外研版英语八年级下册Module 4 Seeing the doctor 教案
外研版八年级英语下册 Module 4 Seeing the doctor Unit 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, take 2. 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-in Ss look the pictures and answer the questions. Step 2 Consolidate new words Look 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 Listening 1. Listen to Part 2 and check what’s wrong with Betty and Daming. cough Fever headache stomachache toothache Betty Daming Keys: Betty: headache stomach ache Daming: cough fever toothache 2. 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 Reading 1. 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. Illness He’s got a stomach ache and his head hurts. How long Since Friday. Why Because he has fast food and no breakfast, and he hasn’t done much exercise. What to do First, stop eating fast food and have breakfast every day. Second, get some exercise. 3. Read Part 3 and mark T or F. Keys: FFFTT Step 6 Everyday English Let Ss say what they have learnt in the passage. Step 7 Language points Ss 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。 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 box 1. 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 intonation 1. 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 Acting Work 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。
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。
初中英语外研版八年级下册《Module 4 Seeing the doctor Unit 3 La
8、快速阅读Around the world.
9、小组合作完成Activity 8.课堂展示。
巩固有关看病的重点词汇与句型，进行简单的英语会话。
区别for/since的用法
区别使用瞬间动词与延续性动词，提高口语表达与归纳记忆能力。
提高口语表达能力
巩固现在完成时态。
2、学会用英语书写请假条，掌握应用文的写作结构。
3、培养观察归纳、听说读写的综合运用及创新能力。
教学过程
教学环节
教师活动
学生活动
设计意图
Step1：
Warming-up
课前互动
展示任务要求，要求学生跟读模块单词录音。参与记忆游戏，要求学生在3秒内快速说出所见词对应的中文词义及英文拼读。
播放动画视频，提问检查观看情况。
2、朗读并观察时间状语。归纳since/for的运用。
3、根据例句提示，按实际情况进行问答。归纳瞬间与延续性动词的运用原则，参与书写过去式、过去分词分类竞赛，限时完成。
4、根据提示与自身实际情况，合作完成Activity 2。
5、完成Activity 3的对话填空题，展示答案。
6、浏览并阅读完成建议，核对答案。
提高阅读能力。
提高听力能力
拓展阅读知识面。
合作交流，提高口语表达与创新能力，交流学习。
Step3：
Practice
实战演练
课堂练习
完成练习。
巩固重难点。
Step4
Homework
课后巩固
布置作业
根据提示给你的英语老师写一张请假条。
掌握应用文写作技巧与结构。
板书设计
Unit 3 Language in use
外研版八年级下册英语《Module4SeeingthedoctorUnit3》说课稿
外研版八年级下册英语《Module 4 Seeing the doctor Unit 3》说课稿一. 教材分析《Module 4 Seeing the doctor Unit 3》是外研版八年级下册英语教材的一部分。
本节课的主要内容是关于就医场景的对话，通过学习本节课，学生能够掌握一些与看病相关的词汇和表达方式，如“fever”，“ill”，“hospital”等，同时能够运用所学的交际用语进行简单的对话。
教材还包括了阅读理解部分，帮助学生更好地理解就医场景及相关表达。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句子进行交流。
但是，对于一些与生活场景相关的词汇和表达方式，学生可能还不够熟悉。
因此，在教学过程中，需要注重培养学生的词汇量和交际能力。
三. 说教学目标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“fever”，“ill”，“hospital”等，并能够运用所学的交际用语进行简单的对话。
2.能力目标：学生能够通过阅读理解部分，提高自己的阅读能力和理解能力。
3.情感目标：通过学习本节课，学生能够培养对医学和医生职业的兴趣和尊重。
四. 说教学重难点1.重点：学生能够掌握与看病相关的词汇和表达方式，并能够运用所学的交际用语进行简单的对话。
2.难点：学生能够正确运用所学的词汇和表达方式，在实际场景中进行流利的交流。
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学习并运用所学的词汇和表达方式。
2.交际法：通过小组讨论和角色扮演等方式，培养学生的交际能力和团队合作能力。
3.任务型教学法：通过完成阅读理解任务，提高学生的阅读能力和理解能力。
六. 说教学过程1.导入：通过提问方式引导学生思考看病的相关话题，激发学生的兴趣和好奇心。
2.新课呈现：通过展示就医场景的图片或视频，引出本节课的主要词汇和表达方式。
3.讲解与练习：讲解词汇和表达方式的用法，并进行相关的练习和口语交际活动。
2022春八年级英语下册Module4Seeingthedoctor教案新版外研版
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 over Ability 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 isone 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.我感觉不太好。
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。
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(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。
初中英语_外研版(2013) 八年级下册 Module4教学设计学情分析教材分析课后反思
教学设计Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.【教学目标】【教学重点】1. 能够听懂疾病及症状的描述并提取相关信息。
2. 能够与同学合作完成医患间的角色扮演，谈论疾病及治疗办法。
【教学难点】现在完成时用for和since引导时间状语的区别。
【教学方法】Communicative language teaching, situational language teaching, PWP, task-based approach【教学用具】1.Recording, multimedia and PPT2. 学生用书、大药瓶和自制体温计【教学过程】先将学生分组（整个学习过程采用小组竞争量化管理的方式，即：答对一题，得一分），并且展示本节课的教学目标。
Step1：Lead-in.Show a video about Jenny to the students.(Jenny和老师及同学们打招呼，并且突然腹痛，提到课文里的一些有关于病情描述的句子，为下一步学习词汇埋下伏笔。
)Step2：Present.1.Learn the new words.cough, fever, headache, stomach ache, toothache, since, catch a cold,take sb.’s temperature, fast food，health(用PPT展示相关内容,学生跟读并学习词汇。
给他们一定的时间进行记忆。
)2.Look and say.（通过出示图片或闪卡形式，让学生猜词汇，用来检测学生对词汇及表达方式的掌握情况。
）Step3：Listen and choose.Ask the students to listen to the recording and choose the correct answers.1. What’s wrong with Daming?A. He has got a toothache.B. He has caught a cold.C. He has got a stomach ache and his head hurts.2. Does Daming have breakfast?A. Yes, always.B. No, not usually.C. No, always.3. How often does Daming take the medicine?A. Three times a day.B. Once a day.C. Twice a day.（听录音前，要求学生关上课本。