人教版新目標英語九年級全一冊 Unit 8 It must belong to Carla Section A 1a 2c教學設計

1、 課堂教學設計 Unit 8 It must belong to Carla Section A 1a-2c 一、教材分析推測物以“ “ It must belong to Carla”為話題設計教學內容，本單元以圍繞談論某東西屬于某人等語言功能展開一系列的任”為主線，品的歸屬務活動。本節(jié)課主要是屬于教學內容的第一部分，要求學生學會如何進行推測，了解、學會基本句型的應用。教材內容從基本語言知識到語言綜合知識的運用，層層遞進，以一種循序漸進的生活化的學習程序，引導學生在做事中有目的的學習語言。 二、三維目標： 1、 知識目標：本單元通過學習情態(tài)動詞，學會正確運用must, might, coul

2、d和can't對事物進行推測，并注意體會這些詞表示判斷時的程度，盡量做到用詞準確.掌握belong to與be在使用中的區(qū)別。 2、能力目標：對本單元中的生詞做到會讀，會寫，會用，培養(yǎng)學生聽說讀寫能力和觀察能力。 3、情感目標：根據(jù)相關信息進行推測，訓練學生的邏輯思維能力，培養(yǎng)學生關愛社會、關愛他人的良好情操。建構主義教學觀認為，設計特定的情景和引導學生對知識的積極磋商是促進建構性學習的兩個主要途徑。 三、教學重點 1. 情態(tài)動詞must, could, might和can't表推測判斷的用法。 2belong to 短語的應用。 四、教學難點 表推測判斷的用法。can'

3、;t1、情態(tài)動詞must, could, might和 be sb's的區(qū)別。2、belong to sb 與五、教學策略： 歸納總結情態(tài)動詞can, may, must, could ,might表推斷的用法，比較它們的用法區(qū)別。在選擇它們進行運用時，要多角度，全方位地思考，根據(jù)句子語境明確句子的含義，選擇正確的情態(tài)動詞。 六、教學準備：PPT，優(yōu)盤，一些學習用品，學案，書包，翻頁筆 七、學生課前或課外活動設計： 1.學生課前聽一首英語歌，讓其盡快進入學習英語的狀態(tài)。 2.讓學生準備好自己的書包以及學習用品，當作課堂練習對話的道具。 3.讓學生思考 belong to 與 be sb

4、's 的區(qū)別。 八、教學環(huán)節(jié) 一）Warm up Students enjoy an English song ：The more we get together, the happier we'll be . (設計的目的：學生課前聽一首英語歌，讓其盡快進入學習英語的狀態(tài)。) 二 ) Presentation 1.Present new words Show the students some pictures to teach new words : truck, picnic , rabbit , valuable , pink Then read them togeth

5、er. (設計的目的：運用多媒) 體圖片講授單詞，生動，直觀，形象，學生易于接受。 2. Play a guessing game Who's he ? He can't be Wang Baoqiang. He must be Cheng Long. 1) What's this ? It could be a white vase. It might be two faces . 2) Whose dog is this ? It must be Liu Dehua's/his. It must belong to Liu Dehua/him 3) Whos

6、e car is this ? It can't be _. It must be Yao Ming's It must belong to Yao Ming/ him 4) Whose red bike is this ? It can't belong to Bush. Because his bike is white and blue. （設計的目的：教師要把語言、知識有機地融合在實際語言操練中，活動要貼近學生生活實際，使得學生有話可說，有感而發(fā)，保證學生在每節(jié)課不少于三分之二的時間進行言語訓練） 三 ) Consolidation 1.To come to 1

7、a 1) Ask the Ss to talk about the picture. What can you see in the picture ? What's this ? It's a T-shirt/toy truck/book/magazine/CD. What are they? They're cups. 2) Write the things they see in the correct columns in the chart. 3)Check the answers. 2. 1b. Listen and match each person wi

8、th each person with a thing and a reason. 1) Read them first . 2)Listen and match . 3) Check the answers. 4) Turn to Page 142, read the listening materials in Section A , 1b, find any question. （設計的目的：設計特定的情景和引導學生對知識的積極磋商是促進建構性學習的兩個主要途徑。引導學生多角度思考問題，學會傾聽他人的意見） 3.1c. Practice Practice the conversation

9、 in the picture above.Then make conversations using the information in 1b. （ 設計的目的：創(chuàng)設英語學習環(huán)境，讓學生在角色扮演活動中體驗學習的樂趣） A: Whose toy truck is this? st be Jane's little brother's. Because he B: It mu was the only little kid at the picnic. 1)A: Whose magazine is this? B: It must be Deng Wen's. He

10、loves rabbits. 2)A: Whose CD is this? B: It must be Grace's. She always listens to pop music. 3)Practice A: Whose is this? B: It must be/might be/may be 4. 2a 1) Play a guessing game first : Whose schoolbag is this ? The teacher says : I found a schoolbag just now , but I don't know the owne

11、r of the schoolbag . Let the students guess the owner . （設計的目的：作為鋪墊，讓學生聽2a前有個心理準備） 2) Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. 3) Check the answers: 1. T-shirt 2. hair band 3. tennis ball. 5. 2b Listen again. Fill in the blanks. 1). The person _m

12、ust_ go to our school. 2). The person _can't_ be a boy. 3). It _could_ be Mei's hair band. 4). The hair band _might_ belong to Linda. 5). It must be Linda's schoolbag. （設計的目的：聽力訓練，通過課堂上聽1b,2a,2b的內容，無論是完成表格題還是連線題，目的都在于訓練學生聽力能力。 6. Look at the screen, read the listening materials in Sectio

13、n A , 2a,2b, find any question. 7.2c make conversations using the information in 2a and 2b. A: Look! There's a schoolbag. Whose is it ? B: What's inside? A: The person must go to school .Here is a hair band,so the person can't be a boy B: It could be Mei's hair band. She has long hai

14、r. A: Or the hair bandmight belong to Linda. She was at the picnic. B: The schoolbag could belong to Rita. She's always forgetting things. A: Oh,look!Tennis balls. B: Then it must be Linda's schoolbag.She has long hair and she's on the tennis team. A: You're right. （設計的目的：整合聽力材料，讓學生能

15、舉一反三，學以致用。） 四) 實踐應用 五）知識總結 表示推測的情態(tài)動詞 在英語中，表示對某事物的確定程度，即表示推測的時候，我們 通常會用到以下情態(tài)動詞： can't must, might, could, ”,“ 一定肯定 probably true must: 100% ” “可能 possibly true 80% could/might: 20% ”“不可能，肯定不是0 almost not true can't: 體驗成功六） Exercises , 從括號內選擇合適的單詞填空。根據(jù)句意She _ (must / can't) 1. Amy has prac

16、ticed dancing for five hours. be very tired. to gone home. She has _ Yang (must / can't) be at 2. Miss Shanghai. 3. Don't play on the street. You_ (could /can't) be hurt by cars. 4. Bruce _ (must / might) pass the exam. I'm not sure. 5. I can't find my pen at school. It _ (could / can't) be at home. ) 分層作業(yè)七 . 必做題1. Remember the new words and expressions. 2. Finish the exercises in TB. 板