Unit 9 Have you ever been to a museum? (Section A 1a—2c)教学设计
Pre- listening
Step 1 Greeting and show objectives
Step 2 Warm and leading-in
1. Guess the places of the picture.They are Jining museum, space museum,art museum,history museum,science museum,nature museum,water park,amusement park.
1a:Summer vacation is coming,which places would you like to visit? Rank them from 1 (most) to 6 (least).
2. Leading-in sentence pattern
T:I went to many places before, so I can say:
I have been to a water park/I have been to a space museum.
Ask:Have you ever ?
Help answer:Yes,I have/No,I haven’t
Using the pictures , the students practice in pairs.
3.Show the picture of the book, give listening task.
While listening
Task 1
Step3 1b Listen .Have these students ever been to these places?check the boxex.
(1) Listen for the first time and check the answers
(2) Listen for the second time ,Choose the best answer.
1.When did Sarah visit the National Science Museum?
A. Today      B. Yesterday    C. Last year
2. When did Claudia visit the nature museum?
Last year  B. Last summer  C. Last school trip
3. What may the relationship be between the two speakers?
A. Friends        B. Teacher and student  C. Mother and kid.
(3) Read tapescripts aloud and try to find out have structure.
Post listening
Step 4 1c Ask and answer questions about the places in 1b.
A: Let’s go somewhere different today.
B: OK. Where do you want to go?
A: Have you ever been to the space museum?
B: No, I haven’t. How about you?
A: …
Task 2
Step 5 2a/2b
(1) T: If you want to go somewhere you have never been, what will you need?
While listening
(2)  2a  Look at the map of the town. Listen and circle the places you hear.
(3)  2b  Listen again and circle T for true or F for false.
(4)  Listen and complete the conversation.
Post listening
Step6 2c
Look at the map in 2a and make conversations about the places.
A: Have you ever been to the space museum?
B: Yes, I have. How about you?
A: No, I haven’t.
B: Oh, it’s fantastic. Let’s go tomorrow.
A: OK. How are we going to get there?
B: We can take the subway.
Step 7  pair work
模仿2C内容，谈论一下你们所去的地方。
Step8 grammar (talk about the differences)
have/has been to …
have/has gone to …
have/has been in …
Step 9 summary
Use a mind map, summarize the various of the present perfect tense.
Step 10 Exercise
I .用所给的正确形式填空。初中英语教学设计
1. He ____  ______ (be) to the History Museum several times.
2. A:  _____ you ever _____ (be) to the zoo?
  B: Yes. I _____(go) there last summer.    I  ____ (see) many kinds of animals there.
3. A: Where is Mr Wang?
  B: He ________ (go) to the library. He wants to borrow some library books.
II、根据汉语提示完成句子。
1. 你曾经去过一个科学博物馆吗？
____ you ever ____ ____ a science museum?
2.--我没有去过太空博物馆。--我也没有。
--I haven't been to  the space museum.
-- ____  _____.
3.约翰从没有去过水上公园。
John ____  _____  ____ to a water park.
4.我去过游乐场很多次。
I have been to _______  _____ many times.
5.我们可以乘地铁去那儿。
We can _____ the ______ to get there.
Unit 9 Have you ever been to a? (Section A 1a—2c)学情分析
本节课的对象是八年级学生，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，但对应于学习普遍缺乏科学的方法和信心，致使他们在学习过程中不敢大胆的表现。八年级下学期的学生已经出现了两极分化的趋势，在农村初中表现的特别明显，个别学生已经失去了对英语学习的兴趣，因此在课堂教学中应最大限度的调动学生学习的积极性，在充分感知的基础上进行多方位操练巩固，从而使每一位学习都习而有得。
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。针对本节课的课型特点，我从学生熟悉的博物馆和游乐场入手，充分感知have been to 的语言结构，领悟其表达含义，在听力输入的基础上，让学生以小组为单位合作学习，共同完成学习任务。
Unit 9 Have you ever been to a museum? (Section A 1a—2c)效果分析
总体来说，本节课能完成既定教学任务，教学效果较好。步骤清晰明朗，针对听说课特点，
能进行有效的信息输入与输出练习。听前进行了充分的热身练习，利用图片展示了不同的博物馆及公园，有效导入了核心句型I have ever been to .../Have you ever been to ....? 扫除了听前障碍。对听力文本进行了挖掘利用，除了完成既定的听力任务，在学生能接受的基础上增加了听力回答，完成句子等任务。课堂练习较为充分，采用了Pair work 等活动形式，循序渐进，符合学生的认知特点和规律，课堂上对学生进行有效引导、适时评价，利用多媒体课件，激发学生学习兴趣，学生的学习主动性得到有效发挥。评测练习紧扣知识要点，具有代表性。
课堂录制效果良好，光线充足，教学资源呈现清晰，时长符合要求，画面清晰，技术指标符合标准。
Unit9  Have you ever been to a museum? (Section A 1a—2c)教材分析
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表达曾去过某地的句式have been to的用法。该时态是初中英语课程标准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，还是对听力技巧的渗透和听说能力的培养，都将起到举足轻重的作用。