课件15张PPT。1Module 4 Seeing the doctor
Unit 1
I haven’t done much exercise since
I got my computer.2咳嗽 n. / v.
发烧；发热 n.
头痛 n.
胃痛；腹痛 n.
牙痛 n.
不健康的；有病的 adj.
自……以来 prep. / conj. cough
fever
headache
Stomach ache
toothache
ill
since
3感冒；伤风 n.
感冒
量某人的体温
快餐食品
健康（状况）n.cold
catch a cold
take sb.’s temperature
fast food
health4Talk about illnesses.coughfeverheadachestomachachetoothache5Listen and check what’s wrong with Betty and Daming.6Listen and choose the best answer.( )1.How long has Daming been like this?
A.Since Friday B. Since Monday C. Since Saturday
( )2. Does Daming have breakfast?
A.Yes, he does. B. No, not usually. C. Yes, not usually.
( ) 3. How often does the doctor ask Daming to take the medicine?
A. Four times a day B. Three times a week C. Three times a day ABC7Listen and check the sentences T or F.1.Daming has got a stomach ache. ( )
2. Daming has caught a cold. ( )
3.Daming has been ill for about three weeks. ( )
4.Daming usually eats fast food. ( )TFFT8Useful expressionshave got a stomachache
be ill
catch a cold
take one’s temperature
fast food
be harmful to
stop doing sth.
such as
three times a day1. 胃痛
2. 生病
3. (得)感冒
4. 量某人的体温
5. 快餐
6. 对……有害
7. 停止做某事
8. 比如
9. 一天三次9Now complete the table about Daming.A stomachache and headache.About three days① Stop eating fast food and have breakfast every day.
②Get some exercise.
③Take some medicine three times a day. Fast food and no breakfast10Act out a conversation between a doctor and a patient.D: —How can I help you?
P：—I’ve got a bad cough.
D：...
P: ...
11Complete the passage with the words in the box. It 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(4)____________, you may also
get a(5)_______. This means your (6)___________ is higher
than usual. If you have been ill for more than one day, go to the
doctor.cough fever health stomach ache temperature healthstomachache coughfevertemperature12 根据汉语提示完成句子。
1. I had a bad cold yesterday. I _____ （咳嗽） a whole night.
2. —What’s wrong with you?
—I have got a ____________（胃疼）. I don’t feel like eating anything.
3. We must eat more fruit and vegetables to keep our ________(健康).
4. I haven’t seen him _______ （自从...以来）I left there.
5. —Why didn’t Tom come to school?
—Because he is ______(不健康的，有病的).stomach ache healthsinceillPractice coughed13经典背诵1.How long have you been like this?你这种情况多长时间了。
Since last Sunday.自从上周日以来。
2.I’ve been ill for about five days.我病了大约五天了。
3.Let me take your temperature.让我来量量体温。
4.That’s why you’ve got a stomach ache.这就是你为什么胃疼的原因了。
5.I haven’t done much exercise since I got my computer last year.我自从去年买了电脑以来，一直没怎么多做运动。
6. 4.You spend too much time in front of the computer.你在电脑面前花费了太多的时间。
7.It can be very harmful to your health.他可能对你的健康有害。
8.Stop eating fast food and have breakfast every day.不要再吃快餐了，每天吃早饭。
9.Take the medicine three times a day.一天吃三次药。14Homework
Recite the new words and expressions.15Do you love life? Then do not squander time; for that’s the stuff life is made of.
你热爱生命吗？那么，别浪费时间，因为生命是由时间组成的。新标准八年级下册Module4Unit1教学设计
学情分析：
本节课是新标准八年级下册第四模块第一单元，本模块以健康为话题，本单元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，开展真实交际。
本节课针对的是八年级学生，他们已经有了一定的语言基础和英语交际能力。看病就医是生活中普遍发生的事情，学生有一定的常识，本节课为学生展示了一个真实的就医语境，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。
目标分析：
知识目标：Key vocabulary--- cough ,fever , headache , stomach ,ache ,toothache , ill , this , since , cold , catch a cold ,take sb’s temperature , fast food , health , take
Key structures--- How long have you been like this ? I haven’t done much exercise since I got my computer last year.
技能目标：能听懂疾病及症状的描述并提取相关信息；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
情感目标：能够关心自己及他人健康
三、教学方法：communicative language teaching , situational language teaching , task-based approach , PWP
Unit1 I haven’t done much exercise since I got my computer.
Listening and vocabulary
四、教具：收音机 图片 课件
五、教学评价：
课堂学习效果评估：
Can you say the following now ? Check ( ) )the square brackets.
Can you talk about your symptoms when you are ill ? ( )
Can you talk about your health routine ? ( )
Can you talk about your health problems and give health advice to your friends ? ( )
Can you role-play the doctor-patient conversations with your partner ?
教学过程：
Preparation
Ask students to look at the pictures and tell me what they are about .Ask them to put them in their personal order of frequency.
Step 1 Match the words and expression in the box with the pictures. Ask students to read the words .Repeat the words chorally and individually. This will help students recognize the words when they hear them.
Ask students if they know what the words means. Tell them the pictures show the meanings and ask if they can guess any.
Have students work alone to match the words and pictures.
Check as a whole class.
Step 2.Listen and check what’s wrong with Betty and Daming.
Tell students the pictures and the activity instructions tell them something about the recording. Ask what they think the conversation will be about .Elicit ideas.
Read the table first so the class know what to listen for.
Play the recording and ask if they were right about the conversation is about .Then ask them to complete the table .
Have students compare answers with their partner ,and then listen again to check their answers.
Step 3Listen and read.
Tell students they are going to read and listen to a conversation between Daming and his doctor .Ask students if they remember the last time they went to the doctor’s .Discuss and elicit typical questions that doctors ask and expressions they would expect to hear or use when speaking to a doctor.
Write their ideas on the board under the headings “questions “ and “expressions”
Have the students read and listen to the conversation and tell if any of the ideas on the board are included.
Ask students to find the phrases “my head hurts”, “caught a cold” and “be very harmful to your health” in the conversation ,and then ask them chorally ,Check their pronunciation .
Put students in pairs and tell them to look at the three expressions in the conversation and work out the meaning .
Elicit ideas for the meanings from the class. Check that they are correct.
Tell students they are going to read the conversation with a partner .Ask them to read it slowly and check if there are words they don’t understand ,ask them to discuss the words with their partner and try to work out the meaning.
Play the recording and ask students to read the conversation out aloud.
Put the class into pairs and allocate a character to each student in the pair .Play the recording again and ask them to read their part .
Tell pairs to practice the conversation ,imagining that they are profession actors.
Play a video. Invite pairs to perform the conversation for the class.
Do an exercise : Complete the table about Daming.
Step 4. Complete the passage with the words and expression in the box.
Explain to students that they are going to complete the passage with the words in the box.
Check answers as a class.
Pronunciation and speaking
Step 5 Listen and notice the intonation.
Tell students to look at the sentences and the small arrows. Tell them that the arrows indicate the correct intonation in these questions.
Ask a volunteer to imitate each question .
Ask students to tell you which two questions can be answered with yes or no ,Ask them to tell you if the intonation on these two questions is the same as or different from the intonation in Question1 and 2.
Invite students to tell us their conclusions about the rule.
Play the recording ,Have students repeat chorally.
Ask individual volunteers to say the questions. Encourage their classmates to clap if the intonation is correct.
Step 6.Work in pairs .Act out a conversation between a doctor and a patient.
Tell students that when they want to tell someone how long an action has been happening using the length of time, they need to use “for”. Ask students to find an example in the conversation between Daming and his doctor.
Divide the class into two halves – As and Bs. Tell the As they are going to be doctors, and tell the Bs they are going to be patients.
Tell the As to write down at least five questions they can ask their patients and the Bs decide what problem they have.
Put students in pairs to role-play a conversation between a doctor and a patient ,using A’s questions and B’s ideas.
教学反思：本节课从整体上讲是很成功的，学生们的积极性都很高，对于本课的语言知识能够正确熟练运用。教师应在健康及生活习惯方面向学生提出一些建议。
