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1、Have you ever been to a museum? 教学设计（Period 1） 一、教学目标在本节课结束时，学生将能够正确使用现在完成时表示是否去过某地；使用现在完成时表示曾经或从未做过某事。（一）知识与能力1. 学习并掌握现在完成时的肯定否定和疑问句的用法。2. 学会并能够谈论自己曾去过的有趣的地方的经历。3. 初步感知并拓展旅游话题，丰富人物的旅游经历。（二）过程与方法采用任务型教学方法进行自主学习、小组合作探究、和Roleplaying的学习策略，利用教学图片、幻灯片、视频等来展开课堂教学、通过Pairwork问答式的口语交际活动互相询问同桌是否曾经去过某个博物馆或地方。两
2、人可以用形容词来讨论对该地的感受和看法。本单元的教学法建议：词汇教学采取图片、游戏环节进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取pairwork问答式的口语交际活动和小组活动互相操练；听力教学采取判断正误，根据听到内容进行单项选择、填空、正误判断、先后排序，听后回答问题等方式；写作教学以填词、回答问题、写简单的短文为主；语法教学总结规律、抓住特征、模仿操练。（三）情感态度与价值观通过不同形式的听力练习，锻炼了学生提取关键信息的能力。不同的对话模式让学生了解到不同种类的博物馆和人物丰富的旅游经历，深入挖掘博物馆以及旅游景点吸引人和有趣的原因，还让学生了解如何接受或委婉拒别人
3、的邀请。丰富了学生的课余意识和文化意识，还增进了同学之间情谊。二、教学重难点（一）教学重点1. 学习和巩固现在完成时态的基本用法。2. 学会用一般疑问句和特殊疑问句对游览地点和细节描述提问和回答。3. 掌握never, ever, once, just, has been to & has gone to的用法和区别。4. 运用第三人称单数的交通方式表达人物过去的旅游经历。（二）教学难点1. 训练在听力过程中抓住关键词的技能，学会捕捉并利用信息。2. 丰富个人旅游经历，拓展谈论话题，能简单口述、书写报告。三、教学策略词汇教学采取图片问答进行教学，让学生在情境中操练、理解含义，并学会运用；口语教
4、学采取pairwork问答式的口语交际活动和小组活动互相操练；听力教学采取判断正误，根据听到的内容进行单选、填空、正误判断、先后排序，听后回答问题等方式；设计贴近学生的真实生活情景的活动对目标语言进行训练。四、教学过程Step 1: Lead-in Activity 1: 展示自己曾经去过的“大英博物馆”图片，问学生“曾经去过博物馆吗？”【设计意图】激发学生兴趣，引出本节课的话题。Activity 2: Free talk询问学生在冬天和夏天分别想去哪里旅游？展示不同地方图片，问“是否曾经去过？”【设计意图】通过向学生了解的一个大任务引入新课，贴近学生日常生活，创设熟悉的生活环境。Step 2
5、: PresentationActivity 1：利用图片逐步呈现博物馆和常见的主题公园，并引出本课重点句型Have you ever been to space museum/history museum/art museum/water park/zoo/amusement park?等。【设计意图】图片形象直观，学生可以掌握常见的主题公园和博物馆名称并学会使用句型Have you ever been to?Step 3: Sentence structures learningPre-listening-speaking: 复现上面几个地点图片，让学生做pair work，反复操练，并使
6、学生逐步掌握并巩固。A: Have you ever been to?B: Yes, I have. / No, I havent.【设计意图】运用多媒体的直观性，创设语言情境，使学生学会使用句型Have you ever been to?及其肯定与否定回答。轻松地理解、掌握新知识，而且使语言更具说服力，符合学生的认知，达到呈现的目的，增强教学的实效性。Step 4: Pre listening for 1bActivity: 1a学生独立完成1a的排序，用序号1-6标出最想去和最不想去的地方，还可以相互提问。例如：Would you like to visit a space museum/
7、history museum?Activity 2: 让学生观察主题图，讲讲图中的五个地方之中他们觉得哪一个地方最有趣？为什么？【设计意图】呈现话题词汇和句型，这一讨论可为1b做好铺垫。Step 5: Listening to 1bActivity 1: 引导学生读1b听力活动的要求，目的是听懂Sarah 和Claudia是否去过某地，并且要求学生用完整句子说明某人是否去过某地。(Claudia has been toSarah has never been to)【设计意图】（为水平弱的学生）为后面有难度的听力任务做好准备，熟悉目标语言，并且学会never, ever在现在完成时中的使用。A
8、ctivity 2: 方案一：听力选择题。听完每段对话后，针对具体问题（时间/地点/人物关系）询问，学生选出最合适的选项。1. When did Sarah visit the National Science Museum?A. Today B. Yesterday C. Last year2. When did Claudia visit the nature museum?A. Last year B. Last summer C. Last school trip 3. What may the relationship be between the two speakers?A. F
9、riends B. Teacher and studentC. Mother and kid.4. Which museums have they ever been to?A. Science museum and art museum B. History museum and space museum. C. Art museum and nature museum. D. Nature museum and space museum.【设计意图】通过听力练习让学生对本单元重点句型和词汇所构建的语境有一个初步的接触和理解。并且练习中考听力题型。学生学会在平时练习中就掌握“预听”的技巧，抓
10、取关键信息。Activity3: 浅学倒装句给出句型So do I. / Me neither.引导学生找出规律并总结，做小练习及时巩固。方案二：听力填空。提出一些检测细节信息的问题。学生要在挖出的空上填入所缺词汇，使文章句意完整。Sarah: Lets do something _.Claudia: Have you ever _ to a _ museum?Sarah: Yes, I _. I went to the Nationallast year. Have you _ been to a _ museum?Claudia: No, I _.Sarah: Me neither（我也不
11、）.Claudia: Well, but Im not _ in history.Sarah: How about the _ museum? Claudia: Ive_ to the art museum many times.Sarah: Me, too How about the _ museum? Ive _ there a few_.Claudia: So _ I. I _ there _ our last school trip. Sarah: Lets go to _ museum. Ive _ been there.Claudia: Thats a great idea. I
12、went _ last year, but Id _ to go there again.【设计意图】训练学生抓关键信息，练习在听力中寻找关键词，引导在听的过程中快速获取关键信息。Step 6: Speaking Practice Do 1c. A: Lets go somewhere different today.B: OK. Where do you want to go?A: Have you ever been to the space museum?B: No, I havent. How about you?A: 要求学生联系实际情况进行问答活动，完成简单的语言输出。【设计意图】
13、教师在黑板上呈现一些基本句型，帮助学生更好组织语言，巩固所学句型。Step 7: Listening to 2a/2bActivity1: Listen to 2a观察2a地图，说说在地图上看到了哪些地方，讲出每个地点的方位后听对话，勾出关键地点名称。【设计意图】综合复习以前学过的方位表达法。为后面有难度的听力做好语言上的铺垫。Activity2: Listen to 2b: T/F判断（详见教材）。三个对话分别是航空博物馆、游乐园和水上乐园，学生判断其中所提到的句子是否符合文意。听前有必要引导学生读懂每个句子。【设计意图】以听力的方式引导学生在主题公园和博物馆的语境中继续学习本单元的目标语言
14、。通过这种题型练习，训练学生着重听哪些信息，正确理解文意，对其中关键信息有识别的能力。方案一：听力选择。（每听完一段对话后，针对具体问题询问，选出最合适的选项）Conversation 1() 1. Who has visited the space museum?A. Tina B. John C. Both Tina and John.() 2. How are Tina and John going to the space museum?A. Take the train B. Take the bus C. Take the subway.Conversation 2() 3. Ho
15、w are they going to get to the amusement park?A. They will walk there B. They will take the bus C. They will ride the bikes.() 4. Does Linda want to go to the there with Kim again?A. Yes, she does. B. No, she doesnt. C. We dont know.Conversation 3() 5. Where will Tom and Frank go at last?A. They wil
16、l go to the water park. B. They will go skating. C. They will go to the River Park.() 6. Whats Franks problem?A. He doesnt have his bike. B. He doesnt have his skates.C. He doesnt have any money.【设计意图】训练学生抓住关键词的能力和对二次正确信息矫正的鉴别力、敏感度。对以前学过的句型巩固：1. How are you going there（练习乘坐交通工具方式表达法）2. Does she （第三人
17、称单数回答）3. will do（一般将来时）4. 对具体问题进行分析和推断（Whats the problem）。方案二：听后回答问题。1. Has John ever been to the space museum?_.2. Why does Linda think the amusement park fun?Because there were many _ things _ there.3. Where is the amusement park?Its _ Street, near the zoo.4. Will Frank go to the water park with T
18、om? Why?_, because he _ have _ money.【设计意图】熟悉对话中的句式，练习重点形容词exciting，介词on，名词street等正确书写。方案三：听力填写表格（图略）三个表格左侧都给出关键词what, how to get there?进行提问，需要对右半部分的细节、事实捕捉信息。【设计意图】中考听力题型的考察，训练学生对部分关键信息点的提取、对本节课所要掌握的重点单词和词组进行考察拼写。学生是否对ever, been拼写理解，复习动词borrow等词的熟练运用。Step 7: Speaking practiceDo 2c. 除了谈论参观和游览过的地方外，还
19、综合了交通方式的提问How are we going to get there?复习了交通方式的表达法。A: Have you ever been to the space museum?B: Yes, I have. How about you?A: No, I havent.B: Oh, its fantastic. Lets go tomorrow.A: OK. How are we going to get there?B: We can take the subway.还可以自编新的对话：Id really like to go there again.What bus do we
20、take to get to?There were so manythings to do there.Neither have I. Lets go instead.Theres a great new place for巩固所学的人物旅游活动的句型，鼓励学生模仿使用听力材料中的句式，丰富对话内容。【设计意图】让学生继续谈论听力中涉及的几种节目类型，但要使用自己的真实信息，也就是尝试用所学语言表达自己的真实想法，逐步从模仿语言过渡到运用语言。Step 8：Listen and answer the questionsActivity1: Pre listening for 2d 对即将要听内
21、容进行猜测（film museum and camping），Anna and Jill上周末都去了哪里？Activity2: 阅读对话前，给学生提出问题，让他们带着问题进行阅读。1. When did Anna go to the film museum?2. What does Jill love about the film museum?3. What did Jill learn about? 4. What did Jill do on the weekend?5. Has Anna ever been camping?【设计意图】把话题内容从游览过的地方扩展到对某个地方更为具体的
22、描述，引导学生在对话中加入一些细节信息，丰富谈话的内容。Step 9: Consolidation读对话，选择合适的词汇，并用其适当形式填空。完成Anna和Jill的相关信息填写。（1）Interesting （2）camped （3）color movies （4）April （5）last weekend（6）loves （7）never （8）inventionsAnna went to the film museum _. She thinks it is really _. She has _ been camping. Jill went to the film museum in
23、 _. She _ all the old movie cameras, and she learned about the _ that led to _. On the weekend, Jill _ in the mountains with some friends.【设计意图】锻炼学生捕捉信息的能力。让学生体会两人在谈论旅游经历时所需语言在真实语境中如何使用，并为学生模仿语言、学会简单口头和书写报告提供了示范。Step10: Role-play the conversation and homeworkSs talk about their own weekend with each
24、 other. And make a report of ones own.【设计意图】笔头巩固所学目标语言和红色字体。小组或同桌谈论对某个周末或假期旅游的经历（时间、地点、所做事情）等情节，有利于学生对现在完成时和一般过去时的写作能力的提高。unit9 SectionA 3a-3c教学设计1教学目标 1. Learn&Use the new words: invent, progress, rapid, unbelievable, unusual, encourage, improve, peaceful.2. Learn&Use the new phrases：. as adj./adv.
25、原级as. , in such a rapid way, encourage sb. to do.3. Learn the reading strategy:read the first sentence of each paragraph for the main idea of the whole passage。5.Learn to talk about the places Ss have been to in English.6. Let Ss know the meaning of museums in their study and life and encourage Ss t
26、o visit museums in their free time. 2学情分析 该班为八年级学生，他们活泼，好奇心与求知欲望强。同时，经过该单元第一课时及本课的学案预习，他们已经对现在完成时、新词汇及博物馆相关话题有了初步了解，他们的语言学习热情也在逐步增加，为该课的学习做好了充足的语言准备。因此，通过本课的各种教学活动，帮助学生们更好地掌握重点词汇用法，引导学生们用英语介绍他们所搜集的相关博物馆的信息，鼓励每一位学生参与到课堂活动中去，使学生产生“跃跃欲试”的冲动,享受成功的喜悦。3重点难点 学习重点:（1）重点词汇：invent, progress, rapid, unbelievab
27、le, unusual, encourage, improve, peaceful. （2）. as adj./adv.原级as. , in such a rapid way, encourage sb. to do结构。学习难点：用英语介绍自己所了解的各种博物馆的信息。4教学过程 教学活动 活动1【导入】prereading(Letsgosomewhereinterestingtoday.) 1.GreetSsandreviewtheinterestingplacesofChinatheylearnedyesterday.2.Introducetodaystraveldifferentkin
28、dsofmuseums.3.FacilitateSstolistsomemuseumstheyhavetraveledbefore.4.ShowpicturesandletSsguesswhatkindofmuseumitis.(teamuseum,computermuseumandtoiletmuseum)5.IntroducethethreestudentsKen,Amy,Linlin,andtheirdiariesaboutthetoursofthethreemuseumsin3a.活动2【讲授】whilereading：Task1 1.AskSs.toread3aquicklyandf
29、ind:Whichmuseumhavetheybeento?DomatchingQs.Qs.:KenHangzhouNationalTeaMuseumAmyAmericanComputerMuseumLinlinInternationalMuseumofToilets2.CheckanswerstogetherandencourageSstoconcludethereadingstrategy:readthefirstsentenceofeachparagraphforthemainideaofthewholepassage.活动3【讲授】whilereading：Task2 3.AskSs.
30、toworkingroupsandread3acarefullyforthe2ndtimeanddotask2&3onthepapers.Task2T&FQs.andcorrectthem.()1.AmericanComputerMuseumonlyhasinformationaboutdifferentcomputersthere.()2.Kenthinkscomputerswilldomoreworkinthefuture.()3.TheInternationalMuseumofToiletsisaveryunusualmuseum.()4.TheInternationalMuseumof
31、Toiletshasthemostadvanced(最发达的)toilets.()5.Watchingtheteapreparationismoreenjoyablethandrinkingtheteaitself.()6.LinlindidntknowwhyhergrandpaloveddrinkingteaandcollectingteasetsuntilshevisitedtheHangzhouNationalTeaMuseum.活动4【讲授】whilereading：Task3 Task3Workingroupsandread3acarefullytofindthewordsinthe
32、passagewiththesamemeanings.quiet_made_uncommon_becomebetter_makesth.better_quick_difficult/notabletobelieve_4.InvitesomeSstoshowtheiranswersandcheckthemtogether.活动5【讲授】whilereading：Task4 5.ReadaloudthepassageagainandfacilitateSstoretell:Whatarethemostinterestingthingsineachmuseum?withmindmapsasfasta
33、stheycan.E.g.: (1) AmericanComputerMuseum:Q.1. Whatcanwelearn? (information/technology)Q.2. Whatdotheoldcomputerslooklike?Q.3. Isthereanyspecialcomputer?Whatcoulditdo?(2) InternationalMuseumofToilets:Q.1.Whatcanwesee?Q.2. Whydidtheybuildthemuseum? (Ittellsusabout_. ;Itencourages_).(3)HangzhouNationa
34、lTeaMuseum:Q.1. Howisthemuseum?Q.2. Whataretheenjoyablethingshere?6.Explainthelanguagepointsinthispassage.活动6【活动】Afterreading：Letsvisitonemuseumthatyoulik 1.Workingroupsandchooseonemuseumtheylikebestandusetheinformationtheyhavefoundtomakeaconversationbetweentheguideandtourists.(T.walksaroundandhelps
35、Ssifnecessary.)2.Invitesomegroupstoperformtheirdialoguesandassessthemtogethertochoosethebestguide.3.Concludethemeaningofmuseums:Museumsdontonlymakeourlifecolorful,butitcanalsoopenourmindsandeyes.活动7【作业】Homework Write a diary about one of the three museums according to 3a and the conversations in thi
36、s lesson.unit9 SectionB 1a-1d教学设计1教学目标 学习现在完成时，谈论过去的经历。掌握重点短语和句型。2重点难点 重点短语：The Birds Nest, The Palace Museum, the Great Wall,the Terracotta,Army.重点句型：Have you tried Chinese food? Have you seen the Terracotta Army? How long have you been in Beijing?3教学过程 教学活动 活动1【讲授】Haveyoueverbeentoamuseum 自主学习方案 1
37、.自学生词，并记住拼读与拼写。2.预习课本，找出重点短语及句子。3.读记后完成自学导练作业。课堂导学方案 Step 1 情景导入T ：Have you ever been to Beijing?S1: Yes，I have. T：OK, now please ask and answer like this in pairs设计意图：通过师生问答和学生互答，让学生复习了现在完成时态，同时也练习了口语。Step 2 完成教材11d的任务1a 1d. 1.学生朗读表示地名的词组，教师纠正错误，然后用1a中的地名来练习对话，并且请几组学生来表演对话。 2.认真听一名中学生采访一名外籍学生的对话录音，
38、标注出所听到的问题，完成后集体核对答案。 3.再认真听一遍录音，完成1c的表格，请学生展示答案，教师点拨。 4.认真听第三遍录音，整体感知对话内容。 5.小组内互相询问对方去过的地方或者是做过的事情。eg Have you ever visited the old people in peoples home? No,I havent. what about you? I visited them last year. Sounds great.I think Im going to visit it next month.小结训练。 （1） Where have you been (be)
39、? I have been (be) to the library.（2） How many times have you been (be) to Beijing? Twice（3）Daniel has never been (be) to Australia. He wants to go there with Millie.（4）I，ve bought a new MP4. Where did you buy it? (buy) In a shopping mall near here. （5） Where is your mother? She has gone (go) to Sha
40、nghai with Uncle Li. She will come (come) back in three days. （6）We havent finished (finish, not) our homework yet. Will you wait a minute? （7）John hasnt come (come，not) yet. He will be back in a minute. （8）Mr. Green often goes to America. In fact，he has been (be) there ten times. （9）He has never tr
41、aveled (travel, never) on a train in his life.环节说明：通过这个环节提高了学生的听力水平并且学到了听力技巧，小结训练能让学生灵活运用现在完成 。 Step 3 问题探究 ( B )My car . Could you please give me a ride tomorrow? Im sorry I cant. Im London tomorrow morning A.is new；leaving B.has broken down；leaving for C . broke；leaving for D.is expensive;leaving
42、由答语tomorrow morning知道是要用进行时表示将来时，leave for到某地去，故排除A，D， break down出故障，has broken down 相当于 is broken，所以选择答案B。教学反思本课时可帮助学生了解中国一些著名景点的英文名称，通过多听多读，讲练结合，既帮助学生增长了见识，也巩固了现在完成时的知识Unit9SectionB Reading教学设计 1教学目标 知识目标：1. 初步了解现在完成时态。2. 认识了解Singapore.能力目标：发展学生快速阅读并归纳总结的能力，以及能记下要点概述全文的能力；训练学生阅读技能。情感目标：通过本节课，激发学生对生态环境的关注和爱护，延伸到对家乡的热爱。2学情分析 这是本单元第四课时，可是学生是第一次接触，所以我把重点放在如何在最快的时间内理解文章的内容并回答相应的问题。而且学生层次不同，我要照顾更多的基础不好的学生，所以设计问题时相对比较简单。3重点难点 教学重点1. Key phrases ：take a holiday, three quarters, wake up, all year round. have been to +sp2. Understand the passage correctly. Learn bout the back