英语人教版八年级下册九年级英语第八单元教学设计.doc

新目标九年级英语Unit8 It must belong to Carla教学设计（SectionA1a-2c）科目： 英语 设计者： 郑富平学校： 新郑市龙湖镇第二初级中学授课班级： 九三 学生人数： 62课题： It must belong to Carla.课型： 听说课 授课日期：2015.11.24一、教材分析本单元中心话题是“神秘事件”，能根据相关信息对事物做推断，主要语法是情态动词might could must cant表示推测的用法。情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。本节是本单元的第一节，本节的重点是使学生能运用情态动词might could mustcant对物品所属进行推测，通过学习用相关信息对物主的推测来提高学生的逻辑思维能力和推断能力。难点是区分belong to 和名词所有格表所属关系的运用。利用反复操练的形式来突难教学难点。二、单元目标1. 能正确使用本单元的词汇和常用表达：truck, picnic, rabbit, noise, policeman, wolf run after, at the same time, belong to, thousands of2. 能正确运用must, might/could, cant 进行推断3. 能根据相关信息预测，推断或续写故事4. 能有效获取阅读信息，归纳主题5. 能通过相关的连接词理解句子间的逻辑关系三、学情分析本班学生总体英语基础水平薄弱，学习方法欠佳，学困生较多，中等生为少数。学习兴趣的激发和树立学习信心是很重要的。因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。四、学习目标1、知识目标a.识记词汇 truck picnic rabbit whose belong to hair band b.掌握目标语言 Whose volleyballis this? ItmustbeCarlas. She loves volleyball. Whose hair band is this? It could be Meis hair band. Or it might belong to Linda. They both have long hair. 2、能力目标 a.学生能用情态动词并根据相关信息对物品所属进行推测。 b.学生能听懂录音并做简单的记录。3、德育目标 通过开展对物品的推论，培养学生的逻辑思维能力和推断能力。五、评价方案 提问；小组评比；巩固检测六、教学重难点重点：学生能用情态动词并根据相关信息对物品所属进行推测。 能听懂录音并做简单的记录。难点：正确区别运用belong to 和名词所有格表示所属关系。七、教学过程设计Step 1 revision-检测与铺垫1、复习名词性物主代词（ mine ,yours ,his ,hers），教师举起自己的书说：This is my book. Its mine. It isnt yours.接着教师走到前几位同学面前，拿起桌上的物品问其本人，然后再问其他人。 教师问： Is this your notebook? 学生答： Yes . Its my notebook. Oh! Yes. Its mine. 教师问：Is this his/her eraser?. 其他学生答：Yes. Its his/hers. 2、复习名词所有格，教师到学生当中，拿起不同学生桌上的物品问其他的学生。 教师问：whose book /ruler / backpack /is this ? 或whose is this book/ruler/ ? 学生答：It s Si Huishangs / Li Long s/ Gao Shangs/Step2 Leading in 自然过渡，介绍新知1、Teach belong to教师走到一个学生身边,然后举起他的一支笔说:The pen is He Dongs .We can also say The pen belongs to He Dong./It belongs to him.教师再指着更多的物品让学生说 belong to 的句子。2、Using could/might /must/cant to guess sth.Say: Close your eyes .Then go to students and get some their school things. After a while, ask them to open their eyes and guess.T: Whose ruler is this? S: It might/could be _s.被猜到的人站起来说True（ 表示猜对）/False（表示猜错）。其他学生就补充说：It must be _s./It cant be _s.Note: must (100%) might, could (20-80%) cant (0%)It must/could /might be Han Leis= It must/could/might belong to Han Lei.Step 3 Game “Who is it?”创设语言环境，激发学生兴趣让一个学生背向着全班站在讲台上，在座的任何一位学生都可以向他/她挑战用各种声音向其说一句英语，黑板上的学生必须听声音猜人，而且每人只有三次猜的机会，猜对的被评为“火眼真金”奖励一支笔。：It might /could be _.Ss: True. It must be _ 或 False. It cant be _.Step4 Practice-体验实践，使用语言 1. Look at the picture and fill in the chart.(1a)2. Listening (1b) Listen and match persons with things. Read the dialogue and ask students to do pair work.3. Listening (2a&2b) Say: Well listen to a conversation between Bob and Anna. They found a backpack in front of school gate, whose is it? Listen carefully and find out whose it is. And make notes as you listen.While listening, ask student to repeat some sentences.Check the answers and read the conversation with you.Step5 Group work布置任务，语言交际“Find the owner”全班分为15组，让学生4人一组来寻找其他组的物主，每组每人准备两样物品，物品放入一个袋子内，两个小组交换袋子一起来做推测。并把物品和人记录好，最后选代表做报告。Step 6 Exercises巩固知识Fill in the blanks with “ must , might , could., cant ”（）The notebook _ be Mings. It was on her desk.（）The homework _be Carols. She wasnt at school today.（）The soccer ball _be Jhons or Tonys. They both play soccer, dont they?（）The French book _be Li Yings. Shes the only one whos studying French.（）I cant find my backpack. It _be still at school.（）The photo _be Lus. Those are his parents.（）The red bicycle _be Hus. She has a blue bicycle.（）This ticket _be my aunts or uncles. Theyre both going to the concert.Step 7 Summary强调重点 通过询问的方式来指出本节的重点。用名词所有格和 belong to表示物品的所属，根据相关信息用情态动词对物品进行推测。八、 作业设计拓展运用猜猜你的朋友和家人晚上在家可能做什么，运用表推测的情态动词写一篇短文。九 、板书设计Unit 8 It must belong to Carla.Section A (1a-2c)听说课truck picnic rabbit hair band whoseWhose volleyballis this? ItmustbeCarlas. She loves volleyball.Whose hair band is this? It could be Meis hair band. Or it might belong to Linda. They both have long hair. Note: be + sb.s; belong to sb.must (100%) might, could (20-80%) cant (0%)It must/could /might be Han Leis= It must/could/might belong to Han Lei.十、教学反思本节课教学过程自然、紧凑，学生学习氛围活跃，成功之处在于巧妙运用游戏激起学习兴趣，充分发挥了主体作用，教学重难点也在教师的引导和实践中被攻破，使学生在轻松愉快的环境中学到知识和初步运用语言。在进行听说读写综合技能课之前，一定要做到老师和学生的课前准备，即要未雨绸缪；再有就是要根据知识目标和学生需要，适当拓展教学内容，进行有主有次、有轻有重