资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 M4U1 He lives the farthest from school. (Listening & speaking)
教科书 书 名：《新标准英语》教材 出版社：外语教学与研究出版社
教学目标
By the end of the class, students will be able to: listen and get specific information about ways of transportation; express clearly with proper stress; take part in a conversation, compare different ways of transportation and choose the best way.
教学重难点
教学重点： 1. Students know how to compare different ways of transportation with the expressions they learn in class through listening and reading activities, which develops their language competence and learning capacity. 2. Students know how to choose the best way by giving reasons, which develops their language competence and consciousness. 教学难点： Students may find it difficult to: compare ways of transportation with superlatives; choose the best way considering different situations like time, feeling, price and safety. 设想的解决方法： 1. Students need to stress the key information to make themselves clear while speaking. 2. Students work with partners or group members to choose the best way. 本节课语言知识： To achieve the teaching aims, students need to understand the meaning and the usage of these new words: crowded, far (farthest), close (closest). New expressions: new expressions: far from Sentence structures: It’s the most comfortable way, but it’s also the most expensive. That’s a good choice, but it’s a bit dangerous. There’s so much traffic.
文本分析
What 该文本是一段一个学生和她母亲（Betty和Mum）之间的对话。对话呈现了女儿向妈妈请求自己骑自行车上学的情境。Betty先和妈妈说自己上学迟到了，原因是早上搭乘公交车时，路上发生了交通事故导致了交通堵塞，Betty特意表明，除了自己，其他人都没有迟到，因此坐出租车上学可能更合适。妈妈对此方案表示否定，Betty在此之后提出了自己的最终目的，骑自行车上学。妈妈反复确认其他同学是如何去学校的，Betty对答如流，每位同学因为家和学校距离不等而选择了地铁、步行等不同交通方式，最终妈妈同意了她骑车上学，但需要注意安全。 同时对话中包含了“far from, close, crowded”等可能影响学生理解对话内容的词汇，以及在对比不同交通方式时需要用到的形容词与副词的最高级形式。 文本旨向“人与自我”主题，涉及“身边的事物与环境”子主题，同时涉及“人与社会”中的“良好的人际关系与人际交往”子主题。本课旨在帮助学生在生活中和他人自然地讨论上学的交通方式，在课后和他人讨论去其他地方的交通方式并进行比较。 Why 学生和妈妈讨论上学交通方式的情景比较常见，在这个对话中，可以看出Betty有预感妈妈可能会不同意自己骑车上学，所以她在提出真实目的前，做了两次铺垫。一次是先提自己坐公交的上学路上，碰上了车祸导致的交通堵塞，第二次是提出最不可能的方案——坐出租车上学（最舒服但最贵，且也会碰到交通堵塞），最后才提出自己最终目的，即骑车上学，并强调班级大部分同学都是骑车上学。而妈妈在听到女儿的想法时，首先因花费高没有同意出租车的想法，其次向Betty确认了她三个同学（Tony, Lingling, Daming）的上学方式，Betty表示Tony住得最远所以坐地铁，Lingling住得最近所以步行，Daming和Betty一样坐公交上学，Betty再次强调坐公交很拥挤且容易碰上交通堵塞，并保证自己会注意安全，妈妈终于同意Betty骑自行车上学。 在本段对话中，学生可以得到以下启示，不同的人会因为个人情况不同而选择不同的交通方式，对话中的母女在讨论出行方式时，亲子双方都考虑到了舒适度，青少年更在意速度是否够快，更在意自己是否会迟到，而父母更在意的是安全问题，也会考虑到花费高低。因此，学生在选择自己的最佳交通方式，以及和他人讨论出行选择时，要考虑到实际情况并进行对比 How 本对话共6个话轮，话题是合作与交流，每一个话轮都和上一个话轮相关，并且全都围绕交通方式进行，最终Betty说服母亲同意自己骑自行车上学。 话轮以Betty抱怨自己上学迟到了开始，妈妈立刻询问发生了什么，Betty解释道：今早坐公交上学碰上了车祸导致的交通堵塞。在接下来的话轮中，Betty提出要坐出租车上学，或是骑自行车上学，妈妈都觉得不妥。妈妈两次表达不同意之前，都会先对Betty的提议表示肯定，照顾Betty的心情：“It’s the most comfortable way, but it’s also the most expensive.” “That’s a good choice, but it’s a bit dangerous.” ，在表达观点时，妈妈用重音强调了语句中的关键信息，帮助自己表达清晰。
学情分析
Students are from Grade 8. They have learned about talking about the way to the National Museum (take the underground or take a bus or a taxi) in Module 6, and about talking about how long it takes to take a plane in Module 10 (—How long did it take to get there Did you fly —Yes, we did, and that took about nine hours.) of their second textbook in Grade 7. They have learned to compare things with comparative adjectives or adverbs in the last three modules. And they need to go to school in different ways of transportation every day or at least once a week, so they are familiar with the topic. After a year’s study, students have a certain level of English learning. They can tell ways to school and compare them in English. However, telling the best way with superlative adjectives or adverbs may not be easy for eighth graders. Choose the best way to somewhere considering time, feeling, prices, safety and other situations is also a challenge for them.
教学过程
Objectives Activities Evaluations
Listen and get specific information (key information) about ways of transportation. Activity1. Free talk Students talk about how they usually go to school freely and think of what people might take if they go abroad for study. Students compare going by bus and going by bike and tell going by bike is greener and cheaper. Students compare going by bus, going by bike and going by taxi to tell the fastest and the most comfortable one. Also, students need to find out taking a bus is sometimes crowded and taking a taxi is the expensive. According to students’ answers, the teacher can know whether students remember ways of transportation that they’ve learnt before. According to students’ answers, the teacher can know if students master how to tell the better one with comparatives and to tell the best one with superlatives.
Activity2. Pair work Students talks about the classmates who lives farthest or closest and then work in pairs to ask and answer about the best or the worst way to school for them with reasons. According to students’ simple dialogues, the teacher can know if they can compare ways to school and express themselves with superlatives.
Activity3. Predict and listen Students predict why Betty was late for school and then listen to the entire dialogue to check their prediction. According students’ choices, the teacher can know their ability to get the key information of a listening material.
Justification: This part is designed to lead in the topic, arouse students’ interests and remove word barriers for listening. Also, it can develop their listening skills, like predicting and taking notes.
Listen and get specific information (detailed information) about ways of transportation. Activity4. Listen Students listen again and check how Betty, Tony, Lingling and Daming go to school and why Tony goes by underground and why Lingling goes on foot. Students read the dialogue and find out how Betty actually wants to go to school. According students’ notes, the teacher can know their capacity of extracting details and taking down key information.
Express clearly with proper stress. Activity5. Think, pair and share Students read the dialogue, think about the questions, discuss with partners and finally share with the whole class. Students find out Mum’s opinion on going by taxi and by bike and try to imitate her with stresses. Students summarize the most important factors to Betty and to Mum when choosing ways of transportation. Through students’ imitation, the teacher can see if they know how to express themselves clearly. Through students’ summary, the teacher can know if students can know what they should consider when choosing ways of transportation.
Justification: Guide students to learn what they should consider when they need to choose a proper way. In the meantime, the imitation can help students learn to use stress to express opinions clearly.
Take part in a conversation, compare different ways of transportation and choose the best way. Activity6. Group work Students work in groups and make a conversation. They talk about the ways to Hangzhou to enjoy the 19th Asian Games considering time, feeling, price, safety and other situations. Also, they need to consider what the most important to them is. According to the conversation, the teacher can tell whether students can apply what they’ve learnt in this lesson.
Justification: Lead students to transfer what they have learned into practical use and cultivate students’ ability of solving real problems in daily life. Throughout the lesson, students can know the importance of thinking carefully and throughly before choosing a way to Hangzhou.
Homework
You must do: Listen, imitate and read the dialogue fluently. Try to act it out with your friends. Write down what you’ve talked about in class (ways to Hangzhou) and compare them with comparatives and superlatives. You can do: Help your friends to choose the best way to other places with reasons and get ready for the next class.
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