Unit9 Section A 3a～4c教学设计 2024-2025学年八年级英语人教版下册

新目标人教版八年级下册Unit 9 Section A (3a - 4c)教学设计 I. Teaching Aims 1. Knowledge Aims 0. Students can master the following key words and phrases: camera, invention, invent, unbelievable, progress, rapid, unusual, toilet, encourage, social, peaceful, performance, perfect, itself, collect, German, theme, ride, province; have been to, have gone to, put up, tea art, a couple of. 0. Students can understand and use the target language: 1. Have you ever been to a science museum? - Yes, I have. / No, I haven't. 1. Has he ever visited the space museum? - Yes, he has. He went there last year. / No, he hasn't. 2. I've never been to a water park. Me neither. 1. Ability Aims 0. Students can improve their reading ability by reading the passage about a visit to the American Computer Museum, the International Museum of Toilets and the Hangzhou National Tea Museum, and be able to get the main idea and specific information. 0. Students can talk about the places they have been to using the present perfect tense. 0. Students can write a short passage about a place they have visited. 1. Emotional Aims 0. Develop students' interest in learning English and their awareness of exploring different cultures. 0. Encourage students to share their experiences and broaden their horizons. 1. II. Teaching Key Points and Difficult Points 0. Master the new words, phrases and the present perfect tense for talking about experiences. 0. Improve reading skills, such as skimming, scanning and detailed reading. 1. Difficult Points 0. Differentiate between “have been to” and “have gone to”. 0. Use the present perfect tense correctly in oral and written communication. III. Teaching Methods 1. Communicative Teaching Method: Create real - life situations to encourage students to communicate in English. 1. Task - based Teaching Method: Design various tasks to help students complete learning goals. 1. Audio - visual Teaching Method: Use multimedia resources to make the class more vivid. IV. Teaching Aids Multimedia, blackboard, chalk V. Teaching Procedures Step 1: Warming - up (5 minutes) 1. Greet the students as usual. 1. Show some pictures of famous museums around the world on the PPT, such as the Louvre Museum in France, the British Museum in the UK and the Palace Museum in China. Ask students: “Do you know these museums? Have you ever been to any of them?” Let students share their experiences briefly if they have. Step 2: Pre - reading (8 minutes) 1. New Words Teaching 0. Present the new words and phrases on the PPT one by one. Teach the pronunciation, meaning and usage through pictures, examples and explanations. 0. For example, when teaching “invention”, show pictures of different inventions like the light bulb, the telephone and ask students to describe them. Explain that “invent” is the verb form, “Edison invented the light bulb.” And “unbelievable” means something is very hard to believe, “The story he told is unbelievable.” 0. After teaching all the words, have a quick review by asking students to read the words aloud together several times. 1. Prediction 0. Show the title of the reading passage “Have you ever been to a museum?” and the pictures related to the passage on the PPT. Let students predict what the passage may talk about. Encourage them to share their ideas in pairs, and then invite some pairs to report their predictions to the class. Step 3: While - reading (15 minutes) 1. Skimming 0. Let students read the passage quickly within 3 minutes to get the main idea. Then ask them to answer the question: “What museums are mentioned in the passage?” 0. Check the answers with the whole class. The museums mentioned are the American Computer Museum, the International Museum of Toilets and the Hangzhou National Tea Museum. 1. Scanning 0. Give students some specific questions and let them read the passage again carefully to find the answers. The questions can be like: 18. What can you see in the American Computer Museum? 18. Why is the International Museum of Toilets a very unusual museum? 18. What can we learn from the tea art performances in the Hangzhou National Tea Museum? 0. After students finish reading and finding the answers, ask them to share their answers with their partners first, and then call some students to answer in front of the class. 1. Detailed Reading 0. Read the passage sentence by sentence with the students. Explain the difficult sentences and language points. 0. For example, explain the sentence “It's unbelievable that technology has progressed in such a rapid way!” Explain the structure “It's + adj. + that - clause” and the meaning of “progress” and “in such a rapid way”. 0. Let students underline the useful expressions and sentences in the passage, and then ask them to read these expressions and sentences aloud to remember them. Step 4: Post - reading (10 minutes) 1. Retelling 0. Based on the key information in the passage, ask students to retell the main content of the passage in their own words. They can work in groups of four to practice retelling first, and then each group chooses one representative to retell in front of the class. 1. Discussion 0. Divide students into groups of four or five. Give them the topic: “If you could build a museum, what kind of museum would you build and what would be on display?” Let students discuss in groups. Encourage them to use the language they have learned in this class. 0. After the discussion, invite some groups to share their ideas with the whole class. Step 5: Grammar Focus (8 minutes) 1. Present the sentences from the Grammar Focus on the PPT: 25. Have you ever been to a science museum? - Yes, I have. / No, I haven't. 25. Has he ever visited the space museum? - Yes, he has. He went there last year. / No, he hasn't. 0. I've never been to a water park. Me neither. 1. Explain the usage of the present perfect tense for talking about experiences. Point out that we use “have/has + past participle” to express an action that started in the past and has a connection with the present. 1. Compare “have been to” and “have gone to”. Explain that “have been to” means someone has visited a place and has come back, while “have gone to” means someone has gone to a place and hasn't come back yet. Give examples: “I have been to Beijing three times.” (I am here now, but I visited Beijing three times before.) “He has gone to Shanghai. He will be back next week.” (He is in Shanghai now.) 1. Do some grammar exercises on the PPT. For example: 0. Fill in the blanks with “have been to”, “have gone to” or the correct form of the verb in the present perfect tense. 0. Make sentences according to the given situations. Step 6: Practice (5 minutes) 1. Pair Work 0. Let students work in pairs. One student asks the other about the places he/she has been to using the present perfect tense, such as “Have you ever been to a zoo? Have you ever visited a famous mountain?” The other student answers and then asks back. 0. Walk around the classroom to monitor and offer help if necessary. Step 7: Summary (2 minutes) 1. Summarize the key points of this class with the students, including the new words, phrases, the present perfect tense for talking about experiences and the reading skills. 1. Encourage students to review what they have learned after class and use the English they have learned in their daily lives. Step 8: Homework (2 minutes) 1. Ask students to write a short passage about a place they have visited. They should include the time they went, what they saw and what they thought of the place. 1. Let students preview the next part of the unit. VI. Blackboard Design Column 1 Column 2 Column 3 New Words and Phrases camera, invention, etc. have been to, have gone to, etc. Key Sentences - Have you ever been to...? - Yes, I have. / No, I haven't. I've never been to... Me neither. Grammar Points Present Perfect Tense for Experiences Difference between “have been to” and “have gone to” VII. Teaching Reflection After this class, students should have a better understanding of the new words, phrases and the present perfect tense for talking about experiences. However, some students may still have difficulties in using “have been to” and “have gone to” correctly. In the next class, more exercises and real - life examples should be provided to help them master these language points better. Also, during the group discussion, some students were not very active. Teachers need to encourage them more and create a more relaxed and active classroom atmosphere. (豆包AI生成) 学科网（北京）股份有限公司 $$