Unit5 Lesson 2教学设计 2025-2026学年 冀教版八年级英语下册

初 二 年级下 (英语)教学案 　 备课时间： 2026.3 .26 .使用者 Unit 5 Great inventions Lesson 2: Ways of Travelling 主备教师 卢学林 参与教师 八年级全体英语教师 缺课学生 审核人 卢学林 课 时 1 period 授课时间 核心 素养目标 Key Competencies Objectives 1.Reading Skills: Be able to understand the historical development of transportation, identify the main idea of each paragraph, and match paragraphs with their main ideas to understand the structure of expository writing. 2.Language Skills: Be able to master key vocabulary and expressions related to transportation and describe the development and impact of different ways of travelling. 3.Speaking Skills: Be able to discuss the most important travel inventions and imagine future transportation, expressing ideas clearly in English. 4.Critical Thinking: Develop the ability to understand how transportation has shaped human life and imagine future innovations. 教学重难点 Key and Difficult Points Key Points: Words: wheel, wagon, power, compass, canal, waterway, speed, eco-friendly, spaceship Phrases: have the power to do sth., be powered by, means of transportation, at a/the speed of, make sth. possible Reading strategies: identifying paragraph main ideas, understanding chronological order Difficult Points: Understanding the structure of the passage and matching paragraphs to main ideas. Using have the power to do sth. and means of transportation correctly. Expressing future transportation ideas with appropriate vocabulary. 教学准备Preparation textbook, exercise book, notebook, recorder, ppt. 教学过程 Teaching Process 注重构建“情景导入—任务驱动—问题引领—教师主导—学生主体—思政渗透”的“和美课堂”范式 教学环节Teaching Segments 集体备课设计 Collaborative Lesson Planning Design 教学评一体化 个人备课设计 Individual Lesson Planning Design 情景导入 Situational Lead-in Step 1: Lead-in 1. Greet students warmly. 2. Show the "Lead in" questions from the PPT: A: What ways of travelling in history do you know? B: Which inventions in travel do you think is the most important? 3. Write students' answers on the board (e.g., walking, riding horses, carriages, wheels, cars, planes). 4. Introduce the topic: "Today we will learn about how travelling has changed over time." Purpose: To activate prior knowledge and introduce key vocabulary about transportation. 活动设计 Activity Design Step 2: Pre-reading (5 mins) 1. Show the new vocabulary on the PPT (wheel, wagon, power, compass, canal, waterway, speed, eco-friendly, spaceship). 2. Drill pronunciation (choral and individual). 3. Use pictures to help students understand the words (e.g., show a picture of a wagon, a compass, a canal). Step 3: While-reading (15 mins) 1. First Reading (Matching): Ask students to read the passage quickly. They need to match the four parts (Part 1–4) with the correct paragraphs. Guide them to understand that the passage is divided into sections: - Part 1: Paragraph 1 (Life long ago) - Part 2: Paragraphs 2–3 (Land travel development) - Part 3: Paragraph 4 (Water travel) - Part 4: Paragraphs 5–6 (Modern and future travel) 2. Second Reading (Fill in the blanks): Have students read the passage again and complete the fill-in-the-blank exercise from the PPT. "Long ago, many people did not travel ______ home." "The first important invention in land travel was the ______." etc. 3. Check answers together as a class. Step 4: Post-reading & Language Focus (10 mins) 1. Discussion: Ask students: "What transportation do you think will appear in the future?" Use the model answer from the PPT (flying cars, high-speed trains, self-driving buses). Let students share ideas in pairs. 2. Language Points: Use the PPT to explain: - power (n.) have the power to do sth. / be powered by (passive) - means (n.) means of transportation — singular and plural form - make + object + adj. make fast waterway transportation possible - speed at a/the speed of / at high/low speed Step 5: Practice (5 mins) 1. Complete the exercises from the PPT (word spelling and multiple choice). 2. Check answers together. Explain any difficult items (e.g., couldn't travel for past ability, help sb. (to) do sth., infinitive of purpose To travel). Step 6: Summary & Homework 1. Summary: Review the timeline of transportation development: Long ago → wheel → wagon → train → cars/buses → boats/ships → modern (high-speed trains, airplanes) → future (spaceships, flying cars) Ask: "What helped people travel faster and farther?" 2. Homework: - Basic: Write a short paragraph (4–5 sentences) describing how transportation has developed, using the vocabulary from today's lesson. - Advanced: Imagine a new way of travelling in the future. Draw a picture and write 5–6 sentences about it (what it looks like, how it works, why it's good). - Preview Unit 5, Lesson 3. 思政渗透与学科育人有机融合点Subject-based Character Education This lesson helps students understand how human creativity and innovation have continuously improved transportation, making the world more connected. By learning about the development from walking and wagons to high-speed trains and spaceships, students appreciate human progress and the importance of perseverance and imagination. The discussion about future transportation encourages students to think creatively about solving real-world problems like environmental protection and efficient travel, fostering a sense of responsibility to contribute to society through innovation. 板书设计 Blackboard Design 教学反思Teaching Reflection Unit 5 Lesson 2: Ways of Travelling Timeline of Transportation Key Vocabulary Long ago → stayed in one village wheel (n.) — wagon (n.) First invention →wheel →wagon power (n.) —have the power to do sth. Next → train → cars, buses, trucks be powered by (v.) Water travel → boats, ships, compass, canals means (n.) — means of transportation Modern → high-speed trains, airplanes, eco-friendly cars, self-driving cars speed (n.) — at a/the speed of Future → spaceships, flying cars make + object + adj. (make it possible) Key Structures Humans began to have the power to move and carry things. After the train came the invention of cars. Canal systems made fast waterway transportation possible. Modern means of transportation help people travel faster and farther Did students understand the chronological structure of the passage? Were students able to match paragraphs to main ideas correctly? Did students participate actively in the future transportation discussion? What can I improve to make the language points clearer? 审 查 意 见 签 字： 年 月 日 学科网（北京）股份有限公司 $