八年级下册英语M4U1

2022-04-05 04:20:07 文档大全网 [ 字体：小中大 ] [ 阅读： ]

【#文档大全网# 导语】以下是®文档大全网的小编为您整理的《八年级下册英语M4U1》，欢迎阅读！
英语,下册,年级,M4U1

潍坊市育才学校英语学科教案（课时备课）

2015-2016学年下学期八年级备课教师：杨永芳

教案序号

10

课题

M4U1

课型

Listening and speaking

课时

2

1. 词汇: cough, fever, headache, stomachache, toothache, ill, this, since, cold, catch a cold,

教学

take sb’s temperature, fast food, health, take

目标

2. 现在完成时中for短语和since短语的使用。教学重难点

现在完成时的for短语和since短语。

教具

multimedia and some pictures

准备

个性教学 Step 1 Lead-in Ss look the pictures and answer the questions. To introduce the Step 2 Consolidate new words topic of the lesson Look and say. The teacher shows the pictures of new words and let the and raise the Ss students to say as quickly as possible. interests in Step 3 Match the words in the box with the pictures. learning the 1. Look at the words first. lesson. 2. Choose the right word for each picture. Step 4 Listening 1. Listen to Part 2 and check what’s wrong with Betty and Daming. cough Fever headache stomachache toothache To help Ss get the Keys: Betty: headache stomach ache Daming: cough fever key information toothache about the 2. Listen to Part 3 and answer the two questions: symptoms. 1) Have Daming got a cold? 2) What kind of food does Daming usually eat? Step 5 Reading To help Ss get the 1. Please find out sentences which have for or since in the dialogue. key information 2. Now complete the table about Daming. about the doctor’s 3. Read Part 3 and mark T or F. examinations and Step 6 Everyday English pay attention to Let Ss say what they have learnt in the passage. the doctor’s Step 7 Language points instructions. Ss should master the main points from the passage in Part 3. If possible, let the students to say at first.

教学过程

学高为师身正为范

1. I feel ill. 我感觉我生病了。 ill adj. 不健康的；有病的 [拓展] ill和sick都可做形容词，表“生病的，不舒服的”，两者都可作表语。如：He is ill/sick. 他生病了。两者作定语时，表达的意义不一样：如：He is a sick man. 他是个多病的人。

He is an ill man. 他是个坏人。 2. I’ve got a stomachache 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 got a headache. =My head hurts/aches. =I have a pain in my head. 3. How long have you 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”。例如： He has lived here since 1992. 他1992年以来一直住在这里。 2) since 作连词时，有以下用法。新课标第一网（ 1 ）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。例如： I have written home but once since I came here. 我到这里以后只写过一次家信。

（ 2 ）用于“ It’s + 时间段 + since + 一般过去时态的句子”句型。例如： How long is it since you were in London? 你在伦敦多久了？ It is just at a week since we arrived here. 我们到达此地刚好一个星期。（ 3 ）意思是 “既然，因为”。例如： Since we have no money, we can’t buy it. 因为我们没钱，我们买不起（它）。

Since you insist, I must go. 因为你坚持，我就必须去了。 [注意] 当 since 与完成时态连用时，主句中的谓语动词需用延续性动词。所以一些终止性动词必须及时转化为延续性动词。

4. Let me take your temperature. 让我来给你量下体温。 take sb’s temperature, 表示“量某人的体温”。

例如：I took my temperature last night. 我昨晚量了下我的体温。 5. Do you do any exercise？你锻炼吗？ exercise表示“锻炼”，是不可数名词，没有复数。

例如：You should take more exercise. 你应该多锻炼。 6. Take it three times a day. 一天吃三次。 take表示“吃，喝”。也有“拿走”的意思。例如：I often forget to take my umbrella. 我常常忘记带我的雨伞。

Step 8 Complete the passage with the words in the box 1. Read the passage carefully.

2. Choose the right words in the box.

3. Draw the right answers from each group.

Keys: health, stomach ache, cough, fever, temperature, Step 9 Listen and notice the intonation

1. Ss read and predict which words the speaker is likely to read. 2. Now listen and check if it is right.

3. Work in pairs. Read the sentences aloud. Step 10 Acting Work in pairs. Act out a conversation between a doctor and a patient.

学高为师身正为范

1. —What’s wrong with you? —I’ve ____ a headache. A. get B. got C. had D. have

2. —Has the doctor _____ your temperature? —Yes, he has. A. do B. take C. took D. taken

反馈

3. Doing much ____ is good for your health.

矫正

A. food B. cold C. exercise D. computer

4. —Have you caught a _______? —Yes, I have. I cough now. A. fever B. cold C. toothache D. cough Keys: BDCB

我注重学生学习过程中的学得和习得，以培养学生积累语言知识，提升复述基本技能和实现语用功能为教学目标定位出发，引导学生掌握学会了一些疾病的词汇和问句“what’s wrong with…?”，同时也学习了“should”与“shouldn’t”的用法。学生在本课时的学习中，以语篇的整体理解带动词、句等语言结构的学习，学生在问题的引导下，逐步获取信息，提炼关键词，辅助文本为最后的语言输出提供语言框架和内容的支持。

教后反思

学高为师身正为范