八年级英语下册 Module 4 Seeing the doctor Unit 3 Language in use
Unit 3 Language in useⅠ.句型突破1．为了保持健康，我们应该参加不同种类的体育活动。
________________________________________________________________________2．做运动不仅使我们身体健康，还能使我们的大脑得到放松。
________________________________________________________________________Ⅱ.小试牛刀假如你叫李华，你的同学正在开展一场讨论，主题是：“中学生要不要参加体育锻炼”。
请根据下面所提供的信息，用英语总结出讨论情况，80词左右。
提示：training.According to the result，_______________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________Anyway，as everybody knows，enough exercise is necessary.Meanwhile，we should take care of ourselves when exercising.Ⅲ.拓展阅读（A）阅读短文，选择正确的答案。
To lose weight，exercise alone is not enough because people sit too much today.That's what the latest research has shown.Marc Hamilton led a team of scientists to do a research at the University of Missouri.Scientists have been wondering why so many people take exercise every day but they are still overweight.This research was designed to find the reason.In the experiments，Hamilton used a few lab mice and pigs，as well as twelve human volunteers（志愿者），including himself.He wanted to learn more about the effects（作用）of sitting.When the lab anim als were sitting down，lipase—a material in the body that does the job of reducing fat—went down to 10 percent of normal after several hours.The research team got the same result fromthe experiments with humans.“It was hard to believe at first，” said Hamilton，“but it's true.” Those who exercise daily spend much more time sitting during the rest of the days，and the longer they are sitting，the more fat they get.Hamilton advises，“Keep exercising every day，but remember to stand up and take a walk from time to time during the day.”（）1.People exercise every day but are still overweight because ______.A．they eat too much unhealthy foodB．they don't get enough trainingC．they sit too long（）2.______ were not used in the experiments.A．Lab dogs B．Lab pigs C．Humans（）3.If a slim girl sits for a long time to watch TV every day after eating dinner，she will be ______.A．tired B．smart C．fat（）4.According to his research，Hamilton advises people to ______.A．stop doing daily exerciseB．walk around from time to time during the dayC．eat less and exercise more every day（）5.______ would be the best title for the passage.A．Sitting Can Put on WeightB．A New Way to Do ExerciseC．Why People Do Experiments with Animals（B）阅读短文，用完整的句子回答问题。
Samuel was ill.He went to the doctor's.The doctor told him to put out his tongue，and then said，“OK.Yo u can put your tongue back now.There's nothing wrong with you，but I'm afraid you have a problem—you don't take exercise.”“But doctor，” Samuel said，“I don't think so.”“Don't tell me what you think，” the doctor said，“I know what you need.I see a lot of people like you.None of them get any exercise.They sit in offices all day and in front of the TV in the evening.You must walk quickly for at least 20minutes a day.”“Doctor，you don't understand，” Samuel said.“I take enough exercise every day.”“I don't want to hear any excuse，” the doctor said，“You must find time for exercise.If you don't，you will get fat and have health problems.”“But I walk every day，” Samuel said.“Oh，yes，and I know what kind of walking that is.You walk a few meters to the bus stop from your house，a few more meters from the bus stop to your office，and a few more meters from your office to your diningroom for lunch and back.That's not a real walk.I'm talking about a walk in the park or by the lake for twenty minutes every day！”“Would you please listen to me，doctor？” Samuel said，getting a little angry with his doctor.“I'm a postman，” Sa muel went on，“and I walk nearly seven hours every day.” For a moment，the doctor kept silent，then he said quietly，“Put out your tongue again，will you？”1．What is Samuel's job?________________________________________________________________________2．What did the doctor think after he checked Samuel's tongue?________________________________________________________________________3．What did the doctor think when Samuel said he took exercise every day?________________________________________________________________________4．What's a real walk according to the doctor?________________________________________________________________________5．How did Samuel feel with the doctor？Why?________________________________________________________________________参考答案Ⅰ.1.In order to stay/keep healthy，we should take part in different kinds of exercise.2．Doing exercise can not only make us healthy，but also relax our mind as well.Ⅱ.We_have_discussed_about_whether_it_is_necessary_for_middle_school_students_to_do_sport s_training.According_to_the_resul t，70% of the students think that they should do some exercise every day，but it shouldn't take too much time.They also agree that exercise can make them stronger and keep them healthy.Besides，they think exercise can relax the mind so that they can do better in study.However，30% of the students think that exercise does not only waste their time but also make them tired.After exercising，it's difficult for them to put their he art into study because they are too excited.And they are afraid of getting hurt in the exercise.Anyway，as everybody knows，enough exercise is necessary.Meanwhile，we should take care of ourselves when exercising.Ⅲ.（A）1～5 CACBA（B）1.He is a postman.2．The d octor thought there was nothi ng wrong with Samuel and he didn't take exercise.3．He thought it was an excuse.4．A walk in the park or b y the lake for twenty minutes every day.5．A little angry.Because the doctor didn't listen to him.。
初中英语外研版八年级下册《Module 4 seeing the doctor Unit 1》课件
How long has Jackie lived in Hong Kong?
1. He has lived in Hong Kong since 1954 . 2. He has lived in Hong Kong for61 years .
A: What’s wrong with …? B: He/She has a …
have/ get a toothache headache stomach ache
A: What’s wrong with …? B: He/She has a …
have a backache
---What’s the matter with him/ her? –He/ She has a…
headache （头痛） backache（背痛） stomachache/ stomach ache （胃 痛） ear + ache=earache （耳朵痛） heart + ache=heartache（心脏病）
Words and expressions in U1
cough /kɒf /
catch a cold have a cold
have a fever
have a headache have a stomach ache
have a running nose
have a cough
have a toothache
Doctor ask like this: Can I help you ? / How can I help you? What’s wrong with you/ her/him? What’s the matter with …? What’s the matter? Answer: I have a fever/cold….
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。
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。
外研版八年级英语下册Module 4 Seeing the doctor优课件(共104张PPT)
4. 感冒 5. 锻炼
Ⅲ. 句型填词 1. 我胃痛, 头(也)痛。 I__________ __________ a stomach ache and my head__________ . 2. ——你像这样多长时间了? ——自从星期五。我病了大约三天了! —__________ __________ have you been like this? —__________ Friday. I’ve__________ __________ for about three days! 答案: 1. have got; hurts 2. How long; Since; been ill
鹤 羊羔 喉咙 付款 骨头 拔出 咬断
【我的感悟】 做人一定要分清善恶, 只能把援助之手伸向善良的人。
Module 4 Seeing the doctor Unit 1
Ⅰ. 单词拼写
1. fever(n. )
______________
2. stomach (n. )
______________
7. that (pron. )
→__________ (pron. )这, 这个
8. health (n. )
→__________ (adj. )健康的
答案: 5. toothache 6. ill 7. this 8. healthy
Ⅱ. 短语互译
1. 量某人的体温
________________
外研版八年级下册 Module4 Seeing the doctor Unit2练习(含解析)
同步练习题一、单项选择（共10小题）1. Some old people need _____ because they feel lonely.A.giftsB.sticksC.petsD.watches2. 从下面每小题的 A、B、C 三个选项中选出可以替换划线部分的最佳选项。
—I still don't understand why they did it.—Perhaps they don't have any reasons.uallyB.MaybeC.Properly3. Zhang Jun decided _____ in America. It's his dream.A.studyB.studiedC.studyingD.to study从下面各题所给选项中，选择最佳选项。
4. We must take part in _____ kites in the park.A.flyB.fliesC.flewD.flying5. My father runs every day and he is _____ excellent condition.A.onB.inC.atD.to6. If you try to do _____ things at once, you will end up getting nothing.A.many tooB.too manyC.too muchD.much too7. When you are finished typing, remember _____ photos.A.to takingB.takeC.to takeD.taken8. We couldn't understand them _____ they were talking in French.A.afterB.soC.becauseD.but9. —I'm too busy _____ to my family often.—Why not call them instead?A.writingB.to writeC.writtenD.Write10. Father bought me a new bike. I _____ it for a week.A.boughtB.haveC.have boughtD.have had二、阅读选择（共2小题）选出符合各段意义的小标题。
【新】外研版八年级英语下册Module 4 Seeing the doctor优质课课件(共104张PPT)
“What can I do? ”the wolf is sad. Then he meets a crane. “Oh, dear crane. Please help me. A bone is in my throat. I will pay for your help. ”
“OK. Let me have a try, ”the crane says. She pulls out the bone with her mouth. “Now I will go. Remember your words. You should pay me, ”she says.
(2)exercise可用作动词, 意为“锻炼”。例如: I think you should exercise more. 我认为你应该多运动。
【学以致用】 ①我们每天做早操。 We do__________ __________ every day. ②你如果不多做运动, 你会发胖的。 If you don’t take__________ __________ , you’ll get fat. ③我每天早起而且锻炼半个小时。 I get up early every day and__________ __________ half an hour. 答案: ①morning exercises ②more exercise ③exercise for
【学以致用】
①(2013·莱芜中考)—Tony, what’s______matter with you?
—I have ______ toothache.
A. a; the
B. the; a
C. /; the ②我头痛。
D. the; /
外研版八年级下册 Module4 Seeing the doctor Unit1练习(含解析)
同步练习题一、单项选择（共10小题）1. There is _____ in today's newspaper: you don't need to read it.A.something interestingB.nothing interestingC.anything interestingD.interesting nothing从下面各题所给选项中，选择最佳选项。
2. —How _____ your father go to work?—He walks to work. That's _____.A.does; good exerciseB.does; good exercisesC.do; good exercise3. Don't swim in the dirty river. It's _____ to you.A.harmfulB.carefulC.wonderfulD.helpful4. —David, look at the man in white over there. Can you tell me _____?—He is a doctor.A.who is heB.who he isC.what is heD.what he is5. _____ unique dinner we've had in the famous hotpot restaurant!A.WhatB.What aC.What anD.How6. It's almost 2 years _____ I saw her last time.A.whenB.sinceC.beforeD.after从下面各题所给选项中，选择最佳选项。
7. —Tony, what's _____ matter with you?—I have _____ toothache.A.a; theB.the; aC./; theD.the; /8. China has become the second _____ for African students studying abroad.A.most popular placeB.more popular placeC.more popular placesD.most popular places9. —Oh! It is cold.—Bad weather! It is _____ all day.A.rainB.rainyC.sunD.sunny10. Meat is healthy, but _____ meat is not good for us.A.too manyB.too muchC.many tooD.much too二、完形填空（共1小题）阅读下面的短文，掌握其大意，然后从短文后各题所给的选项中，选择最佳选项。
外研(新标准)版八年级英语下册《Module 4 Seeing the doctor Unit 1》
外研（新标准）版八年级英语下册《Module 4 Seeing the doctor Unit 1》教学设计一. 教材分析外研（新标准）版八年级英语下册《Module 4 Seeing the doctor Unit 1》主要讲述了日常生活中看医生的场景，包括病情描述、症状询问、医生建议等内容。
本节课主要让学生掌握与看病相关的词汇和表达方式，并能运用所学知识进行简单的对话交流。
教材内容贴近生活，有利于激发学生的学习兴趣，提高学生的语言实际运用能力。
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。
但部分学生对英语学习仍存在恐惧心理，不敢开口说英语。
此外，学生对于看病这一主题可能存在文化差异，需要老师在教学中进行适当的引导和解释。
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表达方式，如ill, fever,cough, doctor, hospital等。
2.能力目标：学生能够运用所学知识进行简单的对话交流，如描述病情、询问症状、给出建议等。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，提高合作意识。
四. 教学重难点1.重点：看病相关词汇和表达方式的掌握。
2.难点：运用所学知识进行实际对话交流。
五. 教学方法1.情境教学法：通过设置看病的情景，让学生在实际语境中学习词汇和表达方式。
2.任务型教学法：通过完成具体任务，如角色扮演、小组讨论等，提高学生的实际运用能力。
3.交际法：鼓励学生积极参与课堂互动，培养良好的交际习惯。
六. 教学准备1.准备相关看病场景的图片、道具等教学资源。
2.设计角色扮演、小组讨论等教学活动。
3.准备病历卡片，用于学生练习描述病情。
七. 教学过程1.导入（5分钟）利用图片、道具等资源，创设一个看病的情景，引导学生关注本节课的主题。
教师可以扮演医生，与学生进行简短的对话，引起学生的兴趣。
2.呈现（10分钟）教师展示病历卡片，让学生描述卡片上的病情。