新人教版九年级英语下册《nit 8 It must belong to Carla.Section B 1a—1d》教案_3

1、 Unit 8 It must belong to Carla.Section B (1a-1d) Lesson length43 minutesLevelGrade 9Materials“Go For it ”, Grade 9TopicUnit 8 It must belong to Carla. Period Section B (1a-1d) ( The third period )Prior knowledge: (教学背景分析)Analysis of the teaching materials (教学内容分析)：This lesson is the third period of

2、 Unit 8. The topic is about making inferences. In section A, students have learnt to make inferences by using the following modal verbs: 1. Use “must” to show that you think something is probably true; 2 Use “might” or ”could” to show that you think something is possibly true; 3 Use “cant” to show t

3、hat you are almost sure something is not true. In this period, students will consolidate to use model verbs to make inferences by listening and speaking. The listening in Section A is to guess the owner of something. Compare with that in Section A, its more difficult but interesting to make inferenc

4、es of mysteries.Analysis of students （学生学情分析）： 1. Most students are interested in English in Class 4. There are more than 12 students who can get high marks in English tests and about 10 students oral English is rather good. More than 25 students can follow the teachers in class but they arent good

5、at English. And there are about 6 students in Class 4 who cant follow the teaching steps in English classes. So , on the one hand , I need to concentrate on teaching the basics . On the other hand, I will expand some language knowledge .2. Most students have mastered the modal verbs to make inferenc

6、es in section A . 3.Most students are good at listening to complete the sentences. . The theoretical basis and thought of teaching design: (教学理论指导依据和教学设计思路)The theoretical basis This lesson is a Listening and Speaking Course. With the teaching concept Students as the center, fully mobilize the initi

7、ative of students learning, I use task-based teaching approach in the whole class, which can let students understand each teaching step and each learning task clearly. Meanwhile, immediately entering teaching approach is also used in these teaching stages - lead-in , presentation , drills and lingui

8、stic performance. Immediately entering teaching approach includes establishing the valid teaching scenario, immediately entering into the study, the training of thinking development, group cooperative learning and the evaluating effect. Whats more, I use the latest and popular variety show Is it tru

9、e? to arouse students interest and deliberation in class.我的教学理论指导依据：该课为一节听说课，本着以“学生为中心，充分调动和发挥学生学习主动性”的教学理念，整节课中运用了任务型教学模式，旨在让学生明确每一个学习环节和学习任务。同时在该节课的课题引入、语言知识的复习呈现、目标语言的操练与总结、目标语言的运用环节穿插运用了“随即进入式”教学模式：即进行情景创设、随即进入学习、思维发展训练、小组协作学习和效果评价。另外,在该节课中我使用了最近流行的综艺节目是真的吗来激发学生的兴趣和对事件真假的思考与判断。The thought of tea

10、ching designThe topic of this lesson is about making inferences of mysteries, which is designed to enhance listening practice and expand the topic of making inferences. In order to arouse students interest in taking part in class activities and have a better collaborative learning, I divide the stud

11、ents into three big groups and 9 small groups. The thoughts of teaching design are following. 1. Revision and lead-in a) Show pictures of their classmate, students own things and the things learned in section A to review modal verbs. b). Play a video and show some pictures to lead in the topic.2. Pr

12、esentation and target language input By guessing pictures and ending of the story, students can consolidate the target language, which can be a preparation for the listening. a) Students can learn the new words UFO and alien in this part. b) Its more interesting and challenging for students to guess

13、 the ending before listening.3.Practice and consolidate the target language through listening To train students ability of listening, ask students to do listening exercises 1c and fill in the blanks of the passage given by the teacher. It helps students to master modal verbs better.4. Output the tar

14、get languagepair work and group work. a) Role-play a conversation between the man and the woman in ld. Then show other three pictures and ask the students to practice in pairs to make inferences with modal verbs. It can arouse students imagination. b) Group work: discuss and judge whether the statem

15、ents are true or not, which is like the program Is it true? in CCTV. Language comes from life and is used in life . I choose five questions which are pressing close to life. There is a group competition to have effect evaluation of the discussion, which makes the class more lively and help students

16、to know the importance of looking for the truth. 5. Make a conclusion a) Have moral education of students with two proverbs: Seeing is believing. and facts speak louder than words. It guides students to search for the truth when hearing something they are not sure. b)Make a conclusion of this lesson

17、 by presenting a mind-map which visualizes the language knowledge clearly . 6. Homework a).Ask students to find out more information to prove the authenticity of the five statements. b).Let students write down a mysterious thing and make inferences with modal verbs.我的教学设计思路：本节课学习的内容为使用情态动词对神秘事件进行猜测,

18、在Section A 的基础上进一步加强听力输入和拓展话题内容。为充分调动学生学习的积极性和增强合作学习的意识，将全班分为3个大组9个小组。具体设计思路如下： 1. 复习及引入课题：a）.呈现以下图片内容进行复习：班级同学、同学物品、Section A中学习过的内容。对本班同学及同学物品的猜测，贴近学生生活，能很快激起学生对本课的学习兴趣，通过全班猜和分组猜的形式达到全班巩固的目的。 b).引入课题-播放UFO的视频和外星人的图片引入课题。同时，处理本课新的词汇UFO、alien。 2.听力前语言的呈现和输入：通过对1a 图片的猜测及1b故事结尾的推断让学生充分熟悉巩固目标语言，为后面的听力环

19、节做了词汇和句型方面的铺垫。a).学生谈论1a三幅图的人物及通过连词成句猜测图中人物正在做什么。在完成任务过程中熟悉掌握词汇land 及run after. b)引导学生运用目标语言进行三幅图的顺序猜测和故事结尾的猜测并与同桌分享。这一环节对教材内容进行了顺序调整，将听后任务调整为听前任务，增强了趣味性和挑战性，也加强了目标语言的输入。3.目标语言的巩固-听力训练：听对话，完成1c的表格。同时，对听力材料进行二次处理，学生听填短文。不仅训练了学生的听力，还提高学生从听力中提取用情态动词表示推断的能力。4目标语言的输出-对话练习及小组讨论。a) 对听力材料进行1d的对话练习，并呈现三张图片让学生

20、使用目标语言进行推断练习，激发学生的想象力。 b)小组讨论-模仿央视综艺节目是真的吗？进行事实真相的推断讨论。语言来源于生活，运用于生活。播放节选视频是真的吗？抛出问题，并选取最新两期节目中贴近生活的5个问题供学生小组讨论，最后通过3个大组竞赛的方式进行讨论效果的评价，活跃了课堂气氛。学生运用目标语言进行讨论的同时，既增长了生活见识，也更明白了不能道听途说的道理。5.课堂总结：a) 情感目标的实现：用Seeing is believing以及Facts speak louder than words两句谚语进行情感教育升华，引导学生在生活中要勇于探索事实的真相来论证自己的推断。 b)用思维导图

21、归纳和总结出本节课的内容，形象而又清晰明了。6.家庭作业：a)观看近两期是真的吗？，或查阅相关资料进一步了解5个问题的事实论证过程，使课堂知识能在课外得到强化和延伸。b)简单写下自己遇见过或听闻的奇异事件，并运用情态动词写出大家对它的推测。既巩固了目标语言、又增加了作业的趣味性和培养了学生的想象力。Teaching aims (教学目标)Knowledge aim: Key words and phrases: land, an alien, run after, something strange, with a camera, catch a bus Structures: must/co

22、uld/might/cant be/do sth Target language:1. They must be making a movie. 2. He could be running for exercise. 3. He might be late for work. 4. It cant be true.Ability aim: Enable the students to make inferences by using modal verbs must, could, might, cant.Moral aims：By discussing and making inferen

23、ces about daily questions, students will realize how important it is to find out the truth. Important points &difficulties (重点难点):Important points: Help students master the modal verbs, new words and expressions. Difficult points: Master different modal verbs to make inferences. . Make inferences an

24、d tell whether it is true or not. Teaching process (教学过程)教学阶段教学目的教学内容和教师活动学生活动时间Task 1RevisionBy showing some pictures of students own things and those in section A to ask students to talk about them with modal verbs. It can help all the students review the target languages learnt in section A. The

25、teacher shows pictures of a students book, a pencil case, a students shadow, a woman with thick clothes and so on. Ask students to talk about the sentences with modal verbs. Watch the pictures and make inferences to answer the questions. Students answer through the whole class or the whole group.4mi

26、nTask 2Lead-in1.By playing a video to ask students to make inferences, it is mysterious and it can arouse students interest to talk about the mystery. 2. It presents new words UFO and alien. in 1a.1. Play a video about UFO and explain what a UFO is.2. Show pictures of aliens and present expression “

27、an alien”.1. Watch the video and guess what it is.2. Look at the pictures and learn new words UFO and alien2MinTask 3Presentation1.To consolidate the target language by guessing whats happening in the picture. It presents the new expressions land and run after.2.To stimulate students interest in the

28、 story by writing their own endings.1. Show the three pictures in 1a and ask students to write sentences with the words. .Present the meaning of land and run after when talking about the pictures.2. Ask students to guess the order of the pictures and use their imagination to finish the story. Then s

29、hare in pairs.1. Write two sentences about picture a and picture b with the words and learn new expressions land and run after.2. Guess the order of the pictures with the target language and finish the story by writing two or three sentences in lb.9MinTask4Practice 1:Listening 1. To train students a

30、bility of listening.2. To help students use the modal verbs to make inferences in a mystery.1. Ask the students to listen and finish 1c and the article with modal verbs.2. Ask students to answer the questions.1. Listen carefully and finish the sentences in 1c and fill in the blanks of the article gi

31、ven by the teacher.2. Answer the questions. . 9minTask 5Practice 2: pair work1.By practicing the conversation in 1d to be an example as the pair work.2.By making conversations in pairs to make inferences, so that students can have a good command of modal verbs 1. Let students read the conversation b

32、etween the man and the woman, and pay attention to the phrase catch the bus.2 Show three pictures and let the students ask and answer with modal verbs to make inferences.1.The whole class read the conversation together.2. Look at the pictures and guess why they have the feelings. Then practice in pa

33、irs.5minTask 6 Practice 2:Group work 1.To arouse the students interest in making inferences of daily questions.2.To make the students master making inferences with modal verbs in daily life and help them know more truth in life.1.Play a video of the variety showIs it true? 2. Let students discuss in

34、 groups to decide whether the five statements must be true or cant be true. Ask students to express their ideas of each question with modal verbs and the group leader check the one they decide.1. Watch the video of Is it true?.2. Discuss the authenticity of the five statements with modal verbs.3 Gro

35、up leaders organize the discussion and check the one they decide at last.6minTask 7Group competitionTo enliven the atmosphere of the class and help students Choose one student from each group to tell their result of discussion. Show the rules of the competition and the answer of each question.Choose

36、 one student from each group to show the result of their discussion. The student who guesses right can go up one step. whereas he or she goes down one step. If they are not sure about the answer, choose “ It could be true” and stay still. The student who goes to the top first will be the winner.5minTask 8Make a conclusion1. To guide the students to try their best to look for the truth when hearing something they are not sure.2.To review the target language of this lesson by mind-map and exercises.1. Show two proverbs and explain them.2.Make a conclusion about modal verb