外研版八年级英语下册Module 4 Seeing the doctor模块测试卷及答案带听力材料
外研版八年级英语下册Module 4 Seeing the doctor试题时间：100分钟满分：120分第Ⅰ卷听力部分(20分)一、听句子，选择符合句意的图片(每小题1分，共5分)A B CD E1．________ 2.________ 3.________ 4.________ 5.________二、听句子，选择正确答语(每小题1分，共5分)6．A.I have a sore throat.B．I want to be a dentist.C．Have a good rest.7．A.Not at all. B．Thanks a lot. C．You're welcome.8．A.That's a good idea. B．What's wrong with you?C．Don't worry. I'll take you to the hospital.9．A.Much better. B．She has a sore throat. C．No, she isn't.10. A．I feel terrible. B．OK, I will. C．Please take some medicine.三、听对话，选择正确答案(每小题1分，共5分)11．What's the matter with the girl?A．She's got a toothache. B．She's got a fever.C．She's got a cold.12．Why won't the girl go out for a walk?A．Because her mother is ill.B．Because she has much homework to do.C．Because she has to help her mother do the housework.13．The girl can't go swimming with them because ________.A．she doesn't like to swim B．she is illC．she is very busy14．What can we learn from the dialogue?A．T he boy is very healthy now.B．The girl began to do some exercise two weeks ago.C．The girl often rides a bike to exercise.15．The girl advises the boy to________.A．eat more for breakfast B．have breakfast every dayC．eat less for supper四、听短文，选择正确答案(每小题1分，共5分)16．The boy began to speak at the age of________.A．two B．three C．four17．The eggs were ________ that morning.A．delicious B．terri ble C．nice18．The doctors thought the boy was ________.A．badly ill B．serious C．all right19．The mother was ____________ when she heard her son speak.A．sad B．sorry C．happy20．From the passage we know that the boy________.A．couldn't speak B．didn't like speaking C．liked speaking第Ⅱ卷笔试部分(100分)五、单项选择(每小题1.5分，共15分)21．I'm looking after Tom today. He's been in my house________ 8：00 this morning.A．at B．for C．since D．till22．It took me two weeks ________ the novel written by Guo Jingming.A．read B．to read C．reads D．reading23．My mother tells me ________ food is good ________ my health.A．health；to B．healthy；toC．healthy；for D．health；for24．—Did you watch the soccer game last night? Our school team won the game in the last minute!—Yes. I was ________ excited ________ I could not fall asleep.A．as; as B．so; as C．too; to D．so; that25．—________ have you been in Suining?—I have been in the city for nine years.A．How long B．How often C．How far26．The boy has been ill for several years，so he looks very ________.A．strong B．weak C．healthy D．unfriendly27．We can do much exercise to keep healthy, ________ running, swimming, riding to work and so on.A．for example B．such as C．example D．as such28．Drinking alcohol(白酒) can be ________ your brains. So people in China aren't allowed to drink it if they are younger than 18.A．good at B．good with C．harmful to D．thirsty for29．—Dad，why must I stop ________ computer games?—For your health，my boy.A．play B．to play C．to playing D．playing30．I can't hear you because there is ________ noise here.A．too many B．too much C．much too D．many too六、完形填空(每小题1.5分，共15分)(词数：约140；建议用时：6分钟)Mr Green was ill and went to the hospital.A doctor ________(31)and said, “Well, Mr Green, you are going to ________(32) some injections(注射), and you'll feel much better.Anurse will come ________(33) give you the first one this evening, and then you'll ________(34) get another one tomorrow evening.” ________(35) a young nurse came to Mr Green's bed and said to him, “I am going to give you your ________(36) injection now, Mr Green.Where do you want it？”The old man was ________(37)．He looked at the nurse for a ________(38)，and then he said, “________(39) has ever let me choose that before.Are you really going to let me choose now？”“Yes, Mr Green，” the nurse answered.She was in a hurry.“Where do you want it？”“Well, then，” the old man answered ________(40)，“I want it in your left arm, please.”31．A.looked for him B．looked him overC．looked after him D．looked him up32．A.get B．give C．make D．hold33．A.so B．but C．or D．and34．A.must B．can C．had better D．have to35．A.In the morning B．In the afternoon C．In the end D．In the evening36．A.first B．one C．two D．second37．A.confident B．surprised C．full D．hungry38．A.hour B．day C．year D．moment39．A.Somebody B．Anybody C．Nobody D．Everybody40．A.with a smile B．in time C．to surprise D．with tears in his eyes七、阅读理解(每小题2分，共20分)A(词数：约140；建议用时：5分钟)A man went to see his doctor one day, because he was suffering from pains in his stomach.After the doctor examined him carefully, he said to him, “Well, there is nothing really wrong with you.Your only trouble is that you worry too much.I had a man with the same trouble as you a few weeks ago, and I gave him the same advice as I am going to give you.He was worried because he couldn't pay his tailor's bills.I told him not to worry about the bills any more.He took my advice and when he came to see me again two days ago, he tol d me that he felt quite all right again.” “Yes, I know all about that，” answered the patient sadly.“You see, I'm that man's tailor！”根据短文内容判断正误，正确的用“T”表示，错误的用“F”表示。
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
外研版八下模块四seeingthedoctor
Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.教学设计【课前/课外活动】预习单词，熟读课文。
上网搜索有关疾病的图片（可在家长帮助下完成）【教材分析】Module4U1的主要内容为描述病人的看病经历，其中继续学习和运用前一模块的语法知识（现在完成时），又为后一模块Module5时态的整合与复习做下了铺垫。
本模块具有承上启下的重要作用。
话题为看病，比较贴近学生生活实际，容易理解和接受。
【教学目标】一、Knowledge objective:1.词汇: cough, fever, headache, stomachache, toothache, ill , take sb’stemperature, fast food, health, take2.句型：---How can I help you?---I have/catch a…二、Ability objective:能听懂和阅读关于介绍看病经历的语言，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。
三、Moral objective:学会理解他人，学会倾听别人的痛苦；学会珍爱生命健康，远离疾病。
【教学重点】学会谈论疾病，掌握单词及短语【教学难点】take one’s temperature, I have a …, How can I help you…【教学方法】多媒体教学，师生互动，任务型教学【教学手段】图片，视频，PPT，录音等【教学过程】Step 1: Warming-up装扮成医生的样子，拿着体温计和听诊器询问同学们：What’s this？Who will use these things?Have you seen a doctor?导入新课：Today we will learn something about seeing the doctor.设计意图：实物引导，贴近生活实际。
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。
外研版八年级英语下册课件Module 4 Seeing the doctor—(共47张PPT)
—The film __________ for 30 minutes.
8.They opened the door an hour ago. — The door __________ for an hour.
9.They closed the door an hour ago. —The door ___________for an hour.
的时间状语从句要用一般过去时,主句要用现在完成时,故答案为B。
答案 B
巧学妙记
例 (2018福建中考)China
great achievements in science and tech-
nology since 1978.
A.makes B.made C.has made
解析 本题考查动词时态。根据since 1978可知,时态是现在完成时。
go there → be there arrive → be here
go to bed → be in bed come back → be back
die → be dead close → be closed finish → be over return → be back come here → be here fall asleep → be asleep
What illnesses (疾病）may people have？
have a cold
have a toothache have a fever toothache
have a headache
have a stomachache have a cough
ill的用法 教材原文 I've been ill for about three days!我病了大约三天了! ill作形容词,意为“不健康的;有病的”,ill是表语形容词,通常在句中作 表语。 Mike's mother was ill.迈克的妈妈病了。 拓展延伸 派生词:illness n.病;疾病 短语:fall ill生病; 近义词:sick adj.生病的
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。
Module 4 语法详解和训练-外研版八年级下册英语
外研版英语八（下）Module 4 Seeing the doctor 模块语法详解现在完成时（3）1. 表示动作或状态从过去某时开始，一直延续至今，可能刚刚结束，也可能继续下去。
常与for 或since 引导的时间状语（从句）连用，用how long提问，谓语动词用延续性动词。
---- How long have you lived here? 你在这里住了多久了？---- I have lived here for about ten years. 我在这里住了大约10年了。
We have been very busy since the new term began. 新学期开始以来，我们一直很忙。
【拓展】since的四种用法：①since+过去一个时间点（如具体的年、月、日期、钟点、1980, last month, half past six）。
如：I have been here since 1989. 从1989起，我一直在这儿。
②since+一段时间+ ago。
如：I have been here since five months ago. 我在这儿，已经有五个月了。
③since+从句。
如：Great changes have taken place since you left. 你走后，变化可大了。
④It is / It has been+一段时间+since从句。
意为“自从……以来；已经……(时间)了”。
主句的谓语动词用一般现在时或现在完成时；从句的谓语动词用一般过去时，而且须是终止性动词。
如：It’s / has been three months since he moved to this city.他搬到这个城市已经三个月了。
⑤用于句型“一段时间+has passed since+时间状语从句”中，意为“自从……以来，……(时间)已经过去了”。
如：Three months has passed since he moved to this city. 他搬到这个城市已经三个月了。
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。
外研版英语八下Module 4《Seeing the doctor》(Unit 3)教学设计
外研版英语八下Module 4《Seeing the doctor》（Unit 3）教学设计一. 教材分析《Seeing the doctor》（Unit 3）是外研版英语八下的一个单元，主要讲述了生病看病的相关场景。
本节课的主要内容包括：询问病情、描述症状、医生诊断和建议等。
通过本节课的学习，学生能够掌握相关词汇和句型，并能够运用所学知识进行实际交流。
二. 学情分析在学习本节课之前，学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对医学相关词汇可能比较陌生，需要通过教师的引导和讲解来掌握。
同时，学生应具备一定的合作意识和交际能力，以便在课堂上进行角色扮演等活动。
三. 教学目标1.知识目标：学生能够掌握与看病相关的词汇和句型，如“What’s thematter with you?”、“I have a cold.”等。
2.能力目标：学生能够运用所学知识进行日常交流，如描述病情、给出建议等。
3.情感目标：学生能够培养关爱他人、关注健康的意识。
四. 教学重难点1.重点：生病看病场景下的词汇和句型。
2.难点：医生诊断和建议的表达方式。
五. 教学方法1.情境教学法：通过设定看病场景，让学生在实际语境中学习词汇和句型。
2.交际法：引导学生进行角色扮演，培养实际交际能力。
3.任务型教学法：通过完成具体任务，让学生学会运用所学知识。
六. 教学准备1.教师准备：提前准备相关医学词汇卡片、教案、课件等。
2.学生准备：预习本节课内容，了解看病场景的基本知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论身体健康，引出看病场景。
如：“Do you often ge t ill?”、“When you are ill, what do you usually do?”等。
2.呈现（10分钟）教师展示生病看病场景的图片，引导学生说出相关词汇，如“ill”、“doctor”、“medicine”等。
外研版八年级下册英语《Module4SeeingthedoctorUnit2》说课稿3
外研版八年级下册英语《Module 4 Seeing the doctor Unit 2》说课稿3一. 教材分析《Module 4 Seeing the doctor Unit 2》这一单元的主题是关于就医的经历。
通过本单元的学习，学生将能够掌握与就医相关的词汇和表达方式，如：fever, illness, pn, medicine, doctor等。
同时，学生还能够学会如何描述自己的病情以及与医生的交流过程。
本单元的主要目标是培养学生运用英语进行就医场景的交际能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
然而，学生在实际运用英语描述具体场景时，往往会因为词汇量的匮乏和表达方式的单一而感到困难。
此外，学生在就医场景中的实际交际经验较少，因此需要在课堂上进行大量的练习以提高交际能力。
三. 说教学目标1.知识目标：学生能够掌握本课的生词和短语，了解就医场景的常用表达方式。
2.能力目标：学生能够运用所学的词汇和表达方式，描述自己的病情并与他人进行就医场景的交际。
3.情感目标：通过本课的学习，学生能够提高对英语学习的兴趣，增强自信心。
四. 说教学重难点1.重点：学生能够掌握与就医场景相关的词汇和表达方式。
2.难点：学生能够运用所学的词汇和表达方式，在实际语境中进行就医场景的交际。
五. 说教学方法与手段1.情景教学法：通过模拟就医场景，让学生在实际语境中练习英语交际。
2.任务型教学法：通过完成具体的就医任务，提高学生的英语实际应用能力。
3.小组合作学习：鼓励学生互相交流、讨论，提高团队合作意识。
六. 说教学过程1.导入：教师通过提问方式引导学生思考就医场景，激发学生的学习兴趣。
2.展示：教师展示就医场景的图片或视频，引导学生进行观察和描述。
3.讲解：教师讲解本课的生词和短语，让学生进行实地操作，如模拟就医对话。
4.练习：学生进行小组讨论，模拟就医场景，练习英语交际。