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外研版 (新标准)八年级下册Unit 1 I haven't done much exercise since I got my computer.教案
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这是一份外研版 (新标准)八年级下册Unit 1 I haven't done much exercise since I got my computer.教案，共6页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
教学设计
一、教学目标
知识目标:
1. 掌握词汇：cugh, fever, headache, stmach ache, tthache, ill, this, since, cld, catch a cld, take sb.’s temperature, fast fd, health, take
2. 掌握句型：Hw lng have yu been like this?
3. 能够区分一般疑问句和特殊疑问句的语调。
4. 能通过相关词汇和图片描述自己或他人的看病经历，并谈论病情和健康的生活方式。
5. 能够听懂疾病及症状的描述并提取相关信息。
6. 学会倾听他人的看病经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。
二、教学重点及难点
重点：掌握课文中的重点词汇和句型。
难点：现在完成时的时间状语：fr短语和since短语。
三、教学准备
1. 多媒体设备和课件；
2. 教学光盘。
四、教学过程
Step Ⅰ Warming-up
T let Ss watch the vide abut seeing a dctr, then answer the fllwing questins.
Wh’s sick?
What’s the matter with the by?
What des the dctr advise the by t d?
设计意图：通过播放小男孩Tm生病就医的场景及看后问题的讨论，引出本模块话题，激发学习兴趣。
Step Ⅱ Pre-listening
New wrds
T let Ss learn the new wrds.
T: Firstly, let’s learn the new wrds tgether.
设计意图：学习新单词，为学习对话做铺垫。
Activity 1
1. Ask Ss t lk at the pictures and guess what’s wrng with the peple.
2. Tell Ss t read the wrds and expressins in Activity 1 chrally.
3. Have Ss wrk alne t match the wrds and expressin in the bx with the pictures.
4. Check the answers.
设计意图：通过生动形象的图片使学生巩固所学词汇。
Activity 2
1. Ask Ss t read the table firstly s that they knw what t listen t.
2. Listen t the recrding and check what’s wrng with Betty and Daming.
3. Listen again and check the answers.
设计意图：通过听力练习不仅提高了学生的听力能力，而且巩固了所学知识。
Discussin
Talk abut the questins.
1. D yu remember the last time yu went t the dctr’s?
2. What d the dctrs always say r ask?
Expressins
T sums up sme expressins the dctrs usually say when they g t see a dctr.
1. What’s wrng with yu? / What’s the matter with yu? 哪儿不舒服吗？
2. Are yu feeling better? 现在感觉好些了吗？
3. Hw lng have yu been like this? 你像这样有多久了？
4. D yu cugh? D yu feel tired? 你咳嗽吗？觉得疲惫吗？
设计意图：通过对生活中真实场景的学习，帮助学生掌握重点词汇和句式。
Step ⅡI While-listening
1. Play the recrding fr Ss t listen t the cnversatin in Activity 3 and answer the questins.
Has Daming gt a cld?
(2) What kind f fd des Daming usually eat?
(3) Des Daming d any exercise?
2. Play the recrding again and mark T r F.
(1) Daming has been ill fr abut three days.
(2) Daming caught a cld.
(3) Daming never has fast fd.
(4) Daming usually has breakfast n time.
(5) Daming’s head hurts because he spent t much time in frnt f the cmputer.
设计意图：让学生带着问题听，提高学生听的效率。通过听力练习题目的设置，让学生获取对话主要内容和一些细节信息，锻炼学生快速获取信息的能力。
Step IV Pst-listening
Activity 3
1. Have Ss read the cnversatin by themselves and cmplete the table abut Daming.
2. Have Ss rle play the cnversatin.
设计意图：通过角色扮演，让学生复述对话，巩固对对话的理解，为下面完成活动4做准备。
Language pints
T explains language pints in the cnversatin, giving ne r tw examples t make sure that Ss understand the pints.
1. I feel ill. 我感觉我生病了。
ill adj. 不健康的；有病的
【拓展】辨析：ill和sick
2. I’ve gt a stmach ache and my head hurts. 我胃疼，头也疼。
注意疾病的表达方式。常见的表达方式还有：
I have gt a headache. 我头疼。
=My head hurts / aches.
=I have a pain in my head.
3. —Hw lng have yu been like this? 像这样的情况多久了？
—Since Friday. 自周五以来。
(1) since 作介词时，与完成时连用，意思是“自……以来；自从”。
(2) since作连词时，有以下用法：
与完成时连用，意思是“自……以后”，其后面引导含一般过去时态的从句。
用于“It’s + 时间段 + since + 一般过去时态的句子”句型。
4. It can be very harmful t yur health. 这对健康很不好。
be harmful t = d harm t 对……有害
所以本句又可表达为：It can d a lt f harm t yur health.
5. D yu d any exercise? 你锻炼吗？
exercise表示“锻炼”，是不可数名词，没有复数。
6. Take it three times a day. 一天吃三次。
take表示“吃、喝”。也有“拿走”的意思。
设计意图：学习掌握本课重要知识点。
Activity 4
1. Read the passage quickly and cmplete it with the crrect wrds and expressin in the bx.
2. Have Ss discuss the answers with their deskmates.
3. Check the answers as a class.
设计意图：通过填空练习以及回答问题，检测学生对文本内容的理解程度。
Activity 5
1. Tell Ss t read the sentences. Tell them that the arrws indicate the crrect intnatin in the sentences.
2. Play the recrding and tell Ss t ntice the intnatin at the end f the questins.
3. Ask a student t imitate each questin.
4. Play the recrding again and have Ss repeat chrally.
设计意图：在理解句子的基础上，根据标志符号练习英文朗读中的升降调，养成良好的语音语调。
Activity 6
Ask sme pairs t act as the dctr and the patient, rle-play the dialgue accrding t the expressins and the pictures in frnt f the class and see which pair des the best.
设计意图：通过让学生根据图片信息和句型框架进行提问与回答，完成有关看病的口语输出练习，使学生在情景中巩固所学知识，并锻炼口语及交流合作能力。
Exercises
I. 用方框中所给单词填空。
1. Hw can we help ______ pr child?
2. Smking is harmful t ur _______.
3. I was feeling ______ that day and decided t stay at hme.
4. She’s gt a terrible _______.
5. They haven’t met ______ the meeting last year.
Ⅱ. 翻译句子。
1. 这就是她没有通过考试的原因。
______________________________________
2. 车辆的噪声使我感到头痛。
________________________________________
3. 强光对我们的眼睛不好。
___________________________________
III. 根据课文对话内容填空。
Daming has ______ a stmach ache since Friday. He has been ill ______ abut three days and he went t see the dctr. The dctr ______his temperature and asked him sme questins. Then he fund Daming’s lifestyle is ______ t his health. S the dctr tld Daming t ______ eating fast fd, have breakfast every day and get sme ______. Then he gave Daming sme medicine and asked him t take it three ______ a day.
设计意图：通过练习巩固所学知识。
Cultural Backgrund
T intrduces the knwledge abut the first aid.
设计意图：通过展示有关急救相关内容，提高学生的健康意识。
Step V Summary
Wrds: cugh, fever, headache, stmach ache, tthache, ill, since, cld, health, take
Phrases: catch a cld, take sb.’s temperature, fast fd
Sentence: Hw lng have yu been like this?
设计意图：带领学生梳理所学知识，方便学生课后巩固复习。
Step = 6 \* ROMAN \* MERGEFORMAT VI Hmewrk
Memrize the wrds and expressins.
2. Search fr mre expressins abut seeing a dctr and make a cnversatin with yur partner.
五、板书设计
Mdule 4 Seeing the dctr
Unit 1 I haven’t dne much exercise since I gt my cmputer.
health since ill cugh this
Wrds
cugh, fever, headache, stmach ache, tthache, ill, since, cld, health, take.
Phrases
catch a cld, take sb.’s temperature, fast fd.
Sentence
Hw lng have yu been like this?
教学设计
一、教学目标
知识目标:
1. 掌握词汇：cugh, fever, headache, stmach ache, tthache, ill, this, since, cld, catch a cld, take sb.’s temperature, fast fd, health, take
2. 掌握句型：Hw lng have yu been like this?
3. 能够区分一般疑问句和特殊疑问句的语调。
4. 能通过相关词汇和图片描述自己或他人的看病经历，并谈论病情和健康的生活方式。
5. 能够听懂疾病及症状的描述并提取相关信息。
6. 学会倾听他人的看病经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。
二、教学重点及难点
重点：掌握课文中的重点词汇和句型。
难点：现在完成时的时间状语：fr短语和since短语。
三、教学准备
1. 多媒体设备和课件；
2. 教学光盘。
四、教学过程
Step Ⅰ Warming-up
T let Ss watch the vide abut seeing a dctr, then answer the fllwing questins.
Wh’s sick?
What’s the matter with the by?
What des the dctr advise the by t d?
设计意图：通过播放小男孩Tm生病就医的场景及看后问题的讨论，引出本模块话题，激发学习兴趣。
Step Ⅱ Pre-listening
New wrds
T let Ss learn the new wrds.
T: Firstly, let’s learn the new wrds tgether.
设计意图：学习新单词，为学习对话做铺垫。
Activity 1
1. Ask Ss t lk at the pictures and guess what’s wrng with the peple.
2. Tell Ss t read the wrds and expressins in Activity 1 chrally.
3. Have Ss wrk alne t match the wrds and expressin in the bx with the pictures.
4. Check the answers.
设计意图：通过生动形象的图片使学生巩固所学词汇。
Activity 2
1. Ask Ss t read the table firstly s that they knw what t listen t.
2. Listen t the recrding and check what’s wrng with Betty and Daming.
3. Listen again and check the answers.
设计意图：通过听力练习不仅提高了学生的听力能力，而且巩固了所学知识。
Discussin
Talk abut the questins.
1. D yu remember the last time yu went t the dctr’s?
2. What d the dctrs always say r ask?
Expressins
T sums up sme expressins the dctrs usually say when they g t see a dctr.
1. What’s wrng with yu? / What’s the matter with yu? 哪儿不舒服吗？
2. Are yu feeling better? 现在感觉好些了吗？
3. Hw lng have yu been like this? 你像这样有多久了？
4. D yu cugh? D yu feel tired? 你咳嗽吗？觉得疲惫吗？
设计意图：通过对生活中真实场景的学习，帮助学生掌握重点词汇和句式。
Step ⅡI While-listening
1. Play the recrding fr Ss t listen t the cnversatin in Activity 3 and answer the questins.
Has Daming gt a cld?
(2) What kind f fd des Daming usually eat?
(3) Des Daming d any exercise?
2. Play the recrding again and mark T r F.
(1) Daming has been ill fr abut three days.
(2) Daming caught a cld.
(3) Daming never has fast fd.
(4) Daming usually has breakfast n time.
(5) Daming’s head hurts because he spent t much time in frnt f the cmputer.
设计意图：让学生带着问题听，提高学生听的效率。通过听力练习题目的设置，让学生获取对话主要内容和一些细节信息，锻炼学生快速获取信息的能力。
Step IV Pst-listening
Activity 3
1. Have Ss read the cnversatin by themselves and cmplete the table abut Daming.
2. Have Ss rle play the cnversatin.
设计意图：通过角色扮演，让学生复述对话，巩固对对话的理解，为下面完成活动4做准备。
Language pints
T explains language pints in the cnversatin, giving ne r tw examples t make sure that Ss understand the pints.
1. I feel ill. 我感觉我生病了。
ill adj. 不健康的；有病的
【拓展】辨析：ill和sick
2. I’ve gt a stmach ache and my head hurts. 我胃疼，头也疼。
注意疾病的表达方式。常见的表达方式还有：
I have gt a headache. 我头疼。
=My head hurts / aches.
=I have a pain in my head.
3. —Hw lng have yu been like this? 像这样的情况多久了？
—Since Friday. 自周五以来。
(1) since 作介词时，与完成时连用，意思是“自……以来；自从”。
(2) since作连词时，有以下用法：
与完成时连用，意思是“自……以后”，其后面引导含一般过去时态的从句。
用于“It’s + 时间段 + since + 一般过去时态的句子”句型。
4. It can be very harmful t yur health. 这对健康很不好。
be harmful t = d harm t 对……有害
所以本句又可表达为：It can d a lt f harm t yur health.
5. D yu d any exercise? 你锻炼吗？
exercise表示“锻炼”，是不可数名词，没有复数。
6. Take it three times a day. 一天吃三次。
take表示“吃、喝”。也有“拿走”的意思。
设计意图：学习掌握本课重要知识点。
Activity 4
1. Read the passage quickly and cmplete it with the crrect wrds and expressin in the bx.
2. Have Ss discuss the answers with their deskmates.
3. Check the answers as a class.
设计意图：通过填空练习以及回答问题，检测学生对文本内容的理解程度。
Activity 5
1. Tell Ss t read the sentences. Tell them that the arrws indicate the crrect intnatin in the sentences.
2. Play the recrding and tell Ss t ntice the intnatin at the end f the questins.
3. Ask a student t imitate each questin.
4. Play the recrding again and have Ss repeat chrally.
设计意图：在理解句子的基础上，根据标志符号练习英文朗读中的升降调，养成良好的语音语调。
Activity 6
Ask sme pairs t act as the dctr and the patient, rle-play the dialgue accrding t the expressins and the pictures in frnt f the class and see which pair des the best.
设计意图：通过让学生根据图片信息和句型框架进行提问与回答，完成有关看病的口语输出练习，使学生在情景中巩固所学知识，并锻炼口语及交流合作能力。
Exercises
I. 用方框中所给单词填空。
1. Hw can we help ______ pr child?
2. Smking is harmful t ur _______.
3. I was feeling ______ that day and decided t stay at hme.
4. She’s gt a terrible _______.
5. They haven’t met ______ the meeting last year.
Ⅱ. 翻译句子。
1. 这就是她没有通过考试的原因。
______________________________________
2. 车辆的噪声使我感到头痛。
________________________________________
3. 强光对我们的眼睛不好。
___________________________________
III. 根据课文对话内容填空。
Daming has ______ a stmach ache since Friday. He has been ill ______ abut three days and he went t see the dctr. The dctr ______his temperature and asked him sme questins. Then he fund Daming’s lifestyle is ______ t his health. S the dctr tld Daming t ______ eating fast fd, have breakfast every day and get sme ______. Then he gave Daming sme medicine and asked him t take it three ______ a day.
设计意图：通过练习巩固所学知识。
Cultural Backgrund
T intrduces the knwledge abut the first aid.
设计意图：通过展示有关急救相关内容，提高学生的健康意识。
Step V Summary
Wrds: cugh, fever, headache, stmach ache, tthache, ill, since, cld, health, take
Phrases: catch a cld, take sb.’s temperature, fast fd
Sentence: Hw lng have yu been like this?
设计意图：带领学生梳理所学知识，方便学生课后巩固复习。
Step = 6 \* ROMAN \* MERGEFORMAT VI Hmewrk
Memrize the wrds and expressins.
2. Search fr mre expressins abut seeing a dctr and make a cnversatin with yur partner.
五、板书设计
Mdule 4 Seeing the dctr
Unit 1 I haven’t dne much exercise since I gt my cmputer.
health since ill cugh this
Wrds
cugh, fever, headache, stmach ache, tthache, ill, since, cld, health, take.
Phrases
catch a cld, take sb.’s temperature, fast fd.
Sentence
Hw lng have yu been like this?
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