目录

  • 1 关于课程
    • 1.1 教学指引
  • 2 学生优秀作品展示
    • 2.1 Organ Transplant
      • 2.1.1 Organ Transplant (Group 2,临床7-8班)
      • 2.1.2 Organ Transplant (Group 1,药分9-10班)
      • 2.1.3 Cloning & Transplantation (Group2,医技1-2班)
      • 2.1.4 Cord Blood Transplantation (Group 1,临床7-8班)
      • 2.1.5 3D Printing Technology in Organ Transplantation (Group 8,医技1-2班)
      • 2.1.6 A Pig Heart (Group 2,药分9-10班)
    • 2.2 Influenza
      • 2.2.1 Influenza  (Group 1,医技1-2班)
      • 2.2.2 Spanish Influenza (药分9-10班)
      • 2.2.3 Avian Influenza  (Group 6,医技1-2班)
      • 2.2.4 The Avain Virus - H1N1(Group 4,临床7-8班)
      • 2.2.5 Swine Influenza (Group 3,临床7-8班)
      • 2.2.6 The Similarities and Differences Between Flu and COVID-19 (Group 7,药分9-10班)
      • 2.2.7 Differences and similarities (Group 3,临床7-8班)
      • 2.2.8 Cold vs Flu vs Covid-19 (Group 4,中制17-18班)
      • 2.2.9 Cold vs Flu vs Covid-19 (Group 5,药分9-10班)
      • 2.2.10 Cold vs Flu vs Covid-19 (Group 10,临床7-8班)
    • 2.3 Autism
      • 2.3.1 Autism (Group 10,临床7-8班)
      • 2.3.2 Autism (Group 3,医技1-2班)
      • 2.3.3 Autism Spectrum Disorders (Group 6,药分9-10班)
      • 2.3.4 Asperger‘s Syndrom (Group 6,医技1-2班)
      • 2.3.5 Asperger‘s Syndrom (Group 8,中制17-18班)
      • 2.3.6 Therapy for Autism (Group 9,护理1-2班)
      • 2.3.7 Treatment for Autism (Group 9,临床7-8班)
      • 2.3.8 Animal therapy for Autism (Group 3,药分9-10班)
      • 2.3.9 Care For Autistic Children (Group 8,智工11-12班)
    • 2.4 First Aid
      • 2.4.1 A Brief Introduction to First Aid (Group 2,医技1-2班)
      • 2.4.2 First Aid(Group 2,智工11-12班)
      • 2.4.3 First Aid(Group 3,临药15-16班)
      • 2.4.4 CPR(Group 6,临床7-8班)
      • 2.4.5 First Aid in Fires(Group 3,临药15-16班)
      • 2.4.6 First Aid in Water Incidents(Group 5,信管3-4班)
      • 2.4.7 First Aid in Electrical Incidents(Group 2,健管3-4班)
  • 3 Unit 1 Organ Transplant
    • 3.1 Micro-lectures
      • 3.1.1 Vocabulary
      • 3.1.2 Subjunctive Mood
      • 3.1.3 Sentence Analysis
      • 3.1.4 Coherence
    • 3.2 Text Book
      • 3.2.1 Info-storm
      • 3.2.2 Watching-in
        • 3.2.2.1 Watching-in -1
        • 3.2.2.2 Watching-in -2
      • 3.2.3 Pre-reading
        • 3.2.3.1 Pre-reading -1
        • 3.2.3.2 Pre-reading -2
        • 3.2.3.3 Pre-reading -3
      • 3.2.4 Critical Reading
      • 3.2.5 Speaking Out
      • 3.2.6 Pros/Cons
        • 3.2.6.1 Pros/Cons -1
        • 3.2.6.2 Pros/Cons -2
      • 3.2.7 Outcome
    • 3.3 More About the Topic
    • 3.4 Reading Practice
    • 3.5 Tips for CET 6
  • 4 Unit 2 Influenza
    • 4.1 Micro-lectures
      • 4.1.1 Vocabulary
      • 4.1.2 Postpositive Attributes
      • 4.1.3 Sentence Analysis
      • 4.1.4 Coherence
    • 4.2 More About the Topic
    • 4.3 Reading Practice
    • 4.4 Tips for CET 6
  • 5 Unit 3 Allergy
    • 5.1 Micro-lectures
      • 5.1.1 Vocabulary
      • 5.1.2 动名词 Gerund
      • 5.1.3 Sentence Analysis
      • 5.1.4 Coherence
    • 5.2 More About the Topic
  • 6 Unit 4 Plastic surgery
    • 6.1 Micro-lectures
      • 6.1.1 Vocabulary
      • 6.1.2 Gerunds and Present Participles
      • 6.1.3 Sentence Analysis
      • 6.1.4 Coherence
    • 6.2 More About the topic
    • 6.3 Reading Practice
    • 6.4 Tips for CET6
  • 7 Unit 5 Autism
    • 7.1 Micro-lectures
      • 7.1.1 Vocabulary
      • 7.1.2 Grammar
      • 7.1.3 Sentence Analysis
      • 7.1.4 Coherence
    • 7.2 More about the Topic
  • 8 Unit 6 HIV/AIDS
    • 8.1 Micro-lectures
      • 8.1.1 Vocabulary
      • 8.1.2 Grammar
      • 8.1.3 Sentence Analysis
      • 8.1.4 Coherence
    • 8.2 More about the Topic
    • 8.3 Reading Practice
    • 8.4 Tips for CET 6
  • 9 Unit 7 First Aid
    • 9.1 Micro-lectures
      • 9.1.1 Vocabulary
      • 9.1.2 Grammar
      • 9.1.3 Sentence Analysis
      • 9.1.4 Coherence
  • 10 Unit 8 Surrogacy
    • 10.1 Micro-lectures
      • 10.1.1 Vocabulary
      • 10.1.2 Grammar
      • 10.1.3 Sentence Analysis
      • 10.1.4 Coherence
  • 11 Unit 2 Influenza
    • 11.1 Info-storm
    • 11.2 Watching-in
      • 11.2.1 Watching-in -1
      • 11.2.2 Watching-in -2
    • 11.3 Pre-reading
      • 11.3.1 Pre-reading -1
      • 11.3.2 Pre-reading -2
      • 11.3.3 Pre-reading -3
    • 11.4 Critical Reading
    • 11.5 Speaking Out
    • 11.6 Pros/Cons
      • 11.6.1 Pros/Cons -1
      • 11.6.2 Pros/Cons -2
    • 11.7 Outcome
    • 11.8 Micro-lectures
      • 11.8.1 Vocabulary
      • 11.8.2 Postpositive Attributes
      • 11.8.3 Sentence Analysis
      • 11.8.4 Coherence
  • 12 Unit 3 Allergy
    • 12.1 Info-storm
    • 12.2 Watching-in
      • 12.2.1 Watching-in -1
      • 12.2.2 Watching-in -2
    • 12.3 Pre-reading
      • 12.3.1 Pre-reading -1
      • 12.3.2 Pre-reading -2
      • 12.3.3 Pre-reading -3
    • 12.4 Critical Reading
    • 12.5 Speaking Out
    • 12.6 Pros/Cons
      • 12.6.1 Pros/Cons -1
      • 12.6.2 Pros/Cons -2
    • 12.7 Outcome
    • 12.8 Micro-lectures
      • 12.8.1 Vocabulary
      • 12.8.2 动名词 Gerund
      • 12.8.3 Sentence Analysis
      • 12.8.4 Coherence
  • 13 Unit 4 Plastic Surgery
    • 13.1 Info-storm
    • 13.2 Watching-in
      • 13.2.1 Watching-in -1
      • 13.2.2 Watching-in -2
    • 13.3 Pre-reading
      • 13.3.1 Pre-reading -1
      • 13.3.2 Pre-reading -2
      • 13.3.3 Pre-reading -3
    • 13.4 Critical Reading
    • 13.5 Speaking Out
    • 13.6 Pros/Cons
      • 13.6.1 Pros/Cons -1
      • 13.6.2 Pros/Cons -2
    • 13.7 Outcome
    • 13.8 Micro-lectures
      • 13.8.1 Vocabulary
      • 13.8.2 Gerunds and Present Participles
      • 13.8.3 Sentence Analysis
      • 13.8.4 Coherence
  • 14 Unit 5 Autism
    • 14.1 Info-storm
    • 14.2 Watching-in
      • 14.2.1 Watching-in -1
      • 14.2.2 Watching-in -2
    • 14.3 Pre-reading
      • 14.3.1 Pre-reading -1
      • 14.3.2 Pre-reading -2
      • 14.3.3 Pre-reading -3
    • 14.4 Critical Reading
    • 14.5 Speaking Out
    • 14.6 Pros/Cons
      • 14.6.1 Pros/Cons -1
      • 14.6.2 Pros/Cons -2
    • 14.7 Outcome
    • 14.8 Micro-lectures
      • 14.8.1 Vocabulary
      • 14.8.2 Grammar
      • 14.8.3 Sentence Analysis
      • 14.8.4 Coherence
  • 15 Unit 6  HIV/AIDS
    • 15.1 Info-storm
    • 15.2 Watching-in
      • 15.2.1 Watching-in -1
      • 15.2.2 Watching-in -2
    • 15.3 Pre-reading
      • 15.3.1 Pre-reading -1
      • 15.3.2 Pre-reading -2
      • 15.3.3 Pre-reading -3
    • 15.4 Critical Reading
    • 15.5 Speaking Out
    • 15.6 Pros/Cons
      • 15.6.1 Pros/Cons -1
      • 15.6.2 Pros/Cons -2
    • 15.7 Outcome
    • 15.8 Micro-lectures
      • 15.8.1 Vocabulary
      • 15.8.2 Grammar
      • 15.8.3 Sentence Analysis
      • 15.8.4 Coherence
  • 16 First Aid
    • 16.1 Info-storm
    • 16.2 Watching-in
      • 16.2.1 Watching-in -1
      • 16.2.2 Watching-in -2
    • 16.3 Pre-reading
      • 16.3.1 Pre-reading -1
      • 16.3.2 Pre-reading -2
      • 16.3.3 Pre-reading -3
    • 16.4 Critical Reading
    • 16.5 Speaking Out
    • 16.6 Pros/Cons
      • 16.6.1 Pros/Cons -1
      • 16.6.2 Pros/Cons -2
    • 16.7 Outcome
    • 16.8 Micro-lectures
      • 16.8.1 Vocabulary
      • 16.8.2 Grammar
      • 16.8.3 Sentence Analysis
      • 16.8.4 Coherence
  • 17 Unit 8 Physical Fitness
    • 17.1 Info-storm
    • 17.2 Watching-in
      • 17.2.1 Watching-in -1
      • 17.2.2 Watching-in -2
    • 17.3 Pre-reading
      • 17.3.1 Pre-reading -1
      • 17.3.2 Pre-reading -2
      • 17.3.3 Pre-reading -3
    • 17.4 Critical Reading
    • 17.5 Speaking Out
    • 17.6 Pros/Cons
      • 17.6.1 Pros/Cons -1
      • 17.6.2 Pros/Cons -2
    • 17.7 Outcome
Speaking Out
  • 1 Read and&nbs...
  • 2 Watch and&nb...

01 Read the pictures and the statements. There are several suggestions given by the American students to defeat allergies. Work in pairs and discuss the statements with you partner to figure out whether they are effective or not and which one is the most effective one. Note down your key points in the blanks.




Do a captioning and describing-a-picture activity. Here are the procedures: 

(1) Provide a picture, preferably, an action shot, that has many things going in it.

(2) Describe the picture. Describe what you see, create sentences and inject some new words. Write down the sentences that the student has created.

(3) Create 10-20 sentences. Be as creative and imaginative as you can. For instance, create sentences about the color of the swing, the trees in the background, the intricate design of the swing, the color of the sky, etc. Use the whole picture; you don‘t have to focus only on what's on the middle of the picture.

(4) Read the sentences aloud. and then start correcting the sentences on your own.

(5) Alternatively, correct their sentences as an assignment or homework.



  • high pollen count

  • keep the windows and doors closed

  • install a HEPA filter

  • on the air-conditioning system

  • antihistamine medicines

  • butterbur extract

  • a flat or panel filter on your furnace

  • bathe and shampoo your hair daily before going to bed

  • take a shower/have a bath

  • bring small pieces of the outside world with sb.

  • be covered with tiny particles from everywhere

  • wash away any allergens

  • keep allergens from getting into your airways

  • avoid certain allergy triggers

  • work in your yard or vacuum

  • N95 respirator mask, available

  • wash bedding in hot, soapy water once a week

  • block 95% of small particles

  • have fewer allergy symptoms

  • whisk away bacteria