外研版 八年级英语初二上册：Module 4 单元教案设计
Module 4 Planes, ships and trains一、学习目标:A.单词和短语：road, accident, except, far, far away, crowded, choice, classmate, all the time, journey, book, outside, close, park, however, costB.交际用语：1. What happened?2. Don’t worry.3. —Who lives the closest to school?— Lingling lives closest.4. — What is the most comfortable way to go to school for Betty?— By taxi.5. —What’s the most expensive way to go to school?— Going by taxi is the most expensive.6. How do you get there?7. What’s the cheapest way?8. What’s the best way to get there?9. —What’s the cheapest way to travel from London to Paris?— The cheapest way is by coach.10. It’s the most comfortable way, but it’s the most expensive.11. He lives farthest from school.12. It is the fastest and the second cheapest.13. The more information, the better.二. 教学目标1. Function: Describing and comparing modes of transportation.2. Structure: Superlative adjectives and adverbs (-est, most); irregular superlatives.3. Skills: 1) Listening and understanding familiar topics (transportation)2) Comparing modes of transportation.3) Reading and finding specific transportation4) Writing a short passage comparing modes of transportation.4. Around the world: The longest railway5. Task: Making a holiday plan for a family trip to a city in China.三、重点及难点:Superlative adjectives and adverbs (-est, most); irregular superlatives.四、教学设计:Unit 1 He lives the farthest from school.ⅠTeaching modelListening and speakingⅡTeaching methodPWP approachⅢTeaching aims1. Key vocabulary: road, accident, except, far, far away, crowded, choice, classmate, close, all thetime2. Key structures:Superlative adjectives and adverbs (-est, most); irregular superlatives.3. Key sentences:1) What happened?2) Don’t worry.3)—Who lives the closest to school?— Lingling lives closest.4) — What is the most comfortable way to go to school for Betty?— By taxi.5) —What’s the most expensive way to go to school?— Going by taxi is the most expensive.ⅣTeaching aidsTape recorder, OHP, videoⅤTeaching StepsStep 1 Warming-up1. Work in pairs. Show some pictures and ask “How do you often go to school?”2. Look at the pictures, and say something about the pictures.3. Introduce the new words.4. Learn the new words.5. Read the new words.Step 2 Look and match.1. Ask the students to read the words in Activity 1.2. Look at the pictures in Activity 1 carefully.3. Now match the words with the pictures.5. Ask the students to check their answer with a partner.6. Call back the answer from the whole class and check the answer.Keys: 1. train 2. ship 3. taxi 4. underground 5. busStep 3 Look, listen and match.1. Ask the students to read the words in Activity2.2. Play the recording and ask the students to listen to the recording carefully.3. Listen and match the words in the box with the pictures in Activity 1. You need to use one word more than once.4. Ask the students to check their answer with a partner.5. Call back the answer from the whole class and check the answer.Step 4 Listen and read.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Learn “Everyday English”1) What happened?2) Don’t worry.Step 5 Complete the table.1. Ask the students to read the conversation again.2. Now complete the table.3. Ask the students to check with a partner.4. Check the answers:Keys: by bus by underground walks / on foot by busStep 6 Complete the sentences.1. Ask the students to read the words in the box in Activity 4.2. Read through the sentences.1) Lingling lives the ________ to school, so she always walks.2) The _________ way to go to school is by taxi.3) Tony lives the ___________ from school.4) For Betty, going to school by bike is the _________ choice.3. Complete the sentences with the correct words from the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. closest 2. most comfortable 3. farthest 4. bestStep 7 Complete the sentences.1. Ask the students to read the words or expression in the box in Activity 5.2. Read through the sentences.1) All the students take the bus to school ___________ Sam.2) The ___________ train in the world is the Shanghai airport train.3) I saw a(n) __________ on the way to school yesterday.4) I do not take the bus to school because it is usually very ___________.3. Complete the sentences with the correct words from the box.4. Ask the students to check with a partner.5. Check the answers:Keys: 1. except 2. modern 3. road accident 4. crowdedStep 8 Listen and repeat.1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) —Who lives the closest to school?— Lingling lives closest.2) — Whah is the most comfortable way to go to school for Betty?— By taxi.3. Ask the students to listen and mark the intonation.4. Now listen again and repeat.Step 9 Work in pairs.1. Ask the students to read the words or expression in the box in Activity 7.2. Read through the example with the class.—What’s the most expensive way to go to school?— Going by taxi is the most expensive.3. Work in pairs.Step 10 Important and difficult points1. Maybe I should go to school by taxi. 或许我应该坐出租车去上学。
外研版八年级英语上册 Module 4 .教学设计方案
和老师问答并辨认图片，说出交通工具名称和交通方式。
回答老师的问题。
与老师共同引出本模块的重要知识点。
通过图片导入，激发学生的学习兴趣。
交通方式的图片和关于交通的讨论，活跃了课堂气氛。
二．组织学生学习和探究新课（20分钟左右）
1.教师教读Activity 1中的单词，让学生朗读这五个单词加深记忆。看图完成匹配活动。
考，制作相关的课件；了解到教学的重点和难点，根据课堂教学需要，利用多媒体课件，播放有关交通工具的图片给学生观看，加深印象。
六、教学过程
教学过程
教师活动
学生活动
设计意图及资源准备
一．热身练习
1.Greeting
2.展示幻灯片：多种交通方式的图片，让学生用英语回答。
纠正学生的错误发音，不断改正错误，并通过小组朗诵提高学生的学习兴趣。
语音语调的训练纠正学生的发音
通过做一些中考链接习题，巩固本课的知识，为中考做准备。
加强语音语调的训练，提高英语发音水平。
帮助学生将本节课的知识运用到实际的对话中。
三、课堂小结（约3分钟）
师：通过提问来一起回顾本节课所学内容，即比较级的变化规则。
2> 能熟练地运用形容词 副词的最高级进行比较，谈论与差异对比有关的话题。
3> 能够读懂与交通出行有关的文章，并能就其内容展开讨论。
3.情感态度、价值观目标：
1>培养学生热爱旅行，热爱生活的精神和态度。
2>培养学生对细节的关注，善于对比的习惯。
三、学习者特征分析
本班的学生英语水平参差不齐，因此课堂教学设计要低起点，
掌握词汇
10
外研英语八年级上教案Module4全模块
外研版英语八年级上Module 4 Education全模块教案Ⅱ. Teaching materials analyzing 教材分析本模块以Education为话题，设计了三个单元的内容。
旨在通过单元教学使学生学会谈论自己接受教育的情况；了解关于希望工程的情况；学会表述时间与事件；能用关联词and, or, but连接两个句子；能用所学的知识制作希望工程传单。
Unit 1 结合时间谈论某个事件，尤其是与学校教育有关的话题，重点学习since和for 在现在完成时中的用法。
Unit 2 练习数字的读法；学习关于希望工程的课文，继续学习现在完成时所表达的含义；学习本单元重点词汇；用关联词but, and, or合并句子。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于Oxfam的文章；制作一张希望工程传单为希望学校募捐。
III．Class types and periods 课型设计与课时分配Period 1 Listening and speaking (Unit 1)Period 2 Reading and writing （Unit 2)Period 3 Language in use (Unit 3)ⅣTeaching plans for each period分课时教案Period 1 Listening and speakingTarget language 目标语言1. Words & phrases生词和短语study, teach, since, same, poor, project, get on (well) with, hear of2. Key sentences重点句子How long has Ms. James been a teacher? Since 1998.How long have you studied Chinese? For a year.She’s studied it for a year.It is easier to learn a foreign language when you visit the country.In fact, since 1989 Project Hope has built schools all over China.Ability goals 能力目标Enable students to listen to and talk about time and events.Teaching important/difficult points 教学重难点How to listen to and talk about time and events, using the Present Perfect Tense with since and for. Teaching aids教具准备A projector or some pictures a tape recorderTeaching procedures and ways教学过程与方式Step I Lead-inIn this procedure, present the word since and the sentence how long…? Give students a brief introduction to the sentence pattern and the word since in the present perfect.T: Hello. Boys and girls. Nice to see you again.S: Nice to see you.Draw a picture of a teacher on the blackboard to present the word since and how long…?T: Look at the blackboard, this is Mr. Li. He became an English teacher in 1998. He has taught English since 1998.Write the word since on the blackboard. Ask students to repeat. Make sure students understand the meaning of the word.T: What does since mean? It means from 1998 to the present time.Then ask the students: How long has he been a teacher?Help them to answer: He has been a teacher for eight years.Write the sentence on the blackboard.How long has he been an English teacher?He has been an English teacher since 1998. / He has been an English teacher for eight years.Ask the students to read the sentences. Then check some pairs to read the sentences.Step II Pair workIn this procedure, create certain situations for students to practise since and how long…?Show another two pictures with a foreigner named Mr. James with 2001 and a student with 2002 on them. Ask students to practice the word since and How long…? by doing pair work. First make a model with an individual.Sample conversation:T: How long has Mr. James lived in China?S: He has lived in China since 2001.Step III Listening and pair workIn this procedure, students will learn to talk about the “years” and activities. Ask them to listen to the conversation and match the years and activities correctly. Pay attention to the present perfect tense and how long…?T: Boys and girls, how long have you studied English?S: We have studied English since 2002.T: Very good. Look at part one of your textbooks. You can see some years above and some activities below. Two people are talking about the years and the activities. Look at the first year 1995. What happened? Can you guess? Now I’ll play the recording. For the first tine, just listen.Match the years and activities when you listen again.Check the answers with some pairs. Then ask some pairs to repeat the six activities using the word since and how long…?Sample conversation:S1: How long has Ms. James been a teacher?S2: She has been a teacher since 1998./Since 1998.Step IV Listening and readingIn this procedure, students will listen and read a dialogue, then they will answer some questions and do some exercises to find further information. At the same time, they will learn some new words and expressions.(1) Present the new words poor, project, foreign, difficult, get on well with, really, etc. Stress these words when talking to the students.T: OK. Let me tell you something about my friend Sally. I have known her since 2004 for two years. I haven’t met her, but I get on well with her because we love the same things. She can speak a little Chinese, but it’s really difficult to learn a foreign language. Sally wants to visit a school of Project Hope, a school for poor children.Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat.(2) Listen to the recording and answer the questions.T: Betty and Lingling are talking about my friend Sally. Now listen and find out what they are talking about. Books closed.After a few minutes.T: Have you got it? Now look at part 4, and then work in pairs, and ask and answers questions.One asks and the other answers. Then you’ll show your answers to the class.Sample conversation:S1: How long has Lingling known Sally?S2: Lingling has known Sally for two years.S1: Does she still know her?S2: Yes, she does.…Check some pairs of students. Then come to Activity 6. Ask students to read the conversation and complete the sentences.A few minutes later, check the answers.T: Have you finished? First, let’s do some chain work to check your answers. You’ll read thesentences in order from line one to line six.S1: Lingling knows Sally quite well, but she hasn’t met her.S2: Sally and Lingling get on well because they like the same things.S3: Sally hasn’t been to China, so speaking Chinese is difficult for her.S4: Sally is coming to China because her school orchestra has some concerts.S5: She has heard about the Hope School, so she wants to visit a school in Gansu or Qingdao.S6: Since 1989 Project Hope has built schools all over China.Step V DiscussionIn this procedure, practice the words and expressions in Activity 5.T: We have known something about Sally in the dialogue. You must want to know something about your friend. Now le t’s look at part five, imagine you are a reporter, you’ll ask your friend some questions. Work in pairs! Start!Sample conversation:S1: What do you find difficult in learning English?S2: I find new words difficult in learning English.S1: How many foreign countries have you visited?S2: I have visited three foreign countries.…Check the answers. Ask some pairs to make a dialogue in the front of the class.Step VI Pronunciation and speakingIn this procedure, encourage students to talk about themselves using how long… and since, for. T: Today, we have studied the word since and the sentence how long…? Now, let’s come back.Look at Activity 7. You’ll listen to some sentences and repeat.Play the tape recorder twice, give students a few minutes to read the sentences by themselves.T: Work in groups of four, asking and answering questions on your own activities. One of you asks and the others answer, then change your turns.Sample conversation:S1: How long have you studied English?S2: I have studied English for 3 years since 2003./Since 2003. How long have you lived here?S3: I have lived my hometown for 14 years since 1992. /Since 1992. How long have you been a student at our school?S4: I have been at this school for 2 years since 2005./Since 2005. How long have you known your best friend?S1: I have known my best friend for 4 years since 2002.…Check some groups. Then ask students to complete Activity 8.Step VII Homework1. Ask the students to learn the new words and expressions in this unit.2. Ask the students to finish the exercises in Grammar part on P124 in the workbook.Period 2 Reading and writingTarget language 目标语言1. Words & phrases生词和短语still, raise, describe, drop, drop out of school, important, ill, look after, pay, hear of, perhaps, take part, countryside, train, electricity2. Key sentences重点句子His parents have been ill and he has to look after them.With this money, Project Hope has built many schools and libraries.Most people in China have hear of Project Hope and have given money.Ability goals 能力目标Enable students to talk about numbers and Project Hope.Teaching important/difficult points 教学重难点How to talk about numbers and Project Hope.Teaching aids教具准备A projector or some pictures and some small pieces of paper and a tape recorder.Teaching procedures and ways教学过程与方式Step I Revision and lead inIn this procedure, review the usage of “since / for” and “how long”. Then begin with Activity 1 of this unit.T: Yesterday we have known something about Sally and Betty and Project Hope. I have some small pieces of paper with some questions on them. I’ll give them to some students and they will read the questions. The others will answer the questions as quickly as possible, OK?. Sample conversation:S1: How long has Sally known Lingling?S2: For two year.Ask a question about Project Hope and lead in this unit.T: Well, one more question. How long has the Project Hope built schools all over China?S: Project Hope built schools all over China for 15 years since 1989.T: Right. Do you want to know something more about Project Hope?S: Yes.T: OK. Let turn to page at 28 and look at Activity One.Step II Read the numbersIn this procedure, students will learn to read the numbers to talk about some facts of Project Hope. Encourage students to read the numbers by themselves.T: The Project Hope has raised, that is, collected, much money for poor students.Write the word raise on the blackboard and tell the students its meaning.T: Look at the form in activity 1. Try to read these numbers.Ask some students to try to read them. Then help them to find out how to read numbers.T: How do you read 15, 500, 156?S: Fifteen million, five hundred thousand, one hundred and fifty six.T: Well done. When you read numbers, you should first divide every three figures as a group by using a comma. When you read the last three figures, add a thousand; the next three, add a million, and …Ask students to practice reading the numbers.Step III Pair work (1)In this procedure, do some pair work to practice Present Perfect tense and talk about numbers. T: These numbers tell us some facts about the Project Hope. Work in pairs, ask and answer questions according to this form. Pay attention to the tense.Sample conversation:S1: How much money have they raised?S2: They have raised 15, 500, 156 yuan.S1: How many students have they helped?S2: They have helped 4, 178 students.S1: How many schools have they built?S2: They have built 56 schools.S1: How many people have taken part?S2: 294, 006 people have taken part.Ask students to do pair work following the sample. Then check some pairs’ work.Step IV ReadingIn this procedure, present the passage by using a picture. Then ask students to read the passage to find the main idea. Make sure they will learn the new words and expressions. Read the passage carefully.T: People often say the Project Hope is a life boat in a sea of need. It has helped many poor students to go back to school. Let’s look at the picture on page 28. This boy had to drop out of school because his family is very poor. The Project Hope helped him and paid for their education. The Project Hope has built many schools and trained some teachers.Write the new words and expressions help, pay for, train, and drop out of school on the blackboard.T: OK. Do you want to know more about the Project Hope? Let’s come to the passage Hope for the future. Read the passage quickly. After reading, please choose the main idea and discuss with your partner.After a few minutes.T: What is the main idea of the passage?S: Helping poor children go to school.T: You are right. When you want to find out the main idea, you should pay attention to the title and read the first paragraph or the last paragraph carefully, because the main idea often lies at the beginning or at the end of the passage. Now close your books. Le t’s listen to the recording of the passage.Play the tape recorder once. Encourage students to ask and answer questions in pairs.Sample conversation:S1: Did Liu Sanzi finish studying?S2: Yes, he did.Then play the tape recorder again, and ask them to check their answers by themselves.Ask students to read the passage for the third time and underline the new words and expressions. Deal with Activity 4 by doing a competition as follows:T: I’ll read a word or an expression. If you know its meaning, please read the meaning as quickly as you can. Ready? First, drop out of school.S1: to leave before you’ve finished studying…Ask students to practice in pairs. Make sure they are familiar with the words and meanings.Step V Pair work (2)In this procedure, do some group work to make the students understand the words and expressions and use them correctly.T: Look at Activity 5. There are some new words and expressions in this passage. What do they mean? Please read the passage quickly and underline them. And then read these sentences loudly and try to remember the words and expressions.Do group work to make the students use them correctly in real situations.T: Let’s work in pairs, and ask and answer questions about your own activities. One asks and the other answers, then exchange the roles.Sample conversation:S1: Who looks after you when you’re ill?S2: My mother looks after you when you’re ill.Check some pairs.Step VI WritingIn this procedure, help students learn the conjunctions like and, or and but. Make sure they know the functions of the three words. Help them make some sentences using these three words.T: Sometimes we have to speak a long sentence. It’s necessary to join two sentences. At this time, we often use conjunctions like and, or and but. Le t’s look at Activity 6 and read the sentences. After you finish, please think over a question: When should we use these tree words?Help students say the usage of these three words in Chinese. We use and in an affirmative sentence; or in a negative sentence; but shows the opposite.T: Now, work in groups of four. Let’s make some sentences with and, or and but. We’ll see which group can make the most sentences.Sample sentences:I like play basketball and football, but I don’t like volleyball. I don’t like tennis or table tennis. T: Now, please write the sentences you have made in your exercise-books.Step VII DiscussionIn this procedure, ask students to talk about their own education. Then practise writing by joining these sentences together, using words like and, or and but.T: In this lesson, we have known something more about Project Hope. Now, let’s talk about your own education. Discuss the questions and answers in Activity 7.Sample conversation:S1: Have you learnt a lot of English?S2: No, I haven’t learned a lot of English.Ask students to work in groups, and ask and answer these questions. Then ask them to try to write the answers together to form a short passage.Step VIII HomeworkAsk students to1.Write some sentences using and, or and but.2.finish the exercises 5—10 on pages 125 and 126 in the workbook.Period 3 Language in useTarget language 目标语言1. Words & phrases生词和短语nearly, luckily, point, health, care, organization, leaflet2. Key sentences重点句子How long have you studied Chinese? For a year.How long have you lived here? Since 2004.She’s studied it for a year.Since 1989 Project Hope has built schools all over China.Ability goals 能力目标Enable students to use Present Perfect with since and for.Teaching important/difficult points 教学重难点Learn the usage of Present Perfect with since and forTeaching aids教具准备Some pictures and a tape recorder.Teaching procedures and ways教学过程与方式Step I RevisionIn this procedure, check the homework as a review of Unit 2.Have a dictation of some new words and expressions.Ask some students to read sentences with and, or and but they have made.Step II GrammarIn this procedure, review the important points of this module. Ask students to do group and pair work and make short conversations to practise the present perfect tense with since and for.T: Work in groups of six, asking and answering questions in activity 1. You’d better choose a reporter and he will ask the rest of five some questions. The reporter will write the names and at last, he will make a report to the class.Sample conversation:S1: Wang Tong, have you been to England?S2: No, I haven’t.S1: Li Hui, have you been to England?S3: Yes, I have.S1: OK. I’ll write your name. Next question. Have you worn glasses for more than three years?S4: No I haven’t…Ask some groups to make a conversation. Then ask the reporter to make a report.Sample report:S1: Wang tong hasn’t been to England, but Li Hui has been to England. Li Ming has worn glasses for more than three years…T: Well done. In this module, we have learnt Present Perfect with since and for. Now work in pairs. Write a short conversation using the questions in activity 4.Sample conversation:S1: How long have you known your teacher?S2: I have known my teacher for three years since 2003.Ask some pairs to ask and answer questions in the front of the class. Then ask them to write the conversation down and check the work with each other.Step III ListeningIn this procedure, ask students to listen to the tape first, and then answer the questions in activity 7.T: Books closed! We’ll listen to the taper recorder. Please listen carefully and answer some questions.After listening, ask some pairs to ask and answer the questions in activity 7.S1: How long has Charlie lived in Beijing?S2: Since…/For…Then ask them to listen again, and help to check their answers.Step IV PracticeIn this procedure, ask the students to do some exercises to make sure they have understood and grasped the important points of Present Perfect with since and for and how long pattern.Ask students to do activities 2—9 on their own. Then check the answers with the class.Step V Module taskIn this procedure, ask students to practise writing a leaflet to raise money for the Hope Schools. First ask students to read about Oxfam.T: Do you know Oxfam? What does it do? Let’s read Around the world and find out.Give the students some minutes to read this passage and think about the main idea.Check the answers.T: Well. We’ve known much about Project Hope and Oxfam. If we want to raise money for Project Hope, Oxfam can help a lot, right?S: Yes.T: And do you want to do something for it? Now let’s write a leaflet to raise money for it. Read the instructions in activities 10, 11 and 12 first.Things Project Hope can do:1.bring hope to people with difficulties and to their families.2.offer help to persons of all special needs, ages and places.3.talk to and keep in touch with persons with a special need or in great trouble.Things Project Hope has done:1.helped many children go back to school.2.given health care to people all over the world.3.helped train the health workers.Sample leaflet:The Project Hope offers help to poor children with difficulties receiving education. Now we arebuilding another Hope School. And we are now raising money for it. We hope you can help. Your help will ensure 3,000 school-age children return to school.Many thanks!Volunteers of Class 107Step VII HomeworkAsk students to1. review this Module.2. finish the rest exercises in the workbook.Teaching resources教学资源库I. 重点知识详解(1) 现在完成时中的for和sincefor和since是现在完成时重要的标志，这两个词区别在于：for后接表示一段时间的状语；since后接表示一个时间点的状语。
外研版英语八年级上册单元教案-Module4
外研版英语八年级上册单元教案Module 4Planes，ships and trainsUnit 1He lives the farthest from school.Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To understand the conversation with superlatives and adverbs.2．To ask and answer questions about transportation and travel.3．To choose the suitable way to travel.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictation1．Show some pictures of the vehicles.2．Ask the students if they know these vehicles in English and ask their ways to go out.3．Show some pictures to introduce the new words and learn the new words.4．Read the words after the teacher.Step 2：Ask and answer1．Work in pairs.Ask the students how they get to school and list their answers on the board.A：How do you usually get to school?B：I usually get to school by…2．Put the students in pairs to ask and answer how they like to travel.A：Which transportation do you like best to travel?B：I like…best.Step 3：Listening1．Match the words in the box with the pictures in Activity 1.bus，ship，taxi，train，underground2．Ask the students to look at the pictures.Tell them to describe the pictures in pairs.3．Play the recording.Ask them to check answers with their partners.4．Listen and match the words in the box with the pictures in Activity 1.busy，cheap，expensive，modern5．Read through the list of words and make sure the students understand them all.Step 4：Listening and reading1．Put the students in groups of 3－4 to talk about problems travelling to school.2．Elicit their ideas.3．Elicit and teach the key vocabulary：road，crowded，accident，etc.4．Play the recording.Ask the students to find out the problems and different ways of travelling to school talked about in the conversation.5．Play the recording again for them to check.6．Elicit answers from the whole class.7．Play the recording once more while the students read and underline the key information.8．Explain the difficulties to the students.Step 5：Everyday EnglishWhat happened?Don't worry.Step 6：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1He lives the farthest from school.Key vocabulary：road，accident，crowded，except，far，far from，all the timeKey structures：I'm late for school today.It's the most comfortable way…He lives the farthest from school.第二课时(Activity 4－Activity 7)Step 1：Have a dictationGet the students to write the words and phrases in Unit 1，then check the answers to see if they have grasped the usages of the points.Step 2：Ask and answer1．Read the conversation in Activity 3.2．Answer the questions in Activity 3.(1)What happened to Betty?(2)How do most of Betty's classmates go to school?(3)How does Tony go to school?(4)How does Daming go to school?3．Check the answers.Step 3：Practice1．Read the conversation in Activity 3 again.2．Complete the sentences with the correct form of the words in the box in Activity 4.3．Read through the words in the box.Ask the students to repeat them chorally and individually.4．Complete the sentences with the words or expressions in the box in Activity 5.5．Ask them to read and complete the sentences on their own.6．Elicit full sentences from the whole class.Step 4：Pronunciation1．Listen and underline the words the speaker stresses.—Who lives the closest to school?—Lingling lives the closest.—What is the most comfortable way to go to school for Betty?—By taxi.(1)Decide together.Nominate some students to share their ideas.(2)Tell the students to listen and check which words are stressed.(3)Elicit the stressed words.2．Work in pairs.Listen again and repeat.Step 5：SpeakingWork in pairs.Ask and answer questions about the ways of going to school.1．Read through the conversations in pairs，then think about which words they think are the important ones and should be stressed.—What's the most expensive way to go to school?—Going by taxi is the most expensive.2．Practise the conversations and exaggerate the stressed words for the meaning.3．Read through the words and repeat them.Step 6：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1He lives the farthest from school.Key vocabulary：A4：most comfortable，farthest，closest，bestA5：except，most modern，accident，crowdedKey structures：—Who lives the closest to school?—Lingling lives the closest.—What is the most comfortable way to go to school for Betty?—By taxi.—What's the most expensive way to go to school?—Going by taxi is the most expensive.Unit 2What is the best way to travel?Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To understand the passage on travel and transportation.2．To be able to understand specific information in a text.3．To compare all sorts of transportation and have a conversation about them.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching steps第一课时(Activity 1－Activity 2)Step 1：Have a dictation1．Ask and answer the questions.A：How do you go to school?B：By…2．Look and say.Look at the blackboard.Pronounce，spell and read the new words.Step 2：Pre－reading1．Work in pairs.Talk about the ways to go to a city that you like to visit by asking and answering the questions.How do you get there?What's the cheapest way to get there?What's the best way to get there?(1)Ask the students where they go at weekends or on holidays and how they go there.(2)Elicit some ideas from the class.(3)Elicit what they found out about each other.Step 3：Reading1．Read the passage and number the ways of travelling from the most expensive to the least expensive.(1)Ask them to read the passage quickly and underline the means of transport when they find it.(2)Ask them to read again and number the pictures in Activity 2.(3)Elicit answers from the whole class.2．After the students are familiar to the passage，ask them to read the passage after the tape.Then they can read by themselves.4．Students find the difficulties while reading，if necessary，ask the teacher for help.5．The teacher explains some useful expressions and grammar points.Step 4：Homework1．Read the words and the passage.2．Copy the words and expressions.3．Finish some exercises in workbook.Blackboard DesignUnit 2What is the best way to travel?Key vocabulary：journey，park，outside，however，costKey structures：The more information，the better.And it takes you about twelve hours to get there.It is the fastest and the second cheapest…第二课时(Activity 3－Activity 6)Step 1：ReviewAsk and answer about the passage in Activity 2：1．Where is the writer planning to travel?2．How many ways to travel are mentioned in the passage?Step 2：Have a dictationGet the students to write the words and phrases in Unit 2，then check the answers to see if they have grasped the usages of the points.Step 3：Practice1．Read the passage in Activity 2 again.2．Complete the table in Activity 3 and take notes.(1)Tell the students to look at the table first and find out what kind of information they need to complete it.(2)Ask them to complete the table on their own and then check answers with their partners.(3)Elicit answers in full sentences from the whole class.(4)Ask the students to retell the main idea of the passage in Activity 2，using the notes in thetable.For example：There're four ways to travel from London to Amsterdam.A relaxing but expensive way is by train…3．Complete the passage with the correct form of the words in the box.(1)Read through the words in the box and check the meanings of them with the class.(2)Ask the students to read the passage and think about the information that is missing，then complete it on their own.(3)Ask them to check their answers with their partners.(4)Elicit answers from the whole class.(5)The teacher explains the passage and asks the students to read the passage aloud.Step 4：Writing1．Work in pairs.Ask and answer about the ways of e the information in the table.(1)Ask the students to look at the information in the table，especially the headings.Then elicit what it is about.(2)Ask the students to work in pairs and use the information in the table to ask and answer questions about travelling from London to Paris.—What's the cheapest way to travel from London to Paris?—The cheapest way is by coach.(3)Encourage them to discuss the journey from more aspects besides those listed in the table.2．Write a passage about ways of travelling from London to e the information in Activity 5 and the passage in Activity 2 to help you.You can go from London to Paris by coach，plane or train.Travelling by plane is the fastest but also the most expensive way.3．Ask them to join their answers in Activity 5 as sentences and write a passage.Step 5：Homework1．Revise the key points in Unit 2.2．Finish the workbook.Blackboard DesignUnit 2What is the best way to travel?There're four ways to travel from London to Amsterdam.A relaxing but expensive way is by train…—What's the cheapest way to travel from London to Paris?—The cheapest way is by coach.Unit 3Language in useⅠ.Teaching modelRevision and applicationⅡ.Teaching aims1．To master the usage of superlatives and adverbs.2．To ask and answer questions about transportation and travel.3．To understand the passage about transportation and choose the suitable way to travel.Ⅲ.Teaching aidsTape recorder，OHP，videoⅣ.Teaching steps第一课时(Activity 1－Activity 5)Step 1：Warming up1．Go over the grammar points with the students.Check if they understand the rules of how to make a superlative.2．Ensure they can use the rules correctly.Step 2：Language practice1．Read the sentences and fill in the blanks with the proper words.(1)It's the ________ ________ way，but it's also the ________ ________.(2)He lives the ________ from school.(3)It is the ________ and the second ________.(4)The ________ information，the ________.2．Check the answers.3．Read the sentences aloud，then pay attention to the superlative adjectives and adverbs.Step 3：GrammarWork in pairs.Finish Activity 1－3.(1)Complete the sentences with the correct form of the words in brackets.(2)Read through the sentences.Talk about the words in brackets and finish Activity 1.(3)Complete the conversation with the sentences in the box.(4)Read through the sentences and think about the questions for the sentences in the box.(5)Let the students act out the conversation and finish Activity 2.(6)Complete the conversation with the correct form of the words in the box.(7)Read the conversation and think about the missing plete the conversation on their own and read it in pairs to check their answers and finish Activity 3.(8)Ask some students to summarize the grammar points in this unit and the teacher summarizes them with the whole class.Step 4：Vocabulary1．Complete the word map.(1)Copy the word map on the board.Set an example with the class.(2)Elicit answers by asking them to fill in the map on the board.2．Work in pairs.Choose a place you would like to visit.Ask and answer the questions about the ways.(1)What is the cheapest way to get there?(2)What is the most expensive way to get there?(3)What is the fastest way to get there?(4)What is the most comfortable way to get there?(5)What is the safest way to get there?Step 5：Homework1．Finish the workbook in this unit.2．Revise the key points in this unit.Blackboard DesignUnit 3Language in use(1)most comfortable；most expensive(2)farthest(3)fastest；cheapest(4)more；better第二课时(Activity 6－Activity 10)Step 1：Pre－reading1．Who is the email from and to?2．Where is the family going this summer?3．Can you guess how they will get there?Step 2：Reading1．Read the passage for the first time，then complete the email with the words in the box.2．Go through the words in the box with the class.3．Tell the students to read the email quickly and find the answers to three questions：(1)Who is it to?(2)Why is Sally writing the email?(3)Which cities does Sally's family want to visit?4．Ask some students to show the answers，then check the answers.5．Work in pairs and find the difficulties in the passage.If necessary，ask the teacher for help.5．Explain the difficulties to the students.Step 3：Listening1．Listen and match the cities with the information.(1)Ask the students what English cities they know.Write them on the board.Repeat the names of the cities.(2)Play the recording.Ask them to recognize the cities.2．Listen again and answer the questions.(1)Ask the students to read the questions first and check if they understand the meanings.(2)Let the students share their answers.Step 4：Around the worldThe longest railway1．Get the students to read this passage.Before reading，teach the key words and phrases.2．Then ask a few students to read it，and translate it into Chinese at last.3．Solve the problems which the students meet in reading.Step 4：WritingMaking a holiday plan for a family trip to a city in China1．Work in groups.Make a holiday plan for a family trip to a city in China.(1)Find a map of China.Choose a city to visit，and decide on the best way to get there.(2)Make a list of things to do there.(3)Present your plan to the class，and make notes about other groups' plans.2．Work in pairs and choose the best plan.Use the notes to compare the different plans，and decide which one is the best.For example：I think the trip to Shanghai by train is better because the journey is shorter and there are a lot of interesting places to visit in Shanghai.Step 5：Homework1．Finish the workbook in this module.2．Revise the whole module.Blackboard DesignUnit 3Language in use a journey to Chinasomewhere elseIt's better to do sth.Thanks for…the capital offrom…to…。
外研版八年级英语上册教案 Moddule 4 Unit 3-2
Module 4 Planes, ships and trainsUnit 3 Language in use 2一、教学目标1. 熟练掌握下列词汇和短语：railway, best, on the east coast, travel from…to…等。
2. 掌握并运用下列句型：It is not the fastest way to travel from Moscow to Vladivostok, but it is the most interesting and also the most comfortable way.I think the trip to Shanghai by train is better because the journey is shorter and there are a lot of interesting places to visit in Shanghai.3. 能够读懂介绍交通方式相关的文章，并正确获取信息。
4. 能够运用形容词和副词的最高级形式以及by+交通工具的用法来完成设计家庭旅游计划。
5. 能够使学生了解不同民族的文化，以扩大知识面、加强跨文化交际的能力。
二、教学重点及难点重点：1. 掌握本单元的单词、短语、句型及语法。
2. 设计一个家庭旅行计划。
难点：运用形容词和副词的最高级形式以及by+交通工具的用法来完成设计家庭旅游计划。
三、教学准备1. 多媒体设备和课件；2. 设计课后巩固练习；3. 教学图片。
四、教学过程Step 1 RevisionPractise and review the grammar.【设计意图】通过练习检测学生对于本模块语法的掌握情况。
Step 2 WarmingupLook at the pictures and talk about them.【设计意图】通过对不同交通方式进行讨论来激发学生的表达欲望，锻炼学生口语表达能力，同时检测学生对形容词最高级形式的运用能力。
外研版八年级英语上册教案：Module4Unit 1 He lives the farthest from school
教学设计外语教学与研究出版社《新标准》英语初中二年级上册Module Four Planes, ships and trainsUnit One He lives the farthest from school.一、教学目标1.To understand the conversation with superlatives and adverbs.2. To ask and answer questions about transportation and travel二、教学过程核心环节1 Expect （目标期盼）1.点读本模块标题，导入交通方式的话题。
T: What other ways of transportation do you know?S: Bike/Underground/Bus/Car/Taxi/Walking...2.进一步快速用最高级进行提问。
T：Which way is the fastest/the slowest/the cheapest/the most expensive/the safest/the most dangerous/the most comfortable/the most uncomfortable...?S: By bike/underground/bus/car/taxi/Walking...[设计意图] 通过课题的导入，让学生对话题进行感知，同时通过问题迅速让学生对自己熟知的交通方式进行头脑风暴。
此时教师通过屏幕给出一系列相关图片，帮助学生启发思维，同时教师进一步用最高级快速提问，不断使用the fastest/the slowest/the cheapest/the most expensive/the safest/the most dangerous/the most comfortable/the most uncomfortable等，向学生渗透最高级的用法。
外研版八年级英语上册教案 Module4 Unit1 (2)
Unit1.2He lives the farthest from school.
主备人：
（Listening and speaking）
Teaching aims
1．To learn and understand the topic words through talking and listening
but it’s the most expensive.
3. Tony lives farthest from school.
备注：
Reflection
1..掌握形容词和副词最高级形式，及交通工具和交通方式的描述
备注：
Teaching methods
Bottom-up approach, interactive approach, application
备注：
Teaching aids
PPT. Video, OHP
备注：
Teaching steps
2．To understand the conversation with superlative adjectives and adverbs
3．To ask and answer questions about transportation and travel
备注：
Key and difficult points
Step 1：Have a dictation
Get the students to write the words and phrases in Unit
1, and check their work to see if they have grasped the usages of the points
外研版初中英语八年级上册《Module 4》模块教学设计(含课时设计)
板书设计
Unit 1 He lives the farthest from school.
1.New words and phases
Far from accident all the time
Guide students to write a passage by themselves.
Follow teacher’s steps, and finish person composition.
鼓励学生完成作文的构思、书写。
第五
课时
1. Function: Describing and comparing modes of transportation.
2. Structure: Superlative adjectives and adverbs (-est, most); irregular superlatives.
3. Around the world: The longest railway
4. Task: Making a holiday plan for a family trip to a city in China
2.by bus=take the\a bus
教学反思
课时教学流程设计
第二课时“He lives the farthest from school”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Lead-in
Guide students review the knowledge learned last class.
外研版八年级英语上册教案：Module4Unit2Whatisthebestwaytotravel
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与旅行方式相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个模拟旅行规划的实验操作。通过操作，学生可以直观地感受到不同交通工具的影响。
五、教学反思
在今天的教学中，我发现学生们对于不同旅行方式的特点和比较级、最高级的运用表现出较高的兴趣。他们在分组讨论和实验操作环节积极参与，这让我感到很欣慰。然而，我也注意到在实践活动中，部分学生对于如何给出合理的旅行建议还存在一定的困难。这让我思考，如何在今后的教学中更好地引导他们掌握这一知识点。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果，这些成果将记录在黑板上或投影仪上。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了不同交通工具的优缺点，学习了如何使用比较级和最高级来评价旅行方式，并通过实践活动和小组讨论加深了对旅行选择的理解。我希望大家能够掌握这些知识点，并在实际旅行中灵活运用。如果有任何疑问，请随时向我提问。
此外，我在教学过程中也注意到了一些学生在听力方面存在困难，尤其是在理解不同交通工具的英文表达时。针对这一问题，我打算在课后找一些相关的听力材料，让学生进行额外的练习，以提高他们的听力水平。
1.加强比较级和最高级的语法练习，确保学生能够熟练运用。
2.提高学生的语言组织能力，让他们更自信地用英语表达自己的观点。
举例：
-在讲解交通工具词汇时，教师可以通过图片、实物或视频等教学辅助手段，让学生直观地理解和记忆单词。
-在学习比较级和最高级时，教师应通过实例和练习，让学生掌握其构成和用法，并能应用于实际情境中。
外研版英语八年级上册Module 4教案及达标训练
( ) 3.—Do youknow Lin Shuhao?—Yes. Heis one of _____ basketball players in the NBA.A.popularB. more popularC. the most popular( ) 4. Is Lily’shome _____ away from school than Linda’s?A.farB. fartherC. farthest .( ) 5.—Who ran______ of all in the sports meeting?—Hectordid, I think.A.fastB. fasterC. the fastestD. most fast( ) 6. Li Na is ________ tennis player in China now.A. most famousB. the most famousC. more famousModule 4 Planes, ships and trains一、教学内容：Unit 2 What is the best wayto 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, cost2、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）Module 4 Planes, ships and trainsUnit 2 What isthe best way to travel?1. What’s the best way to travel from London toAmsterdam?2. The more information, the better.3. This is the most comfortable way totravel but also themost expensive.4. It’s the fastest and the secondcheapest.达标训练题I 单项选择。
八年级英语上册Module 4 单元教案设计外研版
2015年八年级英语上册Module 4 单元教案设计（外研版）dule 4 Plaand tra一、学习目标:A.单词和短语：road, accident, except, far, far away, crowdedlassmate, allurney, book, outside, close, park, howevB.交际用语：What happened?2. Don’t w—Who livll?— Lingling lives cl— Whaable way to gl for Betty?— By tax—What’xpensive way to gl?— G oing by taxxpensivHow do you g?What’apest way?What’s the best way to g?—What’apest way to travel from London to Paris?—The cheapest way is by coa0. It’able way, but it’xpensivHe lives fal.12. Iastest andd cheaTab二. 教学目标Function: Describing and comparing modansporta2. Structure: Superlative adjectives and adverbs (-); irregular superlativlls: 1) Listening and understanding familia(transportation)2) Comparing modansporta) Reading and findingansporta) Writing aassage comparing modansportaAround the world: The longest railwaTask: Making a holiday plan for a familaa.三、重点及难点:Superlative adjectives and adverbs (-); irregular superlativ四、教学设计:Unit 1 He lival.ⅠTeaching modelListening and speakingⅡTeaching meth odPWP approaⅢTeaching avocabulary: road, accident, except, far, far away, crowdedlassmate, close, all2uctures: Superlative adjectives and adverbs (-); irregular superlativ:1) What happened?2) Don’t w)—Who livll?— Lingling lives cl) — Whaable way to gl for Betty?— By tax) —What’xpensive way to gl?— Going by taxxpensive.ⅣTeaching aidsTader, OHP, videoⅤTeachingWarming-uWawures and ask “How do you often gl?”2. Look aures, and sag abouuIntroduw wordLeaw wordRead the new word2 Look and maAudad the words in Activbuaxi train underground2. Look aures in Activity 1 carefullNow mawords wuAudanswer with a paall back the answwhole class andansw: 1. train 2axi 4. underground 5. buLook, listen and maAudad the words in Activity 2.busy cheap expensive mod2. Plading and audlding carefullListen and mawordbox wures in Activu need to use one wordaAudanswer with a paall back the answwhole class andanswListen and readwures, and audalk abou2. Audadversation silentlPlading and audlisten and readversaReadversaAct it ouLearn “Everyday English”1) What happened?2) Don’t wlablAudadversation aga2. Now complable.BettyTonyLinglingDamingWays to glAudwith a paanswers:: by bus byunderground walks /by bulAudad the wordbox in Activlable good far2. Read throug) Lingling lives the________lalways wal2) The _________ way to gl is by tax) Tony lives the ___________l.4) For Betty, goingl byb_________lwwordboxAudwith a paanswers:: 1. closest 2able 3. fablAudad the words or exbox in Activwded except modern road accid2. Read throug) All the students take the bul ___________ Sam.2) The ___________ traworldanghai aa) I saw a(n) __________wal yesterda) I do not take the bul becauusually very ___________lwwordboxAudwith a paanswers:: 1. except 2. modad accidwdedListen and repeaPlading once withoug.2. Plading again and ask the whole claa) —Who livll?— Lingling lives cl2) — Whaable way to gl for Betty?—By taxAudlisten and maaNow listen again and repeaWaAudad the words or exbox in Activ2. Read through the example wla—What’xpensive way to gl?— Going by taxxpensivWa0 Important and difficulaybe I should gl by taxi. 或许我应该坐出租车去上学。