九年级英语Unit8ItmustbelongtoCarlaSectionA教学设计.docx

Unit 8 It must belong to Carla设计思路英语课程标准明确指出：课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。教材以“物品归属”为话题，以“谈论推断”为交际功能，重点在这些语境中学习和运用情态动词进行推断。它和上单元情态动词的被动语态相得益彰，拓展了情态动词的应用领域。材料分析本部分内容主要围绕“推测物品的归属”展开，并进一步引入“神秘事件”这一话题，集中呈现与学习表示推测的相关词汇。还复习了与话题有关的物品名词，表达观点的动词等。本部分的核心句型是用情态动词表推测。1a-1c为本单元的导入部分。1c 让学生结对操练，利用1b的听力信息和主题图进行控制性的语言输出：体验情态动词must在肯定推测中的作用。2a-2d 部分的重点是听说教学。围绕Linda 在野餐中遗忘的书包，对本单元重点话题进行补充。2b要求学生关注情态动词must，might，could，cant的不同表达。3a-3c部分为阅读板块。学情分析教学目标1. 语言知识目标：学习掌握下列词汇：truck, picnic, whose, pink, rabbit, magazine ，policeman, noise, wolf, happening, uneasy2. 能力与发展目标1）阅读短文，能按要求获取相关的信息。2）通过阅读训练来提高学生们的阅读能力。3) 学习运用情态动词表推测。3. 情感态度价值观目标：让学生根据已有事实推测可能；面对身边暂时不可解释的现象，根据已有证据进行合理推测。不信谣，不传谣。1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。难点：1)掌握情态动词must，could，might，cant表示猜测的正确使用。2) 阅读短文，获得相关的信息的能力;通过阅读训练来提高学生们的阅读能力。教学方法归纳总结情态动词can, may, must表推断的用法，比较它们的用法区别。在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。教学资源PPT, handouts, MP3, video 教学过程教学环节教师活动学生活动设计意图情景导入老师上课前先准备一个大纸袋，上课时让四位同学头向后，不能看到你在做什么；然后，从四位同学的桌上分别拿几样不同的东西放入你的袋子里；然后让他们回头看着老师，你从袋子里取出一样东西，然后提问：Questions:Teacher:Whose (pencil) is this?/Is it Annas?Students:_Annas.No,it isnt.环节说明:通过课前的一个师生问答互动游戏,调动了学生的课堂气氛，同时随着游戏的深入，使学生对表示推测的情态动词用法有了基本认识。1a-1c1.要求学生翻开课本P57，迅速浏览所给的图片，然后把图片中所给的物品填入到所给的栏目中。2.检查答案，先要求全班一起给出答案并检查讨论。然后要求2-3名同学就图片中所给的物品，使用“Whose volley is this?”句型，给出各自的答案，并把收集的答案列举在黑板上。参考案例Teacher:Whose volley is this?Students:It must / cant be Carlas.She loves volleyball.She doesnt play volleyball at all.3.要求学生听第一遍录音，并完成课本上1b的听力任务。4.要求学生听第二遍录音，并逐句进行跟读。5.完成教材1c的任务，要求学生根据上面所给的图片，使用1b表格中的信息编写对话进行练习，然后要求2-3位学生上台表演。1.Students read 1a and give the answer . 2.Students give their own answer3.Work in groups and talk about how to use “情态动词表推测.”4.Listen to 1b and give the right answer.5.Group work : work with the partner to make a dialogue环节说明:通过学习1a，使学生能够正确的判断物品所属；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固了对情态动词must表推测的认识。2a-2c1.要求学生翻开课本P50。要求学生听第一遍录音，完成2a。2.要求学生听第二遍，完成2b。3.完成教材2c的任务，要求学生模仿听力内容，使用“should be allowed to”进行对话练习。并邀请2-3对同学当堂进行演示。4.播放2d的对话录音，让学生找出问题的答案。What are they going to do ?5. Group work :find out the important phrases6.然后让学生分角色表演2d的对话。1.Listen and do 2a2.Listen and do 2b3.Work in groups and act4.Listen to 2d and answer the question Group work :find out the important phrases6.Role-play 2d环节说明:通过学习2a-2c，使学生对should be allowed to结构有所了解；同时锻炼学生的听力及抓取关键信息的能力；锻炼学生的口头表达能力，巩固对含情态动词的被动语态的结构的认识。3a-3c1.Lead in教师可事先选取一种奇特的声音，如：砰的一声，某人尖叫或咳嗽的声音，猫或狗跑过的声音等。教师通过问题：What might be happening? Who is the noise-maker? 引导学生运用情态动词进行合理推测并给出适当理由。师生对话示例：T:Did you hear anything unusual? What might be happening?2.While-reading1)scanning1.What happened to the people in the small town?2.What might it be?3.How does everyone feel?2)careful readingDo 3c Read carefully and write what people think about the strange noises.3) After-reading短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。Our neighborhood used to be very quiet.However,these days,strange things are happening.Every night,we hear strange noise outside our window.Someone thinks it could be a wolf,but some think that it must be teenagers having fun.My parents called the police.They think it might be the wind.I dont think so.Every one in our town is feeling uneasy,there must be something visiting the homes in our neighborhood.Most people hope that this animal or person will simply go away.The noise-maker is having too much fun creating fear in the neighborhood.1.Lead inS1: It might be a car crash.S2: I think something must be broken.S3: It could be some books falling on the floor.2.While-reading1).scanning2)careful readingStudents do 3c3) After-reading环节说明:通过快速阅读短文，并能回答所给的问题，能帮助学生更加全面地理解文章，训练学生的阅读能力及分析问题的能力，为后面的学习做好铺垫。环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。板书设计 Unit 8 It must belong to Carla My wife thinks that it could be an animalThey think it might be the wind.I thought that it might be a dog.教学反思1、利用游戏的形式引入生词，吸引学生的兴趣，同时让学生练习口语和听力。2、通过多媒体课件展示出的丰富多彩的图画，刺激学生的视觉感官，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生在轻松好奇的氛围中学习本节课的目标语言。背景材料尼斯湖水怪 The Loch Ness Monster, or Nessie, is an aquatic being which reputedly inhabits Loch Ness in the Scottish Highlands. It is similar to other supposed lake monsters in Scotland and elsewhere, and is often described as being large in size, with a long neck and one or more humps protruding from the water. Popular interest and belief in the creature has varied since it was brought to worldwide attention in 1933. Evidence of its existence is anecdotal, with a few disputed photographs and sonar readings. 尼斯湖水怪（Nessie）是一种传说的水生生物，据说它栖息在苏格兰高地的尼斯湖（Loch Ness）。 它与苏格兰和其他地方的其他所谓的湖怪类似，通常被描述为体型庞大，脖子长而且有一个或多个从水中突出的隆起。 自1933年引起世人关注以来，人们对这种生物的产生了多种多样的兴趣和信念。它存在的证据是轶事，有一些有争议的照片和声纳读数。 The creature commonly appears in Western media where it manifests in a variety of ways. The scientific community regards the Loch Ness Monster as a being from folklore without biological basis, explaining sightings as hoaxes, wishful thinking, and the misidentification of mundane objects. 这种生物通常出现在西方媒体中，以各种方式表现出来。 科学界认为尼斯湖水怪是一种没有生物学根据的民间传说，把目击说成是恶作剧，一厢情愿的想法，以及对世俗的误认。课堂达标一单项选择1.Have you decided which senior high school to choose? Not yet. I _ go to Sunlight School. A. need B. must C. may D. should2.Is this coat Johns ? No, it _ his. His is much smaller. A. can be B. must not be C. maybe D. should be3. The book _ be Jims. It has his name on it.A. must B. should C. cant D. may4. - Someone is knocking at the door. Who can it be? It _ be Tom. He is still in the school. A. cant B. may C. must not D. maybe5. Whose is the pencil box? It _ be Toms . But Im not so sure.A. can B. may C. must D. need6. Four hundred dollars for a pair of shoes？ You _ be joking.A. may B. can C. need D. must7. This French book _ be Candys because only she knows French in our class.A. need B. cant C. must D. should not8. Listen! Is that Ann playing the piano in the room?No, it _ be her. She has gone to London with her parents.Amay not Bneednt Cmustnt Dcant9. Jim has bought a large house with a swimming pool.It _ be very expensive. I never even dream about it.Amust Bmight Ccant Dshouldnt10. He _ in his office. I phoned to his office just now, but no one answered.Amay be Bcant be Cmustnt be Dneednt be11. John _ be at home because he has just phoned me from a nearby town.Amustnt Bis not able to Ccant Dmay not12. Where is Jim, please? He _ be in the reading room. I saw him reading there a moment ago.Awill B. need Cwould Dmust13. Excuse me. Is this the right way to the Summer Palace? Sorry, I am not sure. It