外研版八年级英语下册Module 4 教案
Module 4 Seeing the doctor【教材分析】Module 4的主要内容为运用现在完成时来描述自己和他人的经历，例如看病经历、运动经历等。
从全书来看，本模块承接上一模块对现在完成时的学习和运用，内容有层次的展开，学生容易接受。
Unit 1 I haven’t done much exercise since I got my computer.【教学目标】Knowledge objective:1. 词汇: cough, fever, headache, stomachache, toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, take2. 现在完成时中for短语和since短语的使用。
Ability objective:能听懂和阅读关于介绍看病经历的语言材料，能通过相关词汇和图片描述自己和他人的看病经历；能编写关于看病的对话。
Moral objective:学会倾听他人的看病经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。
【教学重点】现在完成时的for短语和since短语。
【教学难点】1. 现在完成时的瞬间动词和延续性动词。
2. 现在完成时的for短语和since短语的区别。
【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look at the pictures and answer the questions.Step 2 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.Step 3 Match the words in the box with the pictures.1. Look at the words first.2. Choose the right word for each picture.Step 4 Listening1. Listen to Part 2 and check what’s wrong with Betty and Daming.Keys: Betty: headache stomach acheDaming: cough fever toothache2. Listen to Part 3 and answer the two questions:1) Have Daming got a cold?2) What kind of food does Daming usually eat?Keys:1) No, he hasn’t.2)Fast food.Step 5 Reading1.Please find out sentences which have for or since in the dialogue.Keys: 1. I’ve been ill for about three days!2. I haven’t done much exercise since I got my computer last year.2.Now complete the table about Daming.3.Read Part 3 and mark T or F.Keys: FFFTTStep 6 Everyday EnglishLet Ss say what they have learnt in the passage.Step 7 Language pointsSs should master the main points from the passage in Part 3. If possible, let the students to say at first.1. I feel ill. 我感觉我生病了。
ill adj.不健康的；有病的[拓展] ill和sick都可作形容词，表“生病的，不舒服的”，两者都可作表语。
如：He is ill/sick. 他生病了。
两者作定语时，表达的意义不一样：如：He is a sick man. 他是个多病的人。
He is an ill man. 他是个坏人。
2. I’ve got a stomachache and my head hurts. 我胃疼，头也疼。
注意疾病的表达方式。
常见的表达方式还有：I have got a headache. =My head hurts/aches. =I have a pain in my head.3. How long have you been like this?像这样的情况多久了？Since Friday. 自周五以来。
1) since 作介词时，与完成时连用，意思是“自……以来；自从”。
例如：He has lived here since 1992. 他1992年以来一直住在这里。
2) since 作连词时，有以下用法。
（1 ）与完成时连用，意思是“自……以后”，其后面引导含一般过去时态的从句。
例如：I have written home but once since I came here.我到这里以后只写过一次家信。
（2 ）用于“ It’s + 时间段+ since + 一般过去时态的句子”句型。
例如：How long is it since you were in London? 你在伦敦多久了？It is just a week since we arrived here. 我们到达此地刚好一个星期。
（3 ）意思是“既然，因为”。
例如：Since we have no money, we can’t buy it. 因为我们没钱，我们买不起（它）。
Since you insist, I must go. 因为你坚持，我就必须去了。
[注意] 当since 与完成时态连用时，主句中的谓语动词需用延续性动词。
所以一些终止性动词必须及时转化为延续性动词。
4. Let me take your temperature. 让我来给你量下体温。
take sb.’s temperature, 表示“量某人的体温”。
例如：I took my temperature last night. 我昨晚量了下我的体温。
5. Do you do any exercise？你锻炼吗？exercise表示“锻炼”，是不可数名词，没有复数。
例如：You should take more exercise.你应该多锻炼。
6. Take it three times a day. 一天吃三次。
take 表示“吃，喝”。
也有“拿走”的意思。
例如：I often forget to take my umbrella.我常常忘记带我的雨伞。
Step 8 Complete the passage with the words in the box1.Read the passage carefully.2.Choose the right words in the box.3.Draw the right answers from each group.Keys: health, stomach ache, cough, fever, temperature,Step 9 Listen and notice the intonation1.Ss read and predict which words the speaker is likely to read.2.Now listen and check if it is right.3.Work in pairs. Read the sentences aloud.Step 10 ActingWork in pairs. Act out a conversation between a doctor and a patient.Student A: You are a doctor.Student B: You are at the doctor’s. Choose one of the illnesses from the box in Activity 1.Step 11 Grammar现在完成时1. 现在完成时定义：也可以表示某一动作从过去一直延续到现在。
e.g. Jane has kept the book for three days. 简已经借这本书三天了。
The boy has had the bike since last Sunday.自从上周日，这个男孩就买了这辆自行车。
2. 现在完成时的时间短语：for和since时间短语是现在完成时的常用时间短语，是现在完成时的标志。
for后面加时间段，表示一段时间。
例如：for two weeks 两周for one month 一个月since后面加时间点，表示自……以来。
例如：since last week 自从上周以来since 2008自从2008年以来注意：对for和since时间短语提问用how longStep 12 Exercises1. —What’s wrong with you?—I’ve ____ a headache.A. getB. gotC. hasD. have2. —Has the doctor _____ your temperature?—Yes, he has.A. doB. takeC. tookD. taken3. Doing much ____ is good for your health.A. foodB. coldC. exerciseD. computer4. —Have you caught a _______?—Yes, I have. I cough now.A. feverB. coldC. toothacheD. coughKeys: BDCBStep 13 中考链接1. – Where are the flowers?-- You see, someone _________ them to the window.【2015 武汉】A. movesB. had movedC. has movedD. would move2. He _______ Luzhou for three months. 【2013四川泸州】A. has leftB. has come toC. has gone toD. has been away fromKeys: CDStep 14 Homework编写一个医生和病人之间的一个对话，包括以下要点：feel ill, catch a cold, take one’s temperature, do much exercise, give some medicineUnit 2 We have played football for a year now.【教学目标】Knowledge objective:Key vocabulary —well, heart, active, pet, member, condition, sleepy, then, weak, illness, exercise, awful, perhapsKey structures—take part in, in excellent condition, feel awful, all overAbility objective:To get information about exercise activities.To master the present perfect tense.Moral objective:To know more about other person’s problems and give some advice to others.【教学重点】1. To learn some expressions in the passage.2. To learn the present perfect tense.【教学难点】1. To get information from the article.2. The use of “for” and “since” phrases.【教学方法】PWP method, task-based method【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upLook at the pictures and answer the questions.1) What are they doing while they are watching TV?2) Is eating food while watching TV healthy?3) Playing volleyball often is healthy, isn’t it?4) How does he go to work every day?5) Is going to work by bike every day healthy?6) What do you do to keep healthy?Step 2 Consolidate new wordsLook and say.The teachers shows the pictures of new words and let the students to say as quickly as possible.well, heart, active, pet, member, condition, sleepy, then, weak, illness, exercise, awful, perhapsStep 3 Pre-reading1. Ss describe the activities in the pictures.2. Let Ss choose which ones are healthy.Step 4 ListeningListen to Part 2 and answer the questions.1) Did the doctor check Anna’s heart?2) How does Thomas go to work now?Keys: 1. Yes, he did.2. He rides to work.Step 5 Reading1. Read the passage and match the people with the pictures in Activity 1. There is one extra picture.2. Read the passage and answer the questions.1) How does Anna get exercise every day?2) Who was the first number of the girl’s football team?3) When did Thomas buy a bike?4) Was Richard weak after a long illness?Keys: 1. She gets exercise by taking the dog for a walk every day.2. Wang Wei.3. In January.4. Yes, he was.3. Complete the notes.Read the sentences and fill in the blanks according to the passage.Key: well, exercise, dog, walk, first, year, fit, underground, bike, smile, week, enjoy, weakStep 6 Complete the passage with the words in the box1. Read the passage from the beginning to the end carefully.2. Choose the right words to fill in the blanks.1) Tom runs six miles every morning, so he is in very good _________.2) Jill is a very ________ girl and plays lots of sports.3) I had a very bad headache yesterday, and I felt _________.4) Ben is a(n) _________ of the school football team.5) You do not look very well._________ you should see a doctor.6) I saw your grandfather taking his _______ walk this morning.Keys: condition, active, awful, member, Perhaps, dailyStep 7 Learning to learnLet Ss master the methods of learning English.You can often tell when a passage is asking for advice because it uses I rather than he/she to describe the problem. When you write your advice, you can use you …, youshould/should not…and sentences like do …or do not …Step 8 Language pointsTo learn about the main points in the passage.1. I was not feeling very well.我感觉不太好。
2021年外研版八年级英语下册Module4 Seeing the doctor教学设计
Module4 Seeing the doctorUnit2 I have played football for a year now.教学设计教材分析:本节课教学内容是外研版新标准英语教材初二上册Module 4 Unit 2，本模块以健康为话题，主课文对话以看病为主题，涉及病情描述和治疗建议。
本单元是一篇读写课，围绕健康生活话题展开。
课文由四个小文段组成，分别介绍了安娜、王伟、托马斯和理查德4人的不同锻炼方式。
安娜通过遛狗锻炼身体，王威通过体足球锻炼身体，托马斯骑车上班锻炼身体，理查德病后跑步锻炼。
每一段按顺序讲述了主人公在从事某项运动的原因、过程和结果。
在阅读课文时应该关注其所传达的主题：健康的生活离不开运动。
阅读中进一步领悟并掌握所学重点词汇，理解现在完成时的概念及用法,学会恰当地运用现在完成时在教学中要指导学生阅读技巧，为写作打好基础。
从全书来看，本模块承接上一模块对现在完成时的学习和运用，内容有层次的展开，学生容易接受学情分析我所教授的对象是初中二年级的学生，他们在认知能力，理解能力，运用能力上有较大提高。
兴趣是激发他们学习热情的最佳手段。
健康生活是学生愿意关注和讨论的话题，但养成健康的生活方式是比较欠缺的。
通过本课的学习，学生能够在阅读中了解怎样保持健康的生活方式并体会本课的写作技巧，并尽量用写作技巧来进行写作。
学习目标：1.能读准,写出本单元单词、短语和重点句型，正确率达96%。
Words: well heart active pet member daily weak exercise sleepyPhrases:take part (in sth.) check my heart feel awful all over with a smile on one’s face in excellent conditionPatterns:I have had him for three months now and I feelreally healthy.Since then, it has become part of my life.2. 通过阅读有关运动习惯文章，训练细节理解的阅读技能；能写一篇健康生活的文章。
外研版八年级下册英语精品教学课件 Module 4 Unit 3
Practice
Presentation
用how long对现在完成时的时间状语 提问。
How long have you played football? How long have you been like this? How long have you had the dog?
Presentation
表示某一行为或状态持续多长时间时，根 据时间的不同，可以使用不同的时态。
A. has left
B. has come to
C. has gone to D. has been away from
6. — Did you borrow the comic book from
the library?
— Yes. I_____ it for three days. I’ll
return it this afternoon.
______ in Sichuan for five years. A. was teaching B. has taught C. will teach D. taught
Practice
11. She _______ her hometown for many
years. No one nearly knows her.
A. borrowed
B. kept
C. have borrowed D. have kept
外研版八年级下册(新)Module4Unit2研究课教案
4. get a clear idea of how to get a good result of doing exercise.
教学环节 Step1. Lead-in
Step 2 Pre-reading
Step 3 While-reading
Step 4 Post-reading
Step 5
教学过程
教学活动
设计意图
Present a picture, introduce the proverb and introduce the topic of the class.
Do a quiz on the types of exercise
1. find the information about the reason, the way and the result of four people’s doing exercise;
2. analyze and summarize the reason for the success or failure of the four people’s doing exercise;
课型 阅读课
课题名称 Module 4 Unit 2
授课教师
授课班级 初二
教材分析
第 4 模块的主题为健康生活，而第 2 单元主要侧重于通过体育锻炼达到健康生活 的目的。课文内容由 4 个小文段构成，分别介绍了 Anna, Wang Wei, Thomas 和 Richard 4 人不同的锻炼方式。Anna 通过遛狗锻炼身体，Wang Wei 通过踢球锻炼身体，Thomas 骑车上班锻炼身体，Richard 病后跑步锻炼。每一段按照顺序讲述主人公从事某项运动 的原因、过程和结果。
外研版初中英语八年级下册整册教学设计
外研版八年级下英语全册教案Book 4 Module 1 Feelings and impressionsUnit 1 It smells delicious一、教学内容：Unit 1 It smells delicious二、课型：Listening and speaking三、教学目标：1．通过本课的学习，学生能够正确运用下列单词和词组：smell, salt, sour, soft, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, jam, ear2. 能够听懂用表感觉和知觉的系动词所表述的内容，并能与图片匹配。
3. 能够使用感官动词smell、taste、feel、look、sound等词，对食物的味道进行评论，正确表达自己的喜好。
四、教学重难点：能利用系表结构的句子对事物的味道、印象等进行评论，确切地表达自己或他人的喜好或是心情等。
五、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。
本课指导学生通过听说获取信息，培养学生的听说技能。
课前将本课所需要的录音、图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
达标训练题一. 根据句意和汉语提示完成句子。
1. 这菜闻起来好香啊.The dish _______________.2. 这汤尝起来不新鲜．The soup ______________ fresh.3. 这毛衣摸起来很软很舒服。
The sweater _______________________.4. Children like _______ (小甜饼）very much.5. People should eat less ______ ( 盐) everyday.6. Oh. It’s my _______(幸运的）day. I'vepassed the exam.二. 单项选择：1. These flowers ______beautiful. I will buy some for my mother.A. lookB. soundC. hearD. taste2. The air in the countryside smells _______.A. sourB. softC. deliciousD. fresh3. The idea ________ g ood. We can try it.A. tasteB. tastesC. soundsD. sound4. This game is so interesting, please_____ .A. have a lookB. give upC. have a tryD. try some5. Last Sunday was my mother’s birthday, so I _____ a big meal for her.A. cookB. cooksC. cookedD. is cookingBook 4 Module 1 Feelings and impressionsUnit 2 I feel nervous when I speak Chinese.一、教学内容：Unit 2 I feel nervous when I speak Chinese.二、课型：Reading and writing三、教学目标：1、通过本课的学习，学生能够朗正确运用下列单词和词组：fair, glasses, proud, be proud of, jeans, pretty, stranger, nervous, message, hobby, at school , mark, love, sb. can’t wait to do sth.2、进一步学习感官动词f eel look smell taste的用法，在理解的基础上，学会用它们表达情感3、能读懂对人外貌和性格的简单描述。
外研版英语八下_Module 4 Unit 2 第二课时教案
八年级英语教学设计课题Module 4 Seeing the doctor课型写作课序号Unit 2 We have played football for a year now.课标分析学习内容分析学情分析现实问题闭环式学习任务设计随着快速的生活节奏，我们的学生健康问题日益突出，学生需要能辨别健康与不健康的生活方式，能关心自己和他人健康，并给出合理的建议，制定适合的运动计划。
解决问题解决方案英语问题提出问题任务驱动合作交流展示完善抽象概括推广迁移应用了解健康生活方式，讨论哪些适用于中学生，并总结运用.读图猜测，Colin 遇到了哪些健康问题，你会给出什么建议，最后Colin 怎样了？Do a survey about how to keep healthy with your classmates and think about if they have good healthy living ways.学习目标（学习活动+学习主体+（行为程度）+评价活动）free talk 及work in groups. 90%的学生能运用上节课所学的现在完成时进行复述，其他10%在同伴帮助下复述。
通过跟读、自读、查读，85%的学生能准确流利朗读课文。
其他15%同学能读熟、读准文章中的重点短语和句型。
通过分析句子、小组合作，学习重要知识点的用法，95%学生能说出非延续性动词与延续动词转换、目标词汇及句型的意义和用法，并进行变式练习翻译句子。
其他同学能复述出他人总结的句子。
通过组内交流、运用所学目标词汇，80%同学能运用所给提示词描述不健康方式产生的原因，给出建议，采用的健康生活方式，以及健康生活方式之后的改变。
学生勤锻炼，养成健康的作息规律和生活习惯。
重点：运用生活习惯，生活方式的词汇、及句型写作文突破措施：先口头造句练习-----同伴互帮互评-----教师批改----两批三改 难点：非延续性动词与延续动词转换突破措施：自主总结归纳、分类理解记忆、小组互查题型设计层层递进、教师精讲点拨、二次巩固过关教学技术学具准备：课本、笔记本、笔教具准备：电脑、PPT、黑板、粉笔教学实施环节学习内容学生活动评价活动问题预设与补救措施1.融入情境，以旧促新（回扣目标1）根据图片复述课文内容教学内容：回顾文章的内容及结构。
新外研版八年级英语下册导学案-Module 4-Seeing the doctor(U1-U3)
外研版八年级英语下册导学案Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.【学习目标】1. 知识目标：熟记重点词汇和短语，准确率达90%。
2. 能力目标：能够听懂疾病及症状的描述、关于健康生活习惯的表达并提取相关细节信息。
3. 情感目标：能够与同学合作完成医患间的角色表演，谈论疾病及治疗办法，并且识记本单元的单词、重点短语。
【重点及难点】1. 重点：现在完成时与for和since引导的时间状语连用的结构。
2. 难点：与同学合作完成医患间的角色表演，谈论疾病及治疗办法。
【学习步骤】：一、课前预习【自主学习】I、结合课本26页的对话，试着翻译下列词组、重点句子。
1.胃痛2. 你这样有多长时间了?3. 感冒4. 我不这样认为5. 量体温6. 吃早餐7. 不经常8. 快餐9. 锻炼10. 在......前面11. 对......有害12. 别担心13. 每天吃三次14 ①②③怎么了15. at the doctor’sII. 根据首字母提示补全单词。
1. Have you caught a c________?2.—What’s wrong with you? You look very weak.—I have a s_____________ .3.He can’t come to the meeting, bec ause he is i________ today.4.You may have a fever. Let me take your t__________________.5. Take the m___________ three times a day.二、课堂学习过程【合作探究】Step1 Match the words in the box with the pictures.cough fever headachestomach ache toothacheStep2 Listen and check (√) what’s wrong with Betty and Daming.Betty Damingcoughfeverheadachestomach achetoothacheStep3. Complete the passage with the words in the box.cough fever health stomachache temperatureIt is easy to look after your (1) _______. Just do some exercise, such as running. Do not eat fast food! It may give you a (2) ___________. Most illnesses are not dangerous but when you catch a cold or get a (3) _______, you may also get a (4) _______. This means your (5) ___________ is higher than usual. You must go to the doctor.Step4. Listen and ch eck （√）what’s wrong with Betty and Daming.(Activity 2)Step5. III. Listen and complete the table about Daming.Illness (1) and .How long (2)For about .Why (3)①food and no .②He spendsin front of the .What to do (4)First, stop eating and.Second, get some .Take some a day.Step6. Listen and notice the intonation1. How can I help you?2. How long have been like this?3. Have you caught a cold?4. Do you do any exercise?分析: 英语有两种基本语调:升调和降调。
外研版八年级英语下册Module 4Unit 2 教学导案含答案
Unit 2 We have played football for a year now.Healthy living1 I was not feeling very well so the doctor checked my heart and said I needed more exercise. I have never been very active, and I do not like sports. I have always wanted a pet, so my parents gave me a dog for my birthday. Now I get exercise by taking him for a walk every day. I have had him for three months now andI feel really healthy. －Anna2 Our teacher decided to start a girls’ football team and I thought, “What a great idea!” I was the first member of the team. We have played football for a year now and we all feel very fit. Our teacher is the coach, and she also takes part in the training with us. She is in excellent condition too. －Wang Wei3 For the last few years, I went to work on the underground. When I got to work, I always felt very sleepy and I was not happy. I bought a bike in January, since then, it has become part of my life. Now I ride to work every day. It is my daily exercise. I arrive at work with a smile on my face. －Thomas4 I was weak after a long illness, so I wanted to exercise more. Then a friend suggested, “Why don’t we go for a run before school?” So we start ed running a week ago. But I do not enjoy running, and when I get to school, I feel awful. My legs hurt and I am hot all over. Perhaps I am too weak to do any exercise. What do you think? －Richard词汇短语精讲1take part (in sth.) 参加；参与（某事）【点拨】take part表示“参加”，它后面跟宾语时一般要加介词in，构成短语take part in。
外研版八年级下Module 4 Unit 3教案
Module 4 Seeing the doctorUnit 3 Language in use教学目标【知识与技能】1. 能够正确使用下列单词和词组：cough, fever, headache, stomach, ache, stomach ache,toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, take part in sth., well, heart, active, pet, member, , then, daily, weak, exercise。
2. 能正确使用现在完成时与for 和since 引导的时间状语连用的结构。
3. 能够与同学合作完成医患间的角色扮演和对话。
4. 能够针对不健康的生活习惯或行为给出适当的建议和看法。
【情感、态度与价值观】在教学过程中，学生们通过实践、参与互动，讨论活动，体验与他人合作，共同完成学习任务的乐趣。
教学重难点【教学重点】能正确使用现在完成时与for 和since 引导的时间状语连用的结构，以及读懂关于饮食和运动习惯的短文。
【教学难点】能够写关于运动习惯的短文。
（难点）教学准备本节课型为Revision and application，根据新课标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节课所需教具及资料：幻灯、图片、调查表等。
教学过程Step1. Warming upAsk students to think of three situations in their lives that started in the past and still continue. Tell them to write them down. For example:I live near my grandparents.I study at this school.I haven't seen my glasses.Read the sentences in the box as a class and ask students to tell you what "for" and "since" mean.Ask students to rewrite their three situations, using the present perfect and "for" or "since", so that they can tell people how long this situation has been happening. For example, I’ve lived near my grandparents since I was born./ I’ve studied at this school for many years./I haven't seen my glasses since the weekend.Monitor and help as necessary. Then ask three or four students to write some of their sentences on the board as examples.Step2. Pre-taskFor & SinceTell students to look at the sentences in the language box and tell you where '"for" and "since" go in a sentence.Draw students' attention to the feet that these words are frequently used with the present perfect. Point out that the difference between “for" and "since" is as follows:for + (length of time); for three weeks, for five minutes, for three centuriessince + (when the situation started); since winter, since my birthday, since this morningRead the questions to the students. Then ask them to listen and repeat. Help with pronunciation and intonation as appropriate.Step3. While-task1. Work in pairs. Ask and answer the questionsHave students read the questions and write their answers, using complete sentences. Monitor as necessary.Put students in pairs to take turns asking and answering the questions.Ask individual students to report to the class about their partner's answers.2. Complete the questionnaire about healthy living. Use since or for where necessary.Have students read the questions and think about their answers for a minute.Tell students to write their answers using "since" or "for" wherever appropriate.Have students compare answers with their desk partner and correct each other's spelling and grammar. Ask them to focus on the correct use of "since" and "for" in particular. 'Put students with a different partner to take turns asking and answering the questions.Ask students to report back to the class about their partner's answers to the questionnaire.3. Complete the sentences.Put students in pairs.Tell them to read the short dialogues and decide how many of them could be at the doctor's. Check ideas as a class.Ask pairs to complete the conversations with words in the correct form, using the time expressions to help. Tell them all the words are "have + participle" forms.Check answers as a class.1).been/felt 2). seen 3). walked 4). been 5). have; had4. Complete the passage with the words and expressions in the box.Play a vocabulary game (see "Methodology tip" below) to review the words and expressions in the box.After reviewing the words and expressions in the box, put students in pairs to complete the text. Check as a whole class.1) well2) coughs 3) exercise 4) last food 5 )weak 6) cold 7) stomach ache 5. Complete the conversation with the sentences in the box.Have students read the conversation and complete it with the sentences in the box. Tell them to refer to Darning's conversation with his doctor in Unit 1 if necessary.Have students compare answers with a partner. Check answers as a whole class.Work in pairs. Read out the conversationPut students in pairs to practice the conversation between Bill and his doctor. Set a time limit of five minutes.Ask volunteers to perform for the class.If you wish, ask students to role-play the conversation without referring too closely to the script, making any small changes they like.1). Can I help you?2). How long have you been like this?3). That’s that.4). What's wrong with me?6. Read the passage and match the problems with the advice.Tell students to cover the passage. Read the three pieces of advice given below the passage, either as a class or individually.Using the advice as clues, ask students to guess what the problems are. Write their ideas on the board.Play the recording for students to listen to and try to match the problems with the advice.Have students then read the three problems and check their answers.Allow them to compare answers with their partner before checking as a whole class.Ask students to read the problems and advice again and tell you if there are any new words. Check meanings using a dictionary or by looking at the context.Work in pairs. Do you have similar problems? Talk about your advice.Ask students to think of a problem they have (tell them they can make one up), with what they eat or with how much time they spend on the computer or on video games. Encourage them to use their imagination.Ask them to write down the problem and he lp with any words they may need.Put students in small groups to take turns explaining their problem and then asking for and giving advice.Ask a member of each group to report to the class about some of the problems and the advice they gave in their groups.Discuss the advice as a class.1) --- b; 2) --- a; 3) --- c7. Listen and complete the passage.Make sure the students read the passage carefully before listening so they know exactly what they will be listening for.As a class, discuss what kind of words students will need to use to complete each gap,Play the recording for students to listen to and complete the sentences. Play the recording twice if needed.Allow students to compare answers with their desk partner before playing the recording one more time.Check answers as a whole class.1). awful 2). very tired 3). three days 4). headache5). stomach ache 6). drink more water 7). three times 8). stay in bedStep4. Post-taskAround the worldRead the passage with the class. Ask them to find words with meanings related to health. Checkstudents know the meaning of these words.Discuss with the class how important they think the work of the WHO is. Find out if they think it would be good to work for the WHO or not.Ask students to close their books and, with their desk partner, try to remember as much as possible about the passage.Elicit as much information about the passage as possible from the class and write it on the board. Allow students to read the passage again to check if the class has forgotten any information. Module taskDoing a survey to find the most suitable exercise for you.8. Work in groups. Do a survey to find what exercise your group members do and the effects.Tell students they are going to do a survey. Ask them to read the questions and predict the most popular answer to each, writing their answers down on apiece of paperHave students keep their predicted answers secret and hand them to you.Ask students to make a table to write the results of their survey.Divide the class into four or five groups. Tell them to ask the questions within the group and note down the answers.When they have finished, form new groups of four or five by taking one student from each of the groups and putting them together. Tell them to exchange information to complete the class picture. Still working in their groups of four or five, students write a paragraph summarizing their class's answers to the questions. Collect the paragraphs and make an information poster. Ask a student to illustrate the poster with a graph.9. Decide what exercise Is the most suitable for you.Have students look at the different types of exercise their classmates named in the class survey. Tell them to choose the type of exercise they think is the most suitable for them and think of reasons.Tell student to write two or three sentences explaining their choice.10. Talk about you’re your decision and your decision and your reasons with the rest of the class. Ask individual students to read out their sentences.课堂作业Write a passage about doing sports.教学反思。
外研版英语(新标准)八年级下册《Module4 Seeing the doctor》教学设计
c.提问个别学生核对答案。
2.Activity 3Listen andcomplete the table about Daming.
Illness
headache, stomach ache
How long
three days
Why
no breakfast, eat last food, no exercise
教师可以利用这一主题就学生中存在的健康问题如有些学生耽于游戏而不注意身体健康有些学生过于偏食而影响健康很多学生锻炼不够而影响健康等组织讨论引导学生思考和讨论如何养成健康的生活习惯同时理解和把握现在完成时的功能
《英语》（新标准）（初中阶段）八年级下册M4教学设
教材及
年级名称
《英语》（新标准），八年级下册
e.g.
— How can I help you?
— I’ve got a bad cough.
…
a.学生先两人一组练习，然后教师邀请部分小组表演对话。
b.教师制定评价标准，也可以集体讨论评价标准，然后学生对各自的表演进行评论。
本活动为情景交际。教材中为学生提供了情景，分配了角色，学生要把对话表演出来。与学生坐在课桌前的对话不同，这种对话具有真实性。除语言外，学生还需注意肢体语言，注意两人的互动。教师在组织活动时也应该注意学生的非语言交际。
选择目标：condition, in excellent condition, sleepy, illness, awful, all over, perhaps
2.语法：能够正确使用现在完成时与for和since引导的时间状语连用的结构。
3.语音：能够区分一般疑问句和特殊疑问句的语调。
语言技能目标：
外研版英语八年级下册Module4_unit1_说课课件
picnic.
II
pause
stop play fast play back play
record
Can you give an instruction of the buttons?
--How do I play/ play back/record/ ….? --If you want to play， press the blue
这张幻灯片是利用上一张幻灯片的说明, 让学生进行对话来进一步强化本课重要 if句型.
Complete the sentences with the correct form of the words
1.If you _________ (receive) a text message, _________ (answer) it. 2. If you _________ (do) some work on your computer, save _________ (save) it.
二 .学情分析 七年级（下）Module10已经学习过对 电脑相关情况的介绍，本单元可以在七年 级此模块的基础上引进科技产品的说明这 个话题，这是学生很熟悉也是较感兴趣的 话题。在教师预设的任务中，引导学生在 交流中学习，让学生有话可说，乐于合作 分享。这样就有利于他们更好的运用课本 知识，达到提高综合运用语言能力的目的。
设置问题可以让学生积极主动地去听去理解， 发挥他们的潜能，更好地完成听力任务。
Read and finish the instruction Task /Problem Instruction Turn on the recorder Play back Record No red light Send recording by email No green light