Unit 5: Dealing with AIDS. Section One: Before-reading tasks.

Unit 5: Dealing with AIDS

Section One:

Before-reading tasks

Time to think… How much do you know about AIDS?

Say a few words about the fatal disease.

AIDS-stricken village in Henan

What is AIDS?

1. AIDS (an acronym) is short for Acquired Immune Deficiency Syndrome ( 获得性免疫缺损综合征 ).,

2. It’s a disease in which there is a severe loss of the body’s cellular （细胞的） immunity, greatly lowering the resistance to infection （感染） and malignancy ( 恶性肿瘤） .

3. AIDS leaves an infected person vulnerable( 脆弱的 ) to opportunistic infections( 机会感染 ). Such infections can prove invariably( 不变地 ) fatal in people whose immune systems have been greatly weakened.

4. AIDS was first identified in the early 1980s and now affects millions of people. In the developed world, the disease first spread among homosexuals ( 同性恋者 ), intravenous （静脉内的） drug users, and recipients of infected blood transfusions( 输血 ), before reaching the wider population. This has tended to overshadow a greater epidemic（流行性传染疾病） in parts of Africa, where transmission is mainly through heterosexual （异性恋的） contact.

Cause of the disease:

1. It is a very serious disease caused by HIV (the Human Immune Deficiency Virus, 人体免疫缺损病毒 ) transmitted in blood and in sexual fluids.

2. HIV breaks down the body’s natural defenses against infection.

3. Infection with HIV does not necessarily mean that a person has AIDS. Some people who have HIV infection may not develop any of the clinical illnesses that define the full blown disease of AIDS for ten years or more.

4. Physicians prefer to use the term AIDS for cases where a person has reached the final, life-threatening stage of HIV infection.

艾滋病是一种能引起人体免疫系统衰退的传染病。它是由人体免疫缺损病毒（或称艾滋病病毒）引起的。这种病毒通过人体的体液诸如血液和精液进行传染。最普遍的感染艾滋病的方式是： 1 ）没有保护措施的性行为 , 或与多个人有性接触 。 2 ）吸毒者共用没有消毒的静脉注射针头。 3 ）使用了被病毒污染了的血液制品。 4 ）启动未经严明消毒的针具或别的可能产生出血的器械如剃须刀、穿耳针及纹身器具。5 ）感化艾滋病病毒的孕妇分娩等 。

握手，礼仪性接吻，共用衣服、手套和鞋袜，共用电话，拥抱，共用马桶和厕所，共用桌、椅、板凳，共用书、笔、纸，共同进餐，共用游泳池和浴池以及被蚊子叮咬等不会传染艾滋病病毒。

并不是所有感染了艾滋病病毒的人都会发生艾滋病。艾滋病通常是当免疫系统被破坏达到一定的水平后或出现了机会感染的症状后而确诊的。机会感染是由微生物感染产生的疾病，通常在正常免疫系统的人体中不会发病。在达到艾滋病发病的症状前，被感染者只是被认为为艾滋病带菌者。对免疫系统的破坏程度可以通过对 HIV 的攻击目标—— T 辅助细胞的数目来量化。如果一个人体内的 T 细胞指数降到 200 ，就表明患者需要进行治疗了。

The present situation of AIDS

1. An estimated 38.6 million people are living with HIV worldwide. Approximately 2.8 million people died of AIDS-related illnesses. (2005)

2. It has become one of the deadliest epidemics in human history.

3. There is no cure for AIDS so far, however, new drugs are available that can prolong the life span ( 寿命 , 生命周期 )and improve the quality of life of infected people.

AIDS in China:

1. An estimated 700,000 people are living with HIV in China, including about 75,000 AIDS patients. Around 39,000 AIDS victims died from AIDS. (2007)

2. With one in five individuals in the world living in China, it is critical that the country continues with its efforts to prevent a generalized epidemic by raising awareness and reducing infections in the higher prevalence( 普及 ) groups.

3. By 2010, the World Health Organization and UNAIDS have suggested that China will have 10-20 million infected, going from approximately one million today. That’s a frightening prediction( 预言 ). So the most important goal is to make sure that doesn’t happen. (2008)

中国艾滋病流行现状 中国自 1985 年首次报告艾滋病病例以来，艾滋病

的传播呈快速攀升倾向。近年来，中国艾滋病的感染与爆发患者数也增长较快。中国艾滋病现状，据联合国驻华机构宣告的数据，中国艾滋病病毒沾染者约 84万人，加上已经染病死亡的 24 万人，总数应该在 100万人左右。中国艾滋病病毒感染者在全球居第 14位。

　　 中国艾滋病传播途径关键以经注射吸毒沾染为主，占总数的 68% ，经采血、血浆途径沾染人数占 9.7% ，经血液制品沾染人数占 1.5% ，其他，经性接触沾染人数占 7.2% ，母婴传播为 0.2% ，残余 13.4% 传播途径不详。其中同性恋沾染率达 1%-5% 。

( 人民健康网 2007-09- 17 )

Time to think…

1.Would you like to be a social volunteer working for HIV /AIDS infectors? Why or why not?

Time to think…2. If one of your friends catches AIDS virus,

what attitude will you take toward him or her?

3. What can a person do for a dying friend who is suffering from fatal disease?

Attitudes toward HIV/AIDS infectors:1. Discrimination against people who are inf

ected with HIV/AIDS or anyone thought to be at risk of infection violates(违反 , 背离 ) individual rights.

2. Every person infected with and affected by HIV/AIDS deserves compassion and support.

3. What’s even more terrible than AIDS is ignorance and indifference(冷漠 ). Get involved! You can help stop the spread of HIV!

Star Volunteers

Time to think…1. What immediate measures mu

st be taken to tackle (处理 )this problem?

Prevention of the disease:

1. Comprehensive( 综合的 ) HIV prevention strategies:

a). Monitoring the epidemic to target prevention and care activities.

b). Researching the effectiveness of prevention methods.

c). Diffusing proven effective interventions.

d). Funding the implementation and evaluation of prevention efforts in high-risk communities.

e). Encouraging early diagnosis of HIV infection.

f). Fostering linkages between prevention and treatment programs.

2. Education is crucial in getting the above-mentioned message across to the general public. Knowledge is power and we have to educate the populace about HIV/AIDS and about prevention.

World AIDS Day

December 1st

A special opportunity every year to focus attention on this urgent challenge that affects us all.

This World AIDS Day – and every day – join the worldwide effort to stop the spread of HIV.

Section Two:

Global-reading tasks

Time to think…1. What is the theme of the text?

2. How is this narrative story organized?

3. How is the concluding part related to the beginning?

4. What is the style of the narrative text?

5. What are the advantages of the first person narration used in the text?

Summarize the main facts of the text

David, the writer’s ___, suffered from ___ from an ___ sex. The writer felt ___ & ___ and had to handle it all on his ___. When David’s disease was made ___ to others, people looked at him as if he had a ___ and wanted ___ to do with him. However, the writer stuck it out and ___ most of his friends. The writer kept a ___ attitude toward David. He ___ his emotions in front of his friend and went to see ___ with him, spending

every hour he could ____ his friend in the hospital where his friend was being treated until David’s last ___. The fifth of June, 1996 marked the ___ of David’s life. In a way the writer was glad that his friend was no longer in ___. On the other hand, he felt __ for he would never see David again. He is trying to keep his friend’s memory ___.

Judge the writer’s purpose of writing: A). To show the cruelty of AIDS. B). To explain the cause of AIDS. C). To reveal how AIDS attacks people. D). To tell how David suffered from AIDS. E). To depict how he helped his friend. F). To display how dealing with AIDS

consolidates friendship.

The theme of the text

-----Dealing with AIDS strengthens the bond of (=consolidates) friendship and encourages emotional and mature growth.

Structural analysis

This 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, and the narration of events is coupled with the writer’s psychological activities.

It’s worth mentioning that the beginning and the end echo each other.

Structural analysis

The concluding part is related to the beginning in the following aspects:

1). The first sentence in the beginning points out the good effect of dealing with AIDS, and the last two sentences in the conclusion illustrates the point.

2). In the beginning, the specific date is given when the word AIDS came into the writer’s life, i.e. when he got to know that his best friend, David, came down with AIDS, and in the conclusion the actual date is made clear that marked the end of David’s life.

3). The beginning draws the reader’s attention to the fact that the writer had been the most carefree person in the world before his friend caught AIDS, while the concluding part says that having done so much, he is no longer that carefree teenager, being busy in educating people about AIDS.

Structure of the text

Part I (paragraph 1): The beginning of the text.

Part II (paragraphs 2-4) Part III (paras. 5-7) Part IV (para. 8): The concluding part.

First person narration

It is to be noted that the first person narration is employed. The first person narration shows a number of advantages:

Firstly, the first person narration makes it easier or more convenient for the writer to insert (插入 )his feelings and describe his psychological activities(心理活动 ).

Secondly, as the story is told in the first person, the activities and events narrated are treated as personal experiences of the writer’s, and therefore, they are more believable.

Thirdly, the first person narration seems to make what is related and described more vivid, more specific, and more thought-provoking because the writer tells you directly his unforgettable personal experiences, which are more likely to arouse your emotion.

The stylistic features

The style of the narrative text is colloquial and simple because many simple words, colloquial expressions and concise(简洁明了的 ) sentences are used, which are easy and smooth to read. For instance:

1). such colloquial words as “cried”, “to let”, “so”, “sure”, “things” ,”about” are properly or repeatedly used.

The stylistic features

2). Also, colloquial phrases such as “blew it off”, “living life up”, “feel so bad”, “stuck it out”, “make it through” , etc. are appropriately employed.

3). Besides, the writer employs many simple sentences and a number of coordinate sentences. Furthermore, most of the complex sentences employed are easy to understand.

Section Three

Detailed-reading tasks

Part One (para. 1)

Questions to be answered:

1. What does the first sentence of para. 1 tell us?

2. When did the writer bid farewell to his carefree state of existence?

3. Are you a carefree person? Have you ever thought anything fatal would happen to you or your relatives or your friends?

The first sentence asserts /(points out) the beneficial result from /(significance of) dealing with AIDS, which may be considered the enlightening /(instructive) message of the text. In other words, it conveys the theme of the narrative text, which is also the writer’s purpose of writing.

The rhetoric device of parallelism is used.

Main idea: This para. points out the ___ of dealing with AIDS and also makes clear the exact ___ when the word AIDS came into the writer’s ___. Besides, the writer tells us that he had been the most ___boy in the world until AIDS became ___ to him.

Language Focus

1. dealing with AIDS: taking action against AIDS

2. strengthen: vt. make stronger/ vi. gain strength/adj. strong/ n. strength

---The central government is working to strengthen the national military forces.

---The wind strengthened during the night.---Steel prices strengthen as demand continue

s moving up.

3. bond: n. a uniting force or tie; written agreement or promise with legal force

---The baby’s birth seemed to strengthen her bond with her husband.

---Our company entered into a solemn bond with theirs.

Dealing with AIDS strengthens the bond of friendship, encourages emotional and mature growth.

---Taking actions against AIDS promotes our friendship, makes us become more attached to each other and helps me grow up mentally.

4. I was just living life up.

---I was enjoying life to my heart’s content.

5. carefree/ care-laden (heavy-hearted)---On a fine autumn day like this, one feels

relaxed and carefree.---He is carefree with his money. 6. invincible: adj. unconquerable; incapable

of being defeated/ adv. invincibly/ n. invincibility; invincibleness

--- There is no one in the world that is invincible.

7. 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.

--- “That is, until the word AIDS came into my life.” is a sentence fragment. It is actually part of the preceding sentence. By separating them from each other, the writer precisely achieved the purpose of emphasis.

Part Two (paras. 2-4)

Questions to be answered:

1. Why didn’t the writer and David hang out much when they were at high school?

2. When David told the writer that he was dying, did the writer believe it? Why?

3. Why did David hang up on the author?

Why did David hang up on the author?

Suffering terribly from AIDS, David knew that he was dying. If he had talked to the writer on the phone, he would have broken down in tears, or at least he would have revealed his sadness about his illness. David realized that his friend would feel bitterly sad if he knew about his illness. Clearly, David did not want his close friend to know about his fatal disease or to feel sad about it.

/4. How did David catch AIDS?5. How did the writer feel when he learned tha

t his friend was suffering from AIDS?/6. How did other people react to David’s illn

ess when it was made known?7. What attitude did the writer adopt toward hi

s friend?8. What comments would you like to make on

David’s decision?

Main idea: This part tells us how the writer had tried to get in ___ with David, and how he finally got to know the fact that David was ___. It describes how David __ the fatal disease, and how he __ about it. This part also narrates why others stayed ___ both David and the writer, and what attitude the writer ___ toward David.

Language Focus

1. We didn’t hang out as much.

---W did not spend a lot of time together as we had done before we got to high school.

hang out: (infml) spend a lot of time in a particular place.

---Coffee bars offer people a place to hang out.

---Some youngsters often hang out with their cyber-friends online.

2. So I called him and he hung up on me.

---So I rang him up, but he refused to talk to me on the phone by replacing/(putting back) the receiver.

hang up (on sb.): (infml) end a telephone conversation by replacing the receiver

---A salesperson called while I was cooking, so I said sth. rude and hung up on him.

3. So once again I blew it off.

---So I once again gave up my efforts to talk to him.

blow sth. off: ignore or make light of sth.

---His rivals got the upper hand in the second set, but he blew it off.

4. I confronted him as to why we were not friends any more.

---I faced him bravely, challenging /(questioning) him why were not friends any more.

confront: vt. stand or meet (sb.) face to face with defiant or hostile intent./ vt. face up to and deal with (a problem or difficult situation)

---I want to confront my accuser in a court of law.

---We knew we couldn’t ignore the race issue and decided to confront it head on.

---Be confronted with…

---n. confrontation

as to: with regard to; on the subject of; concerning

---He is very uncertain as to whether his choice is a wise one.

5. He pulled me aside and broke down

in tears.

---He pulled me to the side and lost control of his feelings, crying/ (bursting into tears).

break down:

---Negotiations between the two sides have broken down/ (failed to have any results).

---The computer system has broken down.

6. homosexual disease: a disease caused by persons sexually attracted to members of the same sex.

affect: infect sb. with disease

---Inflation affects/ (influences) the buying power of the U.S. dollar.

---Her thought-provoking speech affected him.

Adj. affected; unaffected

sick joke: cruel, offensive or disgusting joke

7. When I got home things started to make sense.

---When I returned home, I began to understand things and realized the situation.

make sense:---With contradictory ideas jumbled up, the

writing doesn’t make (any) sense. ---It doesn’t make sense to buy a new but very

expensive bicycle when a much cheaper one is available in the flee market.

8. Then I felt so bad that we had grown so far apart.

---Then I felt extremely sorry that, as a result of a lack of exchange of feelings, thoughts, etc., we had quite different understanding about and attitude towards AIDS so that we failed to understand each other.

9. David had had unprotected sex once and now had to pay with his life.

---David had had sex with a girl once without taking any protective measures. He contracted AIDS and now his life is being threatened. He had to pay for his irresponsible behavior with his life.

Note: The 3rd para is a good example of the colloquial and simple style because of the use of many simple words (got, ran, cried, bad, called, asking, come over talk, etc.), colloquial expressions and concise sentences.

10. There was no use in hiding it; sooner or later people would find out.

---There/ It + be +no use/ point +(in) doing sth.

---It is no use (in) crying over split milk.

---There is no point arguing with customers about alleged defective products.

11. People looked at him as if he had a plague, and our friends from school wanted nothing to do with him.

---People looked at David as if he were a carrier of plague. Our friends stayed away from him and avoided getting in touch with him.

Plague: n. attack of disease causing death and spreading quickly.

---die of plague; a plague of rats泛滥成灾的老鼠

---avoid sth. /sb. like the plague 避之唯恐不及

(in sing.) Person or thing continually causing trouble or irritation. (infml. )

---The heavy traffic is a plague to city-dwellers.

12. My whole life was changing so fast that I couldn’t keep up.

---Everything in my life was changing so quickly that I couldn’t adjust myself to them in time.

keep up (with) : move or progress at the same rate as sb. or sth. else

---The athlete felt exhausted and found it hard to keep up in the race.

13. Once again I was growing up and realized that our friendship meant everything to me.

---Once more I grew up mentally and fully understood that our friendship was of the greatest importance to me.

14. Also, I couldn’t turn my back on him when he needed me most . So I stuck it out and lost most of my friends.

---What’s more, I couldn’t leave him alone at a time he needed me the most. I continued to maintain close contact with David , and gave him help whenever necessary, despite the likelihood of catching the disease and losing most of my friends.

turn one’s back on: (often derog.) avoid; go away from (esp. when one should stay)

---I won’t turn my back on those who once helped me in a time of emergency.

---turn a blind eye to; turn a deaf ear to Stick out: continue to the end (of sth. difficu

lt)---Despite all the difficulties in front of us, we

decided to stick it out.

15. for fear of: in case of; because of anxiety about…

for fear (that): lest; because of anxiety that…

---Shut the window for fear of rain.

in fear of: in the state of being afraid of…

---I’m in daily fear of dismissal.

blame: vt. (+for/ on) assign responsibility for a fault or wrong to (sb. or sth.)

---People blame youth crime on unemployment.---They blamed his carelessness for the accident.---A bad workman always blames his tools. 人应勇于认错

---be to blame for：应负责任；应受谴责---The safety guard was to blame for the shop theft.---n. put/ lay the blame for sth. on sb.---n. take/ bear the blame for ---adj. blameless; blameworthy

16. Note: In the last 4 lines of the 4th para., the first part is a question; the second part is the answer to this question. “The question-answer structure” is arranged for the purpose of emphasis of the reason why the writer was treated that way.

Part Three (paras. 5-7) Questions to be answered:

1. What did the writer mean by saying that “David had full blown AIDS”?

2. What did the writer do for his friend?//

3. When the writer came back from the trip, what was the first thing he did?

4. How serious did the writer find David to be when he saw him after 2 weeks’ separation?//

Full blown AIDS:

AIDS in its most complete, extreme, strongest, or developed form.

“David found out that he had full blown AIDS” means that AIDS had spread over his body and tormented him terribly. i.e. death was sure to come and all too quickly.

What did the writer do for his friend? ---The writer maintained 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 spent every hour he could accompanying his friend in the hospital, where David was being treated until his last breath.

5. When David was put in the hospital, how did David feel?

6. Why did the writer cry for the first time in front of David?

7. Why did the hospital staff put a bubble around David?

8. Please read the sentences in quotation marks in correct voice, tone and emotion.

Main idea: The third part depicts the writer’s anguish over his inability to prevent his friend’s inevitable death. It also tells us how the writer took __ of David: __ as the writer was, he __ his sad feelings, and kept an __ attitude for the sake of his friend; the writer went to __ with David, and brought him stuff from the __, his __ place; the writer spent every hour he could __ his friend and showed much __ until David’s __.

Language Focus:

1. go through: come successfully to the end of; / pass through or be accepted by

---My sister has gone through the interview.

/The new law has gone through the Parliament.

2. Keep a positive attitude (toward)

---The girl student keeps a positive attitude toward her prospect of being enrolled by HK University.

I must keep a positive attitude for his sake, because attitude means everything.

---In order to help him, I must maintain an active and cheerful attitude, showing a firm belief that he would be able to conquer his disease. My attitude gave him an impetus to overcoming his disease .

3. For one’s sake: in order to help or please

---for the sake of; for one’s benefit

---It was entirely for his girl friend’s sake that he chose to study in the city far away from his hometown.

4. 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.

---When I was in a state of extreme pressure, I had to handle everything well. I managed to conceal my emotions and tried to appear strong to make him feel better.

---keep things together: pull together---Stop acting like a baby! Pull yourself together! (to

control the feelings of oneself)

5. That was when I saw AIDS for the first time. I didn’t even recognize him.

---These 2 sentences imply that David suffered so terribly from AIDS that I could hardly recognize him.

6. I still had to be the strong one and keep everything in.

---I still had to be the one with a strong will and restrain myself from revealing my emotions.

keep sth. in: restrain sth.; not express (an emotion)

---Hearing the news, she could scarcely keep in her excitement.

7. At night I would wonder if he could make it through.

---At night I would doubt if he would be able to live through / (survive) the night.

Part IV (para. 8)

Questions to be answered:

1. When, where and how did David die?

2. How did the writer feel about his friend’s death?

3. How does the writer keep David’s memory alive?

4. How does the last paragraph echo the first one?

Main idea: the 8th paragraph, the __ part of the text, points out the specific date that __ the __ of David’s life, describes the writer’s __ towards David’s death, and informs us how the writer keeps David’s memory __.

Language Focus:

1. mark: vt. be a sign of ; indicate or denote sth.

---Pu Yi’s death marked the end of an era.

//vt. honor, or celebrate (an important event or occasion) with a particular action

---The charity held a fashion show to mark its 15th birthday.

2. He went peacefully.

---a case of euphemism, implying he died in peace.

3. All the emotions that I had held in came rushing out.

---All the strong feelings/ (or: sorrows) that I had contained/ (or: suppressed) came bursting out/ (or: surging up).

hold in: restrain, control or check---He is incapable of holding himself in when

he gets extremely excited.---He held himself in for fear of saying sth. he

would regret.

4. I now educate people about AIDS, which to me is keeping David’s memory alive.

---I now impart knowledge about AIDS to people, which is a way of my remembering him in my mind/ (or: keeping my thoughts of David alive).

Section Four:

After reading tasks

Oral activities

Activity one: Monologue

---Referring to the text, play the role of David & give a monologue of his feeling.

--- Referring to the text, play the role of the author & give a monologue of his feeling.

Activity two: Pair work

---referring to paras. 2, 3 & 4 or paras. 5, 6 and 7, the students work in pairs and play the role of David and the author respectively, designing a dialogue between them.

Activity three: Radio program---Suppose this is a radio program called “A

Piece of My Mind”. The topic for today’s program is “Help Those Who Are Affected by AIDS”.

---Have 4 0r 5 students work in one group. Invite one to be program host, and others are the audience. They can imagine themselves to be a teacher, a doctor, a mother, or a student, etc. They call in to give suggestions on how to help the AIDS-infected victims.

Activity four: Free debating

AIDS is a social problem.

vs.

AIDS is a medical problem.

---Have 3 or 4 students work in one group. Each group takes a firm stand and then collect resources as supporting materials.

Activity five: Extended discussion

Joy and Temperance and Repose Slam the door on the doctor’s nose. --- Elizabeth Cady Stanton

---Paraphrase the quote in your own words, and then tell what you learn from it.

Grammar

Number of abstract nouns---Number is a grammatical classification of

words that consists typically of singular and plural form. Abstract nouns usually denote an idea, quality, or state rather than a concrete object. Most of abstract nouns are uncountable nouns.

e.g. Honesty is the best policy. Knowledge is strength.

---However, some abstract nouns can be countable nouns, such as:

victory/ a victory/ two victories

---Some abstract nouns have singular & plural forms, but they cannot be numbered.

e.g. He has no sympathy for the beggar.

My sympathies are with you.

---Some abstract nouns can be used either as countable or uncountable nouns, but with different meaning.

e.g. The teachers met once a year to exchange experience.

My life in China was an unforgettable experience.

---Some nouns can either denote an idea, quality, or state or denote a concrete object. When they are used as abstract nouns, they are uncountable; when they are used as concrete nouns, they are countable.

e.g. I’m clear about the relation between price and quality. (connection)

Please invite all your relations to dinner. (a member of one’s family)

Difficult points in Exercises

Distinguish the following pairs of synonyms

---carefree & careless

---sick & ill

---disease & plague

---keep & maintain

Congratulations! You’re great!

Get involved! You can help stop the spread of HIV!

演示文稿内容设计 Before reading---lead-in

---warm-up activities

---background information

Global reading---the writer’s purpose of writing (特点 :设计成多项选择的形式 )

---the theme of the text

---the stylistic features of writing

---the type of writing

---the structural analysis of the text

---the main idea of the text (i.e. summary) （特点：设计成完型填空的形式，既检查学生对全文的理解，又指导学生如何撰写 summary)

演示文稿内容设计 Detailed reading---questions to be answered

---main idea of each paragraph

---topic sentence and supporting details

---sentence highlights

---language appreciation: rhetorical devices, sentence patterns and structures

---key words and phrases: meaning in the context, extended usages, collocations, etc.

演示文稿内容设计 After reading---oral activities------dialogue------story telling------radio program------text-related topic discussion------movie dubbing------free debating

---task-based team project: (to cultivate investigative and self-independent learning ability)

---Grammar and exercises (特点：答疑，难点解析）