人教新目标八年级英语下册教案：Unit9Haveyouever

1、课题： Unit 9 Have you ever been to a museum?Section A（ 3a4c） 教学设计设计理念：1、教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用 语言完成任务的过程中来学习，体会和掌握语言。2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代， 树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学 方式和学习方式的转变。Teaching aims知识目标 ：1. 学习并掌握新词汇：unbelievabl

2、e, progress, rapid, unusual, toilet, encourage, social, peaceful, performance, perfect, itself, collect2. 能正确使用以下句型：1）.It ' s unbelievable that technology has progressed in such a rapid way !2）.I wonder how much more computer will be able to do in the future3）.Watching them prepare the tea with

3、the beautiful tea sets is just as enjoyable as drinking the tea itself能力目标 :1. 学会现在完成时结构 Have+Vpp，2. 锻炼阅读能力。3. 帮助学生了解何种博物馆的知识。情感目标 :通过本课的学习， 互相交流曾经旅游过的地方， 增长知识， 开阔学生的视野， 热爱祖国壮丽河山。 立志学习 , 积极进取。【设计意图 】 目标引领，表述了本节课的知识、能力和情感目标。教学方法 :情景教学法、小组合作学习、采用活动途径，倡导体验参与。Teaching Steps:Step One: Warming-up 热身Teache

4、r asks students some questions about their holidays.T: Have you ever been to a zoo?S: Yes, I have. I went there last/ No, I haven Ho'wt .a bout you?T: Me too./ So have I. I went there/ Me neither./Neither have I.(If no one does, the teacher can go on asking)T: I like travelling, do you like trav

5、elling ?Ss: Yes.【设计意图】 通过教师问学生关于假期旅游的一段话，自然导入 “你曾经去过某地”这一话题。 揭开了本课的序幕，这使陌生的师生之间多了一些了解，增加了些亲和力，拉近了师生之间的 情感距离，营造出宽松的学习环境。Step Two: Leading-in 导入First get students to watch a video about the Sun Tribe in Tai '(太an阳部落 ).T: Guess, Where have I been ? (Students may say : You have been to the Sun Tribe

6、 ?.)unusual adj. 不寻常的T: I have been to The Sun Tribe in Tai 'an. It s' a an /?n'ju:?u?l/ /i:m / park.theme n.主题Study other words: unbelievable, rapid, unusual, peaceful like this.【设计意图】 以自己的亲身经历设置情景，教授新词汇、为后面的阅读扫清了语言障碍，突 破阅读中的难点内容，降低阅读的难度。Step Three: Before you read Predicting(预测) T ： Ju

7、st now we watched a short video about museums.Then Look at the photos and the first sentences in each paragraph in 3a. Then answer the questions below: What does the passage mainly talk about?【 设计意图 】 老师播放了一段介绍三个没去过的博物馆的宣传短片，激活学生思维，引入新 的学习内容。Step Four: While you readTask 1. Read Para 1 and answer.Wh

8、at does Ken say about the American Computer Museum?1) The most interesting museum:2) They have information about a.b.3) Technology has progressed in such a rapid way:a. the old computers were b. a special computer couldc. I wonder【设计意图 】 这是对文章的细节理解，同时也使学生学习了这部分的知识点。Task 2. Read Para 2 and finish the

9、 formWhat can we learn at the International Museum of Toilets? Then ask the students to answer,check the answers.【设计意图】 通过问题设置悬念，对文章内容产生好奇。Task 3. Read Para 3. Decide True(T) or False.1. Next year Linlin will go to the Hangzhou National Tea Museum.2. It ' s a relaxing and noisy place near a lake

10、.3. Linlin watched tea art performances4. Watching the tea preparation is as enjoyable as drinking the tea.5. Linlin didn' t know why her grandpa loved drinking and collecting tea set.【设计意图】 换一种语境让学生更好体会文中出现的短语的用法。Task 4. Read the whole passage1. Check the things mentioned（提到的） an unusual museum

11、 in such a rapid wayplay baseball make a perfect cup of tea collect tea setsAmerican Museum of toilets social groups invent telephones2. Fill in the blanks according to the whole passage【设计意图】 这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文 章的综合概括，并可以借此提高学生的词汇运用能力。Task 5. Retell the text.【设计意图】 复述课文，既可以检查学

12、生学会词汇以及对所学词汇运用情况，使学生深刻理解课文内容， 又可以训练学生记忆单词的能力。Step Five: After you readDiscussion.【设计意图 】巩固阅读中的新词汇和语言结构。提高围绕阅读的主题内容进行表达的能力。Step Six: Groupwork.First design a museum you like in each group and show it before class. Then we will choose the best one.（相信自己最棒！ ）【设计意图 】 通过小组合作，让学生主体参与，根据设计内容，进行对话交流，学生思维处于积

13、极兴奋状 态，有利于提高课堂学习效率。Step Seven: Interview.Answer your classmates about the questions.Have you ever Your classmatesbeen to another province in China?lost something important?argued with your parents?volunteered to help others?设计意图 】进一步练习和运用所学语言知识，提高口语表达能力。Step Eight: What have you learned today?Ask st

14、udents to sum up the knowledge in the class. 【设计意图 】学生参与总结，能反应学生是否真正理解了教学重点，培养学习习惯和学习策略，比教师总 结效果好。Step Nine: Have you ever been to Disneyland?（ Do 4b.）1 号 2 号对 10 个达标 3 号对 8 个达标 4 号对 6 个达标【设计意图】面向全体学生，掌握不同学生水平的差异，因人评价，分层达标，使学生通过达标测评，在 原有的基础上各有进步。Step Ten: Homework.A （必做题）： Remember the new words and conversations.B（选做题）： Try to