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第1页PartI：InstructionalDesign(教学设计)Period3&4(90ms):I.Greeting.(1ms)II.BriefreviewofthenewwordsandphrasesandexpressionsinPartI(10ms)III.Textteaching(45ms)1.FastReading(5ms)2.StructureAnalysis(5ms)3.LanguagePointsandTextComprehension(35ms)IV.CorrespondingExercises(33ms)1.Discussion(P95)(15ms)2.Practice:Interpreting(P96)(10ms)3.Practice:TranslationA&B(P97)(8ms)V.Assigningafter-classhomework(1ms)1.PreviewPart2—Dialogue&PairWork(P103-105)2.FindtherightanswerstotheText.(P106)3.Workingwiththewords.(P109)VI.BlackboardDesignUnitFourPart1LanguageSkillsDevelopmentI.ReviewII.Textteaching☆Keywordsandexpressions:1.FastReading2.StructureAnalysisshowup3.LanguagePointsandTextComprehensioninblackandwhiteIII.CorrespondingExercisesIV.Homework第1页河北传媒学院授课教案周次时间年月日第1-8节章节名称UnitFour(3.4)授课方式课堂讲授：（√）实践课（）教学目的1.Content:Apainfulvisit:encouragingthestudentstolearntoworkoutsolutionstotheproblemstheymayencounterwhengoingtoseeadoctor.2.Keylanguagepoints1)Presentparticiplesfunctioningasadverbials,showingaccompanyingactionsandothers.2)SubjunctiveMood.3.ComprehensiveskillsUnderstandingapassageofabout500wordsatthepre-intermediatelevelofdifficulty.教学手段Teacher-centeredapproach(questionanddictation),cooperativelearning,network,multimediasystem重点Emphasisisplacedon:Understandingthemainideaofthetextandsomeimportantlanguagepoints.难点Difficultyinteaching:Helpthestudentsunderstandapassageofabout500wordsatthepre-intermediatelevelofdifficulty.作业1.PreviewPart2—Dialogue&PairWork(P103-105)2.FindtherightanswerstotheText.(P106)3.Workingwiththewords.(P109)教学内容与教学过程PartII：DetailedTeachingProcedure（教学过程）Period3&4(90ms):I.Greeting.(1ms)II.BriefreviewofthenewwordsandphrasesandexpressionsinPart1(10ms)III.Textteaching(45ms)1.FastReading(5ms)Givestudents5minutestoreadthewholetexttogetthemainideaofit,andthinkaboutthestructureofthetext.2.StructureAnalysis(5ms)Thewholetextcanbedividedinto4parts,andsomedetailedinformationcanbefoundinthefollowingchart.1.问候点名2.导入环节方法：听写单词和词组3.目的：复写单词的同时帮助导入课文第2页教学内容与教学过程Afterthatthetextorganizationalchartwillbepresentedsothatthestudentscanexpandeachepisode.Thenstartthedetailedstudyofthetextandgothroughthetextparagraphbyparagraph.Tohelpstudentsunderstandthestory,theinstructorcanexplainthelanguagepointsandaskstudentstoanswerthequestionsrelatedtothetext.3.LanguagePointsandTextComprehension(35ms)1)“Haveyoubeenherebefore?”askedthereceptionistwhenIshowedupatthedoctor’soffice.“以前来这儿就诊过吗？”当我出现在医生诊室时，接待员问道。showup:出现，露面；露出e.g.Shefeltuneasywhenshesawherex-boyfriendshowupatherwedding.2)Thedoctorwillbewithyouinaminute.医生一会儿就来。Notehow“bewithsb.”istranslatedintoChineseindifferentcontext.e.g.ThankyouforbeingwithusfortheMorningNews.Inhardship,Iwillbewithyou;forpleasure,Iwillnot.3.课文讲解方法：⑴快速浏览掌握文章大意⑵结构介绍掌握文章构成⑶细节讲解掌握文章重要的语言点和写作方法。目的：帮助学生理解文章第3页教学内容与教学过程3)…but“thedoctorwillbewithyouinaminute”appearedtobelongerthansixtysecondssoIlookedaround.……虽说“医生一分钟就到。”但似乎已经不止一分钟了，于是我便开始环顾四周。Notethattheauthorwasbeingsarcasticbytakingtheliteralmeaningof“inaminute”,which,unlike“inanhour”or“inaweek”(withonlytheliteralmeaning)4)Ontheotherwalltherewasawindowoverlookingtheyardcoveredwithsomekindofgreenbush.另一面墙上有一扇窗户可以俯瞰长满某种绿色灌木的庭院。5)InthecornerbetweentheceilingandthewallInoticedathinspider’sweb.我还注意到在天花板和墙壁之间的角落里结了一层薄薄的蜘蛛网。Notethedifferencebetween“inthecorner”and“atthecorner”.e.g.Thetwogirlsweretalkinginalowvoiceinthecorneroftheclassroom.(indicatingindoors)Goaheadandturnrightatthecornerofthefirstcrossing.(indicatingoutdoors)6)Theappointmentwasscheduledatacertaindayandacertainhouraweekago.AndIwasready.一周前就已经预约好具体时间，我可是有备而来的。7)“Goodmorning,”awhitecoatinterruptedmythoughts.“Howareyou?”“早安。”一个穿白大褂的医生打断了我的思绪。“你感觉如何？”Notethat“awhitecoat”isametonymy(借代，转喻).8)“Goodmorning.I’mfine.Thankyou.”IliedbecauseIwasatthedoctor’sofficesoitmeantthatIwasn’tfine.“早安。我很好。谢谢。”我言不由衷地说，因为我一定是身体不舒服才来诊所的。Theauthor’s“I’mfine”sounds“illogical”soastoachievehispurposeofbeinghumorousaboutthehospitalandthedoctor.9)“What’swrongwithyou?”heasked,lookingattheclipboardwhereitwasstatedinblackandwhitewhatwaswrongwithme.3.课文讲解方法：⑴快速浏览掌握文章大意⑵结构介绍掌握文章构成⑶细节讲解掌握文章重要的语言点和写作方法。目的：帮助学生理解文章第4页教学内容与教学过程“你哪里不舒服？”他问道，眼睛看着白纸黑字清清楚楚记着我病情的记录夹板。inblackandwhite:白纸黑字e.g.Onceit’sdowninblackandwhite,youcan’tforgetit.10)“Iseemtohaveaproblemwithmyleftfoot,”Ihelpedhimtoread.“我左脚好像有毛病。”我帮了他一把好让他把病情记录看明白。Notethattheauthorisbeingsarcasticwhenhesays“Ihelpedhimtoread(theclipboard)”.Aseveryoneknows,thedoctorcanreadandwrite.Theauthoralsoknewthis,buthedeliberatelysaidhehelpedthedoctorreadbecausethedoctorbehavedinawayasifhecouldnotunderstandwhatiswrittenontheclipboard.11)“Let’ssee...,”hetookmyleftfootinhishands,“Well...,”hescratchedhisforehead,“wehavetotakesomeX-rays,”hedecided.Byusingsuchexpressionsas“tookmyleftfootinhishands”,“scratchedhisforehead”,thissentencepresentsavividpictureoftheaffectedmannerwithwhichthedoctordiagnosedthepatient’sdisease.Thenwhydidheputonsuchaffectedairs?Letuswaitandsee!12)FourX-rayshadtobetaken—twoofthefrontofmyfootandoneofeachsideofit.一共要拍四张X光片——脚正面两张，侧面各一张。ItseemsthatmoreX-raystakenwillleadtomoreaccuratediagnosis,sofewpa