外研版 Module 4 Seeing the doctor 模块表格式教案

Module 4 Seeing the doctor模块表格式教案
教材及年级名称 《英语》（新标准）八年级下册 模块名称 Module 4 Seeing the doctor
教材分析 本模块以健康为话题，课文对话以看病为主题，设计病情描述和治疗建议。这一设计有利于教师设置语境，开展真实教学。本模块课文都是关于健康的讨论，呈现过去行为对现在的影响，这是现在完成时较为典型的功能。本模块的主题有助于学生充分理解和运用现在完成时的这一功能。教师可以利用这一主题，就学生中存在的健康问题（如有些学生耽于游戏而不注意身体健康，有些学生过于偏食而影响健康，很多学生锻炼不够而影响健康等）组织讨论，引导学生思考和讨论如何养成健康的生活习惯，同时理解和把握现在完成时的功能。
模块教学目标 语言知识目标：1．词汇：基准目标：cough, fever, headache, stomach ache, toothache, ill, since, cold, catch a cold, take sb’s temperature, fast food, health, take, well, heart, active, pet, member, take part (in sth.), then, daily, weak, exercise选择目标：condition, in excellent condition, sleepy, illness, awful, all over, perhaps2．语法：能够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．语音：能够区分一般疑问句和特殊疑问句的语调。语言技能目标：听：1．能听懂疾病及症状的描述并提取相关信息。2．能听懂关于健康生活习惯的表述并提取细节信息。说：能够与同学合作完成医患角色扮演，谈论疾病及治疗办法。读：能够读懂关于饮食和运动习惯的短文。写：能够根据图片提示写出关于健康生活的短文。用：能够针对不健康的生活习惯给出适当的建议。情感目标：能够关心自己及他人健康。学习策略：自学策略：能够检查自身的生活习惯，对于存在的问题，积极提出建议。合作学习策略：能够与他人讨论健康习惯上存在的问题，积极提出建议。文化意识：能够意识到生活习惯不同的人群持有不同的健康观念。
教学重点及难点 重点：掌握课文内容相关的词汇句型。掌握现在完成时与 for 和since 引导的时间状语连用的结构。难点：1．能听懂、读懂关于看病及健康生活习惯的对话、文章。2．能写出针对不健康的生活习惯给出恰当的建议的文章。
教学辅助 多媒体、图片、卡片、黑板
教学策略 Bottom-up, interactive approach, formal and interactive practice, task-based approach
教学过程
第一课时教学设计
教材分析 课型：Listening and speaking第一单元从大明和医生的对话开始，为学生展示了真实的就医语境。按照大家熟知的就医程序，大明向医生讲述了自己的感受和疾病持续的时间。医生为大明测体温，询问他的饮食情况和日常锻炼的频率。通过大明对自己日常生活的描述，医生为他判断病情并给出康复建议。对话介绍了各种疾病症状的表述方式和医患对话常用的交际语。学生能够在真实的语境中体会到目标语言的实用性，容易产生学习兴趣和热情。
课时教学目标 1．知识目标：A. Key vocabulary: cough, fever, headache, stomach, ache, stomach ache, toothache, ill, this, since, cold, catch a cold, take sb’s temperature, fast food, health, takeB. Key structures: How long have you been like this I haven’t done much exercise since I got my computer last year.2．能力目标：A. To understand the conversation about seeing a doctor.B. To act out a conversation about seeing a doctor.3．情感目标：A. To form a healthy lifestyle.B. To cultivate the awareness of competition and cooperation.
教学重点与难点 1．重点：To master some useful words and expressions about the subject.To improve the ability of listening.2．难点：To act out a conversation about seeing a doctor.
教学辅助 多媒体、黑板
教学方法 Communicative language teaching, situational language teaching, task-based approach, PWP
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1:12 min 一、Lead-in1．展示一些生病的图片并教授相关生词。2．两人一组，互相问答 “Which problem do you have most often Which problem do you have least often ”。 教师通过设置一个去医院看病的情境，将单词教学融入其中，起导入话题和展示词汇的作用，并让学生之间通过对自身常见的病和不常见的病的讨论，再次对生词进行巩固。
Step 2:10 min 二、Listening1．Activity 2 Listen and check what’s wrong with Betty and Daming.coughfeverhead-achestomach achetooth-acheBetty√√√Daming√√A．听前先让学生审题。B．听录音并完成表格。C．提问个别学生核对答案。2．Activity 3 Listen and complete the table about Daming.Illnessheadache, stomach acheHow longthree daysWhyno breakfast, eat last food, no exerciseWhat to dostop eating fast food and have breakfast every day, get some exercise, take medicine听前先审题。听录音并完成表格，有必要的话放两遍录音。两人一组核对答案。 本活动要求学生听录音，然后判断贝蒂和大明各得了什么病。这个活动通过听来考察学生识别单词的能力。上一个活动刚熟悉了表示疾病的词语，本活动可起到巩固作用，同时为接下来的听力做准备。本活动是完成表格，为细节信息获取题，要求学生能从对话中提取需要的信息。
Step 3:8 min 三、Reading1．跟读课文动画。2．齐读课文。3．小组合作，分角色朗读并进行展示。4．总结看病常见句型，强调句子升调、降调的规律并跟读例句。 通过课文动画跟读和模仿、全班齐读、分角色扮演，不同形式的“读”及读后的归纳总结让学生们对看病的常见句型有了更深的理解。
Step 4:10 min 四、Acting outWork 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.E.g.— How can I help you — I’ve got a bad cough.…学生先两人一组练习，然后教师邀请部分小组表演对话。教师制定评价标准，也可以集体讨论评价标准，然后学生对各自的表演进行评论。 本活动为情景交际。教材中为学生提供了情景，分配了角色，学生要把对话表演出来。与学生坐在课桌前的对话不同，这种对话具有真实性。除语言外，学生还需注意肢体语言，注意两人的互动。教师在组织活动时也应该注意学生的非语言交际。
Classroom Assessment Can you say the following now Check (√) the square brackets.1．I can understand the conversation about seeing a doctor. [ ]2．I can act out a conversation about seeing a doctor. [ ]
家庭作业 1．Read the dialogue.2．Make a new dialogue between a doctor and a patient.
第二课时教学设计
教材分析 课型：Reading and writing第二单元由四个小文段组成，分别介绍了安娜、王薇、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，王薇通过踢球锻炼身体，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从事某项运动的原因、过程和结果。在阅读这篇课文时应该关注其所传达的主题：健康的生活离不开运动。本单元的教学内容除了语言学习之外，还应该包括健康生活的内容。结合本单元内容，教师可以让学生讨论并反思自己的生活是否健康，自己父母的生活是否健康，并为自己制订运动健身计划，给身边人提出健康生活建议。
课时教学目标 1．知识目标A. Key vocabulary：Well, heart, active, pet, member, take part (in sth.), then, daily, weak, exerciseB. Key structures: I have had him for three months now and I feel really healthy. Since then, it has become part of my life.2．能力目标A. To understand the reading material about healthy lifestyle.B. To learn to write a paragraph about how to keep healthy.3．情感目标A. To form a healthy lifestyle. B. To cultivate the awareness of competition and cooperation.
教学重点与难点 重点：A. To master some useful words and expressions about the subject.B. To improve the ability of reading.难点：To write a paragraph about how to keep healthy.
教学辅助 多媒体、图片、卡片、黑板
教学方法 PWP, task-based approach
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1:3 min 一、Lead-inDiscussion: What do you do to keep healthy Key structures:It’s a good idea to… You should… You’d better…Why not… Don’t forget to… 通过课前对怎样保持健康的话题进行讨论，引出本节课的主题。
Step 2:12 min 二、Pre-reading1．学习生词。通过图片学习生词，通过教师带读、学生齐读、分组读等不同方式操练新单词。2．两人一组讨论。Describe the activities in the pictures. Which ones are healthy 学生程度好，可采取小组讨论、然后汇报的方式。学生程度一般，可采取全班一起活动。 本活动为下面活动作语言上的铺垫。通过对健康运动的讨论，了解健康运动的相关表达。
Step 3:10 min 三、While-reading1．Skimming: Match the exercise with each paragraph.a. running b. play football c. walk the dog d. ride to work2．Detail reading1) Read the Para. 1 and answer the questions.a. Why did Anna need more exercise b. What exercise did Anna take c. How long has Anna had the dog 2) Read the Para. 2 and check the true sentences.a. Wang Wei didn’t agree to start a girls’ football team. ( )b. Wang Wei feels healthy after taking part in playing football. ( )c. The coach also joins in the training. ( )3) Read the Para. 3~4.a. Thomas went to work on the ____________.b. Since then, it has become part of my life. What does “then” refer to c. “I wanted to exercise more.” Guess the meaning of “exercise” _____.A. 练习题 B. 锻炼 C. 实验d. Perhaps I am too weak to do any exercise.（改同义句） _____________________________________________.3．Read the passage after the cartoon. 通过将段落与相关运动相配对，以此来培养学生快速浏览的阅读技巧。在细节阅读中采取分段阅读，既可降低阅读难度，也可通过不同的阅读方式来增强阅读的趣味性。
Step 4:15 min After-reading1．Retelling.Anna1. She was not feeling very ________.2. She needed more ____________.3. She got a pet _______ from her parents and she takes him for a _______ every day. Wang Wei4. She was the _______ member of the football team.5. She has played football with the team for a ______ and all the members feel very _______.Thomas6. He went to work on the ___________ for several years.7. He bought a _______ in January.8. He arrives at work with a _______ on his face.Richard9. He started running a _______ ago.10. He does not ________ running.11. He thinks he is perhaps too _______ to go for a run.a. 根据课文内容完成句子。b. 根据句子提示对课文内容进行复述。2．Writing.Work in pairs. Look at the pictures of Colin. Write notes and explain: what the problem was what suggestions the doctor gave him what happened next how Colin feels nowNow write four sentences to describe what happened.E.g.1. I didn’t feel very well, I was too heavy and I ate too much fast food.2. My doctor said I should get some exercise and eat healthy food.3. I went exercising.4. Now I feel very well and happy.a. 让学生看图，根据提示回答问题。b. 将回答问题的关键词列出来。c. 根据关键词写出至少四个句子描述图片内容。d. 展示个别学生的写作作品并进行批改。e. 展示范文。 对课文复述，让学生对课文内容更加熟悉。本教材的写作均采用过程写作的方式，要求学生在课堂上完成写作，教材也提供了写作的过程设计。本活动要求学生根据图片和文字提示，从科林的问题、医生的建议、接下来发生的事情和科林目前的状态四个方面，按时间顺序先写出素材性材料。写作第二步，要求学生将上面写的完整句子连接成一个符合逻辑的整体。本阶段写作中，教师应该更多关注逻辑的表达。就 healthy living 这个话题而言，不能只是简单的四句话，应有主题，有结论，而科林只是作为一个例子说明问题的。如果按这个要求写，可能超过初中写作的要求。但是，教师在写作过程中应该有这个意识，在写作时给出有价值的指导。
Classroom Assessment Can you say the following now Check (√) the square brackets.1. I can understand the reading material about healthy living. [ ]2. I can write about how to keep healthy. [ ]
家庭作业 Write a passage about healthy living. Use the sentences you wrote in Activity 5 to help you.
第三课时教学设计
教材分析 课型：Revision and application本模块课文都是关于健康的讨论，呈现过去行为对现在的影响，这是现在完成时较为典型的功能，本模块主题有助于学生充分理解和运用现在完成时这一功能。本模块的任务既具有真实性也具有实际意义。首先，学生在小组内调查成员都做什么运动、运动量如何等，然后小组内进行讨论，帮助每个成员选择适合其自身特点的运动方式，最后在班级内介绍自己的选择。本任务可以提升学生的运动意识，学会关心他人。由于任务比较简单，建议在课堂内完成。
课时教学目标 1．知识目标：A. To summarize and consolidate expressions about illness and seeing a doctor.B. To summarize and consolidate the use of the present perfect tense together with since and for.2．能力目标：To be able to carry out a survey on healthy living with the help of others.
教学重点与难点 重点：A. To summarize and consolidate expressions about illness and seeing a doctor.B. To summarize and consolidate the use of the present perfect tense together with since and for.难点:To be able to carry out a survey on healthy living with the help of others.
教学辅助 多媒体、黑板
教学方法 Grammar practice and application, task-based approach
教学内容 教学活动 设计意图
教师活动 学生活动
Step 1:5 min Warming-up 1．两人一组，根据范例表演对话。E.g.A: Hi, … What’s wrong with you B: I have got…A: I’m sorry to hear that. How long have you been like this B: I have been like this since…/for…A: You should…B: I think I will.A: I hope…B: Thank you. 导入部分让学生们表演一个看病的情景对话，既让学生对前两个单元所学的词组句型进行复习巩固，也是为了引出接下来要教授的现在完成时中 for 和 since 的用法。
Step 2:25 min 二、Language practice1．Grammar: 现在完成时1) 观察例句。Sam got sick two days ago.● Sam has been sick for two days.● Sam has been sick since (自从) two days ago.Arnold started to play tennis in January.● Arnold has played tennis for nine months.● Arnold has played tennis since January.…2) 归纳总结。现在完成时表示动作或状态从过去某一时刻开始并一直持续到现在，多与 “since + 点时间” 或 “for + 段时间” 连用。for表示 “经过(一段时间)”，而 since 表示 “自从(……以来)”。常见结构如下：for + 表示一段时间的状语since + 一段时间 + ago/表示过去的某一时间点/从句在 for 或 since 引出的时间状语连用的句子中，为表示持续一段时间，应将短暂性动词转化为相同意义的延续性动词或状态动词。3) 语法操练。真题链接：( ) 1. — Excuse me, where is Mr. Brown's office — Sorry, I don't know. I_____ here for only a few days. A. work B. worked C. have worked D. will work( ) 2. My grandmother ______ a lot of changes in Tianjin since she came here. A. sees B. can see C. will see D. has seen( ) 3. I many new friends since I came here. A. make B. made C. will make D. have made( ) 4. My aunt is a writer. She ____ more than ten books since 1980. A. writes B. wrote C. has written D. will write( ) 5. I ____ Mr. Smith since he moved to Shanghai. A. didn’t hear from B. don’t hear from C. won’t hear from D. haven’t heard from( ) 6. Not only Jam but also his parents _____ a few interesting places since they came to China. A. will visit B. has visited C. have visited D. visited( ) 7. My sister has learnt English_____. A. for twelve years ago B. since she was four C. twelve years ago D. at the age of four( ) 8. She ____ the book _____ two days ago. A. has borrowed; since B. has kept; since C. kept; for用括号内词的正确形式填空。1. The old man ______ (live) here since 1992.2. _____ you ______ (visit) our factory yet 3. I _____ (not see) you for a long time. You ___(change) a lot.4. I’m afraid I _____ (keep) you waiting for a long time.5. He _____ (know) the city since he was very young.选用 for 和 since 填空:1. We haven’t seen each other ______ a long time.2. His father has been in the Party ______ 10 years ago.3. The film has been on ______ 20 minutes.4. Mr Green has worked here ______ he came to China.5. His grandparents have been dead ______ several years.2．Activity 6 Read the passage and match the problems with the advice.a. 读文章，将文章中的问题与相对应的建议配对。b. 全班核对答案。c. 小组讨论：Do you have similar problems Talk about your advice.d. 请小组代表列出他们遇到的问题。e. 全班讨论给出建议。3．Activity 7 Listen and complete the passage.The man feels _____. He is hot and _____. He has been like this for about _____. He has got a temperature and a ____ but has not got a _____ or a cough. The doctor suggests he should ______ and take the medicine _____ a day. And he should _____ until he feels better.a. 听前让学生审题。b. 听录音并完成句子。如有需要，播放两遍。c. 播放第三遍，每空格处暂停，全班核对答案。d. 齐读原文。 在现在完成时中 for 和 since 的用法的教授中，先让学生观察例句，再对其进行归纳总结，最后进行不同形式的语法操练，让学生对其知识点有更系统全面的认识。本题难度不大，教师可提醒学生关注 problem 和 advice 里重复的部分，帮助学生迅速完成配对，然后再继续下一步的讨论。本活动为听力测试，采用的是听写的方式，由于每个空间隔较近，学生没有太多写的时间，活动具有一定的难度。
Step 3:5 min 三、Around the world: The World Health Organizationa. 展示世界卫生组织的相关图片并作简单介绍。b. 阅读并回答问题。1. When was the World Health Organization set up 2. What is the work of World Health Organization 本单元的广角文化介绍的是世界卫生组织。由于篇幅有限，教材中介绍的不多，教师可鼓励学生课外进行探索，了解更多相关信息。
Step 4:5 min 四、Module task:1．Activity 8 Do a survey to find what exercise your group members do and the effects.What exercise do you often do When did you begin doing it How often do you do it Is it good for you How do you feel after you do the exercise 2．Activity 9 Decide what exercise is the most suitable for you.3．Activity 10 Talk about your decision and your reasons with the rest of the class. 活动 8 是任务的准备阶段。活动 9 是任务的实施阶段。学生喜欢的运动不同，因此，小组内可以讨论哪些运动是健康的。活动 10 不只是介绍自己小组认为最健康的运动，同时还有宣传和倡导的作用。教师要提醒学生注意展示的语气，要渗透健康生活的概念。
Classroom Assessment 一、课堂学习效果评估Can you say the following now Check (√) the square brackets.1. Can you talk about your symptoms when you are ill [ ]2. Can you talk about your health routine [ ] 3. Can you talk about your health problems and give health advice to your friends [ ] 二、一分钟问题1. Can you role-play the doctor-patient conversations with your partner 2. Can you write a passage about health living with given information 3. Can you carry out a survey on exercises
家庭作业 1. Decide what exercise is the most suitable for you.2. Talk about your decision and your reasons with the rest of the class.