1、Period 1 Section A (1a-2c) 一、教学目标在本节课结束时，学生将能够正确使用现在完成时表示是否去过某地；使用现在完成时表示曾经或从未做过某事。（一）知识与能力1. 学习并掌握现在完成时的肯定否定和疑问句的用法。2. 学会并能够谈论自己曾去过的有趣的地方的经历。3. 初步感知并拓展旅游话题，丰富人物的旅游经历。（二）过程与方法采用任务型教学方法进行自主学习、小组合作探究、和Roleplaying的学习策略，利用教学图片、幻灯片、视频等来展开课堂教学、通过Pairwork问答式的口语交际活动互相询问同桌是否曾经去过某个博物馆或地方。两人可以用形容词来讨论对该地的感受和看法。
2、本单元的教学法建议：词汇教学采取图片、游戏环节进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取pairwork问答式的口语交际活动和小组活动互相操练；听力教学采取判断正误，根据听到内容进行单项选择、填空、正误判断、先后排序，听后回答问题等方式；写作教学以填词、回答问题、写简单的短文为主；语法教学总结规律、抓住特征、模仿操练。（三）情感态度与价值观通过不同形式的听力练习，锻炼了学生提取关键信息的能力。不同的对话模式让学生了解到不同种类的博物馆和人物丰富的旅游经历，深入挖掘博物馆以及旅游景点吸引人和有趣的原因，还让学生了解如何接受或委婉拒别人的邀请。丰富了学生的课余意识和文化意识，
3、还增进了同学之间情谊。二、教学重难点（一）教学重点1. 学习和巩固现在完成时态的基本用法。2. 学会用一般疑问句和特殊疑问句对游览地点和细节描述提问和回答。3. 掌握never, ever, once, just, has been to & has gone to的用法和区别。4. 运用第三人称单数的交通方式表达人物过去的旅游经历。（二）教学难点1. 训练在听力过程中抓住关键词的技能，学会捕捉并利用信息。2. 丰富个人旅游经历，拓展谈论话题，能简单口述、书写报告。三、教学策略词汇教学采取图片问答进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取pairwork问答式的口语交际活
4、动和小组活动互相操练；听力教学采取判断正误，根据听到的内容进行单选、填空、正误判断、先后排序，听后回答问题等方式；设计贴近学生的真实生活情景的活动对目标语言进行训练。四、教学过程Step 1: Lead-in Activity 1: 展示自己曾经去过的“大英博物馆”图片，问学生“曾经去过博物馆吗？”【设计意图】激发学生兴趣，引出本节课的话题。Activity 2: Free talk询问学生在冬天和夏天分别想去哪里旅游？展示不同地方图片，问“是否曾经去过？”【设计意图】通过向学生了解的一个大任务引入新课，贴近学生日常生活，创设熟悉的生活环境。Step 2: PresentationActivi
5、ty 1：利用图片逐步呈现博物馆和常见的主题公园，并引出本课重点句型Have you ever been to space museum/history museum/art museum/water park/zoo/amusement park?等。【设计意图】图片形象直观，学生可以掌握常见的主题公园和博物馆名称并学会使用句型Have you ever been to?Step 3: Sentence structures learningPre-listening-speaking: 复现上面几个地点图片，让学生做pair work，反复操练，并使学生逐步掌握并巩固。A: Have yo
6、u ever been to?B: Yes, I have. / No, I havent.【设计意图】运用多媒体的直观性，创设语言情境，使学生学会使用句型Have you ever been to?及其肯定与否定回答。轻松地理解、掌握新知识，而且使语言更具说服力，符合学生的认知，达到呈现的目的，增强教学的实效性。Step 4: Pre listening for 1bActivity: 1a学生独立完成1a的排序，用序号1-6标出最想去和最不想去的地方，还可以相互提问。例如：Would you like to visit a space museum/history museum?Activ
7、ity 2: 让学生观察主题图，讲讲图中的五个地方之中他们觉得哪一个地方最有趣？为什么？【设计意图】呈现话题词汇和句型，这一讨论可为1b做好铺垫。Step 5: Listening to 1bActivity 1: 引导学生读1b听力活动的要求，目的是听懂Sarah 和Claudia是否去过某地，并且要求学生用完整句子说明某人是否去过某地。(Claudia has been toSarah has never been to)【设计意图】（为水平弱的学生）为后面有难度的听力任务做好准备，熟悉目标语言，并且学会never, ever在现在完成时中的使用。Activity 2: 方案一：听力选择题
8、。听完每段对话后，针对具体问题（时间/地点/人物关系）询问，学生选出最合适的选项。1. When did Sarah visit the National Science Museum?A. Today B. Yesterday C. Last year2. When did Claudia visit the nature museum?A. Last year B. Last summer C. Last school trip 3. What may the relationship be between the two speakers?A. Friends B. Teacher an
9、d studentC. Mother and kid.4. Which museums have they ever been to?A. Science museum and art museum B. History museum and space museum. C. Art museum and nature museum. D. Nature museum and space museum.【设计意图】通过听力练习让学生对本单元重点句型和词汇所构建的语境有一个初步的接触和理解。并且练习中考听力题型。学生学会在平时练习中就掌握“预听”的技巧，抓取关键信息。Activity3: 浅学倒
10、装句给出句型So do I. / Me neither.引导学生找出规律并总结，做小练习及时巩固。方案二：听力填空。提出一些检测细节信息的问题。学生要在挖出的空上填入所缺词汇，使文章句意完整。Sarah: Lets do something _.Claudia: Have you ever _ to a _ museum?Sarah: Yes, I _. I went to the Nationallast year. Have you _ been to a _ museum?Claudia: No, I _.Sarah: Me neither（我也不）.Claudia: Well, but
11、 Im not _ in history.Sarah: How about the _ museum? Claudia: Ive_ to the art museum many times.Sarah: Me, too How about the _ museum? Ive _ there a few_.Claudia: So _ I. I _ there _ our last school trip. Sarah: Lets go to _ museum. Ive _ been there.Claudia: Thats a great idea. I went _ last year, bu
12、t Id _ to go there again.【设计意图】训练学生抓关键信息，练习在听力中寻找关键词，引导在听的过程中快速获取关键信息。Step 6: Speaking Practice Do 1c. A: Lets go somewhere different today.B: OK. Where do you want to go?A: Have you ever been to the space museum?B: No, I havent. How about you?A: 要求学生联系实际情况进行问答活动，完成简单的语言输出。【设计意图】教师在黑板上呈现一些基本句型，帮助学生更
13、好组织语言，巩固所学句型。Step 7: Listening to 2a/2bActivity1: Listen to 2a观察2a地图，说说在地图上看到了哪些地方，讲出每个地点的方位后听对话，勾出关键地点名称。【设计意图】综合复习以前学过的方位表达法。为后面有难度的听力做好语言上的铺垫。Activity2: Listen to 2b: T/F判断（详见教材）。三个对话分别是航空博物馆、游乐园和水上乐园，学生判断其中所提到的句子是否符合文意。听前有必要引导学生读懂每个句子。【设计意图】以听力的方式引导学生在主题公园和博物馆的语境中继续学习本单元的目标语言。通过这种题型练习，训练学生着重听哪些信
14、息，正确理解文意，对其中关键信息有识别的能力。方案一：听力选择。（每听完一段对话后，针对具体问题询问，选出最合适的选项）Conversation 1() 1. Who has visited the space museum?A. Tina B. John C. Both Tina and John.() 2. How are Tina and John going to the space museum?A. Take the train B. Take the bus C. Take the subway.Conversation 2() 3. How are they going to
15、get to the amusement park?A. They will walk there B. They will take the bus C. They will ride the bikes.() 4. Does Linda want to go to the there with Kim again?A. Yes, she does. B. No, she doesnt. C. We dont know.Conversation 3() 5. Where will Tom and Frank go at last?A. They will go to the water pa
16、rk. B. They will go skating. C. They will go to the River Park.() 6. Whats Franks problem?A. He doesnt have his bike. B. He doesnt have his skates.C. He doesnt have any money.【设计意图】训练学生抓住关键词的能力和对二次正确信息矫正的鉴别力、敏感度。对以前学过的句型巩固：1. How are you going there（练习乘坐交通工具方式表达法）2. Does she （第三人称单数回答）3. will do（一般将
17、来时）4. 对具体问题进行分析和推断（Whats the problem）。方案二：听后回答问题。1. Has John ever been to the space museum?_.2. Why does Linda think the amusement park fun?Because there were many _ things _ there.3. Where is the amusement park?Its _ Street, near the zoo.4. Will Frank go to the water park with Tom? Why?_, because h
18、e _ have _ money.【设计意图】熟悉对话中的句式，练习重点形容词exciting，介词on，名词street等正确书写。方案三：听力填写表格（图略）三个表格左侧都给出关键词what, how to get there?进行提问，需要对右半部分的细节、事实捕捉信息。【设计意图】中考听力题型的考察，训练学生对部分关键信息点的提取、对本节课所要掌握的重点单词和词组进行考察拼写。学生是否对ever, been拼写理解，复习动词borrow等词的熟练运用。Step 7: Speaking practiceDo 2c. 除了谈论参观和游览过的地方外，还综合了交通方式的提问How are we
19、 going to get there?复习了交通方式的表达法。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.还可以自编新的对话：Id really like to go there again.What bus do we take to get to?There
20、 were so manythings to do there.Neither have I. Lets go instead.Theres a great new place for巩固所学的人物旅游活动的句型，鼓励学生模仿使用听力材料中的句式，丰富对话内容。【设计意图】让学生继续谈论听力中涉及的几种节目类型，但要使用自己的真实信息，也就是尝试用所学语言表达自己的真实想法，逐步从模仿语言过渡到运用语言。Step 8：Listen and answer the questionsActivity1: Pre listening for 2d 对即将要听内容进行猜测（film museum an
21、d camping），Anna and Jill上周末都去了哪里？Activity2: 阅读对话前，给学生提出问题，让他们带着问题进行阅读。1. When did Anna go to the film museum?2. What does Jill love about the film museum?3. What did Jill learn about? 4. What did Jill do on the weekend?5. Has Anna ever been camping?【设计意图】把话题内容从游览过的地方扩展到对某个地方更为具体的描述，引导学生在对话中加入一些细节信息，
22、丰富谈话的内容。Step 9: Consolidation读对话，选择合适的词汇，并用其适当形式填空。完成Anna和Jill的相关信息填写。（1）Interesting （2）camped （3）color movies （4）April （5）last weekend（6）loves （7）never （8）inventionsAnna went to the film museum _. She thinks it is really _. She has _ been camping. Jill went to the film museum in _. She _ all the ol
23、d movie cameras, and she learned about the _ that led to _. On the weekend, Jill _ in the mountains with some friends.【设计意图】锻炼学生捕捉信息的能力。让学生体会两人在谈论旅游经历时所需语言在真实语境中如何使用，并为学生模仿语言、学会简单口头和书写报告提供了示范。Step10: Role-play the conversation and homeworkSs talk about their own weekend with each other. And make a report of ones own.【设计意图】笔头巩固所学目标语言和红色字体。小组或同桌谈论对某个周末或假期旅游的经历（时间、地点、所做事情）等情节，有利于学生对现在完成时和一般过去时的写作能力的提高。