外研版八年级下册Module 4 Seeing the doctor Unit 1 教学设计（表格式）

教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
课题 Module 4 Seeing the doctor Unit 1 I haven’t done much exercise since I got my computer.
教学目标
学生能够听懂疾病及症状的描述并提取相关信息。 2 2. 学生能够听懂关于健康生活习惯的表达并提取相关信息。 学生能够识别疾病及相关症状，并进行讨论。 学生能够与同伴合作完成医患间的角色扮演，谈论疾病，提供合理的治疗方法 及建议。 5 5. 学生能够习得相关的听说技能，提升合作交流能力。 6. 学生能够意识到健康的重要性。
教学内容
教学重点： 学生学习并掌握重点词汇和句型。
2. 学生能够掌握现在完成时的用法。 教学难点： 学生能够利用学习的知识进行角色扮演，谈论病情。 2. 学生能够针对不健康的生活习惯给予合理可行的建议。
教学过程
Step One: Lead-in Teacher sets context : take her son to see a doctor Teacher shows a picture (part of the picture is covered) and asks students to guess the illness according to the boy’s facial expression. — What’s wrong with him / What’s the matter with him 设计意图：设置真实的语境，导入话题，激发学生的学习兴趣，活跃课堂气氛。
Step Two: Presentation Teacher shows a picture of a waiting room in a hospital. There are many patients waiting to see the doctor. Students look at those patients and learn more about different illnesses. — What’s wrong with... / What’s the matter with... 设计意图：向同学们展示一张医院候诊室的图片，里面有很多病人在等待就医，通过这些不同病人的图片，训练学生描述的能力，在描述的同时学习新单词和新的短语表达，让学生练习对话，为后面的听和说扫清障碍。
Step Three: Practice Teacher shows the students her friend- Bob. He is also wating in the waiting room. Teacher asks students to describe Bob’s illnesses with partners. — What’s wrong with... / What’s the matter with... — He had .... 设计意图：把焦点聚焦在在医院候诊室等候就医的Bob身上（Bob是老师的朋友）借此巩固刚才新学的单词短语及句型，加深对这些表达的掌握。
Step Four: Listening Students listen to a conversation between Betty and Daming and complete the table. Teacher asks students if Betty and Daming have seen the doctor. 设计意图：听小对话，选出Betty和Daming分别得了什么病，加深目标词汇及句型的印象。
Step Five: Guess Teacher asks students to guess what Daming is going to do next and what the doctor will say. 设计意图： 由第一个短对话来合理猜测接 下来Daming会做什么，以及医生会如何全方面询问病人的病情。带领学生先感受下询问病情的基本句型，活跃课堂气氛的同时，激发了学生往下学的欲望。
Step Six: Listening Teacher plays the tape and asks students what the conversation is about. Teacher shows a table of Daming’s Medical Records and asks students to complete the table. (What’s wrong with Daming Why was Daming ill ) Students know the symptoms and the reason why he is ill. Then teacher asks the students what the doctor will do next Students listen and complete the doctor’s advice. 设计意图：带领学生听对话的大概内容，对照自己之前的猜测。这样可以更好地帮助学生走进听力文本，降低难度。对话分成两个部分，先让学生听如何询问病情以及描述病情，然后如何分析生病原因，训练学生能快速整合大意并获取细节的能力。在进行第二部分听力之前，让学生猜测接下来的对话会是什么样的内容，在获取细节的同时为学生接下来的对话内容提供方向并做了铺垫。
Step Seven: Thinking Students think about what the root cause of Daming’s illness is and teacher leads them to think about some other advice to keep healthy. 设计意图：让学生结合生活经历与经验提供合理可行的建议，培养表达的能力。
Step Eight: Imitating. Teacher plays the tape. Students follow the tape. Teacher leads students to learn about intonation of different questions and how to make conversations between doctors and patients. 设计意图：训练学生的语音语调及如何编对话。
Step Nine: Role-play Teacher shows Bob again and ask students to role play a conversation between doctor and Bob. Students make conversations by using the checklist. 设计意图：以评价表为指引，编一个医患之间的小对话运用本堂课所学的词汇、短语和目标句型。
Step Ten: Howework. Must do: Role play the conversation between Bob and the doctor and show it next class. Choose to do: Make up your own conversation and show it next class. 设计意图：继续练习并巩固本单元的所学内容。