Unit 4 Healthy Living Lesson 10 Going to the Doctor教案

Unit 4 Healthy living.
Lesson 10
I．教材分析
本课是北师大版八年级上册第四单元第10课，话题为讨论健康。
本课主要是学习用英语表达身体的健康问题，以及如何给出正确的建议，并利用所学，解决生活中的常见问题。然后能过对句子的归类，依据关键词针对上述问题口头给出建议，角色表演等活动，不断内化学习内容，最后在些基础上，依据教师所创设的真实情境，针对所选的具体问题，给了健康建议，进行输出活动。通过本课学习，增强学生健康意识，养成健康习惯。
II. 学情分析
本节课是第四单元的第一课时，对于学生来说，所有的内容都是新授课，课堂容量大，知识点多，可拓展的内容也很多。
III. 教学目标
1. Key vocabularies
healthy, cough, fever, headache, runny, sore, throat, stomachache, toothache, cold, plenty, plenty of, dentist, matter, temperature, flu, serious, twice, note, patient, date, symptom, treatment, once
2. Target language
1. A： What’s the matter with you B: I have a cough.2. A: I have a cough, what should I do B: For a cough, you should drink a lot of water.
3. Ability Object
Enable students to talk about health problems and give advice with the language points.
4. Moral Objects
(1)Improve the cooperative spirit through pair work and role playing.
(2)Students care more about themselves and their family members’ health.
Teaching Key Points
1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.
2. Learn to talk about health problems by using “What’s the matter I have a…” and give advice by using “should”.
Teaching Difficult Points
1. Learn to talk about health problems by using “What’s the matter I have a…”.
2. Learn to give appropriate advice to the certain health problems.
Teaching Methods
Task-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.
Teaching Aids
The picture about illness; PPT.
Teaching Procedures
Step 1 Warming-up (about 3 minutes)
1. Play a game
Show a picture of a boy’s body on the board, give students some cards, each card with a word of each part of the body, ask them to match the cards with the correct part of the body.
(设计意图: 用一个小游戏先让学生复习表示身体部位的单词，还有以游戏的方式引起学生的学习兴趣)
2. Game Ⅱ
Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say: Touch your…Ask six students to come to the front and do as the teacher tells them: Touch your…If one does wrong, let him or her go back, the last one who’s in the front is the winner.
(设计意图: 用第二个游戏巩固单词的发音，游戏环节教师找一个学生帮忙发布指令，原因是自己嗓子疼，顺便引出新课)
Step 2 Presentation.
1. Act out
The teacher shows a picture and say “What’s the matter ” (Write it on the blackboard), then says, “I’m not feeling well, I talked too much yesterday and I have a sore throat today.” (Students repeat with teacher.)
（设计意图：自身设计的情景引入target language）
2. Read and repeat.
Then show some pictures on the screen, teach read the new words and ask students to repeat. Divide the new words into three groups, then put them into the correct columns.
(设计意图：完成新单词的教学，以及完成mind map的第一步)
3. Pair work
Have students look at the picture and ask: What can we say to him
Ss: What’s the matter
T: Yes. And what should the boy say
Ss: I have a stomachache.
Let students repeat with other pictures about other illness.
Ask some students to use gestures to show the illness, and have others to guess.
Make a model dialogue. (S1 does an action to express an illness.)
T: What’s the matter
Ss: He/ She has a headache.
Let students practice other illness.
A: What’s the matter
B: He/ She has a headache/ toothache/ a sore back/ a sore throat/ a cold and a cough.
Show other pictures, and ask students to talk about health problems of the persons in the pictures in pairs.
（设计意图：学习和巩固第一组target language）
Step 3 Consolidation (about 5 minutes)
1. Free talk
Teacher pretends to cough and asks:
T: What’s the matter with me
Ss: Do you have a cough/ a sore throat
T: Yes, I have a sore throat. Can you give me some advice What should I do
Ss: For a ________, you should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…(Students can give different advice as they like)
Show different pictures to students, have them practice in pairs.
S1: What’s the matter with him/ her
S2: Yes, he/ she has a/ an toothache/ fever/ headache…(Teach the new words)What should he/ she do
S2: For a __________, he/ she should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor… He/ She shouldn’t drink cold water/ play basketball…
(设计意图：第二组target language的学习，通过让学生自己总结解决方法，激发了学生的学习兴趣，并且完成mind map 的第二和第三部分)
2. Pair work
Work in groups, and have students role-play between a doctor and a patient. Ask them to talk about the health problems and give advice in groups.
A: I have a headache, what should I do
B: For a headache, you should take some medicine and get enough sleep, you should stay up late.
（设计意图：通过小组活动，巩固学习成果）
Step 4 Listening Practice
1. Pre-listening.
（A student of mine if not felling well, maybe you can help her）
Ask students to look at the picture and guess what’s the matter with the girl.
（设计意图：听前通过猜测激发学生的完成听力练习的兴趣）
2. While-listening
T: As a doctor, you should learn how to fill in a patient’s form, let’s learn it from a conversation between a doctor and a patient. The first time you will listen to the first part of the conversation, after listening you should know what’s the girl’s name and what’s the matter with her.
(设计意图：布置任务)
3. Check the answers
T: What’s the girl’s name
Ss:
T: What’s the matter with the girl
Ss:
4. Listen to the second part of the conversation and ask students to fill in the rest of the form
T: This time we will listen to the second part of the conversation, while you are listening, please fill in the rest of the form.
5. Check the answers
T: What are the treatments from the doctor What should the girl do
Step 5. Role-play the conversation.
T:imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.
(If they have some problems in making the conversations, the teacher will give them some help)
Student 1: I am not feeling well, I have a cold, what should I do
Student 2: I like playing computer games/smart phone games, so there’s something wrong with my eyes, I can’t see something clearly, what should I do (It’s not serious, you shouldn’t play the games for a long time).
Student 3: I like eating some cold food in the hot weather, my stomach is not felling well, what should I do
(设计意图：设计一些真实的情景，让学生运用学到的知识进行拓展练习)
Step 6. Summary
Help students to sum up how to give advice by using “should” and “shouldn’t”, then ask them to give the right advice about different problems.
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