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教學設計
課程基本信息
學科 初中英語 年級 八年級上冊 學期 秋季
課題 8AModule4 Planes, ships and trains Unit 2 What is the best way to travel Reading
教材與學情分析
The theme of this module is “man and society” and “man and self”. The discourse of unit 2 is a passage about the four different ways to travel from London to Amsterdam, their good points, bad points and some tips for tourists. For students, they’ve learned different ways of transportation and they enjoy travelling in their daily life. So it is easy to arouse their learning interest. But it is difficult for them to choose the best way to travel by using the language “The best way for... is by... On the one hand,.... On the other hand, ...”properly considering different aspects, such as cost, time and feeling.
教學目標
By the end of this lesson, most students will be able to: review and compare different kinds of transportation to travel through free talk; get the main idea about choosing the best way from London to Amsterdam by skimming; obtain the detailed information about good points, bad points and some tips of four ways by scanning; help the man choose the best way to travel from London to Amsterdam in relation to his personal characteristics by using the structured sentences through group work.
教學內容
教學重點： 1. Review and compare different kinds of transportation to travel through free talk;
2. Get the main idea about choosing the best way from London to Amsterdam by skimming;
教學難點： 1. Obtain the detailed information about good points and bad points of four ways and some tips from London to Amsterdam by scanning;
2. Help the man choose the best way to travel from London to Amsterdam in relation to his personal characteristics by using the structured sentences through group work.
教學過程
Step 1 Before-reading Greeting Brainstorm Ss are asked to talk about different ways to travel. [Design purpose] This activity is to help students review the different ways to travel they have learned before. Free talk Ss are asked to compare different ways to travel by using superlative adjectives and adverbs; A: what is the... way to travel B: I think the.... to travel is by.... because .... [Design purpose] This activity aims to activate the background knowledge about the superlative adjectives and adverbs they learned in Unit1 and get ready for reading. Step 2 While-reading Read quickly and answer Ss are asked to skimming the passage and answer the following two questions. Q1: Where is Henry planning to travel Q2: What is the best way to travel from London to Amsterdam [Design purpose] This activity is designed to help train students’ skimming ability and get the main idea of the short passage and leads into the reading naturally. Read and write Ss are asked to read it quickly and write down the ways of travelling mentioned in the passage in the following table. [Design purpose] the purpose of this task is to help train students’ skimming ability for key words and prepare for the further reading. Read, choose and complete the table Ss are asked to read the passage carefully, choose and complete the table about the good points and bad points of different ways of travelling. Ways of travellingGood pointsBad points
If necessary, teacher guides ss to obtain the information of going by train as an example first. [Design purpose] This activity aims to help train students scanning ability and obtain the detailed information. Read and think Ss are asked to read the table and number them from the most expensive to the least expensive and answer what is the most comfortable/the fastest way. [Design purpose] This activity is designed to help students compare different ways to travel from different aspects, such as cost, time and feeling. Read and tick Ss are asked to read the passage carefully again and check the tips Henry should follow. [Design purpose] This activity is to help train students’ further thinking based on the information mentioned in the passage. Step 3 Post-reading Think and say Ss are asked to Help Henry choose the best way to travel from London to Amsterdam. I think the best way for Henry is by __________. Here are some reasons as follows. On the one hand, Henry .... On the other hand, going by... is .... If he chooses to go by..., he had better(not).... ChecklistScore1所選路線是否結合Henry個人實際情況;★2是否運用形容詞比較級或最高級描述該路線的優點;★3是否結合路線特點，給出溫馨提醒。★
[design purpose] The purpose of this task offers an opportunity for students to cooperate and practise the target language. They can imitate and use what they have learned in this lesson and transfer what they have learned into practical use. Know more Ss are asked to read and know another modern way to Amsterdam nowadays. [design purpose] This activity aims to make students know more ways to travel from other places to Amsterdam.
作業布置
★1. Read the passage on P28 for 3 times. ★★2. Discuss whether going by Eurostar is the best way for Henry and give your reasons. ★★★3. Try to make a holiday plan for a family trip to Hangzhou in China. ( Decide on the best way to get there; make a list of things to do there; share your plan with your friends.) [design purpose] The homework will not only help students consolidate what they have learned in this lesson, but also help teacher get the feedback information.
板書設計
8A Module4 Unit 2 What is the best way to travel --Reading Ways of travellingGood pointsBad pointstrainmore relaxing than... a lot more expensivecar and shipthe most comfortable the most expensivecoach the cheapest get crowded/take a long time plane the fastest/not very expensivewait for 4 hours
If he chooses to go by... he had better(not).... [design purpose] It shows the learning focuses of this lesson, which can help students learn the language better and use them in communicative activities.

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