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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。
外研版八年级下英语全册教案Book 4 Module 1 Feelings and impressionsUnit 1 It smells delicious一、教学内容：Unit 1 It smells delicious二、课型：Listening and speaking三、教学目标：1．通过本课的学习，学生能够正确运用下列单词和词组：smell, salt, sour, soft, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, jam, ear2. 能够听懂用表感觉和知觉的系动词所表述的内容，并能与图片匹配。
3. 能够使用感官动词smell、taste、feel、look、sound等词，对食物的味道进行评论，正确表达自己的喜好。
四、教学重难点：能利用系表结构的句子对事物的味道、印象等进行评论，确切地表达自己或他人的喜好或是心情等。
五、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。
本课指导学生通过听说获取信息，培养学生的听说技能。
课前将本课所需要的录音、图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
达标训练题一. 根据句意和汉语提示完成句子。
1. 这菜闻起来好香啊.The dish _______________.2. 这汤尝起来不新鲜．The soup ______________ fresh.3. 这毛衣摸起来很软很舒服。
The sweater _______________________.4. Children like _______ (小甜饼）very much.5. People should eat less ______ ( 盐) everyday.6. Oh. It’s my _______(幸运的）day. I'vepassed the exam.二. 单项选择：1. These flowers ______beautiful. I will buy some for my mother.A. lookB. soundC. hearD. taste2. The air in the countryside smells _______.A. sourB. softC. deliciousD. fresh3. The idea ________ g ood. We can try it.A. tasteB. tastesC. soundsD. sound4. This game is so interesting, please_____ .A. have a lookB. give upC. have a tryD. try some5. Last Sunday was my mother’s birthday, so I _____ a big meal for her.A. cookB. cooksC. cookedD. is cookingBook 4 Module 1 Feelings and impressionsUnit 2 I feel nervous when I speak Chinese.一、教学内容：Unit 2 I feel nervous when I speak Chinese.二、课型：Reading and writing三、教学目标：1、通过本课的学习，学生能够朗正确运用下列单词和词组：fair, glasses, proud, be proud of, jeans, pretty, stranger, nervous, message, hobby, at school , mark, love, sb. can’t wait to do sth.2、进一步学习感官动词f eel look smell taste的用法，在理解的基础上，学会用它们表达情感3、能读懂对人外貌和性格的简单描述。
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。
Unit 2 We have played football for a year now.Healthy living1 I was not feeling very well so the doctor checked my heart and said I needed more exercise. I have never been very active, and I do not like sports. I have always wanted a pet, so my parents gave me a dog for my birthday. Now I get exercise by taking him for a walk every day. I have had him for three months now andI feel really healthy. －Anna2 Our teacher decided to start a girls’ football team and I thought, “What a great idea!” I was the first member of the team. We have played football for a year now and we all feel very fit. Our teacher is the coach, and she also takes part in the training with us. She is in excellent condition too. －Wang Wei3 For the last few years, I went to work on the underground. When I got to work, I always felt very sleepy and I was not happy. I bought a bike in January, since then, it has become part of my life. Now I ride to work every day. It is my daily exercise. I arrive at work with a smile on my face. －Thomas4 I was weak after a long illness, so I wanted to exercise more. Then a friend suggested, “Why don’t we go for a run before school?” So we start ed running a week ago. But I do not enjoy running, and when I get to school, I feel awful. My legs hurt and I am hot all over. Perhaps I am too weak to do any exercise. What do you think? －Richard词汇短语精讲1take part (in sth.) 参加；参与（某事）【点拨】take part表示“参加”，它后面跟宾语时一般要加介词in，构成短语take part in。
Module 4 Seeing the doctorUnit 3 Language in useAsk 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 th is 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.For & 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 centuries^ since + (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.1.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.plete 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 coughs3 exercise4 last food5 weak6 cold7 stomach ache5. 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 practise 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 vou?2. How long have you been like this?3. That’s that.4. What's wrong with me?5. 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 help 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. awful2. very tired3. three days4. headache5. stomach ache6. drink more water7. three times8. stay in bedAround the worldRead the passage with the class. Ask them to find words with meanings related to health. Check students 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 summarising 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.。
外研版八年级英语下册Unit 4教案各位领导、老师们：大家好！我来自嘉兴市秀洲区油车港中学，很荣幸跟大家一起分享和交流教学设计和体会。
我要交流的是英语（新标准）初中八年级下册Module4 New technology的内容，我从六个方面展开：教材内容分析、学情分析、教学目标、重点难点、教材处理、教学设计。
一教材内容分析本模块以新的科技产品为话题，把焦点放在对科技产品的如何使用上，话题贴近学生生活，学生对科技工艺产品的介绍比较感兴趣，比较容易开展活动。
教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。
适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生规划的教育。
二学情分析七年级（下）Module10已经学习过对电脑相关情况的介绍，本单元可以在七年级此模块的基础上引进科技产品的说明这个话题，这是学生很熟悉也是较感兴趣的话题。
在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。
这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。
三教学目标1语言知识目标：我列出本模块相应的这些词组、短语和句型；本模块的语法是“If从句+祈使句”的句子；功能介绍手机、照相机、电话等科技用品；话题以学生为中心，以介绍手机、数码相机、电话等科技用品为话题。
2技能目标语言技能目标听:懂有关学习介绍的简短对话，提高学生实际应用能力。
说:能利用if 句型介绍产品的使用说明；流利地说出本模块的生词、短语。
读:能阅读包含if句型的有关使用说明的简单文章。
进行简单的阅读技能训练。
写: (1)能用if句型写出简短的介绍科技产品的使用说明的句子；(2)能用参考词造句。
语言运用能:向全班做有关产品使用说明的介绍，并模仿做一个产品的推销员生活技能目标:能妥善处理突发事件，冷静、沉着。
具体自我保护意识。
3学习策略目标不断提升自主学习能力，加强交际、信息处理、英语思维能力。
认知策略: 联系，归纳，推测等技能。
调控策略: 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。
交际策略: 学习运用恰当词语介绍有关产品使用说明资源策略: 通过其他资源获取更多产品介绍的信息。
自学策略: 借助词汇图掌握单词，形成话题联想的习惯。
合作学习策略: 关心身边的生活环境，能互相介绍有关生活中的用品。
其他：培养联想能力，如场所与功能的联系。
4文化意识目标：在中外对比中，了解Internet café 情况，了解Internet café 在国际的使用情况。
5情感态度目标培养学生热爱生活，细心观察生活的细节。
参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。
四、重点和难点1 教学重点（1）重点句型：“If从句+祈使句”的句子（2）重点话题：Introduce new technologies; Learn to how to protect themselves when they are in danger. 2 教学难点（1）掌握if句型。
（2）能用英语介绍生活中的科技用品。
3 突破途径以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理1 核心任务：能够运用所学知识介绍生活中的科技用品。
三个环节如下：pre-task：学生联系生活实际，激活背景知识。
Task-cycle：通过整个模块的听说读写的训练，强化“介绍科技产品”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2 课时安排第一课时：Unit 1: Vocabulary and listening第二课时：Unit 2: Vocabulary and reading第三课时：Unit 3: Language in use1-7第四课时：Writing, Speaking, Around the world, Module task第五课时：Self-assessment,analysis of Ex.第一课时：Vocabulary and listening (Unit 1 Activity 1~8)Step 1 Brainstorming：从本单元的题目new technology 入手，利用学生已有的认知水平进行头脑风暴，并引入新单词（video, video, recorder etc）主要为下一步教学做好准备。
Step 2 Which suggestion do you give?通过简单问答，从听开始介入if的从句，让学生有一个比较的直观的认识。
引入new words（press, button, copy, memory, turn on, play recorder）.通过model训练学生的发散性思维.Step 3 Lead –in: instructions of computerComputer属于new technology，温故知新，对本单元能过起到过渡的作用。
Step 4 Presentation实物的教具非常直观，它具有可操作性，可以在教里直接进行演示，可以引入相应的instructions，另外，并不是每个学校的每个班级都有多媒体，使用实物教具可以取得事半功倍的效果。
Step5 Listen and read在常规听力练习中进一步提高学生听的能力，充足的输入，更有利于学生进行目标语言的输出。
如果可能的话，把不同的按键涂成相应的颜色，让学生更好的理解课文。
Step6 Answer the question 学生可以根据问题的回答充分的熟悉课文，通过学生的个别回答，可以提高学生的口头表达能力和语言的组织能力，这是语言的有效输出。
Step7 Reading and speaking让学生听磁带，增强他们的语感，培养学生良好的语音，语调。
还要培养学生良好的朗读习惯（默读、集体朗读、个别朗读）。
还可以培养学生的表演能力。
Step 8 To be a salesman 使用mobile phone 是Unit 2 的相关环节，学习它，能够起到承上启下的作用。
Step 9 Homework 适当的抄写和阅读是必需的，作文在课堂里已经进行过讨论，所以大部分学生有能力掌握，他们并不会感到困难。
To be a good salesman,跟学生的生活实际相结合。
第二课时：Vocabulary and reading Step1 check the homework这部分既是check the homework，同时也是Unit 2 第一部分的内容。
如果学生在课前预习过该部分内容，那完全可以利用好这个环节，节减上课的时间，提高上课的效率，教与学双赢。
Step2 Lead -in利用学生生活身边可能发生的事情，比如狗咬人的，如果该狗是狂犬病，他们应该如何处理？加强学生对突发事情的反应和处理的能力。
Step 3 Making up a story可以充分地发挥学生的想象力，自主学习和合作学习相结合。
这些图片跟课文有密切的联系，学生熟悉他们。
对理解课文有很大的帮助。
让学生对具体的文章内容不觉得陌生。
Step 4 Reading1 Herry Jackson meets the same situation as you. Let’s see how he does? Read the passage and answer the questions.根据故事的时间、人物、地点、起因、经过、结果等进行提问，让同学们掌握相应的阅读技巧和策略。
2 Read the passage again, choose the best answer.加大问题的难度，进一步地理解课文,加强学生的推理和归纳能力。
3 Retell the story in English.学生根据图片Key words或进行复述，可以降低难度，故事的复述更具有流畅性，针对性和目的性。
通过复述，学生能够熟悉课文，锻炼学生的口语表达能力，考虑到学生的个别差异性比较大，水平参差不齐，适当的话可以参考课文，充分展示他们的成果，这是有效的语言输出。
4 Expand“学以致用”是我们的学习目的。
学生要学会处理生活中的突发事件，具有应变的能力，并采取妥善的措施。
学生要学会如何的保护自己和他人，遇事要保持冷静的头脑。
Step 5 Homework要多阅读课文，联系学生生活实际，引导学生关注生活环境, 用中学。
第三课时：Language in use 1-7 Step 1 Investigate what your response is.多说if 的句型，熟练生巧。
提高学生说的能力。
Step 2 Complete the sentences下个单元讲的是If 条件状语从句的主从句的时态，这里讲的起到铺垫的作用。
Step 3 write instructions要学生多写，落实好“双基”。
Step 4 Group competition以小组竞赛方式进行归纳和小结，易于启发学生的学习。
能够很好复习和巩固课文，让学生没有重复感。
Step 8 Homework要学生知道新的技术给我们带来了什么好处，科学技术是第一生产力。
同时为第五课时的辩论赛作好准备。
学生的学习也要反馈，做到查漏补缺。
第四课时：Writing, speaking, around the world, Module taskStep 1 Listen and repeat进一步进行听力的训练，增加学生的语感。
Step2 Writing要培养学生良好的写作习惯。
有些学生很怕写作，因为他们觉得太难，要消除学生对写作的恐惧感，应该由易到难，层层深入，循序渐进，培养他们的写作兴趣，能够取得事半功倍的效果。
Step 3 Work in groups把学生分成四组，每两组的学生具有不同的任务，让学生进行小组讨论，充分的交流与合作，让每位同学都知道如何去写。
能够资源共享，在课堂上完成写作，单位时间里提高了教学和学习的效益。
Step 4 Around the worldStep 5 Homework学生的学习要及时的反馈，新的技术有他好的一面，也有坏的一面，学生要客观地分析问题，不能够一刀切。
同时为第五课时的辩论赛作好准备。
学生的学习也要反馈，做到查漏补缺。
第五课时：Self-assessment, Exercises Step1 Sharing the story让学生充分分享他们自己在课外收集起来的资料，满足学生表现的欲望，加强同学们之间的感情交流。
Step 2 Making a debate辩论赛的形式能激起学生的学习热情。
