基于新課程標(biāo)準(zhǔn)的“教-學(xué)-評(píng)”一致性單元整體教學(xué)設(shè)計(jì)UnitNameUnit9Haveyoueverbeentoamuseum.Period1Period3Grammar&SectionB1a-1cThemeManandSociety:History,SocietyandCultureTextAnalyseWhatSectionA(4a-4c)GrammarFocusandSectionB1a-1cinthetextbook,itcontainsatablesummarizingthecorelanguagestructuresentencepatternsofthisunit,andexercisesinthethreepartsof4a-4c.4aisthedialogueformoftheblanks,thewordsfilledinaredifferentformsofverbs;4bisashortpassageaboutDisney.Itispresentedintheformoffillingintheblanks.Thewordsareverbsindifferenttenses.4cisanopenoutputactivity.WhyInthetextbookofthisclass,throughtheformsoftables,questionsandanswers,fill-in-the-blankandopentables,Grammarfocusenablesstudentstoapplythesummarizedstructureofthetargetlanguagetodifferentformsofcontexts,andnoticethecorrelationbetweentheformsofverbsandthecontextbeforeandafterthroughexercises,soastoencouragethemtousethetargetlanguageincombinationwiththeiractuallifeexperience,understandingandusingthepresentperfecttensebetter.HowAllofthematerialsarelisteningmaterialwithpictures.Fromthelexicalpointofview,themainwordsofthesematerialsarerelatedtofunplacessuchasmuseumsandthemeparks.Fromalinguisticfunctionpointofview,theinterlocutorcantalkaboutwhethertheyhavebeensomewhereby“Haveyoueverbeento...”andmakesuggestionsandrecommendationsabouttheplacestogoby“Howabout...?”“Let'sgo...”.AnalyseoflearningsituationKnowWantLearnIntheUnit8,studentswereintroducedthestructureofthepresentperfecttenseandtheuseoftheadverb“already,yet”.Studentsmaybeconfusedaboutthespecificmeaningofthepresentperfecttenseanditsdifferencefromthepasttense,andmaylackin-depththinkingaboutthemeaningofmuseumsandthemeparks.Sowe'regoingtotalkaboutthisinthisclass.Haveyoueverbeentoamuseum?Inthiscontext,studentsshouldcontinuetounderstandtheuseofthepresentperfecttense,distinguishthedifferencebetweenthegeneralpasttenseandthepresentperfecttense,learntousethepresentperfecttenseandbeen,ever,neverstructurestodescribespecificpastexperiences,andlearntousetheminrealsituations,andunderstandthemeaningofvisitingmuseumsandthemeparks.LearningObjectivesBytheendoftheclass,thestudentsareableto：1、（LearnandUnderstand）Understandthedialoguesinthetextabouttravelactivities.2.Mastertheuseof"ever,never,been"inthepresentperfecttense,learndomestictravel-relatedvocabularyandsentencepatternsandexpresstravelexperienceandfeelingswiththem..1)-Haveyoueverbeentoasciencemuseum?-Yes,Ihave./No,Ihaven’t.-Me,too.-Haveyouevervisitedthespacemuseum?-Yes,Ihave.Iwenttherelastyear./No,Ihaven’t.-Ihaveneverbeentoawaterpark.-Meneither.(Learnandunderstand)2、（ApplyandPractice）Communicatewithothersaboutyourpastexperiencesinthepresentperfecttenseintherealsituation.（TransferandCreate）Describeyourownorothers'travelexperiencesandfavoritetravelactivitiesinthetargetlanguagestructures.KnowmoreaboutChinesecultureandenhanceculturalconfidence.TeachingImportant&DifficultPointsImportantPoints：Mastertheuseof"ever,never,been"inthepresentperfecttense,usethissentencepatterntoexpresstravelexperienceandfeelings,andlearndomestictravel-relatedvocabularyandsentencepatterns.DifficultPoints：Accuratelytalkaboutthetravelexperience、expressthefeelingsinthepresentperfectanddiscussitinthetargetlanguage.TeachingStrategies&learningmethodsStudent-centeredteachingmethod,heuristicteaching,task-basedlanguageteachingmethod,situationalteachingmethodandcooperativelearningmethod.TeachingpreparationsPowerPointprojector,audioequipment,teachingandstudents'book,etc.TeachingProcessLearningObjectivesLearningActivitiesEvaluationLearningobjective1Activity1：Freetalk1.EnjoypicturesofplacesofinterestinChina.Q1:Whatplacesofinteresthaveyoubeento?Q2:Whatdoyouthinkofit?2.Matchthepicturewiththename.1.DeterminewhetherstudentsareinterestedinplacesofinterestinChina.2.Perceivenewvocabularyfirstly.DesignIntention：tocreatearealsituation,learnnewvocabularyinthesituation,andstimulatestudents'interestinlearning.Learningobjective1Activity2：ListenListentoaChinesestudentinterviewingaforeignstudent.CompleteBook1bandcirclethequestionsyouhear.Listenagainandcompletethetableinthebook.（Learnandunderstand）Q1:Whatotherplacesofinterestdoyouthinkarealsobeautifulandinteresting?Aretheymeaningfultotravel?Why?DesignatourrouteonthemapofChina.1.Observethestudentsfillingintheformandjudgetheaccuracyoftheinformation.DesignIntention：Beabletounderstandthedialoguesabouttravelactivitiesinthetext,improvethelisteningskills.Learningobjective2Activity3：Read,thinkandfind.1.Readandobservetextsentencesinthetextbooktounderstandandacquirethecoregrammaticalstructure.2.Perceivethemeaningof“alreadyevernever”throughtheconversationbetweentheteacherandthestudents.Q1:Whichwordcandescribethemeaningof“havebeento”.Q2:Whatwordhasbeenputatthebeginningtomakeaquestion?Q3:Whatdoestheword“ever”,“never”mean?（Learnandunderstand）3.Watchamini-lessonabouttheusageof“havebeento,havegonetoandhavebeenin”.Summarizetheusageofthem.Observethestudents'performanceinansweringquestions,andunderstandtheknownandunknowncoresentencepatternsaccordingtothespeedandaccuracyoftheiranswers.DesignIntention：Helpstudentsunderstandthedialoguecontentinthecontext,perceiveandsortoutthecoregrammarpatterns.Byreadingthesentencesaloud,studentscanobservethesentencesinthetext,perceivingthecharacteristicsandspecificmeaningsofthestructureofthetargetlanguage,sortingoutandsummarizingthegrammaticalknowledge,andunderstandingthemeaningconveyedbythespeechrotationincommunication,thuslayingthefoundationforthesubsequentlanguageoutput.Learningobjective3Activity4:Practice1.Practicethetargetlanguagestructureinpairsundertheguidanceoftheteacher.-Haveyoueverbeento...?-Yes,Ihave./No,Ihaven’t./Me,too.-Haveyouevervisited...?-Yes,Ihave.Iwenttherelastyear./No,Ihaven’t.-Ihaveneverbeento...-Meneither.2.Readthedialoguesinthetextbookpicturesundertheguidanceoftheteacher'squestions.Discusstheextensionofthedialoguecontentandthecontentoftheconversationturnwiththeirpeers,andsharethesecontents.3.Brainstormmoredetailsandtrytodescribethesedetailsindifferenttenses.(ApplyandPractice)1.Teacherobserveshowstudentsanswerquestionsandgivehintsandguidancebasedontheirperformance.2.Accordingtothecontentofstudents'discussion,theteacherguidesstudentstocontinuouslyenrichandimprove,andgivesnecessaryguidanceandhelp.3.Accordingtothestudents'description,theteacherobserveswhetherthestudentsusetensescorrectlyandgivesnecessaryhintsandguidance.DesignIntention：toguidestudentstousethepresentperfecttensetobettercommunicatewithothersthroughdifferentformsofactivitiessuchaspersonaldescription,pairdiscussionandcollaborativedialogue.Atthesametime,intheprocessofclassroomcommunication,studentscanlearntheemotionalattitudeoflistening,cooperatingandhelpingeachother,formagoodlanguageexperience,promotetheinternalizationoflanguage,transitionfromlearningandunderstandingtoapplicationpractice,andgetreadyforthelaterrealexpression.Learningobjective4Activity5:Listen、evaluateanddiscuss1.Haveadialoguewiththeirpeerswiththelanguagesupportandlearningcontentprovidedbytheteacherinarealsituation,sharetheirownvisitingexperience,andimprovetheirowncontentincombinationwiththePeer-checklist.2.Listencarefullytotheclassmates'sharing,Evaluateyourclassmates’dialogueaccordingtothechecklist..(Transferandinnovation)1.Teachersobservestudents'discussionsandgivenecessaryhelpandguidance.2.Accordingtothecontentofstudents'evaluation,teache