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視頻課題：人教版初中英語八年級下冊Unit 9 Have you ever been to a museum Period2( Section A 3a-3c)浙江省
教學設計、課堂實錄及教案：人教版初中英語八年級下冊Unit 9 Have you ever been to a museum Period2( Section A 3a-3c)浙江省
Textbook
Go for it !
Grade
Eight Volume II
Unit
Unit 9 Have you ever been to a museum?
Period2( Section A 3a-3c)
Theme
Reading Lesson
Designer
Shen En Zhicheng Middle School
I. Mentality of Designing and the Basis for Guidance
The topic of this unit is about fun places, and students are familiar with it. In this period, students learn to read an article about the most interesting museums. The reading material isn’t very difficult, so I’ll give students different reading practice like reading for general information, reading for words’ meanings, reading for topic sentences, discussing and so on. These help Ss improve their reading skills.
II. Teaching Background
Analysis of Teaching Contents
The topic of this unit is about “fun places”, it is related to talking about past experiences. This period is the second lesson of Unit 9 —— a reading lesson. Students are wanted to read about the most interesting museums. And it’s also important to develop students’ critical thinking besides reading strategies in this class. It can help students achieve the purpose of the developing and integrating of the knowledge. Analysis of the Students
It is the second lesson of this unit and its topic is about “interesting museums”. Students have
learned some words about fun places, how and wh- questions with what, where and when in Grade Seven, as well as present perfect tense “have done” in unit 8. So it is easy for students to raise learning interests and master the contents of the unit.
III. Teaching Objectives
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Language learning objectives 1. Words & expressions
invent, unbelievable, progress, rapid, unusual, encourage, peaceful, social, improve, tea set, preparation 2. Key sentences
The most interesting museum I’ve ever been to is the American Computer Museum. Watching the tea preparation is just as enjoyable as drinking the tea itself. Emotional objective
Enable students to think about the common things in life. Help them notice the beauty in common things. Cultural objective
To understand the different museums in America and India. Learning strategies
To improve students’ reading skills by taking part in different activities like prediction, scanning and so on in class. Enable students to have fun learning English and raise their interest in English.
IV. Teaching key and difficult points
Key Points
To help Ss be able to read about the three museums by using different reading skills. Difficult Points
Ask the teacher questions about the museums by students themselves.
V. Teaching Procedures
(中文為主 + 所教學科目標語言）
Step 1：Greeting and leading in
(1) Greet the students with the following questions.
T: My name is Pova, you can call me Pova. Good morning, boys and girls. This girl, please. How are you today? What do you ususlly do on weekends? Do you like going to the museums? Have you ever been to a museum? Which museum did you go? What did you see there? What do you think of it? (2) Guess the picture.
T: I like going to the museums. I have been to many museums. It is a picture I took from one of the museums that I have been to. Can you guess what it is?
T: Yes, it’s an umbrella. Is it the same as the umbrella you use today?
T: No, it isn’t. It is an umbrella which was used by the emperors in ancient China. Now it is in Chinese Umbrella Museum in Hangzhou. I saw a large number of
umbrellas there. I also learned the history of umbrellas. It’s unbelievable that there are so many
different kinds of umbrellas at the museum. It is a a relaxing and peaceful place. What do you think of this museum?
設計意圖：通過free talk問答，讓學生了解今天上課的主題是博物館，并且對上一課時的目標語言Have you ever been to a museum？進行復習回顧。猜測圖片環節一方面可引起學生興趣，同時通過教師描述引出unbelievable和uncommon兩個單詞。在選擇圖片時，故意選擇了傘這個普通事物，與最后環節的common things遙相呼應。 Step2：Before reading
(1) Presentation
T: I think the Chinese Umbrella Museum is very interesting. Today we are also going to read an article about the most interesting museums. First, read the instruction and tell me what information you can find from it.
Ss: From the instruction of 3a, we know that 3 students talk about the museums they have ever been to.
T: Yes, you see. We can get so much information from the instruction, so before reading, don’t forget to read the instruction carefully.
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T: Then, look at the pictures and can you guess which three museums the students talk about?
Ss: Computer museum, toilet museum and tea museum.
T: Yes, that’s right. Actually the 3 museums are the American Computer Museum, the International Museum of Toilets and Hangzhou National Tea Museum.
設計意圖: 通過讓學生閱讀3a的指令來得出有關文章的信息，因此閱讀文章時應先讀指令。再通過看圖猜測三個博物館。此環節是讀前的文本分析。
(2) Discussing
T：So we know the 3 museums. What do you want to know about their visits to the museums? When we
want to know something, we can ask questions by using
who, when, where, what and how. So please discuss in pairs and tell me what you want to know about their visits to the museums. The questions may include: Who visited the musuems? When did they go? Where are the museums?
What did they see and what did they learn there? What do they think of the museums?
設計意圖：學生通過討論，對于這三位同學博物館的拜訪進行提問。此環節充分從學生角度出發，讓學生自己設計問題，充分體現了學生為主體，教師為主導。 Step3：While reading
(1) Read the article and answer the questions rasied by themselves.
設計意圖：閱讀全文，回答學生自己提出的問題。讓學生對全文信息能有大概的了解。
(2) Read paragraph 1 and finish the tasks.
What surprised Ken most in the American Computer Museum? Technology has progressed in such a rapid way! Supporting sentences:
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What do you think the computers will be able to do in the future?
設計意圖：精讀第一段，通過三個任務層層遞進，先問學生最讓Ken驚訝的是什么，再找支撐句。最后拿出段中最后一句話問學生的看法，注重拓展學生思維。
(3) Read paragraph 2and answer the two questions.
1.What’s the topic sentence of this paragraph?
2.What does it encourage government and social groups to do? What advice do you have on improving the toilets in our school?
設計意圖：精讀第二段，尋找主題句，繼續夯實閱讀技巧，最后通過課本句子提問：對于學校廁所你有什么好的意見？引導孩子關心身邊事物。
(4) Read paragraph 3 and tell True or False.
1. Amy went to the Hangzhou National Tea Museum.
2. Watching the tea preparation is just as enjoyable as drinking the tea itself. T: What does the second sentence mean?
A. Watching the tea preparation is more enjoyable than drinking the tea. B. Drinking the tea is more enjoyable than watching the tea preparation.
C. Watching the tea preparation is very enjoyable, and drinking the tea is also very enjoyable .
設計意圖：通過判斷正誤進一步理解文章內容。同時通過句子辨析，讓學生感悟段落中的美詞美句，一方面有利于寫作提高，另一方面與下一環節銜接。
(5) Activity 3a
T: The sentences in the article are very beautiful. So are the words in the article. Look at the underlined words in the article, they are all new words. Can you find their meanings?
設計意圖：完成3c，對新單詞進一步理解和強化。 Step 4：Reading with the tape.
設計意圖：跟讀課文，再次整體感知閱讀材料。 Step 5：Conclusion
T: After reading the whole passage, let’s make a conclusion. The article is aboutcomputer museum, toilet museum and tea museum. Do you have these things at home?
T: Yes, most of us have computers, toilets and tea at home. So they are common things to us. But the three students think they are interesting, unusual, relaxing and peaceful. Why?
Ss:Because they learned a lot of uncommon things from the museums. T: That’s right. So museums help us notice the beauty in common things. And that’s one of the amazing parts of museums.
設計意圖：對全文進行總結，三位學生對這三樣普通的物品有著不普通的看法，因為他們在博物館學到了很多不同尋常的知識，這就是博物館的魅力。在生活中，我們也不能忽略普通物品的美。 Step 6：Groupwork
T: We can learn a lot about common things from the museums. So in free time, we can go to the museums sometimes. And in daily life, we should never fail to notice the beauty in common things.
T: Here is a good chance for you to share something about a common thing
which you are interested in.
T: Our school wants to hold an exhibition about a kind of common thing. They
want you to help design it. Try to make it interesting. Discuss the following questions in group of four.
What is it about? /What is the most interesting part?/What can people see?/ What can people learn? 設計意圖：小組討論，選出一樣他們感興趣的普通物品作為展覽物品，并初步設想展覽時大家能看到什么，學到什么。此環節結合學生實際，也進一步讓學生能關注到身邊的小物品。 Step 7：Homework
• Level A
• Polish the writing about your exhibition after class, and report it next class. • Read the article and choose your favorite museum to retell. • Level B
•
Find more information about one of the museums in the article. Report it next class.
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設計意圖：分層布置家庭作業，照顧到了學生的不同水平。Level A的作業兼顧到了后進生的水平。Level B的作業可以讓學優生提高學習能力和認知能力。
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