八年级下册Unit9Haveyoueverbeentoamuseum8Unit9教学设计

8(下)Unit9第2讲(SectionBla-ld)教学目标知识目标：通过教师自身的情景导入和与学生互动的问答形式，学习巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下目标词汇和句型：Terracotta,nest,palaceHaveyouvisited...Haveyoubeento...Haveyouseen...Haveyoutried....能力目标：学会运用Haveyoueverbeento…?句型谈论去过的地方学习策略：1.通过听前的活动，让学生熟悉生词，为熟悉文本做好铺垫。并帮助学生建立听前预测。.通过抓关键词，训练学生获取听力信息的能力，通过更加细化的听力问题的设计，详细学习听力材料。.通过具体情境下的语言学习，能够自由进行相关话题的口语输出。文化意识：了解四个中国著名景观的英文名称及概况情感目标：了解国内外的名胜古迹，热爱大自然，热爱社会，养成积极向上的生活观及健康的生活方式。教学流程：StepI：Lead&Pre-listeningWhatplacesofinterestinChinahaveyoueverbeento?PresentnewwordsT:showsomepicturesliketheTerracottaArmy,theGreatWall,theBird'sNest,thePalaceMuseumLetsomeSsansweryourquestionsusingthewords:HaveyouvisitedthePalaceMuseum?HaveyoubeentotheGreatWall?Whendidyougothere?Whatcanyoudothere?Whatcanyouseethere?AskStudentstoreadandtrytorememberthesewords.HaveyoueverbeentootherplacesofinterestinSichuan?金沙遗址：JinshaSiteMuseum文殊院：WenshuTemple武侯祠:WuhouTemple宽窄巷子：KuaiZhaiAlley杜甫草堂：Dufu'sThatchedCottage乐山大佛：LeshanGrandBuddha蜀南竹海：ShunanBambooForest都江堰：DujiangDam九寨沟:JiuzhaigouValleyMatchthewordswithpictures.Thenchecktheanswers..Answers:CADBPair-workusepicturesinlatomakeconversationslikethis:Haveyoubeento...?rvebeento...Step2：While-listeningWorkon1b1.PlanAT:ThereisaforeignboyinChinaandhewillbebacktomorrow.Doyouhaveanyquestionsabouthertrip?教师设置情景，让学生通过情景说出目标句型。PlanBT:Readthesequestionsandfindthekeywords.TellSstolistenandcheckthequestionsyouhearT:TheteacherplaystherecordingfortheSstolistenandcheck.1.Checktheanswerafterlistening.HaveyouvisitedthePalaceMuseum?HaveyoubeentotheGreatWall?HaveyoubeentotheBird'sNest?HaveyouseentheTerracottaArmy?HaveyoutriedChinesefood?Answers:1,3,5Workon1cT:Now,pleaselookatthechartin1c.培养学生抓取关键信息TellSstolistenagainandwritedownthewords.Name:Country:HowlonginChinaPlacesvisited:Food:Ss:Sslistentothetapecarefullyandfillinthecharts.Theteacherplaystherecordingagainandchecktheanswerswiththeclass.Reportlikethis:PeterisaboyfromAustralia.HehasbeeninChinafortwoweeks....Step3：IdPair-workPlanATakeIdastheexample,andletSssaywhatplacesyouhavebeento.Forexample:HaveyouvisitedXi'an?Yes,Iwenttherelastsummer.HaveyoubeentotheTerracottaArmy?Ofcourse.Itwasfantastic.A:Haveyouseen,••?A:Haveyoutried,,,?T:LetSsshowtheirpracticetotheclass.PlanBGroupworkT:DivideSsintoseveralgroups.LetSschooseonestudentstobesurveyorfromtheirgroups.Thesurveyorneedstomakeasurveyaboutwhatplacestheyhavebeento.Chooseseveralsurveyorstoshowtheirsurveyresultstotheclass.T:Theteacherpaysmoreattentiontothegrammarmistakes.【教学设计说明】通过询问学生贴近他们实际的话题，更容易吸引学生的注意力，提高学生的积极性，让他们想出尽可能多的形容词，老师在呈现一些地方的图片，通过预设问题解决听力障碍，为之后的听力活动做铺垫。1c的听力任务比较重，不仅要听明白，还要准确无误的写下来，对学生来说较难，教师设计一些背景信息，这样能够使学生更加了解听力任务，完成起来也比较容易,从而能逐步掌握利用听中聚焦关键信息和关注细节的策略。1d活动听和说是分离不开的，这是一个输出的环节，学生开口说出来，将进一步巩固本节课所学新知内容，拓展学生思维