北京市丰台区王佐中学中考英语复习 Unit 4 Lesson 16 It might be a tool for cutting things教案

Lesson 16 It might be a tool for cutting things. (1)课题Lesson 16 It might be a tool for cutting things. (1) 课型阅读课授课时间：12.1819教学内容1、话题：Inventions and Inventors2、词汇：print, birth, round, flat, hole3、语法：情态动词表达可能性、疑惑或确定性 might/may be, must be教学目标学生能够：1、通过1.2文段,获取关于4位伟大的发明家的细节信息2、通过1.2文段，总结归纳文章的主旨大意3、通过1.2文段，理解并推理信息4、通过体会、观察等方式理解情态动词表达可能性、疑惑或确定性 might/may be， must be 教学重点1、通过阅读文段，学生能够获取关于4位伟大的发明家的细节信息以及总结归纳文章的主旨大意2、引导学生理解情态动词表达可能性、疑惑或确定性 might/may be， must be 教学难点学生能正确使用情态动词表达可能性、疑惑或确定性 might/may be， must 教学资源课本，黑板，录音机，计算机媒体教学步骤与时间安排教学过程设计意图Lead-in(2min)1、教师总结话题下词汇： inventor, invention, might, may, must, light bulb, flying machine2、教师在ppt上出示SK状元榜的比赛图片T: Have you seen the program on TV? Do you like it?3、学生们回答后，教师引出话题：Today were going to take part in the competition.通过图片和提问激发学生兴趣，引入话题Language input(20min)Step1.To get the general information学生阅读1.2, 获取文段大意。 T:Whats the conversation about? S: A competition. T: Whats the competition about? S: Inventors. T: How do you know? S: Todays competition is about inventors.(the first sentence)Step2.To get the detail information 1.学生阅读文段 ，获取竞赛的规则。 T: 1)Who can tell us the rules? 2) How many groups take part in the competition? 3)If you want to answer, what should you do first? 4)If you answer two questions, one answer is correct, the other is wrong, how many points will you get?2.学生阅读文段 ，获取归纳信息。 1) T:How many inventors are mentioned? S: Four. T: Why? S: One, two, three, four. 2) T:How many points does each group get? S: . T: How do you know? S:. (ppt：We think he might be Edison.-Sorry , thats wrong. He must be Thomas Franklin.- Exactly. He must be Thomas Edison.- Correct. That must be Yuan Longping-Yes, you are right. We think they must be Wright brothers.-Yes, you are right.) Step3.学生阅读全文并且完成1.3表格a. 获取4个inventors的相关信息1）教师在ppt上出示1.3表格Inventor1Inventor2Inventor3Inventor4nationalityyear of birthinventionsname2） 学生独立阅读文章，用笔把与表格内容相关的信息画在书上 3)小组进行讨论 4）全班核对答案Step4.学生分层阅读。1. Inventor 1.1)How did he study when Franklin was 10.2) Why he went to a printing house?3)猜测词义：He found the nature of the electricity.2. Inventor 2.1)Did Edison study at school? 2)What did Edison like?3）How many inventors did he invent?4)指代关系:He often observing things carefully and he liked to ask questions about them.3. Inventor 3.1) What did Yuan Longping study in the university?2)猜测词义：What does the phrase the father of hybrid rice mean?4. Inventor 4.1)What did Wright brothers do in 1903?2)猜测词义：they stared to wonder why birds could fly in the sky. 5.教师提问：What can you learn from these inventors?Step5.总结：从哪些方面描述著名人物。通过回答问题及表格填写训练学生获取相关信息的能力和推理信息的能力Language focus(3min)Step1. 教师用ppt展示并引导学生理解并总结might be 和must be的意义和用法1. 教师用ppt展示文章中使用might be 和must be的句子 1)We think he might be Edison. 2) He must be Thomas Edison. 3) That must be Yuan Longping. 4)We think they must be Wright brothers.2. 学生两人一组讨论3教师鼓励学生自己说出句子的含义4. 教师引导学生理解并总结might be 和must be句子的含义和用法Step2利用2.5练习进行反馈, 教师在ppt上订正答案 1）It_must be_a book for children. There are many cartoons in it. 2)This exam_must be_too difficult for the students. I dont think they can finish it. 3) Mr Smith_might be_in London,Paris, or Tokyo. No one knows for sure. 4) Did you hear the doorbell? It_may be_Nicholas. I am expecting him. 学生通过观察例句总结might be 和must be的意义和用法Language in use(15min)Task 1：Describe an inventor you know in this conversation.Task 2: Guessing game. 1.Discuss a famous person in the group. 2. A competition in the class. (一组描述人物，其他组猜，猜对的组加分，猜错的不加分)以游戏的方法激发学生想象力和兴趣，同时也练习了might be 和 must be 的用法Homework利用1.3表格，介绍其中两位发明家写在作业本上板书设计Lesson 16 It might be a tool for cutting things. (1)We think he might be Edison. He must be Thomas Edison. That must be Yuan Longping. We think they must be Wright brothers.情态动词表达可能性、疑惑或确定性 might/may be, must be课题Lesson 16 It might be a tool for cutting things. (2) 课型听力课授课时间12.2021教学内容1、话题：Inventions and Inventors2、词汇：print, birth, round, flat, hole3、语法：情态动词表达可能性、疑惑或确定性 can be, cant be教学目标学生能够：1、通过2.1的听力内容，理解信息，推理信息2、通过2.2听力及表格，获取三种物品的细节信息3、通过体会、观察等方式理解情态动词表达可能性、疑惑或确定性 can be, cant be4、运用情态动词表达可能性、疑惑或确定性口头描述几种日常用品教学重点1、通过听力内容，理解信息，推理信息，获取细节信息2、引导学生理解情态动词表达可能性、疑惑或确定性can be, cant be教学难点学生能正确使用情态动词表达可能性、疑惑或确定性can be, cant be来描述事物教学资源课本，黑板，录音机，计算机媒体教学步骤与时间安排教学过程设计意图Lead-in(2min)1、教师总结话题下词汇： CD, chalk, scarf, gloves, camera, telephone, microwave oven, knife2、教师提问T: Do you like playing guessing games?3、学生们回答后，教师引出话题：OK, lets play.提问激发学生兴趣，引入话题Language input(20min)Step1.教师在ppt 上出示书中的三幅图片，猜测信息1. 学生不要打开课本，只看大屏幕上的三幅图，2. 听录音对于三个事物的描述3. 根据听力内容排序并猜测物品的名称4. 核对答案Step2. 教师提问录音是从哪几个方面描述一个事物的Step3. 完成2.2的表格 1. 教师在ppt上出示表格What size is it?What color is it？What is it made of?What is it used for?123b. 学生们再听一遍录音，只在表格中填出keywords就可以c. 总结从几个方面去描述事物4. 核对表格答案通过回答问题及表格填写训练学生获取相关信息的能力和推理信息的能力Language focus(10min)Step1. 教师用ppt展示并引导学生理解并总结can be 和cant be 的意义和用法1. 教师用ppt展示听力中使用can be的句子 1)It can be in different colors. 2) It can be put around your neck and keep you warm.2. 学生两人一组讨论3教师鼓励学生自己说出句子的含义4. 教师引导学生理解并总结can be的含义和用法5. 教师让学生自己说出cant be的含义和用法Step2利用2.5练习进行反馈, 教师在ppt上订正答案 1）It cant be true. I think you made a mistake. 2) That cant be John. He is in New York.学生通过观察例句总结can be和cant be的意义和用法Language in use(15min)Task 利用2.4内容进行日常生活用品的描述 1 两人一组，一个学生可以任意挑选两件事物进行描述，他的partner要用到表推测的情态动词来猜测对方要描述的是什么物品。例如：A: We can use what to take pictures? B: It can be a camera. 2. 教师可再加几个书上