have,you,ever,been,to,a,museum?说课

导读：　have,you,ever,been,to,a,museum?说课(共5篇)人教版七年级英语全英说课稿Unit 9 Have you ever been to a museumUnit 9 Have you ever been to a museum?Good morning, dear teachers I’m NO, 1 May I start now? Thank...

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have,you,ever,been,to,a,museum?说课(一)
人教版七年级英语全英说课稿Unit 9 Have you ever been to a museum

Unit 9 Have you ever been to a museum?

Good morning, dear teachers. I’m NO, 1. May I start now? Thank you.

It’s my great pleasure to present my lesson plan here. The lesson I’m going to talk about is unit 9 Have you ever been to a museum? I’ll interpret my lesson plan from the following aspects:

Firstly, I’d like to analyze the teaching material and learners.

This lesson is chosen from the section A of unit 9, Book 8B, PEP Junior English. The topic of this lesson is fun places. The main task for ss is to talk about past experiences to some places. Even though ss have learned the present perfect tense in last unit, they may still feel hard to talk about what fun places they have ever been to and what they think of these places. Thus, enough practice will be organized to help ss learn some museums, theme parks and the present perfect tense with been, ever and never.

Based on the analysis above and the new curriculum standard, I set the following teaching aims:

1. Knowledge aim. After the class, ss will understand the basic meaning of some museums and theme parks and the function of the present perfect tense with been, ever and never, such as amusement park, science museum, Have you ever been to sp? I’ve never been to sp etc.

2. Ability aim. By the end of this lesson, ss will be better able to talk about past experiences by using the present perfect tense with been, ever and never.

3. Emotional aim. During the class, ss’ interest in learning English will be increased by talking about fun places. Next, let’s focus on the key point and difficult point.

The key point is to talk about past experiences to fun places by using the newly learned vocabulary and sentence structures.

The difficult point is to understand that the present perfect tense is used to express a past event that has present consequences.

To achieve the objectives above, I’ll adopt Audio-lingual Approach, Communicative Approach and Situational Teaching Method. And ss’ll learn through cooperation, communication and discussion.

Now, I’d like to describe my teaching procedure.

Step 1 is leading in.

At the beginning of the class, I’ll present pictures of some super special museums around the world to attract ss’ attention, such as the Tap Water Museum in Bejing, the Currywurst Museum in Berlin, the Instant Ramen Museum in Japan, the Underwater Museum in Mexico, the Museum of Broken Relationships in Croatia[kroʊ'eɪʃə], The Museum of Jurassic[dʒʊˈræsɪk] Technology in California and the International Toilet Museum in India.(选择几个) ss will be encouraged to share their experiences to museums or theme parks. This activity can arouse ss interest and lead them to the topic naturally.

Step 2 is presentation.

First, the museums and theme parks of this lesson will be presented, such as I’ll provide some background information. After that, they will rank these places in 1a from their most favorite to the least favorite.

Next, I’ll ask ss questions like “ and instruct ss to give positive and negative answers. So here, ss will learn the sentence structure.

This activity can help ss smooth the way for listening.

So, next is step 3 listening 1b.

First, I’ll lead ss read the chart for 1b and 2 questions will be asked to help ss understand the chart“Who are

involved in the conversation? What museums are mentioned?” Then ss will listen to the conversation between Claudia and Sarah for the 1st time and find out what museums they have ever been to. As for the 2nd time, there are 3 questions for ss to answer. “When did Sarah go to the science museum? Has Sarah ever been to a history museum? What does Claudia say about the history museum?” So, ss will listen carefully to get some detailed information. Step 4 is speaking. Ss will act as Sarah and Claudia to talk about the museums in 1b.

Step 5 listening 2a and 2b.

First, I’ll guide ss to look at the map in 2b and lead them to 3 short conversations. Ss will circle the places they hear on the map. When they finish, they will share their answers by describing the places on the map. While ss listen for the 2nd time, there are 3 questions for them to answer. 1. Where are they planning to go? 2. Has Tina, Linda or Frank ever been there? 3. How are they going to get there? By answering these 3 questions, ss can fulfill the T or F task easily. At the last time, ss will read after the recording and check their answers.

So, next step is practice.

Ss’ll work in pairs to make conversations about the places on the map.

Next, let’s come to summary.

Ss’ll do a survey in groups of 4. One st will interview the other 3 ss about museums or parks according to a form I give them. This summary activity can help ss recall what they have learned from this lesson.

As for the homework, I’ll ask ss to make up a new conversation with their partners on the topic of fun places. At last, I’d like to introduce my blackboard design.

have,you,ever,been,to,a,museum?说课(二)
Have you ever been to a museum Section A的1a-2c说课

我说课的内容是人教版义务教育新目标Go for it八年级第9单元Have you ever been to a museum? Section A的1a-2c部分。下面我将从资源分析、学法指导、教材教法和教学设计四个方面简述我对本节课的理解与处理。

一、资源分析

首先是学情分析。本节课的教学对象是八年级学生，这个年龄段的学生具有很强的记忆力和模仿力，也具有一定的听说读写技能和表达能力，同时也积累了一定量的词汇。但对英语学习普遍缺乏信心与方法，致使他们在学习中不敢大胆表现。学生已经在第8单元学过现在完成时态，已经掌握了现在完成时态的基本用法，所以本节课的内容学生易于接受。在本节课里我主要引导学生以小组为单位进行合作学习，共同完成任务。此外，引导学生通过观察、比较、分析，自己主动发现、探究，找出一般过去时与现在完成时之间的区别与联系，从而突破难点。这样的学法指导，符合新课程所倡导的培养学生合作学习、探究的学习方式。因此我觉得这节课对他们来说不会太难。

其次是教材分析，此环节包括三个方面。

1、知识的前后联系、地位和作用：

本节课的教学内容是人教版新目标初中英语第八册(下册)第九单元的第一课时,即1a---2c.本单元核心教学内容是以去过的有趣的地方为题材,学习如何谈论过去的经历, 谈论曾经去过的地方。其语法项目主要是学习现在完成时的用法。该时态是初中英语教学大纲中要求学生掌握的一个主要时态之一。而在这之前，学生已经学习了一般过去时态。这个时态与现在完成时既有联系又有区别。因此，学生是否能够准确运用这个时态表达自己的思想，既可对前面学过的一般过去时做一个检测，又可对学生后面学习完本单元内容及往后进一步学习过去完成时做一个良好的铺垫。这节课是本单元的第一课时，话题与我们的生活实际紧密联系，是本单元的核心语言点，因此，本节课的教学内容无论是知识的传承，还是对阅读方法的渗透和阅读能力的培养，都将起到举足轻重的作用。

2、教学目标

依据教材的地位及作用，根据《课标》要求，结合七年级学生的认知特点、心理特点及本节课的知识特点，将学习目标定位为：

(1) Knowledge aims：

单词：amusement, neither

词组：have a good time

句型：Have you ever been to„? Yes, I have ./ No, I haven’t.

I have never been to „ Me neither.

(2) Ability aims：

能听懂、读懂别人谈论过去经历的文章或材料，并能运用一般过去时，现在完成时表达自己或他人过去曾经去过的地方。并通过观察、分析，找出一般过去时与现在完成时之间的区别与联系。

(3) Emotional aims：

通过谈论自己或他人曾经去过的有趣的地方，激发学生了解世界的欲望，同时，增强学生对生活，对大自然的热爱。

3、Teaching key and difficult points

基于以上对教材和教学目标的分析，按照《课标》要求，确定本节课的重点是学习使用现在完成时。而又因为这一时态极易与一般过去时的用法混淆，因此，可以确定本课的难点是一般过去时与现在完成时用法的区别。

二、学法指导(learning methods)

新课程理念的核心目标是培养学生的终身学习愿望和可持续性发展能力，因此引导学生掌握科学的学习方法，养成良好的学习习惯，使学生在会学中学会，在学会中善学，在善学中乐学，是新时期英语教育工作者责无旁贷的神圣使命。在本节课的教学中，结合学生已有的知识经验，根据教师的指导，学生会采取听说与读写相结合，自主学习与小组合作探究相结合，知识学习与技能培养相结合。

三、教法选择(teaching methods)

依据教材的编写特点，为突出重点，突破难点，在教学中以任务型教学为主，辅助于听说法、读写法、认知法、交际法、思维导图直观引导法，讲解法，自主学习与合作探究法。引导学生在观察中思考、在思考中探索、在探索中发现、在发现中归纳、在归纳中收获、在收获中建构、在建构中升华，力求最大限度的体现“学生是学习的主人，教师是学生学习的组织者与引导者”。通过师生有效的学习活动和多元化评价，既使学生理解阅读材料，又分散化解教学难点，同时培养学生的阅读理解能力。

另外本节课的资源准备是：English text, PPT, chalk, and pens。

四、教学过程设计

为了达到以上教学目标，充分体现在做中学，学中用，实现效在课堂这一新课改下英语高效课堂的理念。我将本节课的教学程序按以下七个步骤展开： Step 1、Leading in

为集中学生有意注意，调动主体参与的积极性，达到温故知新的目的，通过通过一首音乐进入到本节课的中心话题。让学生在欣赏的同时充分预热并思考两个问题，为接下来导课的过度和语言活动的准备打下基础。让学生带着好奇和思考走进新课堂。

Step 2、Presentation

引导学生看1a里面的图，并完成1a表格。学习 新课现在完成时的句型：a. I have been to „.b. Have you ever been to„?Yes, I have./No, I haven’t.c. I have never been to„„d. Me, neither.让学生进一步熟悉本课新学的词组，表述自己在过去某时去过某地方，从而引入新的句型：I have been to „.显得过渡自然，学生比较容易接受，为学生下一步学习打下基础。

Step 3、Listen and finish 1b、2a、2b

播放听力磁带，学生完成几个听力练习。通过听力材料中对话的示范引导，让学生充分练习听力，让不同层次的学生都能在听力中初步感知新知，初步掌握重点句型的运用。

Step 4、Group work

给学生展示一幅中国地图。学生以小组为单位互相向同伴介绍自己曾经去过的地方。（提醒学生注意用准have与has）之后完成表格。让学生利用学过的句型来表达自己的思想，完成任务，充分体现了任务型教学途径的原则。 tep 5、Writing and reporting

先让学生写下自己及本组其他同学曾经去过的有名的风景名胜，谈谈那里的气候特点，风土人情等等。再让学生以小组为单位在全班其他学生面前展示汇报自己的成果。She/He went to„.She/He has been to„.再选出几篇写得较好的学生作品，全班展示，并辅助以其相应的景色优美的图片，就像一个个导游在向游客介绍景点一样。这样激发起学生们了解世界，了解大自然的欲望，进而更加

热爱大自然，热爱生活。学生不但懂得运用一般过去时、现在完成时表述自己的思想，而且也懂得正确使用助动词have与has。达到了突破难点的目的有始有终，前呼后应。

Step 6、Summary

为使所学新知识尽快纳入已有的认知结构，帮助学生理清知识脉络，建构知识网络，小结采取学生自主小结与引导概括相结合。首先，以“谈收获、议困惑”的形式引领学生进行自主小结、反思、评价，然后教师进行点睛式的概括总结。 Step 7、Homework

为进一步了解学生对知识的掌握情况，以便进行反馈矫正，体现面向全体，分层要求，分类指导，异步达标，全员合格，根据《英语课程标准》建议教师把“任务型”教学活动延伸到课堂之外的学习和生活中，针对不同学生实际，本次作业分为homework A和homework B两项作业，以适应不同层次学生，作业A是必做题：Remember the new words and conversations. 作业B是选做题：Try to write a passage about your report。这种分层设计使每一个学生都有收获，有事做，让每一个学生“跳一跳，够得着”，避免“一刀切，一锅煮”现象，体现新课程理念--------尊重学生的个体差异。

have,you,ever,been,to,a,museum?说课(三)
说课稿 Have you ever been to an amusement park？

《Unit 9 Have you ever been to an amusement park?》说课稿 Good afternoon, ladies and gentlemen. My name is Zhou Lanyu. I am from the Experimental School of Xiejiaji District. I am very glad to have this opportunity to talk to you about some of my teaching ideas. My topic is “Have you ever been to an amusement park?”. My speech is made up of four parts.

Part 1. Analysis of Teaching Material

1. Status and Function

This is the first period of Unit 9. This lesson, I’ll teach Section A Part 1a, 1b, 1c, 2a, 2b, 2c. Its language goal is talking about the past experiences. We will learn to how to use the present perfect tense. Its target language :“Have you ever been to……?”“Yes, I have./No, I haven’t.”

2. Analysis of students

My students are from Class 1 ,Grade 8. They are very active.They have strong thirst for knowledge and like to be challenged. In unit 6, they have learnt the past perfect tense. So I think they can grasp it easily.

3. Teaching aims

Knowledge aims

1.Get the students to master some new words and expressions.

2. Master the target language “Have you ever been to….?” “Yes,I have./No, I haven’t.”【have,you,ever,been,to,a,museum?说课】

Ability aims

Train students listening and speaking skills with the target language.

Moral aims

Find the beautiful things aroud us, arouse the interests in learning English,

relise the importance of cooperation study.

4.Teaching Key Points

The key point is to help students to grasp the vocabulary and target language. 5. Teaching Difficulties

The difficult point is to tell the past tense from the present perfect tense in talking about past experiences..

6. Teaching Aids

Multi-media computer

Tape recorder

Questionare paper

Part 2. Teaching Methods

1. The Situational Teaching Method

2. Listening and Speaking Methods

3.Communitive Approach

I’ll encourage students to ask and answer , practice conversations, make

sentences, individual pair or group work to make students take an active part in the activities in class. As a teacher , I’ll try to use encouraging and polite remarks ,such as “ Do you want to have a try?” “Well done!” “You did good job!” “Thank you” and so on.

Part 3. Studying Ways

1.Enable students study English language by communicating, describing and

listening.

2.Let the students understand the grammar well by comparing, summarizing. Part 4. Teaching Procedures

Step 1. Lead-in

The purpose is to arouse the students’ interest of study.

Present some pictures of some places in Huai Nan on the screen,such as Shungeng hill , Longhu Park, Wetland Park and so on. Then ask the students two questions: “Where is it?” “Have you ever been to…..” Help the students to answer: “Yes, I have./ No, I haven’t.”

Step 2. Presentation

Show the structure of the present perfect tense. The students have already learnt it in Unit 6. Let them know they can use it to talk about their past experiences by showing some pictures and the sample conversation : “Have you ever been to…..” “Yes ,I have. /No, I haven’t.”

Step 3. Word study

1. Present a picture of an amusement park, then point it to ask: “What place is it ?”Help the students answer “It is an amusement park.” Write it on the blackboard. Present the other words “a space museum / a zoo / an aquarium / a water park” by using the same way.

2. Read the new words again and again.

3. Ask the students: “Have you ever been to an amusement park / a water

park……?” Let them answer one by one.

4. Ask “which places would you like to visit?”Rank them 1-5. Finish 1a.

Step 4. Pairwork

1.Present two conversations on the screen.

Conversation 1: A: Have you ever been to an amusement park ?

B: No, I’ve never been there.

A: Me neither .

Conversation 2: A: Have you ever been to a zoo ?

B: Yes , I have .

A: So have I.

2. Explain “ me neither” and “so have I”

3. Get the students to work in pairs .

Step 5. Listening test(1b)

1. Say “ I know two persons. One is Sarah, the other is Claudia. They are talking about the fun places in the city.” Let’s listen to the tape, check the boxes in 1b.

2. Check the answers.

Step 6. listening test (2a,2b)

1.Present the picture in 2a, listen and circle the places you hear. Play the tape for the first time.

2. Play the tape for the second time,let the students listen and circle T or F.

3. Check the answers.

Step 7. Interview

1. Present a map of China on the blackboard. Point to Shanghai and ask a student : “Have you ever been to shanghai?”

“When did you go there?”

“Do you like there ?” “Why or why not?”

2. Let the students interview their classmates. Fill in the chart.

3. Report to the class.

Step 8. Exercises

Do the exercises on the blackboard .

Step9. Homework

Copy the new words. Write a passage about a place you have ever been to .

Step 10. Blackboard design

have,you,ever,been,to,a,museum?说课(四)
Have_you_ever_been_to_amusement阅读说课稿

说课稿件

各位老师，早上好：

今天我说课的课题是Have you ever been to Disneyland，我主要是从以下六个方面来阐述我的说课。

一、教材分析

本堂课选自人教版英语八年级下册。本套教材贯彻了新课标精神，强调将知识与技能运用到实际生活中。本堂课选自本套教材的第九单元：Unit 9. Have you ever been to Disneyland ? 这篇阅读材料的主要话题是“迪士尼游乐园”，讲述了迪士尼乐园的人物，活动。教材十分贴近学生的生活，培养学生多元文化意识，加强文化沟通与合作，以达到顺利交流的目的。

本单元主要分为四个部分：Section A, Section B , Self check 以及 Reading 部分。Section

A 主要是学习本单元的重要单词和语法深入；Section B 是在Section A 的基础上进行词汇拓展和新旧知识的混合使用；Self check 是对学生的自我检测，以做到查漏补缺；最后 Reading 部分是让学生在阅读中提高综合能力。本堂课选自以上四个部分中的最后一部分：Reading 部分。

本节课的主要内容有：通过阅读本篇文章学习重要单词，训练学生对于本单元语法现在完成时的使用，提高学生的综合能力。

二、 学情分析

知识能力方面：已经在初中阶段学习英语两年多，能够进行一定难度的阅读和交流，但是由于缺乏阅读技巧，阅读速度较慢；

性格特点方面：富有好奇心，活泼好动，对于自己身边的新鲜事物特别感兴趣；但是有时候注意力不够集中，或者是在参加活动时过于活泼。

三、 教学目标

知识目标：

1.学生可以读写一些新单词：如theme, character, cruise, roller coaster.

2.学生可以用简单的现在完成时一般疑问句询问：Have you ever been to ...

技能目标

1.学生可以用英语简单的介绍迪士尼乐园。

2.掌握以下阅读技巧：【have,you,ever,been,to,a,museum?说课】

学会扫读文章，快速找到文章的重要信息。

情感目标

学生将对迪士尼游乐园更感兴趣，希望自己有一天可以通过自己的努力去实现自己的这么一个小愿望。

重点

1.学生可以通过快速阅读，在有生词的情况下可以抓住文章大意。

2.学生可以记住迪士尼乐园的一些吸引人的地方并且会表达。

难点

把握文章细节的东西。

四、教学方法

课堂教学方法的选择是课堂教学效率高低的关键，在本课教学中从以下几方面体现了英语新课标的理念：

1.运用多媒体辅助教学，使用口语法和情景法，学生通过听说直观感受到迪士尼电影人物的魅力，激发全体学生的兴趣。

2.以教授法，由教师引导学生学习新单词新词汇，保证学生完成基础的词汇网络，为阅读活

动做好铺垫。

3.以语法翻译法，由教师讲解现在完成时态的例句，指导学生通过阅读技能查找材料中的现在完成时态句型，总结归纳语法。

4.以头脑风暴法和交际法，通过学生讨论过去的经历高效巩固语法知识。

5.以任务型教学法，分配给每个学生具体的任务，达到练习综合语言技能的运用能力。

五、教学过程

1.1.Lead-in

⑴播放关于迪士尼乐园宣传片的视频引出“你去过迪士尼乐园吗”这一话题，激发学生兴趣。

2.Pre-reading

⑴介绍迪士尼及迪士尼乐园，并在情景中讲解一些生词；帮助学生减少阅读障碍。

3.While-reading (Fast Reading)

⑴让学生带着问题，快速阅读文章，概括文章大意，从而从整体上能够掌握本篇阅读的主要内容。

（2）在阅读之后，着重强调迪士尼的一些角色由学生对迪士尼乐园的印象引出对文章第一段的阅读。

4.While-reading (Careful Reading)

⑴让学生仔细阅，完成任务，找出迪士尼乐园吸引人的一些事情或者行程，再次整体把握文章。

（2）让学生带着4个问题去仔细读课文，基本上每段涉及一个问题。

5. Post-reading

⑴总结本节课所学内容；让学生在此进行简短的复习。通过练习复述课文。

⑵让学生针对“如果你是迪士尼乐园的导游”这一话题做海报让学生在有一定输入的基础上进行输出。

⑶最后是布置的作业：你去过的地方，从人文，地理等方面进行写文章。80字左右。

六、教学效果【have,you,ever,been,to,a,museum?说课】

通过本节课的学习，培养了学生的合作意识，学会基本词汇句型，掌握阅读技能和写作能力。注重学生的差异性，保证每个学生有自己的学习任务，教学针对全体学生，培养综合语言知识和技能能力。关注学习过程和学习结果，教师扮演好学习的促进者作用。通过反馈学生的学习效果，采取补救措施。

以上就是我说课的全部内容，谢谢大家！

have,you,ever,been,to,a,museum?说课(五)
初中英语优秀说课稿模板《Have_you_ever_been_to_an_amusement_park》说课

初中英语说课稿模板《Have you ever been to an amusement park》 一,教材分析:

1,教学内容:

本单元是Go for it ( 下 ) Unit 9.主要围绕"Have you ever been to an amusement park "这一主题展开各种教学活动,并以这一主题引出现在完成时的一般疑问句,否定句以及特殊疑问句等语言功能.本单元旨在创造一个轻松,愉快的学习,交流环境,通过听,说,读,写来培养学生综合运用这些知识的能力.并让学生能在"做中学"(learning by doing),通过有限的课堂实践活动,拓展以往的经历,能准确地用英语来表达.

2,教材的地位和作用:

八年级下九单元Have you ever been to an amusement park

讲述的是现在完成时的用法,这是初中非常重要的时态之一.学生们能够用现在完成时来表达自己的经历,来体会别人的感受是很重要的.这个单元一定要体会现在完成时的真正含义和用法.要避免混淆几个重点词组的使用.

我们更要使学生不仅理解枯燥的语法,还要让学生们会用新学的语法知识来表达思想.

3,教材的处理:

根据《英语课程标准》(实验稿)关于总目标的具体描述,结合本单元这部分的教学内容及基于对教材的分析,我对本单元的内容进行如下处理,目的是突出重点,使课堂节奏紧凑,衔贯.本单元分为四课时,第一课时是Section A,第二课时是Section B, 第三课时是Self Check, 第四课时是 Reading,最后一部分是 做练习,以学生的自测为主,然后予以校对.

二,教学目标:

根据以上我对本单元教材内容的分析,我确定以下几个为本单元的教学目标:语言知识,语言技能,学习策略,情感态度和文化意识五个方面.

1.语言知识:

本单元要求学生掌握以下词汇(neither, theme, end up, especially, discover, population, simply, fear, whenever)

语言功能:

学习和增加阅读技巧和阅读策略.

语言结构:

Have you ever been to an aquarium

Yes, I have been to an aquarium.

No, I haven't.

I' ve never been to a water park. Me neither.

2.语言技能:

(1)能用现在完成时的各种形式进行准确的描述和表达过去的经历.

(2)能掌握现在完成时态中几个词组的正确使用,如:

have been to , have gone to , have been in 等.

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语. 3,学习 策略:

通过本单元的教学,我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用现在完成时来准确地表达所发生过去的经历.

4,情感态度:

通过对本单元的任务性活动,我的目的是让学生们用英语描述他们过去的经历,同时能提高他们的观察能力和表达能力,激发他们对学习英语的兴趣和热情,在接近生活常态的交际中能乐于模仿,敢于开口,积极参与,主动请教.

5,文化意识:

通过他们描述过去的经历,了解一些西方国家的风土人情.

三,教学的重,难点:

基于上述对教材的分析,我确定本单元的教学重点为词汇,词组搭配和现在完成时的用法.

教学难点为现在完成时的含义和用法,能在交际中准确地运用现在完成时来描述或表达过去的经历.

四,教学方法:

1,教法分析:

(1)现在完成时是初中非常重要的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,让他们讲述去过的国家或地方,创设生活化的真实情境引导学生在 运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学, 在用中学,学了就用).

(2)开展多种类型的任务型活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习.

2,学情分析:

我们教学的对象是初二学生(好,中,差等生都有),他们学习英语既感到好奇又担忧,希望能得到他人的肯定.因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦.同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,使各层次的学生都有所收获.

五,教学过程设计

Unit 9

The First Period (Section A)

Step 1 Warming up

("良好的开端是成功的一半", 因此,我认为能以一种新颖的问候方式或复习方式进入一节课,就能唤起学生的兴趣,使学生保持一种积极的学习状态,或循序渐进地导入所学的内容,那么可为这节课的成功打下基础,同时也能给自己适当的减压.)

T:I like travelling. I have been to Dalian and many big cities. What about you

接下来教师让几个学生讲述他们去过的城市或国家,让其他学生用英语来猜测.(目的是为本节课的现在完成时作好铺垫)

Step 2 Presentation

教师出示几张图片,引出现在完成时的结构和用法.

T: Have you been to an aquarium

Yes, I have.

T: Have you been to a water park

No, I haven't.

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法.

然后叫学生归纳出现在完成时的结构句型.

主语 + have/has + 动词的过去分词

(培养学生归纳能力,找出记忆的规律.)

Step 3 Practice

1. Show some pictures and let the students ask and answer in pairs. A: Have you ever been to an amusement park

B: Yes, I have. Have you ever been to a water park

A: No, I haven't.

2. Practice Section A (1a)

Step 4 Listening

接下来的任务型听力要求学生对现在完成时加深理解,教师可承接刚开始的话题,引导学生根据所学语言完成以下任务:

(1)听力练习,让学生完成1b, 填写表格.

(2)然后看图,完成2a ,进行判断正误练习.

S1: John has never been to the space museum(T)

S2: Linda has been to the aquarium. (F)

(通过听力训练,现在完成时的结构得以很好的落实)

Step 5 Reading

让学生阅读主题公园的一篇文章,圈出他们认为有趣的地点,事情和活动.

(1) 四个人一组合作学习,更好,更快地 回答问题,加强对文章的理解.

(2)然后叫学生再阅读一遍文章,做一个对话练习.

(3)本部分要求学生掌握一些固定的词组搭配,如: around the world, end up , take different routes 等.

Step 6 Group work

接下来我设计的任务是要求四个学生为一小组, 进行问答练习.

如:Have you ever studied with more than three friends Have you traveled to another province of China

Have you helped someone you didn't know

(这样的活动既可以培养学生的合作意识,又能在情景中用现在完成时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中体会理解.)

Step 7 Summary and exercise

Section A Difficult points

"have been to"

means you went somewhere before , but now you are still here "have gone to"

means "you leave here already , you aren't here."

Homework:

1.熟记本课时的单词,词组和重点句型.

2. 在上述小组活动的基础上,再要求学生完成一份调查表,目的是为下面的写作作好准备.

3.要求学生写一篇关于去过某地和一些经历的文章.在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.)

写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合.)

4.要求学生为下一节课准备照片,进行问答练习(Tell the group about your photos.)(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)

教学设计理念:

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.

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