人教版初中英语《Section A Grammar focus 4a-4c》教学设计九年级全一册-九年级英语教案2

Unit8ItmustbelongtoCarla.SectionA(Grammarfocus-4c)教学设计Teachingaims:♦Knowledgeobject:1.Masterthewords:laboratory,outdoors,coat,sleepy2.Mastertheusageofmodalverbs.♦Abilityobject:1.Trainstudents’listening,speakingreadingandwritingskills.2.Developstudents’abilitytosumup.3.Letthestudentswritesentenceswithmodalverbs.♦Emotionobject:Expressprobabilitydependingonthefacts.Importantpoints:♦Thewords:laboratory,outdoors,coat,sleepy♦Thesentencesingrammarfocusbox.♦Theusageofmodalverbs.Difficultpoints:Howtomakeinferenceswithmodalverbs.Teachingways:Task-basedteachingandsituationteaching.Learningways:Groupcooperation学情分析：九年级的学生比较静，课堂上缺少主动发言的热情，两极分化现象严重，学生差异较大，因此在任务设计上我采用小组合作的学习方式，设置情境，充分调动每个学生的积极性。TeachingproceduresStep=1\*ROMANI.Review♦Lookatthescreenandtranslatethefollowingsentences.1.--这是谁的笔记本？--一定是明的，本上有她的名字。2.--这是谁的法语书？--可能是卡拉的，她学习法语。3.--这是谁的吉他？--可能属于爱丽丝，她弹吉他。4.--这是谁的T恤？--不可能是约翰的，对他来说太小了。设计意图：通过翻译，对上一节课的内容进行巩固操练。Step=2\*ROMANIILeadin♦Lookatthesentencesonthescreencarefullyandpayattentiontocoloredwords.Saytheyhavesomethingincommon.Thesentencesincludemodalverbsandexpressprobability.♦Showlearningaims.设计意图：通过观察与发现引起学生的注意导入新课，通过出示学习目标，明确本节课要掌握的内容。Step=3\*ROMANIIIPresentation♦Presentgrammarfocus,thenworkinfourgroupsandshow.Group1Readthesentences.Group2Translatethesentences.Group3Trytorecitethesentences.Group4Sumuptheusageofmodalverbs.♦Showtheusageofmodalverbsagain.♦Explainsomelanguagepoints.设计意图：通过小组合作，培养学生的合作意识和竞争意识；让学生总结概括知识点，检查了学生的预习情况，培养了学生的归纳能力和自学能力，同时跟踪评价，可以让学生展现自我，学会欣赏他人的劳动成果。Step=4\*ROMANIVPractice♦4a.Choosethebestwaytocompleteeachsentenceusingthewordsinbrackets.1.A:Where'sJean?B:I'mnotsure.She______(is/mightbe/mustbe)inthelaboratory.2.A:Everyoneisgoingtothepoolafterschool.B:Really?It____(mustbe/can'tbe/couldbe)hotoutdoors.3.A:That'sthephone.B:Hmm.Iwonderwhoit___(mustbe/couldbe/shouldbe).4.A:IwonderifthereareJim'sglasses.B:They_____(can'tbe/mightbe/couldbe)his.Hedoesn'twearglasses.5.A:Ihearwaterrunninginthebathroom.B:It_____(couldbe/mustbe/can'tbe)Carla.Shewasthinkingoftakingashower.设计意图：通过选词填空测学生对情态动词的掌握情况。♦4b.Givethestudentssomeinstructionsandcompletetheseresponsesinfourgroups.1.A:Manypeoplearewearingcoats.B:Theweathermustbe__________.2.A:Sallyhasbeencoughingalot.B:Shemightbe_________________.3.A:Thisrestaurantisalwayscrowded.B:Thefood_______________.4.A:WheneverItrytoreadthisbook,Ifeelsleepy.B:Itcan’t__________.设计意图：设置情境，让学生熟练运用情态动词表达推测；限制时间，让学生在有限的时间内，主动参与学习。♦4cDiscussintwogroupsandshow.1.Lookatthispictureofaroom.Howmuchcanyoutellaboutthepersonwholiveshere?Isitaboyoragirl?Whatarehis/herhobbies?Discussyourideaswithapartner.2.Showintwogroups.Ithinkitmightbe/couldbe/mustbe/can’tbeaboy’s/girl’sroombecause...设计意图：通过图片上的内容让学生推测其可能性，分为两大组，形成竞争，既培养了学生的思维能力和口语表达能力，又能激发学生的学习兴趣，使所学知识得到进一步的升华。Step=5\*ROMANVWriting♦SelfCheck1Fillintheblankswithmust,might,orcan't.1.Thatbrightlight_______beaUFO-there'snosuchthing!2.I’mstillwaitingforthebus,soI_______beabitlatefortheparty.3.Thatsweater_____beCarla’s.She’stheonlyonewhowearssuchcolorfulclothes.4.Tony______wanttogototheconcert.Helikesmusic,butI'mnotsureifhelikesrockmusic.5.Thepersonyousawatthesupermarket_____beSusan.Ijusttalkedtoheronthephoneandshe’satworkrightnow.设计意图：通过笔头练习，检测学生对情态动词表推测用法的掌握情况♦SelfCheck2Lookatthechartandwritesentences.NameLikesDislikesJessicatakephotosrunToddplaythepianoeatsweetfoodMikeplaytenniswatchmoviesAnniereadcook1.DVDItcan'tbeMike's.Hedoesn'tliketowatchmovies.2.bowlofice-cream_________________________________3.camera_________________________________4.cookbook_________________________________5.tennisball_________________________________6.runningshoes_________________________________设计意图：学会看信息，正确地使用情态动词编写表示推测的句子。♦Writeapassage假设现在是晚上5:30分，你的家人正在吃晚饭，突然有人敲门，对此你的家人有不同的猜测。请你使用must,can't,mightorcould写一篇短文。设计意图：综合运用所学习的语言知识来写作，推测事件发展的可能性。Step=6\*ROMANVISumupTalkaboutwhatyouhavelearned.设计意图：培养学生的概括能力和语言组织能力。Step=7\*ROMANVIIHom