下载文档原格式
Module 4 Seeing the doctorUnit 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 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《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（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。
Unit 2 We have played football for a year now教学设计Teaching aims:Knowledge aims:Students will grasp the structure and the usage present perfect tense.Students will understand the sequence of events and behavior of characters.Ability aims:Students can conduct conversations on their own routines.Students are able to find specific information by different reading strategies.Emotional aims:Students will be aware of the importance of healthy living.Students will improve their English learning interest.Teaching key points and difficult points:Key points:The structure of present perfect tense and the sequence of events.Difficult Points:How to conduct conversations on their own routines and find specific information by different reading strategies.Teaching procedures:Step 1 Lead-inGreet students as usual and invite them to look at four pictures. Ask and answer: What’s the matter with...? He\She... Then ask students to talk about how to keep a healthy life. Then lead to some activities.Step 2 Pre-readingAsk the students to describe the activities in the pictures of Activity 1 and get to know different exercises. And let them think which ones are healthy.Step 3 While-reading1 Fast reading: ask students to match the people with the pictures in Activity 1.2 Careful reading: ask students to answer the following questions:a How long have Anna had the dog and who gave her the dog? ( Her parents gave her for the birthday and she had it for three months.)b How long have Wang Wei’s class played f ootball and how do they feel? (They have played football for a year and they all feel very fit.)c What differences does riding a bike bring to Thomas? (After doing this execise, he arrives at work with a smile on his face.)d Why doesn’t Richard enjoy running to school? (He doesn’t enjoy running, and when he gets to school, he feels awful.)Step 4 Post-readingDo a survey: students work in groups of 4 and find what exercise their group members do and the effects they bring to them.Step 4 Summary and homeworkSummary: ask the students to retell the passage according to the key words.Homework: decide what exercise is the most suitable for themselves and talk about their decisions and reasons with the rest of the class in next period.Black board design:。
外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》教学设计一. 教材分析《Module 4 Seeing the doctor Unit 1》主要讨论了与医生就诊相关的场景，包括预约医生、描述病情、听从医生的建议等。
本节课的主要目的是让学生能够熟练地运用一般现在时描述自己的身体状况，以及能够理解和运用日常的医疗相关的词汇和表达方式。
二. 学情分析八年级的学生已经掌握了一般现在时，同时也具备了一些基本的医疗相关词汇。
但是，他们可能在实际运用这些知识时还存在一定的困难，尤其是在描述自己病情和理解医生的建议时。
因此，教师需要通过不同的教学活动来帮助学生更好地掌握这些知识点。
三. 教学目标1.能够熟练运用一般现在时描述自己的身体状况。
2.能够理解和运用日常的医疗相关词汇和表达方式。
3.能够听懂并能够运用医生和患者之间的对话。
四. 教学重难点1.重点：能够熟练运用一般现在时描述自己的身体状况，以及理解和运用日常的医疗相关词汇和表达方式。
2.难点：能够听懂并能够运用医生和患者之间的对话。
五. 教学方法采用任务驱动法、情境教学法、分组合作法等，引导学生通过实际操作和交流，掌握一般现在时的运用和医疗相关词汇的表达。
六. 教学准备1.教材和教学参考书。
2.PPT或其他教学辅助材料。
3.录音机或其他音频设备。
七. 教学过程1.导入（5分钟）通过向学生提问，了解他们对于看医生的经历，以及他们对于医疗相关词汇的了解程度。
同时，引导学生思考为什么我们需要看医生，以及在看医生时需要注意什么。
2.呈现（10分钟）通过PPT或其他教学辅助材料，向学生呈现本节课的主要内容，包括一般现在时的运用和医疗相关词汇的表达。
同时，通过举例和讲解，让学生理解和掌握这些知识点。
3.操练（15分钟）将学生分成小组，让他们模拟医生和患者的角色，进行看医生的情境对话。
鼓励学生运用本节课所学的知识和词汇，以及一般现在时的表达方式。
外研版（新标准）英语八年级下册Module4Seeingthedoctor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】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。
Ability objective:能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。
【教学过程】Step 1 Lead-inSs look at 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.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?Step 5 Reading1.Please find out sentences which have for or since in the dialogue.2.Now complete the table about Daming.Step 6 Read loudly and underline the phases .1.Read the passage loudly.2.Try to remember the phrases..Step 8 ActingWork in groups.Act out a conversation between a doctor and patients.【能力提升】1. —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. cough 【中考链接】1. Reading in the sun is your eyes.A. harmful toB. harm forC. harmful forD. harm to2. I can’t hear you clearly because there is noise here.A. too manyB. too muchC. much tooD. many too3. —How long have you studied here?—about 5 years my family moved to the city.A. Since; forB. For; sinceC. For; forD. Since; since4. Please stop and tell me what’s wrong.A. cryB. to cryC. criedD. crying5. —Have they had breakfast?—. Look! How hungry they are!A. I don’t think soB. I’m afraid soC. I think soD. I hope so【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 medicineModule 4 Seeing the doctorUnit 2 We have played football for a year now.【学习目标】1.知识目标: 熟练掌握本单元单词、短语: well, heart, active ,pet , member, take part in , then, daily ，weak.2.能力目标：能读懂有关健康生活话题的文章；能写健康生活的文章。
外研版八年级下册（新）《Module 4 Seeing the doctor Unit 2》公开课教学设计一. 教材分析《Module 4 Seeing the doctor Unit 2》的主要内容是学习在医院就医的场景，包括如何描述病情、如何询问医生以及如何表达药方的内容。
本节课的主要目标是让学生能够熟练运用所学知识，进行日常的就医交流。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常的交流和表达已经能够熟练运用。
但是对于医学术语和表达方式可能还比较陌生，因此需要通过实例和情景的设置，让学生能够理解和运用。
三. 教学目标1.能够理解并运用以下词汇：fever, cough, sick, doctor, medicine,prescription。
2.能够表达自己的病情，并询问医生的建议。
3.能够理解并表达药方的内容。
四. 教学重难点1.重点：词汇的学习和运用，句型的掌握。
2.难点：医学术语的理解和运用，药方的表达方式。
五. 教学方法采用情境教学法，通过模拟医院就医的场景，让学生在实际操作中学习和掌握知识。
同时采用任务型教学法，通过设置不同的任务，让学生在完成任务的过程中，运用所学知识。
六. 教学准备1.准备相关的图片和场景，如医生、病人、药品等。
2.准备相关的词汇卡片。
3.准备模拟就医的场景。
七. 教学过程1.导入（5分钟）通过展示一些生病的图片，让学生猜测是什么病，从而引入本节课的主题。
2.呈现（10分钟）通过展示相关的词汇卡片，让学生学习和掌握相关的词汇。
同时，通过医生的询问和病人的回答，展示本节课的主要句型。
3.操练（10分钟）将学生分成小组，每组模拟就医的场景，让学生在实际操作中运用所学知识。
4.巩固（10分钟）通过一些练习题，让学生在纸上完成，以此巩固所学知识。
5.拓展（5分钟）让学生想象自己生病了，需要去看医生，写下自己与医生的对话。
6.小结（5分钟）对本节课所学知识进行小结，让学生明确学习的重点。
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。
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, takesb'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 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 ListeningStep 5 Reading1. Liste n to the dialogue and mark True or False.1) Daming has got a bad cold. ( )2) Dam ing 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. ( )Period 2 Knowledge objective:现在完成时中for短语和since短语的使用。
Module 4 Seeing the doctorUnit 3 Language in use教学目标Knowledge objective:Get the students to be able to use the key vocabulary and new words they learn in this unitAbility objective:To summarize and consolidate the present perfect tense.Moral objective:To be glad to listen to others’ experiences and give others some advice.教学重点To be able to write what exercise is the most suitable for you.教学难点Through listening, speaking and writing, let students practise the present perfect tense.Teaching Procedures:Ask 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 exampl e, 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 d ifference 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 asnecessary.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) well 2) coughs 3) exercise 4) last food 5 )w eak 6) cold 7) 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?6. Read the passage and match t he 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 r ecording 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 therecording 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 bed Around 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 paper Have 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 aninformation 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.教学反思：_______________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________。
外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》教学设计_一. 教材分析外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》主要讲述了日常生活中看医生的场景，通过学习本单元，学生能够掌握与看病相关的词汇和表达方式，学会如何描述身体不适和疾病症状，以及如何进行简单的对话交流。
教材内容主要包括对话、阅读理解和语法讲解等部分，旨在提高学生的听说读写综合能力。
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日常用语。
但是，他们在描述身体不适和疾病症状方面可能还存在一定的困难，需要通过大量的练习来提高。
此外，学生在对话交流方面也需要加强，特别是在实际应用中。
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，了解日常看病的情景。
2.能力目标：学生能够听懂、说清、读懂并写出来关于看病的对话和阅读材料。
3.情感目标：通过学习本单元，学生能够学会关心他人，培养良好的生活习惯，提高健康意识。
四. 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，进行简单的对话交流。
2.难点：学生能够正确描述身体不适和疾病症状，运用所学知识进行实际应用。
五. 教学方法1.情境教学法：通过模拟看医生的场景，让学生在实际情境中学习并运用所学知识。
2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
3.交际式教学法：鼓励学生积极参与课堂活动，进行真实的交流，提高他们的口语表达能力。
六. 教学准备1.教师准备：提前准备好与看病相关的词汇和表达方式的PPT，对话和阅读材料，以及相关的练习题。
2.学生准备：预习本单元内容，了解基本的看病情景，准备好笔记本和笔。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾已学过的与生病相关的词汇，如“illness”、“fever”等，然后引入本课的主题“看病”。
外研版八年级下册《Module 4 Seeing the doctor Unit 2》教学设计一. 教材分析外研版八年级下册《Module 4 Seeing the doctor Unit 2》主要讲述了在医院看病的场景，通过对话展示了如何描述身体不适以及如何询问病情。
本节课的主要内容包括对话理解和词汇学习，如sore throat, have a cold, temperature等。
此外，本节课还涉及到一般现在时的用法，如I usually have…for breakfast。
教材内容贴近生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并参与简单的英语对话。
但是，对于一些医学词汇和表达可能较为陌生，需要教师在课堂上进行解释和引导。
此外，学生可能对一般现在时的用法还不够熟练，需要在课堂上进行针对性的练习和巩固。
三. 教学目标1.能够听懂、说出一般现在时的一般疑问句和回答。
2.能够正确运用动词have表示习惯性的动作。
3.学会描述身体不适和询问病情，如sore throat, have a cold,temperature等。
4.提高学生用英语进行日常交流的能力。
四. 教学重难点1.重点：一般现在时的用法，动词have的固定搭配。
2.难点：描述身体不适和询问病情的表达方式，以及一般现在时的一般疑问句和回答。
五. 教学方法1.情境教学法：通过设定医院看病的情境，让学生在实际语境中学习英语。
2.任务型教学法：通过完成对话任务，引导学生主动参与课堂活动。
3.游戏教学法：通过趣味性的游戏活动，激发学生的学习兴趣。
4.反馈与评价：及时给予学生反馈，鼓励学生积极参与课堂互动。
六. 教学准备1.教学课件：制作含有医院场景的课件，包括图片、音频和视频等。
2.练习题：准备一些关于一般现在时和描述身体不适的练习题。
3.角色扮演卡片：制作医生和病人的角色扮演卡片。
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。
外研版英语八下Module 4《Seeing the doctor》（Unit 1）教学设计一. 教材分析《Seeing the doctor》（Unit 1）是外研版英语八下的Module 4的内容，主要讲述了生病看病的基本情景。
本节课主要学习如何描述病情、如何询问医生以及医生给出的建议。
教材内容丰富，贴近生活，有利于激发学生的学习兴趣，提高学生的语言运用能力。
二. 学情分析八年级的学生已经具备一定的英语基础，对日常生活中的基本词汇和句型有所了解。
但是，他们在语言表达方面还存在一定的困难，尤其是在描述具体情景和表达建议方面。
因此，教师在教学过程中要关注学生的个体差异，引导他们积极参与课堂活动，提高他们的语言运用能力。
三. 教学目标1.知识目标：学生能够掌握描述病情、询问医生以及表达建议的词汇和句型。
2.能力目标：学生能够在真实情景中运用所学知识进行交流，提高语言运用能力。
3.情感目标：学生能够学会关爱他人，养成良好的生活习惯。
四. 教学重难点1.重点：描述病情、询问医生以及表达建议的词汇和句型。
2.难点：如何运用所学知识在真实情景中进行交流。
五. 教学方法1.情境教学法：通过设定真实的情景，激发学生的学习兴趣，提高他们的语言运用能力。
2.任务型教学法：通过完成具体任务，引导学生积极参与课堂活动，巩固所学知识。
3.互动式教学法：鼓励学生之间的互动，提高他们的口语表达能力。
六. 教学准备1.准备相关病情的图片、视频等教学资源。
2.设计具体的教学任务和活动。
3.准备课件，以便于课堂演示。
七. 教学过程1.导入（5分钟）利用图片或视频展示生病看医生的情景，引导学生谈论相关话题，激发学生的学习兴趣。
2.呈现（10分钟）展示本节课的主要词汇和句型，如“I have a cold./I have a fever./Can you recommend some medicine for me?”等，并讲解其含义和用法。
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。
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 lastyear.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。
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 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. borrowedB. 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 medicineUnit 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 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。
