英语八年级下册Section B教学设计

这是一份英语八年级下册Section B教学设计，共12页。

Unit Name
Unit 9 Have yu ever been t a museum.
Perid 1
Perid 3 Grammar&Sectin B 1a-1c
Theme
Man and Sciety: Histry,Sciety and Culture
Text
Analyse
What
Sectin A(4a-4c) Grammar Fcus and Sectin B 1a-1c in the textbk, it cntains a table summarizing the cre language structure sentence patterns f this unit, and exercises in the three parts f 4a-4c. 4a is the dialgue frm f the blanks, the wrds filled in are different frms f verbs; 4b is a shrt passage abut Disney. It is presented in the frm f filling in the blanks. The wrds are verbs in different tenses. 4c is an pen utput activity.
Why
In the textbk f this class, thrugh the frms f tables, questins and answers, fill-in-the-blank and pen tables, Grammar fcus enables students t apply the summarized structure f the target language t different frms f cntexts, and ntice the crrelatin between the frms f verbs and the cntext befre and after thrugh exercises, s as t encurage them t use the target language in cmbinatin with their actual life experience, understanding and using the present perfect tense better.
Hw
All f the materials are listening material with pictures.Frm the lexical pint f view, the main wrds f these materials are related t fun places such as museums and theme parks.Frm a linguistic functin pint f view, the interlcutr can talk abut whether they have been smewhere by“Have yu ever been t...” and make suggestins and recmmendatins abut the places t g by“Hw abut... ?”“Let's g...”.
Analyse
f learning
situatin
Knw
Want
Learn
In the Unit 8, students were intrduced the structure f the present perfect tense and the use f the adverb “already, yet” .
Students may be cnfused abut the specific meaning f the present perfect tense and its difference frm the past tense, and may lack in-depth thinking abut the meaning f museums and theme parks.
S we're ging t talk abut this in this class. Have yu ever been t a museum? In this cntext, students shuld cntinue t understand the use f the present perfect tense, distinguish the difference between the general past tense and the present perfect tense, learn t use the present perfect tense and been, ever, never structures t describe specific past experiences, and learn t use them in real situatins, and understand the meaning f visiting museums and theme parks.
Learning
Objectives
By the end f the class, the students are able t：
1、（Learn and Understand）
Understand the dialgues in the text abut travel activities.
2. Master the use f "ever,never,been" in the present perfect tense, learn dmestic travel-related vcabulary and sentence patterns and express travel experience and feelings with them..
1) -Have yu ever been t a science museum?
-Yes, I have. / N, I haven’t.
- Me, t.
-Have yu ever visited the space museum?
-Yes, I have. I went there last year. / N, I haven’t.
-I have never been t a water park.
- Me neither.
(Learn and understand)
2、（Apply and Practice）
Cmmunicate with thers abut yur past experiences in the present perfect tense in the real situatin.
（Transfer and Create）
Describe yur wn r thers' travel experiences and favrite travel activities in the target language structures. Knw mre abut Chinese culture and enhance cultural cnfidence.
Teaching
Imprtant
& Difficult
Pints
Imprtant Pints：
Master the use f "ever,never,been" in the present perfect tense, use this sentence pattern t express travel experience and feelings, and learn dmestic travel-related vcabulary and sentence patterns.
Difficult Pints：Accurately talk abut the travel experience 、express the feelings in the present perfect and discuss it in the target language.
Teaching Strategies & learning methds
Student-centered teaching methd, heuristic teaching, task-based language teaching methd, situatinal teaching methd and cperative learning methd.
Teaching preparatins
PwerPint prjectr, audi equipment, teaching and students' bk, etc.
Teaching Prcess
Learning Objectives
Learning Activities
Evaluatin
Learning bjective 1
Activity 1：Free talk
1.Enjy pictures f places f interest in China.
Q1: What places f interest have yu been t ?
Q2: What d yu think f it?
2. Match the picture with the name.
1.Determine whether students are interested in places f interest in China. 2. Perceive new vcabulary firstly.
Design Intentin：t create a real situatin, learn new vcabulary in the situatin, and stimulate students' interest in learning.
Learning bjective 1
Activity 2：Listen
Listen t a Chinese student interviewing a freign student. Cmplete Bk 1b and circle the questins yu hear.
Listen again and cmplete the table in the bk.
（Learn and understand）
Q1:What ther places f interest d yu think are als beautiful and interesting? Are they meaningful t travel? Why?
Design a tur rute n the map f China.
1.Observe the students filling in the frm and judge the accuracy f the infrmatin.
Design Intentin：Be able t understand the dialgues abut travel activities in the text, imprve the listening skills.
Learning bjective 2
Activity 3：Read, think and find.
1. Read and bserve text sentences in the textbk t understand and acquire the cre grammatical structure.
2. Perceive the meaning f “already ever never” thrugh the cnversatin between the teacher and the students.
Q1: Which wrd can describe the meaning f “ have been t”.
Q2:What wrd has been put at the beginning t make a questin?
Q3: What des the wrd “ever”, “never ” mean?
（Learn and understand）
3.Watch a mini-lessn abut the usage f “have been t ,have gne t and have been in”. Summarize the usage f them.
Observe the students' perfrmance in answering questins, and understand the knwn and unknwn cre sentence patterns accrding t the speed and accuracy f their answers.
Design Intentin： Help students understand the dialgue cntent in the cntext, perceive and srt ut the cre grammar patterns. By reading the sentences alud, students can bserve the sentences in the text, perceiving the characteristics and specific meanings f the structure f the target language, srting ut and summarizing the grammatical knwledge, and understanding the meaning cnveyed by the speech rtatin in cmmunicatin, thus laying the fundatin fr the subsequent language utput.
Learning bjective 3

Activity 4: Practice
1.Practice the target language structure in pairs under the guidance f the teacher.
-Have yu ever been t
-Yes, I have. / N, I haven’t. /Me, t.
-Have yu ever visited
-Yes, I have. I went there last year. / N, I haven’t.
-I have never been t ...
-Me neither.
2. Read the dialgues in the textbk pictures under the guidance f the teacher's questins. Discuss the extensin f the dialgue cntent and the cntent f the cnversatin turn with their peers, and share these cntents.
3. Brainstrm mre details and try t describe these details in different tenses.
(Apply and Practice)
1.Teacher bserves hw students answer questins and give hints and guidance based n their perfrmance.
2.Accrding t the cntent f students' discussin, the teacher guides students t cntinuusly enrich and imprve, and gives necessary guidance and help.
3.Accrding t the students' descriptin, the teacher bserves whether the students use tenses crrectly and gives necessary hints and guidance.
Design Intentin：t guide students t use the present perfect tense t better cmmunicate with thers thrugh different frms f activities such as persnal descriptin, pair discussin and cllabrative dialgue. At the same time, in the prcess f classrm cmmunicatin, students can learn the emtinal attitude f listening, cperating and helping each ther, frm a gd language experience, prmte the internalizatin f language, transitin frm learning and understanding t applicatin practice, and get ready fr the later real expressin.

Learning bjective 4
Activity 5: Listen、 evaluate and discuss
1. Have a dialgue with their peers with the language supprt and learning cntent prvided by the teacher in a real situatin , share their wn visiting experience, and imprve their wn cntent in cmbinatin with the Peer-checklist.
2. Listen carefully t the classmates' sharing, Evaluate yur classmates’ dialgue accrding t the checklist.
. (Transfer and innvatin)
1.Teachers bserve students' discussins and give necessary help and guidance.
2.Accrding t the cntent f students' evaluatin, teachers give necessary prmpts and guidance.
Design Intentin：Guide students t cnnect with the reality f life and cmplete the tasks in class activities with the language they have learned. Integrate and apply relevant language expressins accrding t new situatins, cultivate students' ability t slve prblems with their language and cultural knwledge in real situatins, and prmte transfer and innvatin.
Hmewrk
Review the travelling places. (Learn and Understand)
Cnslidate the grammar.(Apply and Practice)
Write abut the travel experiences.(Transfer and Create)
Blackbard
Design
Unit 9 Have yu ever been t a museum?
评价反馈
Gd！
Very gd！
Perfect！
评价项目
同伴评价
自我评价
基于文本观点的讨论
基于话题的拓展性讨论
基于文本内容的问题解决
文本重建性输出
Teaching Reflectin
在本课时的阅读课的设计中需要兼顾以下几方面内容：
对于主题语境以及教学目标的把握，在结合学情的基础上有效设计不同的学习项目。引导学生通过自主完成、团结协作的方式完成不同难度的项目。
对于阅读技巧的输入。读的技能有益于学生更精准的把握主题，并且能引导学生用于课后阅读。
对于主题语境中一些重难点表达方式的迁移。学生通过完成项目熟悉这些用法，并且在相似的语境中进行灵活运用。
结合文本的内容对学生认识自我，以及认识自我与他人之间的关系，引导学生形成正确的价值观。