外研版八年级英语上册教案 M4 Unit 2 教学设计

Module 4 Planes, ships and trains

一、 教学内容：Unit 2 What is the best way to travel?

二、 课型：Reading and writing

三、 教学目标：

1、能够正确使用下列单词：journey, book, outside, choice, however, cost

2、能够读懂有关旅游和交通工具的文章，并抓住文章细节。

3、能够运用形容词、副词的最高级形式对几种交通方式进行对比。

4、了解英语国家有关旅游和交通等方面的信息，并密切联系自己的日常生活，从而拓展视野、激发学习英语的兴趣；

四、教学重难点：

1、能够理解有关旅游和交通工具的文章。（重点）

2、能够正确运用形容词、副词的比较级和最高级，写一篇旅游日志，比较各种交通工具的便捷和不便之处。（难点）

五、教学准备：

课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件。

六、教学过程：

教学

步骤 教师活动 学生活动 设计意图

Step

One

Warming-up

(3’)

Lead in

1.Play a game.

Ask the every student to

write a word of their

favorite vehicle on a

piece of paper, then let

them exchange it with

their friend. Then let a

student say out the

word in his/her hand ,

those who has the same

word must stand up

quickly and change

their seat, the one that

has no seat is the loser.

2．Ask the student to

give a report about their

interview.

Report: My friend…

usually goes to school

by bike because her/ his

home is the closest to

1 Play a game.

Every student writes a word

of their favorite vehicle on

a piece of paper, then

exchange it with their

friend. A student say out

the word in his/her hand ,

those who has the same

word must stand up quickly

and change their seat, the

one that has no seat is the

loser.

2. Students give reports

about their interview.

Report: My friend…

usually goes to school by

bike because her/ his home

is the closest to school. My

通过游戏“听单词抢位置”来活跃课堂气氛，.顺利地切入与本课有关的词汇。

同时，也训练了学生的反应。

通过汇报的形式检查上节课布置的调查作业，回顾了上节

school. My friend …

usually goes to school

by bus because his/her

home is the farthest

from school.

friend … usually goes to

school by bus because

his/her home is the farthest

from school.

课的内容，考验学生对Unit1知识的掌握程度，

Step

Two

Pre-

reading

(5’)

1.Check the new words.

（1）.Show more

pictures and things to

get the students fill in

the blanks with right

words.

eg: journey, book,

outside, choice,

however, cost

（2）Organize them to

read the new words

together.

2.Free talk.

Ask the students to talk

about the ways to go to

a city that they like to

（1）Watch pictures learn

some new words and try to

fill in the blanks with right

words.

（2）Read the new words

together.

Students talk about the

ways to go to a city that

they like to visit in pairs. 引导学生谈论图片,

通过图片、情景学单词，做到词不离句。

visit in pairs.

1. How do you get

there?

2. What’s the cheapest

way to get there?

3. What’s the best way

to get there?

1. How do you get there?

2. What’s the cheapest way

to get there?

3. What’s the best way to

get there?

Step

Three

While-

reading

(24’)

1. Scanning

Ask students to scan the

passage and find out the

main idea for the

passage.

2. Skimming

Ask students to skim

the passage and answer

the question.

T: What is the best way

to travel from London

to Amsterdam?

3.Careful reading. Students scan the passage

and find out the main idea

for the passage. For

example “ Ways of

travelling from London to

Amsterdam.”

Students skim the passage

and find the answer to the

question.

S: It is by car or by ship

要求学生快速阅读课文，找出本课的中心思想。

通过学生快速阅读，找出本文课题的答案，了解主旨内容，

为进一步学习做好铺垫。

Step

Three

While-

reading

(24’)

Paragraph 1

(1) Present some

sentences to the

students and ask them

to write “T” or “F”, also

correct the wrong

sentences

① The writer wants to

travel from

Amsterdam to

London.

② The writer wants to

know the cheapest

way of travelling.

(2)Let the students read

Paragraph One in

groups of six and find

out difficulties.

(3) Ask them to solve

difficulties.

Paragraph 2 and 3

（1）Students read

Paragraph One and choose

T or F.

① The writer wants to

travel from Amsterdam

to London. “F”

② The writer wants to

know the cheapest way

of travelling. “F”

(2)Students read Paragraph

One in groups of six and

find out difficulties.

(3)Solve the difficulties

together.

(1)Students read Paragraph

2 and 3, find the answers to

让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。