This gave him the feeling that there was no more hope left, and that he was going to die. I still had to maintain my positive outlook for him. He needed that in me. One day he looked at me and said, "Faye, I am dying; let's accept that and deal with it. I know what I did was wrong and now I have to deal with it. All I want you to do is to remember me, enjoy life and be careful." For the first time in front of him, I cried. I knew that it wouldn't be long before he was gone forever. He shouldn't have to deal with this at such a young age. Towards the end of May he became so sick that the hospital staff had a bubble around him, so he wouldn't catch our bad germs. I hated to see him like that, and every day it became worse. I had come to realize that any day now he would die. At night I would wonder if he would make it through. School was over now, so I spent every hour I could in the hospital. He was everything to me.I felt bad for the time that we had lost and how I wasn't even going to fight for our friendship.The fifth of June, 1996 marked the end of my best friend David's life. He went peacefully. That was a comfort all in its own. In a way I was glad that it was over, for he was no longer in pain. All the emotions that I had held in came rushing out as I realized that I would never see David again. His mother said that I had kept him alive and that she was grateful that I was her son's last friend. It hasn't been a year yet, but I have done so much since then that I am no longer that carefree teenager. I now educate people about AIDS, which to me is keeping David's memory alive. Even though David is gone, he is still with me and always will be in mind and spirit.应对艾滋病抵抗艾滋病可以加深友谊，增进情感交流和促进人们成熟。

Unit 5Dealing with AIDS制作人：张少林OBJECTIVES1.Learn 177 new words and expressions and some special language points2.Grasp the main idea and structure of the texts3.Develop critical thinking ability through further discussion on the dealing with AIDS and the attitude people should take towards AIDS patients4.Review English grammar: the Gerund5.Write: How to write a complete paragraph6.Phonetics trainingU5-B1Memorable quotes Pre-reading questions Background information Watch & DiscussWarming upGerund phrasesGrammarWord stress;PhoneticsText comprehension Structure and ideas Sentence explanation New words and expressionText AnalysisHow to Write aWritingReading Text II;Finishing exercisesAfter-class tasksProceduresMemorable quotes Pre-reading questions Background information Watch & DiscussI. Warming up U5-B1•Disease is the experience of so-called •Words and phrases suggested •the term -a human viral disease -the immune system -harmless in ... -fatal in ... -no cure -new drugs -defend the body from -vulnerable toof HIV and AIDS?II. Text LearningII. Text learning U5-B1Introduction to the textThe text relates a true story ―unforgettable personal experiences of the writer’s. It tells us how David, the writer’s best friend, suffered from AIDS, what attitude the writer took towards David, and how much concern he showed to David, i.e. how he helped David deal with AIDS.II. Text learning _ Introduction to the text U5-B1•He thought that they were both just growing up and that David had his new friends from his own class.1.Why didn’t the author and David hang out much when they were at high school according to the author? (Para.2)2. Why did David pull the author aside and break down in tears? (Para. 2)•Because David knew he was dying of AIDS.3. What caused David’s lethal disease? (Para. 3)•The unprotected sex caused it.II. Text learning _ Text comprehension U5-B1•He realized that their friendship meant everything to them.4.What did the author realize when he felt he was growing up fast? (Para.4)II. Text learning _ Text comprehension U5-B15.The author lost most of his friends, didn’t he? Why? (Para. 4)•Yes, he did. Because most of his friends didn’t come too close in fear that they would catch the disease.II. Text learning _ Text comprehension U5-B1 6.When was David put in the hospital? (Para.7)•He was put in hospital on the second of May 1996.II. Text learning _ Text comprehension U5-B17.Why did the author cry in front of David for the first time? (Para.7)•Because he knew that it wouldn’t be long before David was gone forever.8.Why does the author now educate people about AIDS? (Para.8)•Because by doing so he could keep David’s memory alive.Structure of the Text•Part 1: Paragraph 1•Part 2: Paragraphs 2-4•Part 3: Paragraphs 5-7•Part 4: Paragraph 8II. Text learning _ Structure of the text U5-B1•The first sentence of the first paragraph points out the instructive message of the story. This paragraph also makes clear the specific date when AIDS became known to the author.•The next three paragraphs, which make us the second part of the text, provide an account of how the writer came to know the fact the his friend was suffering from AIDS, how he felt toward it, what attitude he adopted toward it, and how others responded to it.II. Text learning _ Structure of the text U5-B1Let’s listen to and read Main Idea of Part 1In this part, the author asserts thebeneficial result from dealing with AIDS, and makes clear the exact date when the word AIDS came into his life. Besides, the writer tells us that he had been the most carefree boy in the world until AIDS became known to him.•What does the first sentence of the passage tell us?mature growth. (L1, Para.1)It points out the significance of dealing with AIDS. In other words, it conveys the theme of the narrative text, which is also the purpose of the writer.mature : behaving in a sensible adult wayDerivations:immature, maturity e.g.He is not mature enough to be given too much responsibility.In china, a person over 18 years old is considered mature .This job calls for a man with a great deal of maturity .That is silly, immature behavior.II. Text learning _ Part 1 U5-B1•I didn’t have any worries, I didn’t have any mental suffering, and Ididn’t have to take any responsibilities. What I was doing was to enjoy life to my heart’s content.•I was the most carefree person in the world. I had no worries and was just living life up. (L2, Para. 1)II. Text learning _ Part 1 U5-B1n. + -free : without the quality of the nounPeople in this area can only enjoy a three-month ice-free period during the summer.The government offers rent-free apartments to elderly people.Nothing is post-free in China.Goods are cheaper in a duty-free shop.Guilin is pollution-free .II. Text learning _ Part 1 U5-B1I didn’t have any worries, I didn’t have any mental suffering, and Ididn’t have to take any responsibilities. What I was doing was to enjoy life to my heart’s content.•We were invincible. (L4, Para. 1)•Who does “we”refer to here?invincible : incapable of being overcome or defeated as a result of great strength or skill; unconquerable. e.g.There is no army in the world that is invincible .The forces for peace, justice and progress are invincible after all.•This is a sentence fragment. Why does the author arrange it in that way?It is actually part of the precedingsentence. The author separates them to accentuate (强调) the two parts of the sentence.Part 2Let’s listen to and read Part 2 of the text (Paras.2-4)II. Text learning _ Part 2 U5-B1Main Idea of Part 2This part describes how the writer got to know that his friend, David, wassuffering from AIDS and how the writer felt about his friend’s fatal disease.II. Text learning _ Part 2 U5-B1We were in different classes, so we didn’t hang out as much. (L.2, Para.2)•Have some sentence constituents been omitted?•…so we did not spend a lot of time together as we had done before we got to high school.II. Text learning _ Part 2 U5-B1•How many pronouns are used in the sentence and what functions do they play?came from. (L.3, Para.2)•What syntactic function does the clause introduced by “where”play?More example of adverbial clause of place:Wuhan lies where the Yangtze and the Han river meet.Wherever I am I will be thinking of you.Where I live there are plenty of sheep.Make a mark where you have any questions.Wherever we go, we must build up good relationship with people.So I called him and he hung up on me. (L.5, Para.2)•Why did David hang up on the author, who wanted to talk to him on the phone?Suffering terribly from AIDS, David knew that he was dying. If he had talked to the author on the phone, he would havebroken down in tears, or at least he would have revealed his sadness about his illness.So I phoned him, but he refused to talk to me on the phone by replacing the receiver.II. Text learning _ Part 2 U5-B1Compare:hang out : spend time somewhere in a casual or relaxed wayhang about : to move aimlesslyhang up : end a telephone call by putting the receiver back, often abruptly hang on : continue a telephone callII. Text learning _ Part 2 U5-B1•…so once again I blew it off. (L.6, Para.2)So I failed to get him once more. / so I once again gave up my effort to talk to him.•I saw David in the mall and I confronted him as to why we were not friends anymore. (L.6, Para.2)•I saw David in the shopping complex and I faced him bravely (came to face with him), challenging him why we were not friends any more.II. Text learning _ Part 2 U5-B1I had heard about AIDS, but that it was a homosexual disease and it didn’t affect young people? (L.9, Para.2)•Why did the author think that suffering from AIDS was the result of homosexual behaviour?Because the outbreak of AIDS in the early 1980s was one of the greatest challenges to face the homosexual community. In the United States, the disease first became prevalent among homosexuals and spread with devastating effect.II. Text learning _ Part 2 U5-B1affect : to have an influence on e.g.Inflation affects the buying power of the dollar.Rheumatic fever can affect the heart.Smoking affects health.Synonyms:the influence of the music 音乐的影响a speech that lacked impact 毫无影响力的演说to have effect on the trade balance 对商业均衡有影响repercussion of tax 税收影响a sick joke : a cruel, offensive jokea sick economy : a economy with some deficiencya sick ship : a ship needing repaira sick office building: an office building whose environment is harmful to people’s healthsick soil : barren soilWhen I got home things started to make sense. (L.1, Para.3)When I came back home, I began to understand things. / I began to realize the situation.make sense : have a clear meaning; be sensible e.g.The sentence does not make sense .It doesn’t make sense to buy that veryexpensive leather coat when these cheaper ones are just as good.II. Text learning _ Part 2 U5-B1Then I felt so bad that we had grown so far apart. (L.2, Para. 3)Then I felt extremely sorry that we had become so widely separated.Then I felt very unwell that we had failed to understand each other as a result of complete lack of exchange of feelings, thoughts, etc.II. Text learning _ Part 2 U5-B1•I called David, asking him to come over so we could talk. (L.1, P.65; Para.3)•Which word(s) is/are the logical subjects of “asking”and “to come”?II. Text learning _ Part 2 U5-B1•How did David catch AIDS?David had had unprotected sex once. Thus, he caught AIDS.When he came over I saw a seriousness in him that I had never seen before. He looked so old, too old for his age. (L.1, P.65, Para.3)•Why was the author so angry after hearing David’s story?II. Text learning _ Part 2 U5-B1•Who is the logical subject of “to make…”?•on one's own : by oneself •e.g.•From now on he can work on his own .•You shall do the homework on your own .David and I became very close again. (L.1, Para.4)David made the decision to tell people about his disease. (Para.4)AppositiveDavid and I became intimate friends again, just as we had been in the past.II. Text learning _ Part 2 U5-B1David made the decision to tell people about his disease. There was no use in hiding it; sooner or later people would find out. (L.4, Para.4)•How did other people react to David’s illness when it was made known?Other people looked at David as if he had a plague, and the writer’s and David’s friends from school wanted nothing to do with David. Soon after that they evenwanted nothing to do with the writer, who stayed with David.II. Text learning _ Part 2 U5-B1•…to have any connection with him. They•What attitude did the writer adopt towards David?He adopted a friendly attitude towards David. He realized that their friendship means everything to him. He couldn’t turn his back on David when he needed him the most. So he stuck it out and lost most of his other friends.have something/nothing to do with: have some relation with•e.g. I have nothing to do with that scandal.•The ones that still talked with me didn’t come too close in fear that they would catch the disease. (L.9, Para. 4)•in fear that…:because of anxiety that; in case e.g.•I dare not go there for fear that he will see me.•They all dare not say what was in their mind for fear that it might cause trouble.II. Text learning _ Part 2 U5-B1Once again I realized that ourfriendship meant everything to me. (L.8, Para. 4)Once more I fully understood that our friendship was most invaluable to me.II. Text learning _ Part 2 U5-B1I couldn’t turn my back on him ….(L.8, Para. 4)•I could not avoid seeing or refusing to help him ….•I must see him, contact him and help him whenever needed.II. Text learning _ Part 2 U5-B1II. Text learning _ Part 2 U5-B1blame : to consider sb. responsible for sth wronge.g. He had only himself to blame for not taking better care of the child.The government blamed the crisis on poor planning.Let’s listen to and read In this part the author tells that he kept an active and positive attitude for the sake of his friend David and showed great concern form him.Main Idea of Part 3II. Text learning _ Part 3 U5-B1•How did the writer take care of his friend David?He maintained an active attitude for the sake of David and showed great concern for him. He contained his emotions in front of David; he went to doctor after doctor with him; brought him stuff from the ocean, his favourite place; he spent every hour he could accompanying him in the hospital, where David was being treated until his last breath.•What did David say to the writer one day in the hospital?David said, “I’m dying; let’s accept that and deal with it. I know what I did was wrong and now I have to deal with it. All I want you to do is to remember me, enjoy life and be careful.”II. Text learning _ Part 3 U5-B1There was nothing that I could do but watch him die.(L1, Para.5)•can do nothing but do : can only do •e.g.•You can do nothing but let matter take their course.你无能为力,只能听其自然。

Key to Unit 4 dealing with aidsText comprehensionIV.Explain in your own words the following sentences.1.David and I felt so young and healthy that we couldn't believe we would fall victim to anydisease before the word AIDS appeared in my life.2.We didn't spend as much time together as before.3.I asked him face to face to explain why we were not friends any more.4.I couldn't go away from him when he needed me badly.5.I was unable to control any more the strong emotions which I had been trying to hold backuntil this moment.VocabularyI.Explain the underlined part in each sentence in your own words.1.having a very enjoyable and exciting time2.disconnected and refused to take my phone call3.go away from or refuse to be with4.didn't give up, still taking him to be my best friend as before5.experience so much pain and stress6.endure all the pain and sorrow by myselfII.Fill in the blank in each sentence with a word or phrase taken from the box in its appropriate form.1.invincible2.stress3.confront4.keep up5.marking6.blame7.pushing aside8.emotional9.positive10.recognizedIII.Choose a word or phrase that best completes each of the following sentences.1-4 B C A C 5-8 D D D AIV. Fill in each blank with one of the two words from each pair in its appropriate form and note the differences in meaning between them.1.(Careless is used when people do not pay enough attention to what they are doing, so theymake mistakes, or cause harm or damage, while carefree refers to a person or a period of time that does not involve any problems, worries, or responsibilities.)a.carefreeb.carelessc.carelessd.carefree2.(Both words can refer to suffering from a disease or a health problem. In this sense, sick canoften be used as attributive in front of a noun. When ill is used as attributive, it often refers to something harmful or unpleasant. Sick can also mean "going to vomit," so it can be confusing to say "I'm sick." Sick is sometimes used to talk about a dislike from too much of something.)a.sick c. illb.sick d. ill3.(Disease refers to any kind of bad health or is an illness that affects people, animals or plants.It does not have any implications as to whether the sickness is acute or chronic, mild or harsh, or long or short in duration. Plague specifically refers to a very infectious disease that spreads quickly over a wide area and kills large numbers of people.)a.disease c. diseaseb.plague d. plague4.(Keep, among its many different uses, can mean "cause something or somebody to continueto do something," or "have without the need of returning." Maintain means "continue to have something and do not let it stop or grow weaker," or "keep something in good condition by regularly checking it and repairing it when necessary.")a.keep c. maintainb.keep d. maintainV.Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1.tighten (intensify, enhance)2.unhappy (wretched, miserable, cheerless)3.quickly (rapidly, swiftly)4.negative (doubtful, pessimistic, uncertain)5.benefit (profit, advantage)6.gain (increase, gather)7.cautious (alert, watchful)8.beginning (start, commencement)VI.Fill in the blank in each sentence with an appropriate form of the given capitalized word in brackets.1.unfavourableanisation3.worthless4.imperfect5.strengthening6.ashamed7.gratitude8.youthGrammarI. Put in any, each, every, some or one of their compounds.1. every (We use “each” when we talk about people or things as individuals and we use “every”when we think of them as a group.)2. everything3. anywhere (“Anywhere” in an affirmative sentence means “in any place; no matter where”)4. everyday5. somehow; anything6. anyone; someone7. some8. somewhereII. Explain the underlined part in each sentence in your own words.(The nouns in the underlined parts are all normally uncountable, but they are used as countable nouns here.)1. a kind of seriousness2. a kind of devotion3.people that cause joy4.the water of the stated river5. a kind of zeal6.many kinds of tea7.something that distracted8.something that made him disappointedIII. Choose the best answer.1-4 C C B C 5-8 DACBIV. Insert suitable prepositions in the following sentences.1.in2.since3.behind4.in; by5.in ("Deal in" means "buy and sell.")6.to; for7.by; for; by; in/under; of8.by; of; in; around9.to; in; with; on; in10.under ("Under the weather" means "slightly unwell or in low spirits.")V. Correct the errors, where found, in the following sentences.1.√(We use "between" when we talk about comparisons.)2.above →over (We use "over," not "above," when we say that something covers somethingelse and is in contact with it.)3.under →below (We use "below" when one thing is not directly under the other.)4.through →across5.√("Over the hill" means "too old.")6.on →in7.√8.in →atTranslationI. Translate the following sentences into Chinese.1. We were in different classes, so we didn't hang out as much.我们分在不同的班级，所以就不再那么经常厮混在一起了。

Unit 4 Dealing with AIDSKey to the ExercisesText comprehensionI. Decide which of the following best states the author's purpose of writing.DII. Judge, according to the text, whether the following statements are true or false.1. T2. T3. F4. T5. FIV. Explain in your own words the following sentences.1.David and I felt so young and healthy that we couldn't believe we would fall victim to any disease before the word AIDS appeared in my life.2.We didn't spend as much time together as before.3.I asked him face to face to explain why we were not friends any more.4.I couldn't go away from him when he needed me badly.5.I was unable to control any more the strong emotions which I had been trying to hold back until this moment.VocabularyI. Explain the underlined part in each sentence in your own words.1.having a very enjoyable and exciting time2.disconnected and refused to take my phone call3.go away from or refuse to be with4.didn't give up, still taking him to be my best friend as before5.experience so much pain and stress6.endure all the pain and sorrow by myselfII. Fill in the blank in each sentence with a word or phrase taken from the box in its appropriate form.1.invincible 5.marking 9.positive2.stress 6.blame 10.recognized3.confront 7.pushing aside4.keep up 8.emotionalIII. Choose a word or phrase that best completes each of the following sentences.1-4 B C A C 5-8 D D D AIV. Fill in each blank with one of the two words from each pair in its appropriate form and note the differences in meaning between them.1.a.carefree c.carelesscarefreed.careless b.2.a.sick c. illb.sick d. ill3.a.disease c. diseaseb.plague d. plague4.a.keep c. maintainb.keep d. maintainV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1.tighten (intensify, enhance)2.unhappy (wretched, miserable, cheerless)3.quickly (rapidly, swiftly)4.negative (doubtful, pessimistic, uncertain)5.benefit (profit, advantage)6.gain (increase, gather)7.cautious (alert, watchful)8.beginning (start, commencement)VI. Fill in the blank in each sentence with an appropriate form of the given capitalized word in brackets.1.unfavourable 5.strengtheninganisation 6.ashamed3.worthless 7.gratitude4.imperfect 8.youthGrammarI. Put in any, each, every, some or one of their compounds.1. every 5. somehow; anything2. everything 6. anyone; someone3. anywhere 7. some4. everyday 8. somewhereII. Explain the underlined part in each sentence in your own words.1.a kind of seriousness2.a kind of devotion3.people that cause joy4.the water of the stated river5.a kind of zeal6.many kinds of tea7.something that distracted8.something that made him disappointedIII. Choose the best answer.1-4 CCBC 5-8 DACBIV. Insert suitable prepositions in the following sentences.1.in 6.to; for2.since 7.by; for; by; in/under; of3.behind 8.by; of; in; around4.in; by 9.to; in; with; on; in5.in 10.underV. Correct the errors, where found, in the following sentences.1.√2.above →over3.under →below4.through →across5.√6.on →in7.√8.in →atTranslationI. Translate the following sentences into Chinese.1. 我们分在不同的班级，所以就不再那么经常厮混在一起了。

Unit5DealingwithAIDSUnit 5 Dealing with AIDS1.Teaching Objectives1)To help students to get to know the basic knowledge about AIDs;2)To help students to get to know how to keep from HIV and AIDs;3)To help students to learn to analyze the text;4)To help students to learn the language in this text;5)To help students to develop oral English ability and communicative competence.2.Teaching Procedures1)Lead-in activities2)Cultural Backgrounds3)Text analysis4)Structural analysis5)Language study6)ExercisesI. Lead-in activitiesPre-reading questionsWhat kind of disease do you know AIDS is?How much do you know about 2003’s SARS attack?II. Cultural backgroundAcquired Immunodeficiency Syndrome (AIDS), a human viral disease, ravages the immune system, undermining the body’s ability to defend itself from infection and disease. Caused by the human immunodeficiency virus (HIV), AIDS leaves an infected person vulnerable to opportunistic infections. Such infections are harmless in healthy people, but in those whose immune systemshave been greatly weakened, they can prove fatal. Although there is no cure for AIDS, new drugs are available that can prolong the life spans and improve the quality of life of infected people. How is HIV transmitted?HIV can be transmitted through the blood, sexual fluids, or breast milk of an HIV-infected person. People can get HIV if one of these fluids enters the body and into the bloodstream. The disease can be passed during unprotected sex with a HIV-infected person. An HIV-infected mother can transmit HIV to her infant during pregnancy, delivery or while breastfeeding. People can also become infected with HIV when using injection drugs through sharing needles and other equipment.Why HIV/AIDS education?the first of which is to prevent new infections from taking place.A second reason that AIDS education is needed is to improve quality of life for HIV positive peopleThe third reason people need AIDS education is to reduce stigma and discriminationIII. Text AnalysisThe text relates a true story —unforgettable personal experiences of the writer’s. It tells us how David, the writer’s best friend, suffered from AIDS, what attitude the writer took towards David, and how much concern he showed to David, i.e. how he helped David deal with AIDS.IV. Structural analysisParagraph 1This part indicates the beneficial result from dealing with AIDS and makes clear the exact date when the word AIDS came into the writer’s life.Paragraphs 2–4This part tells about how the writer knew and felt about his best friend’s disease and how others responded to the disease.Paragraphs 5–7This part tells us that the writer kept an active and positive attitude for the sake of his friend David and showed great concern to him.Paragraph 8This part points out the specific date that marked the end of David’s life, describes the writer’s emotions towards David’s death, and informs us how the writer keeps his friend’s memory alive.V. Language studyDealing with AIDSParagraph 1AIDSAIDS is a very serious disease caused by the Human Immune Deficiency Virus (人体免疫缺损病毒), which breaks down the body’s natural defenses against infection. AIDS leaves an infected person vulnerable to opportunistic infections.strengthen v.to become stronger or make something strongere.g. Steve’s opposition only strengthened her resolve to go ahead.The university hopes to strengthen its ties with the local community.bond n.something that unites two or more people or groups, such as love, or a shared interest or ideae.g. He felt a peculiar bond with these local people.Over the years they had developed deep bonds of friendship.2) an official document promising that a government or company will pay back money that it has borrowed, often with interestcarefree adj.having no worries or problemsHe thought back to the carefree days of his childhood.Paragraph 1I blew it off.Paraphrase:I didn’t take it seriously.我没管那么多。