外研版八年级上册Module 4 Unit 3 Language in use 教案（共1课时，表格式）

Teaching Plan
A revision of 8AM4 Planes, ships and trains
Writing with comparative and superlative
Analysis of teaching material 1. The topic: ways of transport 2. The Function: choosing the best way of transport for a trip 3. The teaching material: The revision is based on the topic of module 4 but not the contents of unit3, so it doesn’t includes any part in unit3.
Analysis of students Students have learned the comparative forms of adjectives in the last two modules and superlative forms in this module. The two forms of adjectives are usually used together in real life tasks. Students may have difficulty in using the sentences to describe the ways of transport and their cost and time. They may also find it challenging to give reasons to choose a way of transport logically.
Teaching objectives: By the end of the session, the students will be able to choose a best way of transport according to the request of someone. This will be achieved by: revising the ways of transport, such as going by train, taking a bus. revising the adjectives to talk about the ways of transport and their comparatives and superlatives, such as safe, safer, the safest. revising the sentence structures and verbs to describe the time, cost and other information of a way of transport, such as “You can go by bus. You can take a bus. It takes 20 minutes. It costs 2 yuan.”. teaching them how to logically list the reasons for the best way.
Teaching focuses: vocabulary: convenient, more convenient, the most convenient, ferry sentence structure: You can go by bus. You can take a it. Going by bus takes 20 minutes. It takes 2 yuan to get there. It is cheap to take a bus. grammar: comparative and superlative forms of adjectives
Anticipated difficulties: Students may feel it difficult to use the correct verbs and sentences to describe the ways of transport and their cost and time. give reasons to choose a way of transport logically. Solutions 1. Students will be asked to give sentences in the revision of the ways of transport, comparative and superlative forms. The key sentences will be written on the blackboard. Students’ mistakes will be corrected during the whole class. 2. After giving the reasons for a best way of transport, students will be asked to discuss and list the reasons in some order to make the plan nice and convincing. After that, students will be led to get the best order.
Teaching methods: task-base learning
Learning methods: group discussion, report
Teaching aids: Multi-media, blackboard
Teaching and learning arrangement
Stages/ timing Activities Methodology
Task presentation
(2 mins) Step1. Present the task Greet the students and briefly introduce the person who sent the Wechat message. (T: This is James, the foreign teacher in our school.) Present the task: help James to choose the best to Jiangxin Islet in Wenzhou. To make clear the aim of this class. Meanwhile, to involve students and simulate active learning
Revision (7 mins) Step2. Revising ways of transport. Students are supposed to brainstorm ways of transport they know and give the answer by sentences like “We can go by car.” , “We can take a bus.” Step3. Revising comparative and superlative Students are supposed to brainstorm the qualities of the transportation means by giving sentences like “Going by bus is cheap.”, “It’s comfortable to take a train.” (In this part, the teacher can offer some ways of transport which are common but not in the text, like ferry.) Then students are asked to complete the chart with the comparative and superlative forms of the given adjectives and summarize the rules. (Students can find the chart is in the working sheet.) Step4. Revising sentences to describe the time and cost of the transportation means. Students are asked to help James. They are asked to brainstorm the ways they can choose to get to Jiangxin Islet with a map. Students are led to think of the factors we care when choose a way of transport. Then, they need to describe the time and cost of all the ways according to the information chart. (They have to answer with sentences in both steps. The teacher should correct the mistakes they make.) To refresh students’ memory of the expressions about transportation means and get them ready for the task of this lesson. Students may find it difficult to use “take a ___” and “by ___” properly. Thus, they are asked to give the answer with a sentence to drill it. To check if all the students have gotten a good grasp of the target grammar, comparative and superlative and meanwhile get them ready for the task. Students may find it difficult to use take, spend and cost to describe time and cost of a way of transport. Therefore, this step is set to clarify and consolidate it again and get students ready for the task.
Working for the task
(9 mins) Step5. Choosing the best way of transport with good reasons. Students are asked to choose the best way of transport according to James requests. They are supposed to do it in a group competition. Each group gets 1 point if the one gives a choice with a good reason. Step6. Summary for the plan structure Students are ask to discuss what do I tell James first/next/finally to reply his message in groups. They are supposed to find out we should mentions all the possible ways of transport at first, and then list the reasons according to the requests. Finally, we have to end up with a conclusion. The teacher is supposed to write the tips on the blackboard. The main part of the writing task is reasons for choosing some way of transport. This step is actually a brainstorming in hope that is allows the generation of as many as good reasons. To involve more students and get them more motivated, it is designed into a group competition. It is another anticipated difficulty for students to put all the reasons into a logical passage. Students may get a better understanding of the reasonable structure by discussing first and getting the structure by themselves. Thus, in this step, students are asked to discuss first.
Production (22 mins) Step7. Choosing the best way of transport for James’ trip to Shanghai An email from James will be shown and students are supposed to find the key information, including James’ destination and request for the way of transport. Students are provided with information of the possible transportation means and a check list for good writing. Step8. After writing, students are asked to share the passage with groupmates and give marks according to the check list. They are encouraged to make groupmates’ writing better. Step9. Each group is supposed to choose a passage with the best mark and the teacher will lead students to read and check the passage. The teacher should put the focus on the structure, logic as well as grammar. It aims to evaluate how well the students master logical structure and grammar this lesson. To offer students a real situation to use what they’ve learned. It provides them an opportunity to absorb the content of this lesson better.
Homework Choose one place and give the best way of transport. Destination Request Ways of transportWenzhou Science MuseumFast(better to be cheaper)HangzhouFast and comfortable
There are two place provided to consolidate what students have learnt. In the chart, Wenzhou Science Museum is near the school. It is easy to choose the way of transport. As for Hangzhou, there are more ways to choose and it is more difficult to give reasons. Students can choose the task according to their ability.
Blackboard Design Choose the best way of transport You can go by bus. Tip1 Mention all You can take a train. the possible ways. Going by car is convenient. Tip2 List reasons It’s fast to take a plane. according to the Going by bus takes 23 minutes. requests. It costs 2 yuan. Tip3 Give a Conclusion.
The blackboard designing presents the two anticipated difficulties in this lesson – sentence structures and the passage structure. These are the key parts to complete the task of this lesson.
Teaching reflection In this lesson, most of the students are found to forget or feel confused about some of the verbs and sentence structures to describe ways of transport and their time and cost. If the students are good enough to give correct sentences, the teacher should encourage them to express with different sentence structures. If possible, the teacher should write them on the blackboard and ask students to take notes. After students have drawn out the structure of the writing passage, the teacher should ask the students to take notes. It seems it’s not enough to just make the students go through the model passage provided by the teacher. They should be asked to read it aloud and take notes of the language or idea at the same time.