2014外延初二module4教案

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外研版八年级英语上册 Module 4 .教学设计方案

教师带领学生一起口头复习出行方式，引出形容词副词最高级级的内容。
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
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外研版八年级下Module 4 全模块教案

Module 4 EducationⅡ. T eaching 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)ⅣT eaching plans for each period分课时教案Period 1 Listening and speakingT arget 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.T eaching 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. T eaching aids教具准备A projector or some pictures a tape recorderT eaching 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 2002on 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: V ery good. Look at part one of your textbooks. Y ou 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. Y ou’ll read the sentences 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. Y ou 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. Y ou’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 writingT arget 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.T eaching important/difficult points 教学重难点How to talk about numbers and Project Hope.T eaching aids教具准备A projector or some pictures and some small pieces of paper and a tape recorder.T eaching 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: Y esterday 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: Y ou 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 ofthe 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 joiningthese 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 useT arget 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.T eaching important/difficult points 教学重难点Learn the usage of Present Perfect with since and forT eaching aids教具准备Some pictures and a tape recorder.T eaching 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. Y ou’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 are building another Hope School. And we are now raising money for it. We hope you can help. Y our 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。

外研版初中英语八年级上册《Module 4》模块教学设计(含课时设计)

Task one is for the whole students, and task two is optional.
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2014年八年级下册英语module 4学科导学案

2013年－2014年第二学期八年级英语学科导学案课题：Module 4 Seeing the doctor Unit 1 I haven’t done much exercise since I got my computer. 课型：新授课谈论健康的生活方式（寻医问药）第1 课时学习目标学会如何描述自己的身体状况，以及根据他人身体状况提出简单的建议，学会如何写简单的假条本单元重点词汇cough fever headache stomachache toothache ill sine cold health重点句型短语写出文章含有下列短语的句子并且翻译成汉语。

1 have got a stomachache2 be ill3 take one’s temperature4 fast food5 do exercise6 such as7 take the medicine8 look after9 too much语法能正确理解现在完成时的含义，了解现在完成时的构成,进一步学习现在完成时的应用；重点：since ，for 的用法；难点: 现在完成时的应用 .自主学习读对话，回答问题：1. What has Daming got?_______________________________________________________________________________2. Does Daming have breakfast?_______________________________________________________________________________3. Why has Daming got a stomachache?_______________________________________________________________________________4. Does Daming do any exercise? Why?1. have a cold 患感冒have a bad cold 患重感冒- What’s wrong with you? –I have a bad cold .- How are you feeling now ? - I’m feeling much better.2. stomachache 胃痛腹痛肚子痛have a stomachache 胃痛= have a pain in the stomach have a bad stomach 胃痛得厉害（1）-I’m not feeling well at the moment .- What’s wrong?- I have a bad stomachache..此刻我感觉不舒服。

外研版八年级下Module4说课稿(精)

Good afternoon, ladies and gentlemen. My name is Wanhui. I ’ m from No.19 Middle School. Today I will talk about Unit 1 of Module 4 in Student’ s Book 4. I am goning to talk about this lesson from seven parts: Analyzing teaching material, Analyzing the Students, Important points and difficult ponits of teaching,Teaching Aims, Teaching methods , Studying methods, Teaching ProcedurePart One:Analyzing teaching material1. Lesson type: Listening and speaking2. Status and functionThe topic of this module is technology. And the main content of this unit is focused on the instructions of using a piece of technology-CD.The problems about new technology in this module are known well by the students in their lives. So through the study of this module, the students can come into great interest in the new technology and show their love of new technology . This lesson is Unit 1 of Module 4. So if Ss can learn it well, it will be helpful to make the Ss learn the main content of this module well. .Part two:Analyzing the StudentsThe students have learned the topic of computer in Module10 in Student’s Book 2. They have known some words and some simple sentences about how to use the computer. So they have something to say about technology . It’s helpful for the students to learn and use the content of this unit.Part three:Important points of teaching and difficult points of teaching 1.Important points of teachinga. New words and phraseb. Sentence pattern: If-conditional clausec. understand the instructions of using a piece of technology2.Difficult points of teachinga. If-conditional clause+imperative sentenceb. Give instructions of using a piece of technology by using the new vocabulary and structures the students have learned in this unitPart four:Teaching Aims1.The aims of knowledge1Enable the Ss to remember the following new words & phrasesa.Key words: choose, copy, connect, instruction, key, memory ,symbol, basic, boring, especially, excellent, only, simpleb.Key phrases: take your video, save your video,play back,connect to , send sb. sth.2 Enable the Ss to understand and use the structureKey structure: If you want to turn on the recorder,press the blue button.If the red light doesn’t come on,wait for thirty seconds.3 Help the Ss to engage the grammarGrammar : If-conditional clause2.The aims of abilitiesListening : The students can undrestand the instructions of using a piece of technologySpeaking: The students can use the key words in this unit in new situation to say the instructions of a simple equipment.3.The aims of emotiona. Make the Ss know more about the new technology and encourage them to try the new techonlogyb. Cultivate their ablities of life and improve their quality of livingc. Cultivate their love of science and technology and their spirit of explorationPart five:Teaching methodstask-based teachingNew English Lesson Standards says that during the Foundation Educationperiod ,the total goal for English lesson is to improve the students’ ability of comprehensive using language. So I think the Ss must play the principle role in each class. That is student-centered teaching , task-based learning and activity-based teaching. I think if I want to improve the students’ oral English,I should give them enough chancesto practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.Pre-task :The students can learn some background in their lives.Task-cycle :Through the training of listening and speaking, the students can improve their ability of explanation and get ready for finishing the finial task.post-task :The students finish the task and show their achievement.Part six: Studying methods1. Teach Ss how to be successful language learners2. Teach Ss how to develop the listening and speaking skills;how to communicate with others; how to learn new words; how to learn independently;3. Get the Ss to form good learning habits.Part seven: Teaching procedureStep 1 BrainstormingLet the students say some words about the technology according to their knowedge. The more, the better. Then lead in some new words, such as video, recorder, video camare and so on.Purpose : The teacher starts with the new technology to attract their attention. And then in order to arouse their interest,the students will have a brainstorming of the words about technology. It’s easy to lead in some new words and get ready for the next step of teaching.Step 2 Which suggestion do you give?According to the pictures, let the students do the practices like the following model. First, I will give an example.A: Which suggestion do you give if I want to listen to music?B: If you want to listen to music, choose the tape recorder.Purpose :Through the simple answers, the teacher begin to use the sentences including if . Let the students have an understanding of if-clause. The students do some exercises according to the models in order to widen their ways to think about problems.Step 3 Lead – in: instructions of computerLet the students talk about the instructions of computer.Purpose : Copmuters belong to new technology. The students have learned the use of computers. So it’s easier for the students to learn this unit from the revision of the instructions of computers.Step 4 PresentationShow the tape recorder to the students. Ask a student to use it and introduce in English.Key words: turn on the recorder, play back, record, red light,send recording by email, green light;press the blue / green / red button, wait for thirty seconds, connect the recorder to your computer, choose the “copy” symbol.Purpose : The tape recoder is very intuitive. It is very easy to operate in the classroom. Leading in some phraese can make the effect perfect.Step5 Listen and answerListen to the dialogue and answer the questions(Activity3 and 4Purpose:Through listening to the text, students can improve their ability of listening. And it’s helpful for them to practice the language and understand the text better. It’s easier for them to learn this unit.Step6 listen and read1.Listen to the tape and read in characters2.Listen again and finish Activity 5.Purpose : Train their ability of listening and read. Train their ability of getting some information from the listening material.Step 7 work in pairsDescribe the tasks or problems in Activity 5 and give instructions.Eg: -How do I turn on the recorder?-If you want to turn on the recorder, press the blue button.Purpose : in order to train the ability of using the language, the students should use the knowledge again and again. This can make a foundation for the next teaching and strenghten the new vocabulary and key structure.Step 8 Work in pairsI will give them a question like this, “ I have bought some new technology, could you help me to give instructions on how to use it?” let the students choose a piece of technology and talk about how to use it. Purpose : Through this part, the students practisethe comprehensive ability of using the language. The students can practise the key structure and it provides a chance for the students to show themselves. Step 9 Homework1. Copy the new words.2. Read the dialogue three times.3. Talk about how to use a mobile phonePurpose: revise the knowledge.说课稿New stardard English Studentent ’s Book 4 for Grade Eight Module 4 New technology Unit 1 If you want to record, press the red button.瓦房店市第十九初级中学万慧。

外研版八年级英语上课件 Module 4 教案

Module 4 Planes, ships and trains【教材分析】本模块围绕“交通与旅游”这一话题开展语言活动，旨在让学生了解有关交通和旅游的信息，同时学习形容词和副词的最高级形式。

通过Unit 1贝蒂和妈妈讨论上学的交通方式及Unit 2对从伦敦到阿姆斯特丹的交通方式的介绍，使学生能够运用形容词和副词的最高级形式谈论旅行及乘坐的交通工具。

通过本模块的学习，要求学生能运用英语自如地谈论和“交通与旅游”相关的话题。

Unit 1 Nice to meet you.【单元内容分析】Unit 1通过本单元的学习要求学生：1.能谈论自己和同学上学乘坐的交通工具；2.重点掌握词汇(except, far from等)、句型(What happened？等)及语法(形容词和副词的最高级)。

一、教学目标:●Knowledge objectiveKey vocabulary:road, accident, except, choice, classmate, far, far from, close, crowded, all the time,Key structures:Structure: Superlative adjectives and adverbs (-est, most); irregular superlatives.Key sentences:1. What happened?2．It's the most comfortable way, but it's also the most expensive.3．Don't worry. I'll be careful.4．He lives the farthest from school, so he takes the underground.5．He goes by bus too, the same as me.●Ability objective1. Function: Describing and comparing modes of transportation.2. Skills: Listening and understanding familiar topics (transportation)4. Around the world: The longest railway5. Task: Making a holiday plan for a family trip to a city in China.Moral objectivePay attention to tourism and traffic information, choose a reasonable and safe way to travel, and cultivate the sentiment of loving our country.二、重点及难点:Superlative adjectives and adverbs (-est, most); irregular superlatives.三、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 New words1. 朗读单词Words: road, accident, except, choice, classmate, far, far from, close, crowded, all the time, 注意单词中每个音节的发音和字母组合。

外研版八年级英语上册教案Module 4 Unit 1

Module 4 Planes, ships and trains Unit 1 He lives the farthest from school本单元主要围绕"Modes of transportation "这一主题展开各种教学活动,并以这一主题引出形容词及副词的最高级这一语言功能.本单元旨在创造一个轻松愉快的学习交流环境,主要通过听,说来培养学生综合运用这些知识的能力.并让学生能在"做中学"(learning by doing),通过有限的课堂实践活动,拓展以往的经历,能准确地用英语来表达。

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.Tape recorder, OHP, videoTeacher show some pictures of some famous places, let students say their name. Teacher:Do you know this place?Ss: Beijing\London\ParisStep 2 Lead inA: How do you go to school?B: I go to school by ______ / on foot.Teacher show different ways of transportation, teach the new words.Step 3 Presentation1.Let Ss work in pairs, ask and answer the following questions.How do you get there?What is the most comfortable way to go to there?What is the cheapest way to get there?2.PracticeLook at the pictures, and say something about the pictures.My father goes to work by bus.Most of our classmates go to school by bike. It’s very cheap.It’s the fastest train in the world. It’s modern.Mum often goes to work by taxi. It’s the most comfortable way.The Black’s are going to travel to London by ship.Many people take the underground to work. It’s crowded.They travel to Beijing by plane. It’s the most expensive way.3.Conclusion: 表达交通方式1.骑自行车ride to … = go to…by bike/on a bike2.乘公共汽车go to… by bus/on a bus = take/catch a bus3.坐汽车drive to …= go to…by car/in a car4.乘火车go to …by train/on a train =take /catch a train5.乘轮船by ship /sea6.乘飞机fly to…=go to…by plane/air/on a plane7.乘渡轮by ferry8.乘地铁take the underground = go to ... by subway4. Words and expressionsStep 4 Exercise1.Match the words from in the box with the pictures.2.Listen and match the words in the box with the pictures in Activity 1. You need to use one word more than once.3.Listen and underline the words the speaker stresses.1. —Who lives the closest to school?— Lingling lives closest.2. — What is the most comfortable way to go to school for Betty?— By taxi.Now work in pairs. Listen again and repeat.4.Ask and answer questions about the ways of going to school. Use the words in the box to help you.—What’s the most expensive way to go to school?— Going by taxi is the most expensive.— How about by bus, is it a good way to go to school?— It is cheap, but so crowded.5. Listen and readMum: ______________, but it’s a bit dangerous. There’s ______________.Betty: But most of my classmates ride bikes, and it’s_________. Don’t worry. I’ll __________ Mum: How does Tony go to school?Betty: He lives ________________ school, so he ______________.Mum: And what about Lingling?Betty: Her home is _______________school, so she walks.Mum: And what about Daming?Betty: He goes by bus too, _____________. But it’s so crowded! And the traffic is _________. Mum: ___________. You can ride your bike to school, but remember ____________ all the time.6. After listening, complete the table.Ways to go to schoolBettyTonyLinglingDaming7plete the sentences with the correct form of the words in the box.1. The _________________ way to go to school is by taxi.2. Tony lives the __________ from school.3. Lingling’s home is the _________ to school, so she always walks.4. For Betty, going to school by bike is the ______ choice.Everyday EnglishWhat happened? 发生什么事情了？Don’t worry.别担心。

外研版八年级上册M4整个模块教案[1]

复习并巩固所学内容。
Unit 2 Project Hope has nowledge aims: Master the use of “for/ since…” in the present perfect tense grasp the key and difficult points in the text. 【能力目标】Ability aims Ss get information about Project Hope and use present perfect tense to talk about Project Hope. 【情感态度目标】Moral aims Learn to show love to others and do something for poor students. 【教学重点】： 1. Vocabulary and phrases：
Unit 1 How long have you studied English?
【教学目标】：（teaching aim) 1. Master the key words in Unit 1 2. Learn to master the use of “ for / since” in the present perfect tense. 【能力目标】(Ability aims) 1. Talk about the experiences with How long..? and “since/ for” 2. Understand the conversations about what Project Hope has done. 【情感态度目标】(Moral aim) Know about Project Hope and what has it done 【教学重点】 1. Vocabulary： teach, since, same, poor, project, still 2. Sentence structures：－How long have / has….? －…since…/ for …. 【教学难点】 Students can understand the conversation about experience 教学步骤步骤教师活动学生活动 Step 1 Present some pictures and give some Students try to answer Warming - up questions: Where have you been in with the sentence pattern: the last holiday? Where has he/ she I have been to… been …? I started to …? When did you start to …? Step 2 Present three pairs of pictures Look at the pictures and Presentation and sentence with past tense the given sentences and adverbials, and part of present fill in the blanks perfect tense sentences eg: I started to learn English in 1999. I have learned English since___________. I have learned English for ________. Step 3 Play the tape and match the years Listen and match with the activities Step 4 Drill / Practice Step 5 Given the years and some phrases about the teacher Given some other pictures and sentences pattern and ask Ss to practice it Work in pairs and talk about the teacher ’s resume Practise the sentences with the sentence patterns

2014年春外研版八年级英语下册配套教案：Module 4 Seeing the doctor 教案

Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.设计者：wen-ku 设计时间:2020年设计用途：公开文档类型：word Document source network, if there is infringement, contact the author to delete.【教材分析】Module 4的主要内容为运用现在完成时来描述自己和他人的经历，例如看病经历、运动经历等。

从全书来看，本模块承接上一模块对现在完成时的学习和运用，内容有层次的展开，学生容易接受。

【教学目标】Knowledge objective:1. 词汇: cough, fever, headache, stomachache, toothache, ill, this, since, cold, catch a cold, take sb’s temperature, fast food, health, take2. 现在完成时中for短语和since短语的使用。

Ability objective:能听懂和阅读关于介绍看病经历的语言材料，能通过相关词汇和图片描述自己和他人的看病经历；能编写关于看病的对话。

Moral objective:学会倾听他人的看病经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。

【教学重点】现在完成时的for短语和since短语。

【教学难点】1. 现在完成时的瞬间动词和延续性动词。

2. 现在完成时的for短语和since短语的区别。

【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look the pictures and answer the questions.Step 2 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.Step 3 Match the words in the box with the pictures.1. Look at the words first.2. Choose the right word for each picture.Step 4 Listening1. Listen to Part 2 and check what’s wrong with Betty and Daming.Keys: Betty: headache stomach acheDaming: cough fever toothache2. Listen to Part 3 and answer the two questions:1) Have Daming got a cold?2) What kind of food does Daming usually eat?Keys: No, he hasn’t.Fast food.Step 5 Reading1.Please find out sentences which have for or since in thedialogue.Keys: 1. I’ve been ill for about three days!2. I haven’t done much exercise since I got my computer lastyear.2.Now complete the table about Daming.3.Read Part 3 and mark T or F.Keys: FFFTTStep 6 Everyday EnglishLet Ss say what they have learnt in the passage.Step 7 Language pointsSs should master the main points from the passage in Part 3. If possible, let the students to say at first.1. I feel ill. 我感觉我生病了。

外研版八年级英语上册教案 Moddule 4 Unit 2

Module 4Planes, ships and trainsUnit 2 What is the best way to travel?一、教学目标1. 能够掌握下列词汇和短语：park, journey, however, outside, book, cost, plan to, sth. cost (sb.)…等。

2. 能掌握以下重点句型：I’m planning to travel from London to Amsterdam.The more information, the better.However, it will not cost as much as going by train.What’s the cheapest way to travel from London to Paris?The cheapest way is by coach.3. 能够读懂描述旅行中各种交通方式的不同点的文章，辨别其中的利与弊。

4. 能够运用目标语言对各种旅行方式进行对比，描述其差异及利弊，并阐述理由。

5. 能够运用形容词和副词的最高级来谈论并比较旅行方式和交通工具。

6. 通过了解英语国家有关旅游和交通等方面的信息，并将之与自己的日常生活联系起来，拓展视野，激发学习英语的兴趣。

二、教学重点及难点重点：1. 掌握本课重点单词、短语和句型。

2. 掌握形容词和副词的最高级来谈论并比较旅行方式和交通工具。

难点：掌握并运用目标语言对各种旅行方式进行对比，描述其差异及利弊，并阐述理由。

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 WarmingupFree talkT: How can you get to Beijing?S: …T: What’s the most comfortable way to get there?S: …T: What’s the best way to get there?S: …【设计意图】通过自由交流活动，充分调动起学生的学习兴趣，自然导入本课话题。

Module4单元教案

-难点举例：区别usually和often的用法，理解always和never表示的绝对频率。
（2）形容词比较级的构成和用法：学生需要掌握形容词比较级的构成规则，以及如何在不同情境下进行比较。
-难点举例：不规则比较级的记忆，如good → better；学会在句子中正确使用比较级，如I'm taller than him.
-句型：How often do you ...? I ... sometimes.
2. Unit 2 What's the weather like in ...?使学生学会描述不同城市的天气状况，了解天气对人们生活的影响。
-词汇：sunny, cloudy, rainy, snowy, windy, weather, temperature等。
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。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了频率副词、天气描述和比较级的概念、重要性和应用。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
（3）在实际情境中运用所学知识：学生需要将词汇和句型应用于实际交流中，这可能涉及到语言的综合运用和创造性思维。
-难点举例：在小组讨论中，学生需要运用所学词汇和句型描述自己的日常生活习惯和天气情况，这对于一些学生来说可能存在表达上的困难。
在教学过程中，教师应针对以上重点和难点内容，设计有针对性的教学活动和练习，确保学生能够透彻理解并熟练运用所学知识。
-重点举例：How often do you read books?（你多久读一次书？）；What's the weather like in summer?（夏天天气怎么样？）；I'm more outgoing than my sister.（我比我妹妹更外向）。

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…。

外研社初中英语八年级下册教学案：Module 4 Exercise 1

外研社初中英语重点知识精选掌握知识点，多做练习题，基础知识很重要！外研社版初中英语和你一起共同进步学业有成！北辰实验中学2013 --2014 学年第二学期英语学科教师备课活页（电子用）课题：M4 Exe rcise . 课型： Revision主备：李慧日期：2014/3/10备课组长签字：学科主任签字：_______序号：__054_教学流程来源学。

科。

网【教学目标】 1. To revie w the key language points in M4. 【类型题】单项选择　1. -How long have you had your bike? -________ Saturday.A. ForB. SinceC. ThenD. About　2. - _______ have you used this book? - Since you lent it to me.A. HowB. WhatC. How long 3. I have _______ for two days. I want to ask for two days ’ leav e.A. illB. been illC. feel ill　2. -Have you ever visited Germany? -____________. But I expect to go thereagain. 【2011云南昆明】 A. PerhapsB. No, I haven ’tC. I don't knowD. Yes, I have 3. Mr. White came to our school in 2008,and since then he ______ us English. 【2011江苏盐城】 A. teaches B. taught C. has taughtD. will teach4. Jim _________ in Zhuzhou since he finished his college.【2011湖南株洲】 A. worksB. is workingC. has worked用括号内所给单词的适当形式填空。

2014年八年级英语下册Module4Unit3导学案(新版外研版)

2014 年八年级英语下册Module4 Unit3 导教案（新版外研版）初二英语课时教案课题 odule4SeeingthedoctorUnit3Languageinuse编制人审查人学习目标与评论设计目标及要求识记理解应用1.娴熟掌握本单元的单词，短语及句型。

预习一2.能够娴熟掌握此刻达成时，划分持续性动词和短暂性动词。

新知3.养成健康生活的好习惯，协调好运动与学习的关系。

练习要点难点能够娴熟运用冠词；理解并正确表达大数字。

预习教案学生笔录（教师点拨）教案内容【课前预习】I．教材典句1.Ihaven’tdoneuchexercisesinceIgotycoputerlastyear.自从昨年有了电脑，我没做好多运动。

Ihavehadhiforthreeonthsnow此刻我拥有它有三个月了Howlonghaveyoubeenliethis?你这样多久了？II．语法全解一．持续性动词表示能够持续的动作,如：learn,wor,stand,lie,now,wal,eep,have,wait,watch,sing,read,sleep,live,stay等。

持续性动词能够与表示时间段的状语连用。

Howlonghaveyou?你做某事多久了？Ihave fortwodays/sincetwodaysago.班级小组姓名________使用时间 _2014_年 _月 __日编号审批第 1 页新知学习学生笔录（教师点拨）Howlonghashe/she?他/她做某事多久了？He/Shehas.表示时间段的短语有:for+ 一段时间 ,for2years;since从句,sincehecaehere;since+时间点名词 ,sincelastyear,since5daysago;howlong;foralongtie等。

例 :Hehaslivedherefor6years.youcaneeptheboofor5days.Istayedtherefor2weeslastyear.Howlongdidyoustaytherelastyear?二. 非持续性动词也称停止性动词、瞬时动词 , 表示不可以持续的动作,这类动作发生后立刻结束。

外研版八年级英语上册教案 Module4 Unit1 (2)

Module4 Planes, ships and trains
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

外研版八年级英语上册教案 Module 4第二课时

第二课时Unit 1 He lives the farthest from school.环节1新课导入T: In our last lesson, we have learned the conversation between Betty and her Mum. Who is the closest to school? And how does she go to school?S1: Lingling is the closest to school, so she walks.设计意图：通过师生之间的对话，回顾上一课时的学习内容，循序渐进地引入本课时的学习内容。

环节2学习活动4、51．让学生朗读活动4方框中的单词，然后用单词完成活动4的填空练习。

2．教师核对答案，并让学生朗读这些句子。

然后邀请学生逐一翻译句子。

3．让学生朗读活动5方框中的单词和短语，然后完成活动5的填空练习。

4．教师核对答案，并让学生大声朗读这些句子。

设计意图：通过实践练习，巩固学生对已学词汇和知识点的掌握。

环节3学习活动6、71．让学生自己试着朗读活动6的句子，揣摩句子的重音。

2．播放录音，让学生感知句子的轻重音变化，并标出重读的单词。

3．再次播放录音，学生确认重音的位置。

教师核对答案。

4．教师邀请两三组学生当堂表演活动6的对话，注意纠正学生的语音语调。

5．让学生朗读活动7中的单词并掌握其含义，然后朗读方框下的对话。

6．两人一组，模仿范例，询问对方去学校的方式并对该方式作相应的描述。

设计意图：通过活动6的听力练习及老师的指导，提升学生的英语口语技能；最后的对话练习，让学生学会将目标语言运用到日常交际中去。

请完成本课对应训练！。

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。

Module 4 Unit 3-2 示范课教学设计(外研版八年级上册)

Module 4 Planes, ships and trainsUnit 3 Language in use 2教学设计一、教学目标1. 熟练掌握下列词汇和短语：crowded, best, on the east of, 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。