Unit5 It must belong to Carla.doc

Unit5 It must belong to Carla第一课时教学设计一、教学设计思想新课程理念中提到基础阶段英语课程的总体目标是培养学生的综合语言运用能力，而语言知识和语言技能是综合语言运用能力的基础。任务型教学思想，以学生为主体，以任务为驱动，提倡学生参与、体验、感知、实践和合作探究的学习方式，在完成任务的过程中达到实现语言交际的目的。本节课以学生学习兴趣、特点及学习水平为出发点，旨在创设一个有趣，富于启发思维的教学情景，激发学生学习兴趣，让学生快乐地投入到学习活动中，从而学习运用语言的能力。二、教材分析与重难点本单元中心话题是谈论对事物的推测，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。三 、学情分析与教法学法 本班学生总体英语基础水平不高，学习方法欠佳，学困生较多。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 、教学目标1 、知识目标a .识记词汇 author, picnic belong to hairband possibly b.掌握目标语言 Whose English book is this? It must be Carlas. It has her name on it. . Whose volleyball is this ?It could /might be Alices. She loves volleyball. Whose pen is this ?It might belong to Helen.Its under her chair. Whose T-shirt is this ?It cant be Johns. Its too much small for him. 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。4、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。五 、课前准备 录音机和一些物品六 、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. OR 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 ? 学生答：It s QiuYans /Li Jingxins/HeDongs/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 HeDongs .We can also say The pen belongs to HeDong./It belongs to him.教师再指着更多的物品让学生说 belong to 的句子。2、sing 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）/Fasle（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 HanLeis = It must/could/might belong to HanLei.Step 3 Game “Who is it?”创设语言环境，激发学生兴趣 展示几张名人和班上同学的照片，可以先蒙住头部，眼睛，鼻子等，再展示全貌以增加趣味性和竞争性。猜对的被评为“火眼真金”奖励一朵花。：It might /could be _.Ss:True.It must be _ 或 Fasle.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 pairwork.Next, make conversations with the help of the information in the chart in activity 1b. First, youd better read the example in the box Ask the students to make dialogues after the model. T: Now work with a partner and practise making conversations. Sample dialogue 1:S1: Look! Whose toy car is this?S2: It must be Janes little brothers. Because he was the only little kid in the picture.Sample dialogue 2:S3: Look! Whose book is this?S4: It must be Marys. Because Hemingway is her favorite author.Sample dialogue 3:S3: Whose CD is this?S4: It must be Graces. Because she always listens to classical music.Step5 Groupwork布置任务，语言交际“Find the owner”让学生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 7 Exercises巩固知识Fill in the blanks with “must.might,could.cant”.(2c)（）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.Theyboth play soccer,dont they?（）The French book _-be LiYings.Shes the only one whos studying French.（）I cant find my backpack.It_be still at schooll.（）The photo _be Lus.Those are his parents.（）The red bicycle_-be Hus.She has a blue bicycle.（）This tick