第8幅画面:钟子期躺着，一动不动，旁边有一捆柴(以帮助记住是谁死了，此处容易搞混);
第9幅画面:俞伯牙大哭，然后摔琴，琴断了;
第10幅画面:后人修建筑，亭上有“琴台”两个字。
Task2:湖北省的地理位置(10’)
史密斯先生，欢迎你到湖北来投资考察。湖北的地理位置十分优越，一定会给贵公司带来丰厚的经济回报。湖北位于中国的中部，东邻安徽，南接湖南、江西，西连重庆，西北与陕西毗邻，北部与河南接壤。湖北以长江横贯东西，以京九铁路纵贯南北，素有九省通衢的美誉。以湖北省省会武汉为圆心，北到北京、天津，南到广州、香港，东抵上海、杭州，西到成都、西安，均在1200公里范围以内。
教案
第2次课2学时
章节
口译记忆Memory in Interpreting Unit 1
教学目的
和要求
Teaching Aims:
After this lecture, the students should
1.Knowsomememorystrategies.
2.Knowhow to use these memorystrategies.
The economic development model of theUSAis often compared to a butterfly.Its head is in theUSitself, because theUnited Statesput the greatestpriorityon its homeland.The body of the butterfly lies in theNorth-centralAmerica.Its left wing covers theAsia-Pacific area, includingJapan,South Korea,Russia,China, and ASEAN members.Its right wing rests in theAtlanticregion, where the closest friends of theUSare located, such asBritain,France,Germany, and other NATO members.
It refers to the listenerimagine a pictureof the original text in his/her mind on the basis of understanding the original text.
(2) The keypointofmasteringthevisualizationmemorystrategy.
Draw different pictures aboutthematerial, and combine them together with logic.
(3)Whichkinds of textaresuitable to use thevisualizationmemorystrategy?
When the students listen to the record, they can imagine the following picture in their mind:
The3rdpart aims to help students know whattheoutlinememorystrategyis and how to use this memory strategy. (5’)
When the students listen to the story, they should imagine the following pictures:
第1幅画面:老外、中国老板、司机和翻译在小车里，车在开，中国老板扭头对着老外在说话；
第2幅画面:一个着楚国官服的男人坐在船头弹琴，船在江中行，人的旁边出现手写体“俞伯牙”3个字;
第3幅画面:风大浪大、江水湍急，船在颠簸，俞伯牙上岸，带着琴;
第4幅画面:俞伯牙在山中坐在石头上弹琴，旁边有流水轻轻流过，琴声悠扬;
第5幅画面:画面中出现一个樵夫，衣衫朴素，挑着柴，旁边出现手写体“钟子期”三个字;
第6幅画面:钟子期听到琴声，站住聆听，循着琴声找到俞伯牙;
第7幅画面:两人交谈甚欢，最后双手握在一起，面露“相见恨晚”之色;
2.What are your understandings about the memory process?
(Input- storage-output)
3.Do you know some memory strategies?
(Answers: visualization, outline, inference)
3.Masterthe key point of thevisualization and outlinememorystrategy.
教学
重点
难点
Difficult Points：
1.How to usethevisualizationmemorystrategy.
2.How to usethe outline memorystrategy.
When the students are listening, they can have aChinesemap in their mind:陕西来自河南北京，天津
重庆
安徽
成都，西安
上海，杭州
湖南，江西
广州，香港
Task3: The Economic Development Model of USA(10’)
The passage has a clear structure, which is“overall-part”.And every part has an example to illustrate it.Therefore, the interpreter can have the follow outline:
Task1:景点传说(10’)
史密斯先生;这两天您辛苦了!为了给您放松一下，我今天带您到武汉的一些著名风景点逛逛。我们现在要去的是古琴台。路上我先给您介绍一下这个琴台的来历。
相传古时候，楚国的音乐大师俞伯牙乘船路过武汉。由于风大水急，不宜出船，俞伯牙就到山中休息。俞伯牙在这里弹琴的时候，被山中的一个樵夫钟子期听到了。钟子期从俞伯牙的琴声中听出了他想表达的志向，两人相见恨晚、成为知己。后来钟子期不幸病故，伯牙痛失知音，在这里摔断了琴弦，发誓不再弹琴。后人被他们的故事感动，就修了这座建筑来纪念他们，称为“琴台”。
II.In-Class Activities:(70’)
The1stpartaimsto help studentsknow whatthevisualizationmemorystrategyis and how to use this memory strategy.(5’)
A.(1)The concept of thevisualizationmemorystrategy.
B.(1)The concept of theoutline memorystrategy.
It refers to the listener draw the outline of the original text in his/her mind on the basis of understanding the original text.
教学进程
(含章节
教学内容、学时分配、教学方法、帮助手段）
I.Lead-in Part:(20’)
In this part, the teacher aims to tell students the reasons of learn thememory strategies, and the kinds of memory strategy.
Narrative text.
The2ndtask for students is to try to usevisualizationto memorize the record, and retell the text according to their memory.The teacher will ask the students to listen to a passage, during the listening, they should try to memorize the content of the passage.After the listening, the teacher will ask some students to retellthepassage, and then tell them how to use thevisualizationmemory strategy.
Task4:网络教育的优势(10’)
(Record material):网络教育至少有四大优势。第一，借助网络，学生们可以跨越空间和时间的障碍。例如，新疆的学生也可以享受北京的教育资源。第二点优势则是网络的便利。比如。我们可以将多媒体图书资源置于网络中，这样学生们只需点击鼠标，即可享用这些图书资源。第三，资源优化配置。比如说，我们可以将知名教授的讲演录制下来.并通过网络向全中国乃至全世界现场直播。正是基于这三大优势，网络教育才拥有其第四大优势，即因特网技术使得大众教育成为可能。你知道，让全国人民都在大学校园内接受教育是不可能的。
1. Howmany kinds of memory?What are they?
(Answers:according to the time of keeping memory, memory can be classified three types: instant memory, short-term memory, and long-term memory)