Module 4 Unit 2 What’s the best way to travel（教学设计）2024-2025学年外研版英语八年级上册

Module 4 Unit 2 What’s the best way to travel? 课题:What’s the best way to travel? 课型:reading 所在教材位置:Module4 Unit2 上课教师: 上课时间: 重点 By the end of the class, Ss will be able to: 1. Knowledge objective:recognize the vocabulary and expressions of travelling; 2. Ability objectives:use skimming and scanning to understand the structure and get the detailed information; talk about different ways to travel around and compare them for choosing the best one; write a passage using comparative and superlative forms to compare the ways of travelling in logic and coherence; 3. Moral objectives:understand the best way to travel in daily life may not be the cheapest or the fastest, but the most suitable one; make their own family trips and love the beautiful sceneries of the world. 难点 The usage of comparative degree 教学 目标 1.To learn the words and phrases. 2.Key structures: What’s the score …. What’s the matter…… 3.Master the comparative degree. 4.通过学习,能正确使用最高级分析利弊,表达自己最喜欢做的事情,并学会辩证地看待事件,懂得适合自己的才是最好的。 教 学 流 程 设 计 流程名称 问题与情境设计 “和谐互助 牵手共赢” 学习策略设计 设 计 意 图 情 境 导 入 Lead-in 1. Read the title and lead the transportation in. Let the students talk about the transportation they know. Read the key phrases together. 2. Read the title of the unit “What’s the best way to travel?” Q: How do we usually travel to another city? What transportation can we use? 3. Let students talk about their holiday in pairs. Brain storm to give students a good chance to warm up and think of the words they know about the topic. Students use the body language to choose the transportation we can use to travel. Work in pairs and use the superlative degree. 快速激活学生已有关于出行交通工具的词汇,为之后的学习做铺垫。 通过对话练习,激活最高级表达,为学习课文扫清障碍。 剖 析 分 解 Before- reading 1. Introduce the background. (London and Amsterdam)and let the students guess the ways to travel from L to A according the the map. While-reading. Fast-reading: “What questions does Tony ask?””Where can the passage be from?””How many ways are mentioned to travel? What are they?” Careful-reading 1. Write the phrases under the pictures in A2 and finish the A2. The teacher checks the answers. 2. Read each Paragraph and finish the task. Post-reading 1. In your opinion, which is the best way to travel? 2. Discuss in groups: Choose the best way to travel from London to Paris. Draw the interests of the students. Work in pairs Ss read carefully and number the ways of travelling from the most expensive. Ss analyze the passage and know the good and bad points about different ways of travelling Retell according the key words. Work in pairs Work in groups 吸引学生学习兴趣,让学生产生对阿姆斯特丹的向往。 通过快速阅读,快速获取关键信息,培养学生快速阅读的能力。 通过仔细阅读,分析文章以及对文章的复述,使学生对于课文的理解更加深刻。 学生内化对知识的理解,小组合作,给出自己的想法 归纳 1. Conclude the language points 2. Homework 3. Practice Students write and think. 作业布置作业内容作业性质设计意图教师研做时间预计学生完成时间达成效果集体备课后补充熟读课文,选段背诵 必做 基础巩固 8’15’80%学生达到熟练应用 写一篇短文A层 内化知识3’15’90%以上A层理解文章并能精准定位 教学 反思 1. 本节课是一节阅读课,应该将重点放在对课文的理解和复述上,语法内容应减少,并且语法内容应该跟文章结合起来,将知识融入课文。 2. 阅读前的活动应精简,读前小组展示的活动对本节课的意义不大,应省略,为后面的课文讲述节省时间。 3. 在阅读前应该增加制定旅行计划的环节,引发学生的思考,为阅读做准备。 学科网(北京)股份有限公司 $$