Module 4 Seeing the doctor Unit 3 Language in use 教案

课题
Module
4
Seeing
the
doctorUnit
3
Language
in
use
课型
复习课
教学目标分析语言知识目标：词汇：从音，型，义及用法方面掌握以下单词illness,
cough，fever,
headache
,
stomach
ache
,
toothache
,cold
.
词组：熟练在口语中使用如下词组:get
/
have
/
catch
a
cough/fever
/
headache
/
stomach
ache
/
toothache
/
cold
,take
one's
temperaturefast
food
be
in
good
healthbe
in
excellent
conditiontake
part
inbe
weak
in
do/get/take
exercisefeel
awful/bad/terrible3.熟练掌握以下重点句：Can
I
help
you?How
long
have
you
been
like
this?That’s
it.What’s
wrong
with
me?What
can
I
do?4.语法：掌握含有for
或since
引导的表一段时间的时间状语的现在完成时的用法。语言技能目标：听：能够听懂去看病的简单听力材料。说：能够用本模块学到的词汇和句子谈论病情。读：能够读懂介绍自己存在的健康问题文章，能从提出的建议中做出选择。写：能够使用含有for
或since
引导的表一段时间的时间状语的现在完成时完成关于健康生活的问卷。情感态度目标：引导学生了解并热爱生活，培养吃均衡的饮食、多做锻炼的习惯，增强保持身体健康的意识。
学习者特征分析八年级学生经过初中一年的英语学习，已经掌握基本词汇和简单语法，并能用英语进行适当的口语交流。本班有的学生英语基础扎实，学习方面比较主动，积累了一定量的词汇，听力及口语也是不错，想学，乐学，上课积极表现；但是有的学生英语基础差，对英语不是很感兴趣，因此，需要老师积极启发和引导。
教学方法设计本课的教学重点是有关疾病和健康的一些单词、词组和句子，及含有for
或since
引导的表一段时间的时间状语的现在完成时的用法。难点是现在完成时所表达的意义及在听力和阅读中的运用。1.
任务型教学法：对于口语交际的训练，我先让学生两个人一组做看病的对话，在练习一段时间之后，可以达到熟练背诵，然后分角色到前面表演对话。开放式的处理教材，让学生自己演练相关对话，围绕这一任务，展开合作，进行口语交际训练。2.归纳语法教学法：先呈现给学生含有for
或since
引导的表一段时间的时间状语的现在完成时的句子，然后利用语法微课视频让学生回顾这种语法，再引导学生从中归纳总结出使用规则。3.
小组合作法：（1）让学生以小组的形式，利用wifi用智能手机上网查找把非延续动词转化为延续性动词的两种方法的常见的词有哪些。（2）小组合作，完成健康问卷调查，复习for和since的用法。小组合作调查小组成员做什么运动，效果如何，组长写出一份报告，从而增强学生的合作意识。
教学手段:
图片、动画、微课、无线WiFi、移动终端（智能手机）
教学过程Step
1
Lead
in
Show
a
picture
to
the
students
and
ask
them
:
What
is
the
old
woman
doing?
Call
one
student
to
answer
：She
is
seeing
the
doctor
.Then
write
the
title
on
the
blackboard.
Let
the
Ss
read
it
—
seeing
the
doctor
.Tell
Ss:
There
are
four
parts
in
this
unit
——
words
and
phrases
,
important
sentences
,
grammar
and
exercises.Step
2
Revise
the
words
and
phrases
in
this
module
.
Ask
the
Ss:
Have
you
ever
had
an
illness?
Show
the
word
illness
.
Ask
Ss
:
Have
you
have
had
an
illness?
Show
the
pictures
one
by
one
,
let
Ss
say
the
words
:
cough，fever,
headache
,
stomach
ache
,
toothache
,cold
.
2.
Ask
the
Ss:
How
can
we
say"得了……病"in
English?
Call
one
student
to
answer
:
get
/
have
/
catch
a…
Let
Ss
translate
the
phrase：量某人的体温
快餐食品身体健康参加，参与（某事）在某方面弱做运动感到不舒服3.
Practice
1)
Do
some
listening
.
First,
listen
to
the
tape
and
fill
in
the
blanks.
Then,
call
one
student
to
come
to
the
blackboard
,
and
write
down
the
answers
on
the
blackboard.
Listen
again
and
check
the
answers
.2)
Complete
the
passage
with
words
and
expressions
in
the
box.
Check
the
answers.
If
the
Ss
know
the
answers,
they
can
stand
up
and
say
the
words
.Then
let
them
read
the
passage
together.Step
3
Revise
the
important
sentences
1.
Show
the
important
sentences
on
the
screen
,
let
Ss
read
the
sentences
and
try
to
remember
them.Can
I
help
you?How
long
have
you
been
like
this?That’s
it.What’s
wrong
with
me?What
can
I
do?2.
Complete
the
conversation
with
the
sentences
in
the
box.
3.
Check
the
answers.4.
Work
in
pairs.
Make
a
new
dialogue
about
seeing
a
doctor
.5.
Call
two
pairs
to
act
out
the
dialogue
that
they
have
made.Step4
Revise
grammar1.Lead
in
Show
three
important
sentences
in
this
module.I
haven't
done
much
exercise
since
I
got
my
computer
last
year.I
have
had
him
for
three
months
now.Since
then
,
it
has
become
part
of
my
life.Ask
the
Ss:
What
kind
of
sentences
are
they?　Call
one
student
to
answer
this
question
in
Chinese.　这三句是有for
或since
引导的表一段时间的时间状语用于现在完成时。2.Watch
a
video——现在完成时
The
present
Perfect
tense
(用法二)微课　　１）介绍ｆｏｒ　和ｓｉｎｃｅ表示一段时间需要注意的三点。２）介绍瞬间动词变成延续性动词的两种方法：I.
瞬间动词转化为意思相同的延续性动词II.
瞬间动词可以转化为be
+形容词/副词。Then
ask
Ss
to
use
their
mobile
phones
to
search
for
more
words
that
they
can
change
like
this.
事先请一位学生把展台准备好，然后，叫两名学生通过展台展示他们查到的类似的单词。3.
Practice----Exercises
about
grammarI.
Work
in
pairs.
Ask
and
answer
the
questions.1)
Complete
the
sentences
2)Work
in
pairs.
Read
the
model
for
the
students
.—How
long
have
you
had
your
bike?—I'
ve
had
it
for
about
two
years
.Then
let
them
ask
and
answer
in
pairs
.1.How
long
have
you
studied
at
this
school?____________________________________2.How
long
have
you
studied
English
?____________________________________3.How
long
have
you
known
your
best
friends
?___________________________________________4.How
long
have
you
lived
in
this
place?_________________________________________5.How
long
have
you
used
this
book?II.
Complete
the
questionnaire
about
healthy
living
.
Use
since
or
for
where
necessary
.
Healthy
Living
Questionnaire
1.What
kind
of
exercise
do
you
do?___________________________________________________2.
How
long
have
you
done
this
kind
of
exercise
?＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿3.
Do
you
play
in
a
school
sports
team
?___________________________________________________________4.
If
yes,
how
long
have
you
played
in
the
team
?____________________________________________________5.
Do
you
have
a
healthy
diet
?___________________________________________________________6.
If
yes,
when
did
you
start
having
a
healthy
diet
?Discuss
these
questions
in
groups
.
Let
the
leader
of
the
team
write
a
report.
Call
two
students
to
read
the
report
that
they
have
written
.
Step
6
Exercises1.
Read
the
passage
and
match
the
sentences
with
the
advice
.First,
call
three
students
to
read
the
passage
.
Then
,
let
them
match
the
sentences
with
the
advice
.Check
the
answers:
a—2
b—1
c—3Step
5
SummaryCall
one
student
to
summary
this
lesson
.Step
6Homework
Write
a
short
passage
.
Mary
说她感觉压力大，经常头疼，前几天还感冒了，请你以李明的身份给她回一封电子邮件，告诉她应该怎么做？
资源应用（说明在教学中资源应用的思路、制作或搜集方法）：遵循新课程标准，进一步激发学生的英语学习的兴趣，本课从央馆教育资源，网络中搜集了一系列相关素材。1.导入环节，利用搜集到的图片，引导学生参与到课堂活动中，猜出图片的情景，引出课题M4
Seeing
the
doctor
Unit3
Language
in
use。利用图片的形象性帮助学生猜出本课内容。利用生病的图片，让学生猜出单词，激发学生的兴趣。2.
语法复习环节，由于搜集的视频和音频过长，影响教学效果，我自己录制了微课，加工和整合，以适应本课的课堂教学。既提升他们的英语学习兴趣又有效地节约了课堂时间。课中学生通过观看微课自学和互学语法，通过WiFi，利用智能手机查找非延续动词转化为延续性动词的常用单词，让学生把查到的单词写在一张事先准备好的白纸上，叫两名学生利用展台，展示他们的成果。培养他们的合作意识。3.听力训练环节，利用点读机播放音频材料，使学生进行听力的训练，培养学生的听力能力。
评价方法或工具教师评价：在学生回答问题后给予反馈，以赞扬和鼓励为主，激励学生学习兴趣，鼓励学生大胆说英语，树立孩子的信心，让他们在课堂上想说，会说英语。小组评价：学生之间互相合作及评价，既培养学生的合作意识，也彼此激励互助。
教学反思（对整堂课进行总结评价、分析）：在本课的实际教学中，比较顺利的完成了本课的各项教学内容和课堂活动的各个环节。根据课标中的理念并结合学生的实际情况和认知水平，我对教材安排的活动和内容进行了适当的增减取舍。我利用学生熟悉的图片，并且根据本课的实际自己录制了微课，来激发学生的兴趣和主动性。我尽量让学生通过小组学习，完成教学任务，使每一个学生都能有所收获，在操练过程中，及时发现问题，纠正错误。针对有的学生基础比较差的情况，针对不同层次的学生设计了不同层次的问题，积极引导学生参与其中，使每个学生都有收获。口语方面，我适当布置任务并创设情境，使学生广泛参与。学生利用学过的句型，两个人一组做对话，在原对话的基础上进行改编，有的同学做头疼的对话，有的做后背疼的对话，实现了知识的迁移，达到预期的理想效果。鼓励学生多说多练，视情况加入更丰富的语言材料和更多操练的东西，使学生在练习过程中真正掌握所学知识和语言技能。
Important
sentences
Grammar
Words
and
phrases
Exercises
PAGE
1