人教版英语八年级下册教案：Unit9 SectionA（1a-2d）.doc

1、Unit9 SectionA（1a-2d） 教案【教材版本与册数】新目标人教版八年级下册 【单元名称】Unit9 Have you ever been to a museum? 【课时】Section A（1a-2d）（第1课时）【课型】Listening and Speaking（听说课）教材分析本课时内容人教版新目标初中英语教材8下Unit9第1课时 ,该单元话题是“Fun places”, 功能是“Talk about past experiences，此节课型定位为以话题为核心的“听说课型”。主要在以单元话题牵引下的通过听前以教师情景输入信息=听中策略渗透抓信息=听后信息的挖掘和学生的

2、真实情景输出，引导学生运用语言和发展语言的能力，引导学生逐步去判断思考,谈论过去的经历。本课时将通过一系列的听说活动训练来加深对现在完成时的理解和运用。呈现几个有趣的地方，在帮助学生学习新词汇的同时，也激发他们的学习兴趣。听力活动，呈现了本单元的目标语言Have you ever been to.?/ I have been to./He has gone to.，谈论去过某地。拓展的口语活动要求试用新句型，谈论去过哪些地方，再次对目标语言进行训练。在策略上，从单词到短语再到句型，从上下文等推测法，从呈现到巩固，层层深入让学生运用have been to等句型操练来进一步拓展话题。在情感态度上

3、，通过询问别人曾经去过哪些有趣的地方，引导学生学会与别人分享快乐，发现身边美好事物。教学目标语言知识目标：1. 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：amusement park, space museum, water park, neither Have you ever been to a museum?Yes, I have /No, I havent How about/what about? How are we going to get there? We can take the sub

4、way/学习策略：2. 通过听前的词汇分类与听中聚焦关键信息，通过图片认知，能进行上下文猜测等技能，能够完成听力任务并能根据需要获取主要信息。3. 通过听后深度挖掘听力信息和文本再构，以及话题牵引下的情景设置和角色表演对话练习，学生能进一步去判断并思考表达观点，发展了口语技能。4.培养学生用英语思维的能力和初步运用英语交际的能力，使学生能够在生活情景中运用所学语言，达到交流的目的。情感态度价值观目标：通过询问别人曾经去过哪些有趣的地方，引导学生学会与别人分享快乐，发现身边美好事物。教学重难点教学重点：1. 熟练掌握have ( has) been to 的用法2. 进行听力训练，提高综合听说能

5、力。教学难点：1、熟练掌握和灵活运用现在完成时来谈论某人是否曾经去过某地。2、培养听说技能，得到提升建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ：P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）P-运用（语言输出）设置情景意义操练设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练

6、与培养。附：教学活动设计步骤过程措施（教师活动与学生活动）目的持续性评价1预备与激活先期知识Step 1Greeting and Leading in ( 3mins )1. Daily greeting.2. T:Ask Ss two questions: Have you ever been to museums? Have you ever been to museums? What kind of museums would you like to visit?3. T:Guide Ss to say some other museums.真实情景式对话导入话题，有效的激活学生兴趣及与

7、此话题相关的背景知识，同时激活学生的前期知识，培养学生良好的预习习惯。1.通过课前的预习，培养学生的预习习惯。2.学生利用老师提供的信息对老师进行提问。2获取新知识Step2Pre-listening（听前） (8mins)Present new words:1. T: Show some pictures of the museums on the PPT.2. Lead students to learn some new words: amusement park, art museum, history museum, space museum, water park, neither

8、 3. Let Ss rank the museums which they like best.4. Ss try to grasp the meaning of these new words and remember them.5. T: Check these words.The teacher asks students to read these words together or one by one.Pair work1. Take 1c as the example, and let Ss practice the conversation in pairs. Then ma

9、ke their own conversations.For example: A: Lets go somewhere different today. B: OK. Where do you want to go ? A:Have you ever been to a museum? B:Yes, I have /No, I havent A: How about/what about? 2. Ask some pairs to show their conversations to the class.1. 运用多媒体教学，展示图片来引出新单词，让学生记忆，更直观生动形象，为后续听力活动

10、中抓住关键信息做铺垫。2. 对于学生来说，接受知识肯定是先易后难，先给出图片，让学生感知，这是一个输入的环节，先死记忆，后面才能灵活运用。学生能根据听力中的不同博物馆获取关键信息来区分谈论对象。Pair work学生两人一组能利用目标句型进行对话展示。2获取新知识Step 3While-listening（听中）(15mins)Work on 1b1. T : Let Ss look at the questions in 1b.2. Ask Ss to listen and number the shows 1-4 in the order you hear them. Science mu

11、seumHistory museumArt museumNature museumSpace museumClaudia Sarah 3. Check the answer after listening.Work on 2a1. T: Let Ss watch the map, talk about what they have found. Then review some directions .2. Let Ss listen to their conversation. And circle.3. Check the answer after listening. Anwers: s

12、pace museum, subwey, amusementpark, Green Street, zoo, water park, river park, Center SteetWork on 2b1. T: Let Ss listen the conversation in 2a again, and circle T or F in 2b.2. Let Ss find out the difficult point, and the teacher explain them.3. The teacher should to pay attention to the words spel

13、ling.4. Ask Ss to read these sentences in 2b.Answer: TFT TFT FTT1.提前告诉学生一些信息，有利于减轻学生听力过程中的难度。在听之前展示的一些单词，在听的过程中，就变成了关键信息，学生很容易可以捕捉到，这样1b 和2a的 听力任务相对来说就比较简单。2b的听力任务比较重，对学生来说较难，不仅要求学生听懂意思，而且要求他们判断信息，从而能逐步掌握利用听中聚焦关键信息和关注细节的听力策略。 部分学生应该能学会利用此听力策略获取有效信息，并且也应该学会如何谈论自己对某个自己去过的地方。3深度加工知识Step 4Post-listening

14、（听后） (12mins)1. T: Take 2c as the example, and let Ss make conversations about the places.For example: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.2. Ask s

15、ome Ss to show their conversations to the class.3. T: Ask students to read the conversation between Ann and Jill carefully. And try to find the main points.4. T: the teacher explains the main points carefully.5. Role-playSuppose one student is Anna, and another is Jill. Give Ss several minutes to pr

16、actice the conversation.Then let some pairs show their conversation to the class.进一步巩固本节课所学新知内容，拓展学生思维。对话中会遇到学生不懂得语法点，这个时候老师必须点出来，并且仔细解释清楚，否则学生会似懂非懂的过去，也不问，留下盲点。通过角色扮演让学生进一步巩固新学描述去过的地方的句型，逐步引导学生思考并总结，培养学生学会表达自己的经历。能在老师的引导下对自己去过的地方展开思考，从方式、程度等进行谈论。4评价学生学习Step 5Free Talk（7 mins）1. T: Ask Ss to use the

17、 sentences we have learn to design a passage about a place they have been to.2. Discuss their passage in groups each other. 3. Find students to show his or her passage to the class.4. Ask that student to evaluate his or her own passage5. Find other students to evaluate that students passage.6. The t

18、eacher should pay attention to the using of the phrases and grammars in that students passage.Summary: use the target languages to make your own conversations with the following structure:A: Have you ever been to the space museum?B: Yes, I have. How about you?A: No, I havent.B: Oh, its fantastic. Le

19、ts go tomorrow.A: OK. How are we going to get there?B: We can take the subway. A: What are you doing there? B：.7. HomeworkReview the language knowledge that we have learned in this class. Then check it next class.这部分是一个输出的环节，学习了新知后就要会灵活去运用，能够口头表达出来，并且在用的过程中，学生自然而然的又复习了一遍所学新知，培养学生学会总结归纳并形成判断的思维品质,同时注重对学生的自我评价，小组评价，教师评价。通过一个文章设计来检测学生在课堂上学习的效果如何，同时也进一步巩固了新知。课后布置作业检验在课后学生是否复习和基本运用本堂课的目标语言，体现对学生的可持续性评价。