8 Visiting museumsppt配套的板书设计及意图

U8 Visiting museums（2）

教学内容：Listen and say, Ask and answer 和 Think and write. 教学目标

知识目标： 1. 通过Listen and say的对话学习，帮助学生掌握核心句型。

2.通过Ask and answer的问答活动，帮助操练核心句型。

3.通过Think and write写作练习，帮助学生巩固一般过去时与一般现在时的混合使用。

语言技能：

从对话中学习语言。

情感态度：

学生能够提高合作意识和进行自主探究、归纳的能力，能够进一步提高从对话中提取信息的能力。

教学重难点：

重点：学生能够通过对话交流，运用核心句型。

难点:

学生能够回答相应的问题。

教具准备：多媒体

教学过程：

Pre-task preparations 1.

出示各类博物馆的图片，要求学生说出其名称。

T: What museum is it? S1: It’s an art museum. 2.

请几个学生出示自己参观博物馆的照片，向全班作简单介绍。

T: Did you visit any museums during the holiday? S1: Yes, I did. I visited a car museum. I saw some cars there. While-task procedures 1.

播放Listen and say 的录音，出示以下问题，让学生听录音后回答问题,然后校对答案。

nd

1)

What did Joe do last Sunday? Joe visited a car museum last Sunday. 2)

What did he see there? He saw a lot of interesting cars. 2.

播放课文录音，学生模仿朗读，并根据Listen and say的内容完成反馈练习中两人的日记，也可以完成下面的概要。

A visit to a /an museum (date), Alice visited a museum. She saw ( What did she see there?) (date), Joe visited a museum. He saw ( What did he see there?) 3.

让学生根据日记或对话概要，试着复述课文。

S1: Last Saturday, Alice visited an insect museum. She saw ants, bees, butterflies and other insects. She bought a toy bee there. Last Sunday, Joe visited a car museum.He saw many cars there. He bought a model car there. 4.

学生根据Ask and answer 的范例和图片，两人一组进行对话。

S1: Did you visit any museums during the holiday? S2: Yes, I did. I visited a science museum. S1: What did you see there? S2: I saw some interesting robots there. S1: What did you do there? S2: I played with the robots. Do you want to go there? S1: Yes, I want to visit the science museum too. Post-task activities 1.

要求学生根据自己参观博物馆的经历完成Think and write,有画画能力的学生可以在相关句子旁边画上博物馆的简笔画。

A visit to a /an museum I visited a /an museum on (date).It is (big/small). I saw ( What did you see there?)

2.

调查活动。学生调查一个同学，了解对话参观博物馆。以完成表格的形式记录对方交流的相关信息。随后要求学生在全班进行汇报交流。

A visit to a /an museum On (date),she /he visited a /an museum on (date).It is (big/small). She /He saw ( What did she /he see there?)She /He ( What did she /he do there? 调查活动：

S1: What did you do on Saturday? S2: I visited a toy museum. It was big. S1: What did you see there? S2: I saw a lot of super toy bicycles there. S1: What did you do there? S2: I bought a toy bicycle. 汇报交流： S1: (S1’s name) visited a toy museum on Saturday. The toy museum was big. She saw a lot of super toy bicycles there. She bought a toy bicycle there. Homework：

1.

Listen and read the dialogues. 2. Talk about your favourite museum . 板书： Unit 8 Visiting museums S1: What did you do on Saturday? S2: I visited a toy museum. It was big. S1: What did you see there? S2: I saw a lot of super toy bicycles there. S1: What did you do there? S2: I bought a toy bicycle. 教学反思：

英语课堂教学是培养学生的听、说、读、写能力的最主要重地，缺乏这四种能力培养的课堂教学就不是成功的课堂。“阅读最终是为写作服务的”（Reading is for writing），这句话让我感触很多。以往我的阅读课多数时候只有学生阅读，没有学生写的训练，有时甚至没有说的训练。所以本节课，我从greeting, lead-in, new words introduction, pre-reading, while-reading 到post-reading的各个环节中都充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣才能让阅读课达到最终目标—提升学生的写作能力。

但是本节课上我过于注重学生对课文structure的理解和构建。这种教学设计的结果就是学生在快速阅读能力和阅读方法上有相对优势，却在细节理解有偏差。