Unit5ItmustbelongtoCarla（Goforit八年级上）教学设计

附件2教学设计（教案）模板基本信息学 科英语年 级八年级教学形式教 师单 位利辛中学课题名称Unit 5 It must belong to Carla. （ Go for it八年级上）学情分析本课话题来自学生的生活经历，学生在初一已经学习了许多动词短语，为表达提供了语言基础，此外，学生已初步掌握了用祈使句和Can you?/Can I? 提出请求和建议, 为本课的学习打下了铺垫。本教学单元活动设计的话题从猜测物品的归属到故事的起因、结果等各任务的层层递进，与学生的生活紧密相连，又是学生饶有兴趣的内容，为表达提供了真实的材料，使得学生在各个活动中想说、有话说，使活动参与的范围广，达到任务的真实性，有效性。教学内容设计十分符合学生的认知规律。同时，我们又要看到，中山市的学生从小学一年级就开始开设英语课程，在英语学习上具有一定的优势，学生关于这个单元的基础知识和基本技能早就有了相当的积累，上比教材的起点略高。因此，在教学活动设计，学习任务安排上适当进行拓展。基于上述认识，我们在教学策略和方法的选择方面有了绝对的自主和灵活度。我们在教学中采取“先学后导，自主生成”的教学模式，突出教师引导，学生自主学习，自主生成。教学目标（一）语言技能目标1. 能使用whose引导的特殊疑问句寻找物品的主人，如Whose book is this?2. 能运用情态动词“must, could, might, cant”进行合理的推断，如It must belong to Carla, because it has her name on it.3. 能根据相关的信息进行合理的想象或推论，培养综合分析能力；4. 能根据一定的背景或前提进行预测或续写。（二）语言知识目标 情态动词must, might, could and cant1语言目标：使用情态动词表示推测的用法2知识目标：掌握新词汇和运用情态动词 must，might ，could and cant进行推测的用法及区别3能力目标 ：根据提供的相关信息进行合理地推论，根据一定的背景前提进行预测或续写。（三）情感目标通过本单元学习使学生学会用自己的生活常识来判断事务。培养学生的逻辑思维和推断能力。教学过程The First PeriodSection A 1a-2cTeaching Aims and Demands1Knowledge Objects(1) Key Vocabularybelong, belong to, plate. author, toy, picnic(2) Target LanguageWhose book is this?It must be Marys. Wanda Wilbur is her favorite author.2Ability Objects(1) Train students listening skill.(2) Train students communicative competence using the target language.3Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Teaching Key Points1Key vocabulary2Target languageTeaching Difficult Points1Listen for the target language2Oral practice using the target languageTeaching Methods1Scene teaching method2Listening method3Pairwork4. Groupwork5. Guessing gamesTeaching Aids1PPT 课件2A tape recorder3A projector课前指导自主学习一.预习目标：1学会对当前发生的事情做出推测和判断。2掌握表示推断的情态动词：在英语中，表示对某件事物的确定程度，即表示推测的时候，通常会用到以下情态动词，must, might, could, may, cant, couldnt.3.运用目标语言编写对话：whose volleyball is this? It must be Carlas.二预习内容：1. The students try pronouncing these words by themselvesn.(名词部分) author_ hair band_ picnic_Adv.(副词部分)possibly_V（动词部分）belong to _ concert 2. 语法学习：学习情态动词：must, might, could, may, cant, couldnt 等的用法。Teaching ProceduresStep RevisionCheck homework. （检查预习）Invite different students to say the answers to the exercises .（导学稿）巧设引题：Everyone knows some things are others. If you dont know whose the things are, so how do you make inferences? This class we will mainly learn this language point.Step Watching a movie 导入新课 (关于喜羊羊和灰太狼) Task1 Guessing GameShow some pictures of the character in the move and asks “Who is he ?” “Whose is it/are they?” Get the students to answer with “ could , might , must , cant, belongs to”Step Task 2 :1a. Look at the picture and Write the things you see in the correct columns in the chart. This activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v. belong to plate n. author n. toy n. picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own, As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing things Fun things Kitchenhat volleyball platejacket CD cupsT-shirt toy carmagazine bookStep Listening and speakingTask 3 : Listening and speaking (1b): 要求1.组长带领本组弄懂题目要求，知道所给信息的意思。2.播放录音。3.展示答案。4.原文再现,展示。Listen 1b and match each person with a thing and a reason.PersonThingReasonJanes little brotherMaryCarlaDeng Wen Gracevolleyballtoy carmagazinebookCDHemingway is her favorite author.She loves volleyball.He was the only little kid at the picnic.She always listens to classical music.He loves cats.Then get the students to read and fill in the blanksGirl 1: Whose volleyball is this?Boy 1: It _ _ Carlas. She loves volleyball.Girl 1: How about this toy car?Girl 2: Oh, that toy car _ _ _ Janes little brother. He was the only little kid _ _ _. And the magazine _ _ _Deng Wen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah This book must be .Hemingway is her favorite_.Girl 1: Ok and how about this CD?Girl 2: Hmmm The CD _ _ _ Grace. She always listens to classical music.Task 4 :Make a conversation with your partners.Using the words must , could , might , and cant. (Point to the pictures of ppt ) This activity provides oral practice using the target language.Invite a pair of students to say the conversation in the speech bubbles.A: Whose earings are these?B: They be .A: After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Task 5 2a. Listen and write down the things in the backpack. Then check your answer.T-shirt Hair band Tennis balls2b. Listen again and fill in the blanks.1. The person _ go to our school.2. The person _ be a boy.3. It _ be Meis hair band.4. The hair band _ belong to Linda.5. It _ be Lindas backpack.Step Activity : (Guessing games) Look at the things on the teachers desk , make guesses : “Whose things are these ?” And tell the reason. ( The things from Class /teachers family and office )T: Whose hand bag is this?Students1: It must /could / might /cant be yours. Because you take it every day.T: what about this one?Students2: Step Task 6 Do the exercise (课堂练习) 2c get the students to fill in the blanks with “must , could , might，and cant.” Then tell your partner why you chose the words .Step Activity: Lets go to the Asian Games! (亚运会)A: Who is the winner in 15th Asian Games.B: It must be China . It cant be 15届亚运会奖牌榜（2006）排名国家/地区金牌Golden medal银牌silver medal铜牌Bronze medal总数1China16687633163South Korea5853821932Japan507177198Task7: Groupwork Make a prediction (预测)A:Who will be the winner in the 16th Asian Games ?B:I think cant might be the winner. must couldMake a prediction : Write down the names of the countries. And then give a report .Cant beCould /might bemust beThailandReport : I think Thailand cant be the winner because they did bad in 15th Asian Games , I think South Korea mignt be the winner,because they did better than Step 课堂检测1.I didnt hear the phone. I _ _ a sleep.A. must be B. must have been C. should be D. should have been2. Peter _ come with us tonight, but he isnt very sure yet. A. must B. may C. can D. will3. - Excuse me. Where is the zoo?- Sorry, I dont know. Ask that policeman. He _ know. A. shall B. may C. needD. would4. This book _ Lucys. Look! Her name is on the book cover. A. must beB. may beC. cant beD. mustnt be5. -Must I finish my homework now? - No, you _. You may have a rest first. A. mustntB. cantC. may notD. neednt6. - Tom, where is your father? - Im not sure. He_ in his office.A. isB. may beC. maybeD. may7. Mary _ in Paris. I saw her in town only a few minutes ago.A. mustnt be B. shouldnt be C. cant be D. may not be8. - Where is Tom? -He hasnt come to school today. I think he_ be ill. A. has toB. shouldC. mayD. needStep Summary : Grammar focus 在英语中，表示对某件事物的确定程度即表示推测的时候，我们通常会用到以下情态动词: must, might, could, may, cant, couldnt.确信程度大小：must may might肯定和否定的推测：must（肯定）， cant， couldnt (否定）情态动词must, might, could, cant 后接动词原形,表示对现在的情况的推测.It cant (不可能)It might/could (有可能) + be (cold/happy/ sbs)It must (肯定) It must be Tonys （是的）belong to Tony. (属于)must100% probably truecould / might 20%-80% possibly truecant 0% almost not trueHomework(1) Say and remember the spelling of the vocabulary words.(2) Say the conversations in Activity 1c to get a further understanding of the target language.Blackboard DesignUnit 5 It must belong to Carla. Section AThe First Period1. Key vocabulary: belong v. belong toplate n. author n.toy n. picnic n. hair band possibly adv.2. Target language:-Whose book is this?- It must be Marys.- It must belong Mary.- It cant be Johns.- It could be Carols.Hemingway is her favorite author.本节课反思从今天这节来看，我觉得学生的心太散。由于学生对本节课所设计的环节比较感兴趣，例如看喜羊羊录像，又有些比较有意思的图片，让学生觉得特别地兴奋，以至他们在上课的齐答时都会很热情的出声。但是由于听课的老师较多本来设计自认为比较完美的课，上起来并不是很顺利，特别是让学生自主站起来猜测时，很多学生都在犹豫都不敢回答，所以本节课又拖堂几分钟。The second period Section A (3a-4)I. Teaching Aims and Demands(教学目的和要求)（1）四会词汇和拓展词：drop, symphony, optometrist, appointment, crucial, final, anxious, worried, owner, Oxford University（2）通过阅读实践，学生能巩固并熟练运用情态动词 must ，can ，might ，could ，cant ，may表示推测（3）学会运用目标语言: -What do you think “anxious” means?-Well, it cant mean “happy”. It might mean “worried”.2、 能力目标: 能运用表示推测性情态动词帮助阅读，提高阅读能力，发展学生逻辑思维。3、情感目标：培养学生能通过发e-mail向他人寻求帮助。. Teaching Key Points（教学重点）1.Reading strategy practice2.Oral practice using the target language. Teaching Difficult Points（教学难点）1.To guess the words according to the contacts. Teaching Methods（教学方法）1. Task-based teaching methods. 2. Cooperation.Teaching Procedures（教学过程）本单元教学内容分析个性化教学Step I. Revision and check设置一道选择题，检测学生对上一教学内容掌握的情况，为组织本节课的教学做好准备。学生做题时间4分钟，教师点评2分钟。设计意图：1、复习情态动词表推测的用法。2、了解学情，便于组织和调整教学，注重学生的动态生成。Step2: Warming-up and Revision.Play a guessing game.T: Whose dog is this?S: It might/ could be_. (Liu Dehuas)T: Yes,in another way,we can sayS: It might/ could belong to Liu Dehua.Whose hair band is it?It might / could / must be _.Because _.It cant be/ belong to _.Because _.设计意图：1、复习上一节课学习内容，达到以旧带新的目的2、以学生猜测喜闻乐见的明星的物品，达到Learning by using 的目的。同时激发学生的兴趣，以兴趣引入新课的学习。Step3: Guessing and practicingTask1.Look at the things in the backpack.Write down their names.（P36 Part4)Task2. To be an analyst(分析家）PAIRWORK:Look at the things in the backpack below. Make guesses about the owner of the backpack. Write your ideas in the chart. Then talk about your ideas.Sample（示例） conversation 1: A: Here is a Chinese-English dictionary. It could belong to Mary. I know she has one. B: I dont think so. It cant be Marys. This one is new, but hers is old.Sample conversation 2:A: Here is a flower. The owner must be a girl.B: Well, it could be a boy. The flower might be a present for his teacher.设计意图：这一部分是教材的Part4部分，由于与上一教学内容联系紧密，我把它重新整合拓展，提前使用。在复习之后，作为一个巩固性的开放训练，既能拓展学生的思维，又起到承上启下的作用。Step4:Reading and learning. 1.Back-knowledge learning(1)-What does she do ?-She must/might/could/cant be _.(2)Studying on line makes up 30% of her free time.(3) Now she cant find her backpack .Shes very worried .She is writing a thank-you e-mail.设计意图：看图，背景学习，激发学生认知结构；通过引入带“worried”的句子，迁移到anxious的推测，为学生学习做好铺垫。2.Task3. 3a.Read the thank-you message Linda wrote to Anna. Number the parts in order and circle the words you dont know.设计意图：This step is to get the student get information quickly.Task4. 3b. PAIRWORKWhen you read the message , you must meet some words you dont know. Circle them and talk about them. Use cant, must, could or might.A: What do you think “anxious” means?B: Well, it cant mean “happy”.A: It might mean “worried”.B: Oh, yes. She is worried because of her test.What might they mean? The possible answersDrop might mean _.Symphony might mean _.Optometrist appointment could mean _ _.Crucial might mean _.Anxious might mean _.设计意图：1.This step is to get train the Ss how to guess the meaning of a new words according to the passages 2.To get the Ss to learn to use modal verb by using.Step5、思维训练，根据上下文的逻辑关系和线索，猜测生词的中文意思。Group work ,discuss and guess（1）You can trust（相信） Henry to take good care of the money,because he is very honest /?nist/( ).（2）The bright（明亮的） lights of the car on the dark country（乡村） road dazzled /dzld/( )my eyes.（3）weather was very hot. The sweat /swet/( )dropped down his face. His clothes were wet as if hehad fallen into water.（4）-Husband：it“s really cold out tonight”.-Wife: “Sure it is. My hands are practically（几乎）numb /n?m/（ ）. How about lighting the furnace（炉子）?”设计意图：1.This step is the most important step ,it is designed to train the thought of the students ,and try to get the Ss guess the meaning of a new word in a sentence.2.Thisstepis designed to help the Ss to overcome the handicap of reading.3.It also to help the Ss to construct skills of reading ability.Report: A: What do you think “honest” mean in Chinese?B: It might meanin Chinese.设计意图：1.This step is designed to practice the students oral speaking English.（5）If you keep bread too long, it becomes stale /ste?l/ .（6）Apple trees may grow as tall as twelve meters. They do best in areas that have very cold winters. Although no fruit is yielded/ji?ld/ during the winter，this cold period is good for the tree.Report: A: What do you think “honest” mean in Chinese?B: It might meanin Chinese.Step6.Task5. 拓展阅读，阅读短文后回答问题。Helen Keller was a great woman in USA.When she was a baby, she got very sick. After a few weeks, the doctor said, “Although she is better now, she cant see or hear.” Her parents were very sad.As time passed, things got even worse. She could hear nothing. She could see nothing. She couldnt understand anything. There was no way for her to speak to other people. Later Helens parents sent for a teacher with the name of Ann Sullivan. She herself once couldnt see anything. She had her own way to teach Helen to learn. When Helen was older, she went to college. Helen was very famous. She helped many blind and deaf people. She traveled around the world and helped many people. Till now, the world remembers her as a brave and wonderful person. She was blind and deaf, but she found a way to see and hear.1.Answer the questions bellow1、Whos Helen Kellers teacher2、What does bind might mean?3、What does deaf might mean?4、What do you think of Helen?Task6期中考试就要到了,请各位同学预测一下,哪位同学将会取得最好的成绩(可以只说各科的成绩) ,小组讨论并说明原因。SubjectscantmustmightcouldChinese Lily Lucy Lilei Tom Math EnglishphysicsChemistry History设计意图： 1.This step is based on Step5 , It can get the Ss to use the skills of guessing new words in new sentence or passages. 2.It can also develop the students reading abilityI think Lily cant do best in Chinese, because she doesnt like Chinese, Lucy must do best in Chinese, because she is good at Chinese Step7.Homework 学习检测完成下列句子1.我认为我在音乐会其间把它丢了，也许仍在音乐厅。I think I dropped it ，so it in the symphony hall.2.我确实很着急找不到我的书包.Im because I cant find my backpack .3.你最好拿把伞,今天下午有可能下雨.Youd better take an umbrella. It this afternoon.4.这是汤姆的书吗? 一定是他的,他的名字在上面.Is this Toms book? Yes, it his. There is his name on it.设计意图： 1.This step is designed to practice writing a passage quickly.板书设计Unit 5 It must belong to Carla.A: What do you think “anxious” means?B: Well, it cant mean “happy”.A: It might mean “worried”.B: Oh, yes. She is worried because of her test.设计意图：To present in a easy and pithy style.教学反思：本课中我采用了“任务型教学”。以导入为突破口，精心设计的导入可以激发学生的学习兴趣，使他们很快融入到英语学习的氛围当中来。设计了三个任务。任务的设计具有真实性，贴近学生的生活实际，带有浓厚的生活气息，激发了学生参与的兴趣，把学生的中枢神经调整到了兴奋状态，同时，每一个任务的完成是下一个任务的前提条件，由易到难，前后相连，层层推进，从而形成了本节课一个完整的任务链，通过感知、体验、实践和合作等方式，完成了本节课的知识目标。从教材的安排体系来看，似乎是以听力材料为中心，但我认为着重点还应落实在Pairwork上。The third periodSection B (1a2c)一、备课标与教材:1.基础知识:(1)在语音教学方面:本次主要向学生渗透以下音标: int?vju: (2)词汇与语法:通过本节课的学习,让学生掌握chase, creature, helicopter, creature, catch.(3)功能与话题: talk about the UFO2.重难点:（1） Key Vocabulary; chase, creature（2） Target Language Why do you think the man is running? He could be running for exercise. No, hes wearing a suit. He might be running to catch a bus.(3)Write a sentence about each picture.(4)Write two or three sentences to finish the story.(5). Listen and complete the sentences.二、备教学目标:1.知识和技能目标:（1） Key Vocabulary: chase, creature（2） Target LanguageWhy do you think the man is running?He could be running for exercise.No, hes wearing a suit. He might be running to catch a bus.2.过程与方法目标:通过听力训练，培养学生的听力，并能够根据听力内容，培养开展课堂Pairwork口语交际的能力3.情感态度目标:The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.四.备教学流程Teaching steps:Step RevisionMake the students do 6 exercise to revise the Target Language.Step Part lLook at the pictures and try to make the students say sentences about them .Check the ans