Unit 22 At the doctors 示例二
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参考教案 教学建议 教学建议（Suggested teaching notes）
一、教学内容分析
第22单元的中心话题是“看医生”（Seeing the doctor），有关的日常交际用语很多。本单元的前三课内在相联，从感冒初起，看医生过程到治疗过程，一线贯穿。
第85课以Kate开始感冒为开端，向学生教授了怎样用英语诉说病情和询问病情。本课还在第二部分设置了怎样指导病人的对话。
第86课是一篇阅读课文，同时也是一篇三人对话，有Tom主诉病情，有医生的医疗用语，有妈妈的插话。文中不少句子使用了现在完成时，看病的话题为使用现在完成时提供了好的语境。练习册上安排了帮助学生理解课文的问题，对话配对和用以区别something，everything，anything和nothing的填空练习。
第87课中第一部分是上课阅读课文的下半部分，讲明了Tom的病因，原来他在说谎，这是本文的幽默之处。第二部分是Kate与护士在医疗过程中的对话，主要语法在于对比现在完成时和过去时，通过两句话的对比，很明白地显示出二者的区别。第三部分是对话配对，旨在训练学生的会话反应能力。
第88课除了有关医生嘱咐病人服药的听力训练和复习要点，主要安排了语法训练，教学不定式与疑问词连用，这是大纲要求掌握的内容。练习册配合现在完成时和动词不定式两项语法设置了练习。
二、教学方法建议
（一）现在完成时
本单元语法重点是现在完成时，此时态在第24，32及36课中都有讲述。本单元的着眼点是动词的现在完成时不能和表示过去的时间状语连用，区别现在完成时与过去时的用法。1．复习
教师可考虑对现在完成时的构成及常用状语短语进行复习。教师可以这样开始：Now, class, do you remember those sentences?
Have you ever eaten fish and chips? Yes, I have.
I have just done my homework.
She has taken the sheep to the field already.
We have never been to a chicken farm.
The factory has been open for several years.
I've lived here since 1990.
把上述句子抄写在黑板上，用彩色粉笔标出各句的谓语和时间状语，帮学生回忆现在完成时的构成和与其常用的时间状语。
2．引入
教学第87课Practise中的一段对话，利用录音磁带，让学生分角色朗读，达到熟读，有感情，有表演。护士的声音要亲切和善，Kate要虚弱乏力。
此时教师可以提出问题：为什么用现在完成时提出的问题要用过去时的时间状语来回答？此问题可以让学生讨论回答，观察他们是否注意到其中原因。
3．比较
现在完成时与过去时都可以表示一个过去的动作。现在完成时旨在讲述此动作对现在情况的影响，而过去时单纯说明动作发生在过去。如：
Has she returned her library book yet? （这本书在不在图书馆？）
Did she return her library book? （指过去的动作。）
I've just washed my clothes and cleaned my shoes.（衣服和鞋子都很干净。）
I washed my clothes and cleaned my shoes.（指过去的动作。）
Have you given the horses their food yet?（马是否吃饱了？）
Did you give the horses their food just now? （指动作已过去。）
The light has gone out.（灯灭了，现在还没亮。）
The light went out.（灯曾经灭过，现在可能又亮了。）
现在完成时侧重动作对现在的影响，只讲此事发生了，不涉及它具体是什么时候发生的；过去时表示一件过去的事，讲它什么时候发生，但不强调它对现在有何影响。
4．句型操练
A: Have you watched the football match?
B: Yes, I have.
C: When did you watch it?
D: I watched it yesterday.
替换词：buy a new jacket/last week
do your homework/this afternoon
watch the TV program/last night
lock the door/a moment ago
plant the tree/last March
read the book/weeks ago
需说明when是问具体的时间，故用过去时回答。
（二）教学动词不定式
1．引入
第88课Practise这一部分教学动词不定式与疑问词连用。教师可考虑用简笔画引入。用简笔画画一个微笑的瘦脸和一个发愁的胖脸，向学生介绍Mr Know-all和Mr Know-little。This is Mr Know-all. He knows everything. Do you know everything in this world? （学生摇头）But Mr Know-all knows everything.
This is Mr Know-little. He doesn't know anything. He knows nothing. Look at him. He is not happy, is he?
用简笔画画一把钥匙，一个钟，一辆摩托车，一台计算机和一道数学题。
Now, look at Mr Know-all. He is smiling, because he knows how to make a key. He knows how to mend a lock. He knows how to ride a motorbike. He knows how to use a computer. He knows how to do maths problems. Oh, he is great. He is clever. I'm not clever. I don't know how to make a key. I don't know how to mend a lock. I don't know how to ride a motorbike. I don't know….
Mr Know-all knows how to make a key, but I don't.
Mr Know-all knows how to mend a lock, but I don't.
Mr Know-all knows how to ride a motorbike, but I don't….
Now, look at Mr Know-little. He is unhappy, because he doesn't know how to make a key. He doesn't know how to mend a lock. He doesn't know how to…. He is not clever. I am cleverer than he. I know how to make a key….
Mr Know-little doesn't know how to make a key, but I do.
Mr Know-little doesn't know how to mend a lock, but I do….
2．让学生打开书，熟读Practise中的句子，然后讲解。并向学生说明曾学过用不定式做宾语，放在及物动词之后。有时不定式前也可以加入疑问词，表示什么时候，什么，如何等意思。
3．操练
1）示例：T: where/find the boy/he
S: I know where to find the boy, but he doesn't.
where/put the box/she what/call it in English/he
where/get some water/she what/give to my mother on Mother's Day/She
where/repair the bike/he what/say to him/she
where/take the visitors/she what/write about/he
where/buy a radio/she what/do in my holiday/he
where/borrow the book/he what/make for supper/she
2）示例：T: how to ride a bike/I
S: He doesn't know how to ride a bike, but I do.
how/mend the radio/I when/take the medicine/she
how/build a science lab/he when/stop in Moscow/he
how/grow vegetables/he when/get on the train/she
how/cook rice/she when/do the shopping/she
how/answer that question/she when/give the operation/he
how/do well in maths/he when/finish the work/he
（三）教学第85课对话
1．教学生词 利用第85课插图讲解生词，教师可以这样开始：
Please open your books. Turn to page 85. Look at the picture of Kate and her mother. Kate is ill in bed. She has caught a cold. （教师打喷嚏、咳嗽几声，在黑板上写have a cold。） In winter many People catch odds. Kate has caught a bad cold.（在黑板上写have a bad cold。）Kate doesn't feel well. She has got a headache.（捂头做痛苦状，在黑板上写have a headache。）She has got a serious headache.（板书have a serious headache。）Kate coughs day and night. She has a cough.（板书have a cough。）She coughs terribly.（板书cough terribly。）
这样在黑板的一侧就依次出现以下词组：
catch a cold have a bad cold have a headache
have a serious headache have a cough cough terribly
教师可反复领读这些词组，以帮助学生巩固记忆。
2．教学对话
先听录音，训练听力。提出问题，检查理解。再听录音，跟读模仿。学生两人小组练习，全班抽查几组，要求表演。
（四）教学阅读课文 What's wrong with Tom?
1．指导学生快速阅读课文，阅读的同时还要记忆。把练习册第86课练习1的六个问题用幻灯打出。告诉学生：
I want you to read the text in Lesson 86 and find the answers to these questions. So you have to read it and at the same time remember some parts of it. If you think you can answer the questions, please sit up straight or put up your hand. Let me see who is the fastest reader.最后让学生来回答这六个问题，从而了解学生的理解程度。
2．放录音，指导学生熟读课文。再分三人小组朗读，教师去各组听朗读情况，挑出最好的两组在班里朗读，并更正发音。作业是各组背诵课文，要求有声有色地表演。
3．教后半部课文（第87课第1部分）Find out what is wrong with Tom.可考虑如下教法。让学生先默读，同时发一张纸条。教师可对学生这样说：Now, Tom seems seriously ill. His mother is worried, but the doctor doesn't seem worried. Is Tom really ill? Just write yes or no on the paper. 从学生的回答上可以看出他们是否理解了课文，领会了其中的幽默。
参考教案 Unit 22 At the doctors 教学参考资料 示例二
教学参考资料（Reference for teaching）
补充注释（Additional notes）
1．I don't feel well. 我觉得不很舒服。
feel在这里是“感觉”的意思，是一个系动词，它的后面可直接加上形容词。又如：
He felt glad at the words. 听了这话，他很高兴。
Did you really feel ill this morning? 你今天早晨的确感到不舒服吗？
He felt cold, so he put on a coat. 他感到冷，便穿上一件大衣。
He is feeling thirsty. 他觉得很渴。
I feel comfortable in that chair. 坐那个椅子（我）很舒服。
She felt happy and a little sad at the same time. 她很高兴，同时又有点难过。
2．You'd better stay in bed. 你最好卧床。
'd better = had better是“最好去做某事”的意思，是一种建议，后接动词原形。又如：
You'd better see a doctor at once. 你最好马上去看看医生。
You'd better have some sleep. 你最好睡一会儿。
We'd better take his temperature first. 我们最好先量一下他的体温。
I'd better not go to school this afternoon. 我最好今天下午不去上学。
We'd better leave a message on his desk. 我们最好在他桌上留个便条。
You'd better not ask him about it. 你最好不去问他这件事。
3．Lie down and have a rest. 躺下，休息一会儿。
这是一个祈使句。祈使句表示请求，命令，号召等意思，谓语动词用原形，否定式多don't引起。例如：
Have a good trip. 一路顺风。
Have some noodles or porridge. 吃些面条或稀饭。
Fill the thermos with hot water. 灌一下热水瓶。
Don't stand in the rain. 不要站在雨地里。
Don't put the teapot over there. 不要把茶壶放在那里。
4．His temperature seems to be all right. 他的体温好象正常。
seem是“似乎，好像”的意思，是系动词，后面可跟形容词，也可跟不定式。又如：
He seems(to be)rather tired. 他好像很累。
This trouble seems(to be)very common these days. 这似乎是这些日子常见的毛病。
She seems(to be)quite happy. 她似乎很高兴。
He seems(to be)terribly ill. 他好像病得不轻。
It seems(to be)worse. 好像更恶化了。
The stars seem(to be)brighter today. 今天的星星似乎比平时要亮。
This maths problem seems more difficult than that one. 这道数学题比那道似乎要难些。
5．Ever since last night. 从昨晚开始的。
ever since从那以后（一直），句中采用连续性动词。又如：
He went to America in 1980 and has lived there ever since. 他1980年去了美国，便一直住在那里。
John caught a cold last Saturday and has been in bed ever since. 约翰上星期六得了感冒，到现在一直卧床。
I began to work in this factory in 1989 and has worked there ever since. 我1989年到这个厂工作，一直干到现在。
ever since后边也可以加一个表示时间的名词，表示从这一时刻开始延续至今的动作。例如：
He has lived in America ever since 1980. 他从1980年以来一直住在美国。I have worked in that factory ever since 1989. 我从1989年以来一直在那个工厂工作。
6．Shall I keep him away from school? 我是否要不让他去上学？
keep … away from使……不去沾惹，使……离开。又如：
My mother kept me from school yesterday. 妈妈昨天没让我去上学。
We should keep children from fire. 我们要让小孩离火远些。
The police are trying to keep everybody away from the burning building. 警察疏导群众离开着火的大楼。
7．Are you sure it's nothing serious? 你肯定病情不严重吗？
形容词修饰名词时，通常放在被修饰词的前面，而在修饰anything, something, nothing等不定代词时则通常放在被修饰词的后面。又如：
Did you see anything strange there? 你在那儿看见什么奇怪的事没有？
It was something yellow. 那是种黄颜色的东西。
Do you want to tell me something new? 你想告诉我什么新消息吗？
Wait and I'll show you something nice. 等等，我给你看件好东西。
This is nothing interesting. 这没什么意思。
8．I am sure of that! 我肯定！
be sure of对……有把握。再如：
He is not sure of the word. 他对那个字没有把握。
Are you sure of the time? 你能肯定那个时间吗？
9．Tom won't feel well till it's over. 汤姆要到足球赛结束后才会感到好的。till在这里也可以用until来代替，表示“直到……才……的”意思。又如：
They did not return home till(until) nine o'clock. 他们直到九点才回家。
I didn't know it till(until) you told me. 直到你告诉我，我才知道。
He didn't go to bed till 11 o'clock last night. 昨晚他直到十一点才去睡。
It didn't start to rain till(until)I got home. 我到家后才开始下雨。
He didn't feel better till(until)he had the medicine. 他吃上药后才感到好些。
We will not begin the party until everyone is here. 人到齐了我们才开会。
10．I don't feel like eatins. 我不想吃东西。
feel like后面加动词-ing形式，表示“想要做某事”。再如：I feel like going to bed. 我想去睡觉。
I don't feel like going to the cinema. 我不太想去看电影。
Does anyone feel like eating anything? 有人想吃些东西吗？后面也可以加名。
I feed like a cup of tea. 我想喝杯茶。
I feel like some fish and chips for supper. 晚饭我想吃些鱼加土豆条。
It's so hot. I feel like a swim. 天真热，我想去游泳。
参考教案 Unit 22 At the doctors 教学步骤 Lesson 86 示例二
Lesson 86
Step 1 Revision
1 Check the home work. Call out some Ss to read aloud what they have written for Wb Lesson 85, Ex. 3. One of them may write the note on the Bb.Mark his/her writing.
2 Revise the dialogues in SB page 85, asking some pairs of Ss to act them out.
Step 2 Preparation for reading
SB page 86. Say to the Ss Look at the picture. What can you see? What's happening? Now read the dialogue quickly and find the answer to this question: What's wrong with Tom? Let the Ss find the answer.(He's got a headache and a cough, but nothing serious. Maybe he has caught a bit of cold.)
Then Wb Lesson 86, Ex. 1. Read through the questions with the Ss and make sure they understand them.Check the Ss remember the meaning of temperature(What's the temperature in Beijing?) and explain the meaning of terribly ill = very, very ill.
Step 3 Reading
Tell the Ss to read the dialogue more carefully. Get them to discuss the answers to Wb Ex. 1 in pairs, then check the answers with the whole class.
Go through the dialogue and deal with any difficult points of grammar or vocabulary. Point out the use of rather in rather tired =quite tired/a little tired. Explain seems to be all right =gives the idea that it is all right, or in Chinese.
See if the Ss can guess the meaning of nurse.
Step 4 Reading aloud
SB page 86. Speech Cassette Lesson 86. Play the tape for the Ss to listen and repeat, then let the Ss practise the dialogue in threes in the usual way.
Ask one group to act out the dialogue in front of the class.
Step 5 Workbook
Wb Lesson 86, Exx. 1-3.
You may wish to ask your Ss to write down the answers to Ex. 1 in their exercise books, using complete sentences.
For Ex. 2, let the Ss work along to do the puzzle dialongue, then cheek the answers with the whole class.Then let the Ss practise the dialogue in pairs.
The answers are: 2,3,5,6,7,4,1.
Do Ex. 3 in class orally. The answers are:
1 something, 2 anything, 3 Nothing, 4 Everything, 5 A: anything, B: nothing, 6 Everything, 7 Nothing.
Step 6 Consolidation
Books closed! Revise the story in the dialogue, using the questions in Wb Ex. 1 as a guide.
Homework
Learn the dialogue by heart.
Finish off the Workbook exercises.
Write the answers to Ex. 1 in the exercise book.
参考教案 Unit 22 At the doctors 教学步骤 Lesson 87 示例二
Lesson 87
Step 1 Revision
1 Check the homework.
2 Revise the dialogues in Lesson 85.
3 Revise the story in the dialogue on SB page 86.Use the questions in Wb Lesson 86, Ex. 1 as a guide. Divide the Ss into groups of three and act out the dialogue.
Step 2 Reading
SB page 87, Part 1. Ask the Ss What's really wrong with Tom? Let them read the rest of the story carefully to find the answer. (He wants to watch a football match on TV.)
Go through the dialogue with the Ss.
Notes:
1) Your son's trouble is very common these days = Now, many people have this illness!
2) It happens all the time = It happens very often.
Revise the whole story by asking the Ss Can you tell me what happened in this story?
Step 3 Reading aloud
SB page 87, Part 1. Speech Cassette Lesson 87. Play the tape for the Ss to listen and repeat with books open. Now, books closed! Play the tape again for the Ss to listen and repeat.
Books open again. Let the Ss practise the dialogue in Pairs.
Step 4 Presentation
Present this dialogue. Say Kate is in hospital. I am a nurse in the hospital. I'm asking Kate some questions:
N: Have you eaten your breakfast? (gesture)
K: Yes, I ate it half an hour ago.
N: Have you brushed your teeth?(gesture)
K: Yes, I cleaned them after breakfast.
N: Have you washed your face?(gesture)
K: Yes, I washed it before breakfast.
Do the dialogue again for the Ss to listen and repeat. Then divide the class into two groups to practise. Write on the Bb:
Have you eaten your breakfast?
Yes, I ate it half an hour ago.
Point out the use of the Present Perfect Tense for talking about an action which just happened or is still relevant.
Notice that in the reply, we use the Past Simple Tense +time adverbial(half an hour ago).
Write the other questions and answers on the Bb as further examples.
Practise the dialogue again.
Step 5 Practice
SB page 87, Part 2. Speech Cassette Lesson 87. Let the Ss read the dialogue silently first, then play the tape for the Ss to listen and repeat.
Finally, get the Ss to practise in pairs.
Step 6 Puzzle dialogues
SB page 87, Part 3 Go through the sentences with the Ss. Ask individual Ss to translate sentences l-7 into Chinese. Tell the Ss to match the dialogues. Do one or two with the Ss as examples: e. g. Do you want anything to eat? No, thanks. I'm not hungry.(Hungry is the clue.)
Let the Ss work in pairs to match the other sentences. The answers are: 1+A; 2+D; 3+B; 4+C; 5+E; 6+G; 7+F.
Step 7 Workbook
Wb Lesson 87. Exx. 1-3. Let the Ss work alone on these exercises, then check the answers with the whole class.
If time permits, let the Ss practise the dialogues in Pairs.
The answers to Ex. 1 are:
1 A: What's wrong with you?/What's your trouble?
2 A: How long have you been like this?
3 A: Have you taken your temperature?
4 A: Did you have anything to eat?
The answers to Ex. 3 are: 1 something to drink;2 something to eat; 3 nothing to; 4 to wash;5 something to; 6 to read.
Homework
Finish off the Workbook exercises.
Learn the dialogue in SB page 87, Part 2 by heart. Revise the whole dialogue "what's wrong with Tom?"
参考教案 Unit 22 At the doctors 教学步骤 Lesson 88 示例二
Lesson 88
Step 1 Revision
1 Check the homework.
2 Revise the dialogue in SB page 87, Part 2.Step 2 Listening
SB page 88, Part 1 Listening Cassette Lesson 88. Wb Lesson 88, Ex.1 Books closed Tell the Ss There's something wrong with Tom. The doctor gives him some pills. (Explain the meaning of pills if necessary.)What colour are the pills?
Play the tape for the Ss to find the answer(red, yellow and white).
Then read through the questions in Wb Ex.1. Make sure the Ss understand them. Play the tape once or twice for the Ss to find the answers.
Let the Ss discuss their answers in pairs. Finally check the answers with the Whole class.
Listening text
Listen to the tape, and answer the questions on page 88 of your workbook.
Tim felt very ill. He had a terrible headache. So he went to see a doctor. The doctor said:
"Listen carefully. I'm going to give you three different medicines. First, I'm going to give you these red pills. I want you to take one pill three times a day, after meals. Now, look at these yellow pills. I want you to take one every night, before you go to sleep. Now look at these white pills. Take two every time you get a headache, but NEVER take more than four in a day. Do you understand?"
"Yes, doctor Thank you very much."
Tim went home, and did as the doctor told him. Soon he felt much better.
The answers are: 1B, 2A, 3C, 4A.
Step 3 Practice
SB page 88, Part 2. Introduce Mr know-all(who knows everything)and Mr Know-little(who doesn't know anything). Get the Ss to make up some sentences about each, like this: Mr Know-all knows how to make a key, but I don't.
Mr Know-little doesn't know how to mend a lock, but I do.
Step 4 Checkpoint 22
Go through Checkpoint 22. Give the Ss extra practice when necessary: you can revis the dialogues from earlier lessons.
Spend time on the “useful expressions”. Revise the new vocabulary in the unit, particulatly words connected with illness.
Deal with any problems that the Ss raise.
Step 5 Dictation
Tom and his mother *are at the doctor's. *Tom says *he has got a headache and a cough. *He says *he feels very bad and tired. *But his temperature seems to be all right. *He ate a lot for breakfast. *The doctor says *that maybe Tom has caught a bit of a cold. *He thinks* that me boy will be fine* after the biggest football match of the year.
Write down the words headache, cough, temperature on the Bb for the Ss.
Step 6 Workbook
Do Wb Ex.2 in pairs first. Then check the answers with the whole class The answers are:
1 Have, taken, took; 2 Have, swept, swept; 3 Have, been went; 4 Has, arived, got, Have, heard, received. Wb Ex.3. Do this exercise orally with the whole class. Pay attention to the use of the infinitive with question words.
Step 7 Consolidation
Revise the contents of the listening passage, using the questions in Wb Ex. 1 as a guide.
Get the Ss to make up dialogues based on SB page 85.Part 2. Ask some to act out their dialogue.
Homework
Revise the contents of the unit.
Write down 2—4 sentences from Wb Ex. 3 in their exercises books.
Make up dialogues about going to see a doctor.

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