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, 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。
Module 4 Seeing the doctor Unit 3 Language in use
Module 4 Seeing the doctor Unit 3 Languagein use 教案Module 4 Seeing the doctorUnit 3 Language in use (2)一、教学目标能够读懂介绍世界卫生组织的基本情况的文章。
2. 能够完成调查任务并给出合理建议。
3. 能够读懂关于健康方面的资料。
4. 能关心自己和他人健康。
5. 能够与同学合作谈论疾病及治疗方法。
6. 能够掌握since与for在现在完成时中的用法。
二、教学重点及难点重点：1. 读懂关于健康方面的资料。
2. 完成本模块的任务。
难点：能够在他人的帮助下做关于健康生活的调查，并给出合理的建议。
三、教学准备1. 多媒体设备和课件。
2. 教学光盘。
四、教学过程Step I RevisionWork in pairsSs ask and answer the questions that showed on PPT in groups.设计意图：配对练习，复习巩固现在完成时的语法知识。
Grammar exercisesDo some grammar exercises and check answers together.设计意图：通过语法练习，帮助学生检测上节课所学语法的掌握情况。
Step Ⅱ PresentationT explains the grammar—Present Perfect Tense(for与since) to Ss.设计意图：通过在语境中复习巩固现在完成时，帮助学生加深对该语法点的理解与记忆。
Step Ⅱ PracticeActivity 61. Read the passage and the three pieces of advice given below the passage individually. Match the problems with the advice.2. Ask Ss to check answers in pairs before checking as a whole class.3. Ask Ss to work in pairs and talk about if they have the similar problem. Then talk about their advice.设计意图：锻炼学生的阅读理解能力，在做题过程中教师要加以指导，给出一些做题建议或技巧。
Unit 4 Seeing the doctor 教案1
Unit 4 Seeing the doctor教案1一、教学目标1.学生能听懂，会说，会读对话中出现的词汇brush one’s teeth, drink water, eat sweet, have a rest, take medicine.2. 掌握简单疾病的表达。
3. 学生能够谈论看病的话题，根据不同的情景活用日常用语。
4. 用should和shouldn’t给出建议。
.5. 学生能正确理解并朗读cartoon time中的故事，并读懂趣味，能在教师的指导下进行表演。
二、教学重难点1. 能听懂，会说，会读对话中出现的词汇brush one’s teeth, drink water, eat sweet, have a rest, takemedicine.2. 掌握简单疾病的表达。
3. 能听懂，会说，会读，会写句型：What’s wrong with …? What should /shouldn’t… do?三、课前准备1. 表示简单疾病的图片，卡片。
2. 准备一些小礼物如糖果，巧克力等。
四、教学过程Step 1 warming upLearn new words1. 教师介绍各种简单疾病的英文表达。
如catch a cold, cough, fever, headache, stomachache, toothache.每介绍一种疾病时可配上相应的动作，以便学生更好的理解，如介绍stomachache时，教师可以做出胃痛时捂住肚子的动作。
2. 教师请二组同学上台相互表演。
一个同学从写满疾病卡片中随机抽出一个进行表演，让另一个同学猜。
如抽中toothache,学生可做出牙痛时的状态，让另一个学生猜。
看哪组学生在规定的时间内猜出最多。
获胜的一组可得到奖励。
Step2 learn the sentences1. 教师讲解看病基本句型：What’s wrong with you? /I … /what should I do? /you should/shouldn’t ….2. 通过具体事例来讲解。
Module4Seeingthedoctor复习教案
最后，我要提醒自己，在教学过程中要时刻关注学生的反馈，根据他们的实际情况调整教学节奏和策略。同时，也要鼓励同学们积极参与课堂，勇于提出问题，共同进步。通过这次教学反思，我相信在接下来的课程中，我和同学们都能取得更好的教学效果。
其次，小组讨论环节，有些同学参与度不高，可能是因为他们对讨论主题不太感兴趣或者不知道如何表达自己的观点。针对这个问题，我打算在接下来的课程中，尝试引入更多贴近学生生活的讨论主题，激发他们的兴趣，并引导他们如何更好地参与到小组讨论中。
此外，教学难点部分，如词汇的灵活运用和句型的变换，学生们掌握得还不够扎实。我意识到，在今后的教学中，需要通过更多的实例和练习，帮助学生突破这些难点。同时，也要关注学生的个体差异，对于掌握程度不同的学生，给予有针对性的指导。
-例：难点在于学生在角色扮演时，能够根据情境自然地使用新学的词汇，而不是机械记忆。
b.句型变体：学生对句型的变化和拓展使用不够熟练，需要引导学生在实际语境中进行句型的灵活变换。
-例：学生需学会将“Can I have some medicine?”变化为“Could you please prescribe some medicine for me?”。
2.引导与启发：在讨论过程中，我将提出一些开放性问题，引导学生思考如何在不同的就医情境中有效地使用英语。
3.成果分享：每个小组将分享他们的讨论成果，这些成果将被记录并展示给全班同学。
（五）总结回顾（用时5分钟）
今天的学习，我们复习了疾病症状的英文表达、就医对话的常用句型，并通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在实际生活中灵活运用。如果有任何疑问或不明白的地方，请随时向我提问。
外研版英语(新标准)八年级下册《Module4 Seeing the doctor》教学设计
Module4 Seeing the doctor
教材分析
本模块以健康为话题，课文对话以看病为主题，设计病情描述和治疗建议。这一设计有利于教师设置语境，开展真实教学。
本模块课文都是关于健康的讨论，呈现出过去行为对现在的影响，这是现在完成时较为典型的功能，本模块的主题有助于学生充分理解和运用现在完成时的这一功能。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。
Step2:
10min
二、Listening
1.Activity 2listen and check what’s wrong with Betty and Daming.
cough
fever
head-ache
stomach ache
tooth-
ache
Betty
√
√
√
Daming
√
√
a.听前先让学生审题。
课时教学目标
1 .知识目标
A. Key vocabulary:cough, fever, headache, stomach, ache, stomach ache, toothache, ill, this, since, cold, catch a cold, take sb’s temperature, fast food, health, take
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
五年级下册Unit4《Seeingthedoctor》英语教案
1.能看图识词。
2.在图⽚的帮助下听懂和读懂简单的⼩故事。
3.能学唱简单的英语⼉童歌曲。
4.能做简单的⾓⾊表演。
5.在学习中乐于模仿，敢于表达，对英语具有⼀定的感知能⼒。
教材解读本单元谈论的是看病时的⼀些⽇常⽤语，⽂本内容围绕Su Hai和 Mike两个重点⼈物展开，通过医⽣与病⼈的对话展⽰了病⼈看病的过程。
可以将⽂本的学习分为两个部分：第⼀部分，可以让⽼师带领学⽣学习Su Hai的看病过程。
通过问题引领，帮助学⽣掌握⽂本细节，并让学⽣在⽣动的朗读表演中感悟语⾔。
第⼆部分，可以让学⽣⾃主学习Mike 的看病过程。
明确两个学习任务：⾃学⽣词并圈出来；朗读课⽂，找到问题的答案。
可以让学⽣联系Su Hai的看病过程⾃主提出问题并解决问题，体现学⽣的学习主体地位。
学情分析在四年级的七、⼋单元⾥，我们就已经接触过了相关于感觉累和疾病类的词汇和相关句型，如ill、hot、cold、fever、cough、headache等词汇和句型Are you …?Do you have a …?学习⽬标1．让学⽣理解本单元Storytime整个故事内容。
2．让学⽣能听、说、读、写以下词汇: check,dentist,anything,bedtime,brush one’s teeth, drink water,eat sweets, have a rest, take medicine,fever, headache, toothache.3．让学⽣能朗读和表演整个故事内容。
4．使学⽣在实际⽣活中能正确运⽤以下⼀些句型: What’s wrong with...? ... Have/has a .... What should ...do? Why does/do ...have a...?评价任务1.任务⼀：检测⽬标1和2。
根据听读故事，学⽣会朗读单词和句型。
2.任务⼆：检测⽬标3。
根据板书表演故事。
3.任务三：检测⽬标3。
5下 Unit 4 Seeing the doctor 教案
min
Presentation
教师核对答案，然后引导学生 说出苏海去看医生，麦克去看
知识的理解. 学生模仿人物角色，细
与其交
牙医.引出单词 dentist. 2. T: Well done ， boys and girls 。 Now we
致透彻的了解课文内 容。 学生答题过程中，检测
流下。 教师注
学科 小学英语
教学设计表 授课年级 五（1)
计
划
章节名称Unit 4 Fra bibliotekeeing the doctor （ Story time ）
1
学
时
本课通过苏海和麦克看医生这一情景引出，我们将学习
学习内容分析 What's wrong with you? What should I do？ How do you feel now？
等日常交际用语。
学习者分析
五年级的学生对英语已经有了一定的了解,在本节课上，将要学习 的是看医生前后的交际用语，学生通过老师的帮助,应该能较好地 掌握本课内容.
教学目标
知识目标:（1）能听懂、会说、会读、会写单词 feel, should， have a rest， toothache, anything.
学生以各种形式读课 文及表演，并尝试复 述。
教师到 各个小 组边上 听,及 时点 评。
Step 4 Summary
1. 说 一 说 你 学 过 的 疾 病 名 学生回忆学过的单词； 教师和
称。
学生回忆本节课所学
2. 如果某人头痛，他该怎么 的内容。
学生一
办？如果是牙痛呢?
起总结
Step 5 Homework
know what’s wrong with Su Hai and Mike. Next, listen to the tape
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。
Unit4 Seeing the doctor第四课时(教案)-2022-2023学年英语五年级下册
Unit4 Seeing the doctor第四课时（教案）-2022-2023学年英语五年级下册一、教学目标1.学会本单元所涉及的与医生看病相关的词汇和表达方式。
2.听、说、读、写本单元内容的相关知识和技能。
3.培养学生的口语表达能力、听取信息的能力和交流能力。
二、教学内容1.医生看病的基本流程。
2.医生问诊和诊断所使用的词汇和表达方式。
3.学生角色扮演，模拟医生问诊和诊断。
三、教学步骤Step 1：引入问题老师向学生提出以下问题：当你生病的时候，你会去医院看病吗？去看病的过程中会发生什么事情？学生回答。
Step 2：展示学习目标老师向学生展示本课的学习目标，强调学生将会学到与医生看病相关的知识和技能，并鼓励学生积极参与到课堂互动中来。
Step 3：了解医生问诊和诊断的流程老师向学生介绍医生问诊和诊断的基本流程，并让学生模拟这个过程，帮助学生更好地理解和掌握这一流程的各个环节。
老师可以准备一份模拟问诊表格，并分配学生扮演相应角色，模拟医生问诊和诊断的过程。
Step 4：学习医生问诊和诊断所使用的词汇和表达方式老师向学生介绍医生问诊和诊断所使用的词汇和表达方式，包括询问病情的词汇、病人的症状和感受、医生后续治疗的计划等内容。
老师可以通过教材中的课文或额外的材料来展开讲解，并要求学生参与到词汇的记忆和掌握过程中来。
Step 5：复习和练习老师设计相关的复习和练习内容，包括词汇拼写、语法习惯、口语表达等方面，帮助学生巩固所学知识和技能。
Step 6：课堂总结老师向学生总结本节课所学习的知识和技能，并让学生展示他们在模拟问诊和诊断过程中的表现。
四、作业1.阅读专业资料中关于医生问诊和诊断的流程的介绍，并在笔记本上做好笔记。
2.用英语向家人介绍自己在医院看病时的一些经历和感受。
3.课后阅读教材附录中的练习题目，并写作业本上。
五、教学评估1.课堂内观察学生的学习积极性和参与度。
2.查看学生的课堂笔记和作业情况，以评估他们对医生问诊和诊断的基本流程和相关词汇的掌握程度。
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。
Module4Seeingthedoctor教学设计
Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since Igot my computer.教学设计Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.一、教材内容分析：本课以健康为话题，对话通过看病展开的，为学生展开一个真实的就医语境，按照大家熟悉的就医程序，大明向医生讲述自己的感受和疾病持续的时间，通过大明的描述，医生给予建议。
对话介绍了各种疾病症状的表达方式和医患对话时候常用的交际用语，学生能够在真实的语境中体会到目标语言的实用性，容易产生学习的兴趣和热情。
从全课来看，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。
二、学情分析八年级的学生经过一年多的英语学习，已经具备一定的英语基础知识和听说能力，学生们对英语学习仍然保持着浓厚的兴趣。
经过一年的新课程理念的熏陶及实践，已经具备初步的合作、探究的学习能力。
三、教学目标1、知识与能力（1）能够正确朗读并且熟练运用cough, fever, headache, stomachache, toothache, ill, this, since, cold, catch a cold, take sb’temperature, fast food, health（2）现在完成时中for短语和since短语的使用；（3）能够听懂关于谈论医患对话的对话，并从中获得细节信息；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。
2、过程与方法本课教学知识和听说训练由易到难，教学环节尽量做到快节奏、大容量、紧密相连，使得学生主动参与到教学活动中，在完成教学任务中积累新知，锻炼听说能力。