外研版八年级英语下册配套教案：Module4 Seeingthedoctor教案
Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.【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。
【教学目标】Knowledge objective:1. 词汇: cough, fever, headache, stomachache, toothache, ill, this, since, cold, catcha 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 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: No, he hasn’t.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都可做形容词，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 at 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。
ta ke 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.自从上周五，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 weeksfor one monthsince后面加时间点，表示自……以来。
例如：since last week since 2008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. hadD. 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. Students in Beijing ______ away many books to the Hope Schools since 2009. 【2013四川遂宁】A. have givenB. giveC. gave2. He _______ Luzhou for three months. 【2013四川泸州】A. has leftB. has come toC. has gone toD. has been away from3. “Did you borrow the comic book from the library?”“Yes. I _____ it for three days. I’ll return it this afternoon.” 【2013贵州安顺】A. borrowed B. keptC. have borrowedD. have kept4. The astronaut is so tired that he ______ for eleven hours. 【2013山东青岛】A. has been asleepB. has fallen asleepC. has gone to bedD. has gone to sleepKeys: ADDAStep 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 medicine Unit 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 …, you should/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.well表示“健康的”，是形容词。
外研版新八年级下Module 4 Seeing the doctor 教案
Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.【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。
【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。
Learning aims: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 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 quicklyas 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 ListeningListen to Part 2 and check what’s wrong with Betty and Daming.Step 5 Reading1. Listen to the dialogue and mark True or False.1) Daming has got a bad cold. ( )2) Daming has no fast food. ( )3) Daming usually has breakfast every day. ( )4) Daming hasn’t done much exercise. ( )5) Daming got a computer last year. ( )2.Read and complete the table about Daming.3. Please find out sentences which have for or since in the dialogue.Period 2Knowledge objective:现在完成时中for短语和since短语的使用。
外研版八年级下册英语英语《Module4SeeingthedoctorUnit1》说课稿
外研版八年级下册英语英语《Module 4 Seeing the doctor Unit 1》说课稿一. 教材分析外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》主要讲述了生病看病的相关话题。
本节课的主要内容包括：询问病状、描述病情、建议看病和医生诊断等。
通过本节课的学习，学生能够掌握相关词汇和句型，提高他们的口语表达能力。
教材内容贴近生活，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的句子。
但部分学生对生病看病这一话题可能比较陌生，因此需要在教学中加以引导和拓展。
此外，学生的学习兴趣、学习习惯和学习能力各有不同，需要在教学过程中关注个体差异，充分调动每个学生的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握与生病看病相关的词汇和句型，如“What’swrong with you?”, “I have a cold.”, “Can I suggest that you see a doctor?” 等。
2.能力目标：学生能够在实际情境中运用所学词汇和句型进行交流，提高他们的口语表达能力。
3.情感目标：培养学生关爱他人、乐于助人的品质，使他们能够关心他人的健康状况，给予适当的帮助和建议。
四. 说教学重难点1.重点：学生能够熟练运用所学词汇和句型进行生病看病的场景描述。
2.难点：学生能够正确理解并运用“Can I suggest that you see a doctor?”这一建议句型。
五. 说教学方法与手段1.情境教学法：通过设定生病看病的场景，让学生在实际情境中练习和使用所学词汇和句型。
2.任务型教学法：引导学生参与小组讨论，完成相关任务，提高他们的合作能力和口语表达能力。
3.游戏教学法：运用游戏活动，激发学生的学习兴趣，巩固所学知识。
4.多媒体教学法：利用课件、视频等手段，丰富教学资源，提高学生的学习效果。
初中英语外研八年级下册Module 4 Seeing the doctor教学设计
Module4 Seeing the doctorUnit1 I I haven’t done much exercise since I got my computer一：学习目标语言知识目标(1)词汇；cough,fever,headache,stomach, ache, stomach ache,toothache,ill,this,since,cold,catch a cold,take sb.'s temperature, fast food,health,take(2)句子:How long have you been like this?I haven't done much exercise since I got my computer last year(3)语音：能区分一般疑问句和特殊疑问句的语调(4)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语言技能目标（1）能听懂疾病及症状的描述和关于健康生活习惯的表述并提取相关信息（2）能够与同学合作完成医患间的角色扮演，谈论疾病和治疗办法情感态度能够关心自己和他人健康教学重点本单元重点本单元重点单词、短语和句子教学难点1.正确使用现在完成时与for和since引导的时间状语连用2.用英语描述自己和他人的身体状况及运动锻炼情况学情分析八年级的学生有一定的生活经验和一定的英语基础，本课所设计的医患话题为学生所熟悉，容易引起学生的学习兴趣，便于开展学习和讨论。
二、教学方法本课为听说课型，我将使用任务型教学法（task-based language teaching)、情景语言教学法(situational language teaching）和交际语言教学法（communicative language teaching）以及PWP（听前预设问题，听中合理处理，听后听写练习）来帮助学生学习三、教具电脑（computer）；课件(ppt)；黑板(blackboard)四、教学过程1，Warming up（1），创设情境引入谈论疾病的话题，直接导入词汇教学。
外研版英语八年级下册Module 4 Seeing the doctor Unit 1教案
Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got mycomputer.Teaching aims1. Teaching aims:To be able to identify illness and their symptomsTo be able to talk about illnesses2. Main contents:Key vocabulary ：cough, fever, headache, stomach, ache, toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, takeKey structures ：1. How long have you been like this?2. I haven’t done much exercise since I got my computer last year.Teaching procedureStep1. Warm-upAsk and answer: How are you feeling today?⏹What’s the matter with you/ him/ her?⏹I have a …/ He/She has a …Step2. Pre-listeningMatch the words and expression in the box with the pictures.Ask students to read the words. Repeat the words chorally and individually; This will help students recognise the words when they hear them.Ask students if they know what the words mean. Tell them the pictures show the meanings and ask if they can guess any.Have students work alone to match the words and pictures.Check as a whole class.cough---c; fever ---e; headache ---a; stomach ache --- bheadache --- aStep 3.Listening and speaking1. L isten and check what’s wrong with Betty and Daming.Tell students the pictures and the activity instructions tell them something about the recording. Ask what they think the conversation will be about. Elicit ideas.Read the table first so the class know what to listen for.Play the recording and ask if they were right about what the conversation is about. Then ask them to complete the table.Have students compare answers with their desk partner, and then listen to the recording a second time to check their answers.Check as a whole class.2 Watch and read3. Listen and reada. Now complete the table about Daming.Have students listen to the conversation and check their answers. Tell them they should find three answers for "why" and for "what to do".Ask students to compare answers with a partner. Then check as a whole class.b. Play the recording and ask students to read the conversation out loud,Put the class into pairs and allocate a character (the doctor or Darning) to each studentin the pair. Play the recording again and ask them to read their part.c. Tell pairs to practise the conversation, imagining that they are professional actors. Invite pairs to perform the conversation for the class.Step4.Post-listeningComplete the passage with the words and expression in the box.Explain to students that they are going to complete the passage with the words in the box.Ask students to complete the passage with the correct words and discuss the answers with their desk partner.Check answers as a class.1. health2. stomach ache3. cough4. fever5. temperatureStep5. SpeakingWork 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.— How can I help you?—I’ve got a bad cough.Step 5. Homework根据提示给你的英语老师写一张请假条。
外研版八年级下册英语《Module4SeeingthedoctorUnit2》说课稿
外研版八年级下册英语《Module 4 Seeing the doctor Unit 2》说课稿一. 教材分析外研版八年级下册英语《Module 4 Seeing the doctor Unit 2》的主要内容包括两个部分：Part A和Part B。
Part A包括一个关于描述身体不适和看病情景的对话，以及一个关于如何描述病情和医生的建议的阅读材料。
Part B则包括一个听力练习和一个相关的口语任务。
本节课的教学内容主要集中在Part A的对话和阅读材料上。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的日常用语。
但是，他们在描述身体状况和看病情景方面的词汇和表达可能还不够熟练。
因此，在教学过程中，需要帮助学生扩充相关词汇，提高他们的口语表达能力和听力理解能力。
三. 说教学目标1.知识目标：学生能够掌握描述身体状况和看病情景的基本词汇和表达方式。
2.能力目标：学生能够运用所学词汇和表达方式，进行日常对话和听力理解。
3.情感目标：通过学习本节课的内容，学生能够提高对身体健康的重视，培养良好的生活习惯。
四. 说教学重难点1.重点：描述身体状况和看病情景的词汇和表达方式的运用。
2.难点：对于一些生僻词汇和复杂句型的理解和运用。
五. 说教学方法与手段1.情景教学法：通过设定真实的情景，让学生在实际语境中学习和运用词汇和表达方式。
2.任务型教学法：通过完成各种任务，提高学生的口语表达能力和听力理解能力。
3.多媒体教学手段：利用多媒体课件和视频材料，增加学生的学习兴趣，提高教学效果。
六. 说教学过程1.导入：通过提问学生关于身体健康的问题，引出本节课的主题。
2.新课呈现：讲解和展示本节课的主要词汇和表达方式。
3.情景练习：设定一个看病的情景，让学生进行角色扮演，运用所学词汇和表达方式。
4.听力理解：播放一段关于看病的情景对话，学生进行听力练习。
5.口语任务：学生分组进行口语任务，模拟看病的情景。
外研(新标准)版八年级英语下册《Module4SeeingthedoctorUnit1》说课稿
外研（新标准）版八年级英语下册《Module 4 Seeing the doctor Unit 1》说课稿一. 教材分析外研（新标准）版八年级英语下册《Module 4 Seeing the doctor Unit 1》主要讲述了生病就医的基本情景。
通过本节课的学习，学生将能够掌握与看病相关的词汇和表达方式，如ill, problem, treatment, doctor等，并能够运用这些词汇和表达方式进行简单的交流。
同时，学生还将学习到如何描述身体不适和症状，以及如何询问和建议治疗方法。
本节课的内容贴近生活实际，有助于提高学生的学习兴趣和积极性。
二. 学情分析根据对学生的了解，他们在七年级已经学习了一定的英语基础知识，能够听懂并运用一些简单的英语句子进行交流。
然而，对于描述身体不适和症状的表达方式，以及询问和建议治疗方法的语法结构，他们可能还比较陌生。
因此，在教学过程中，需要注重引导学生掌握这些表达方式和语法结构，并能够灵活运用到实际情景中。
三. 说教学目标根据《Module 4 Seeing the doctor Unit 1》的内容，结合学生的实际情况，我设定了以下教学目标：1.知识目标：学生能够掌握与看病相关的词汇和表达方式，如ill,problem, treatment, doctor等；能够运用这些词汇和表达方式进行简单的交流。
2.能力目标：学生能够描述身体不适和症状，并能够询问和建议治疗方法。
3.情感目标：学生能够通过学习本节课的内容，提高对健康和生活方式的重视，培养良好的生活习惯。
四. 说教学重难点根据学生的实际情况和教学目标，我确定了以下教学重难点：1.重点：学生能够掌握与看病相关的词汇和表达方式，并能够运用这些词汇和表达方式进行简单的交流。
2.难点：学生能够描述身体不适和症状，并能够询问和建议治疗方法。
五. 说教学方法与手段为了提高学生的学习兴趣和积极性，我将在教学过程中运用以下教学方法和手段：1.情境教学法：通过设定看病的情景，引导学生运用所学词汇和表达方式进行交流，提高他们的实际应用能力。
外研版英语(新标准)八年级下册《Module4 Seeing the doctor》教学设计
A.To master some useful words and expressions about the subject.
B.To improve the abilities of listening.
2.难点:
To act out a conversation aboutseeing a doctor.
模块教学
目标
语言知识目标：
1.词汇：
基准目标：cough, fever, headache, stomach ache, toothache, ill, since, cold, catch a cold, take sb’s temperature, fast food, health, take, well, heart, active, pet, member, take part (in sth.), then, daily, weak, exercise
2.两人一组，互相问答“Which problem do you have most often? Which problem do you have least often?”。
教师通过设置一个去医院看病的情境，将单词教学融入其中，起导入话题和展示词汇的作用。并让学生之间通过对自身常见的病和不常见的病的讨论，再次对生词进行巩固。
教学辅助
多媒体，黑板
教学方法
Communicative language teaching, situational language teaching, task-based approach, PWP
教学内容
教学活动
设计意图
教师活动
学生活动
Step1:
12min
外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》教学设计
外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》教学设计一. 教材分析《Module 4 Seeing the doctor Unit 1》主要讨论了与医生就诊相关的场景，包括预约医生、描述病情、听从医生的建议等。
本节课的主要目的是让学生能够熟练地运用一般现在时描述自己的身体状况，以及能够理解和运用日常的医疗相关的词汇和表达方式。
二. 学情分析八年级的学生已经掌握了一般现在时，同时也具备了一些基本的医疗相关词汇。
但是，他们可能在实际运用这些知识时还存在一定的困难，尤其是在描述自己病情和理解医生的建议时。
因此，教师需要通过不同的教学活动来帮助学生更好地掌握这些知识点。
三. 教学目标1.能够熟练运用一般现在时描述自己的身体状况。
2.能够理解和运用日常的医疗相关词汇和表达方式。
3.能够听懂并能够运用医生和患者之间的对话。
四. 教学重难点1.重点：能够熟练运用一般现在时描述自己的身体状况，以及理解和运用日常的医疗相关词汇和表达方式。
2.难点：能够听懂并能够运用医生和患者之间的对话。
五. 教学方法采用任务驱动法、情境教学法、分组合作法等，引导学生通过实际操作和交流，掌握一般现在时的运用和医疗相关词汇的表达。
六. 教学准备1.教材和教学参考书。
2.PPT或其他教学辅助材料。
3.录音机或其他音频设备。
七. 教学过程1.导入（5分钟）通过向学生提问，了解他们对于看医生的经历，以及他们对于医疗相关词汇的了解程度。
同时，引导学生思考为什么我们需要看医生，以及在看医生时需要注意什么。
2.呈现（10分钟）通过PPT或其他教学辅助材料，向学生呈现本节课的主要内容，包括一般现在时的运用和医疗相关词汇的表达。
同时，通过举例和讲解，让学生理解和掌握这些知识点。
3.操练（15分钟）将学生分成小组，让他们模拟医生和患者的角色，进行看医生的情境对话。
鼓励学生运用本节课所学的知识和词汇，以及一般现在时的表达方式。
外研版八年级下册Module 4 Seeing the doctorUnit2教案
Module 4 Seeing the doctor教学内容：Unit 2 We have played football for a year now . （The first period）教学目标：1、知识与技能：1)Understand :A. Key vocabulary:well, heart ,active , pet, member , take part in ,condition , in excellent condition , sleepy , then , daily, weak , illness , exercise , awful , feel awful , all over , perhaps B: Key structures:Why don’t we go for a run before school ?Perhaps I am to weak to do any exercise .2）Train students’ reading ability.2、过程与方法：In this lesson, I will improve the students’ reading ability by communicative teaching method and task-based approach.3、情感、态度与价值观：Develop the students’ interests for the astronomical knowledge and their exploring spirit for the future.教学重点：To understand the main idea of the text.To be able to find the key words for the questions..教学难点：How to understand the main idea of the passage教法设计：Pr-reading, while-reading, post-reading学法设计：Learning, reading and discussing教学准备：1.Understand the teaching procedures.2.Preparation of teaching tools: multi-media, tape recorder,ppt. etc课时安排：The first period教学过程：Step 1 Greetings(omitted)Step 2:Revision and lead-inExercise: translation for revising some language items.How can I help you ? be harmful to s.b/s.t.h…have a ( high )fever feel ill take s.b.’s temperaturetoday we’ll learn Unit 2. Show the teaching aims of this lesson.Step3: Pr-reading:1）Describe the activities in the pictures . Which ones are healthy ?2)Learn some new words:well, heart ,active , pet, member , take part in ,condition , in excellent condition , sleepy , then , daily, weak , illness , exercise , awful , feel awful , all over , perhaps Step4:While-readingRead the passage in eight minutes and complete the notes .read the passage to find the answers.Step 5:Post-readingPart 4: complete the passage with the words in the box.If time permits, tell students to read the text again in more detail try to retell the text . Step6 Sum up(Omitted）Step7 HomeworkRead and try to retell the text with the picture clue.Underline the difficult points in the text for learning.Exercise:There is a p _______dog in my family .We all like it .–Are you a m_______of the singing club? – Yes , I am .My grandparents e _______every day , so they are quite fit .I had an a ________dream last night , so I felt tired this morning .– This maths problem is too hard for me .- P ______Li Lei can help you . He is good at maths .Don’t drive when you are _________(sleep) .Li Lei often learns English by _______(listen) to English songs .Her ______(day) work is looking after the pets .My brother enjoys _______(play) baseball .I feel really _______(health) because I do exercise five times a week .He has problem in breathing(呼吸) so the doctor checks his h_________.The doctor told me to do more e _______to keep fit .They are the m ________of the English club .He likes doing sports , so he is in excellent c__________.I have a p _______dog and I take it for a walk after supper .板书设计：Unit 2 We have played football for a year now .Why don’t we go for a run before school ?Perhaps I am to weak to do any exercise教学反思：Module 4 Seeing the doctor教学内容：Unit 2 We have played football for a year now .(Period 2)教学目标：1、知识与技能：A: well, heart ,active , pet, member ,condition, sleepy , then , daily, weak , illness , exercise , awful , , , perhapsB: healthy living, feel awful , all over , in excellent condition , take part in2、过程与方法：In this lesson,students learn the key language points by themselves with the help of the teacher, using group work and individual work..3、情感、态度与价值观：Motivate students’ interest and encourage them to learn and use the language points..教学重点：Learn and try to use the key words and expressions of this lesson.教学难点：Hundreds/thousands/millions ofThe use of “enough”教法设计：Task-based approach，Cooperative learning method学法设计：Practicing learning method教学准备：1.Understand the teaching procedures.2.Preparation of teaching tools：tape recorder, ppt. etc课时安排：The second period教学过程：Step 1 Greetings(omitted)Step 2:Revision and lead-inHave a dictation of key words and expressions:environment, system, group, galaxy, universe, light, none, communicate, solar, impossible.2)Say: today we’ll go on learning Unit 2. Show the teaching aims of this lesson. Step3: Language itemsLet students learn the following items by themselves in groups, then the teacher can sum them up.take part in /join/join in 用法区别。
2017-2018学年外研版八年级英语下册Module4Seeingthedoctor教案
-口语交流：在实际对话中，学生可能因紧张、词汇量不足等原因，无法流利地表达自己的意思。
-文化差异：了解和尊重不同文化背景下的就医习惯和医疗设施，对于学生来说是一个难点。
举例：
a.在教授词汇运用时，教师可通过设置不同的就医场景，让学生在实际语境中运用词汇，如模拟医生询问病人病情，引导学生正确使用headache, stomachache等词汇。
1.教学重点
-词汇：身体部位及不适症状的词汇（如headache, stomachache等）、医疗场所和设施的词汇（如clinic, hospital等）。
-句型：询问病情的句型（如What's wrong with you? How long have you had this problem?）、描述方位和路线的句型（如It's next to/to the left of/to the right of...）。
3.重点难点解析：在讲授过程中，我会特别强调身体部位及症状词汇、就医场景的句型这两个重点。对于难点部分，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与就医场景相关的实际问题。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。每组选择一名学生扮演医生，其他学生扮演病人，模拟真实的就医场景。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的过程。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“如何用英语描述就医场景”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。