人教版九年级U8it-must-belong-to-Crla.教学设计.docVIP

授课教师：___________ 201____年____月____ 授课教师：___________ 201____年____月____日星期____ 授课教师：___________ 201____年____月____日星期____蜀河初中 授课教师：___________ 201____年____月____日星期____ 第 第2页 第 第1页 课题：Unit 8 It must belong to Carla. 教学设计 教学目标 1.学生能识记以下词汇：whose，truck，picnic, rabbit，attend，valuable，pink，anybody。 2.学生能初步掌握用情态动词推测物品归属的句型： —Whose volleyball is this? —It must/might/could/can’t be Carla’s. —It must/might/could/can’t belong to Carla. 备注 2. 情感态度价值观目标： 学生能根据已有线索推测事情真相，提高学生的观察判断能力。 重难点 1. 教学重点： 掌握用情态动词must，might，could和can’t来推测物品的归属。 2. 教学难点： 情态动词表示推测的可能性的大小。 教学方法 任务型教学法，听说法 课时 SectionA 1a-2d 教学准备 PPT 收音机 教学过程 第一课时 创设情境 目标领航 Ⅰ. Lead in 1. Prepare a pink pencil-case. Put it under a student’s desk before class. 2. After class begins, pick it up and ask students: “I found a pencil-case on the floor. Whose pencil-case is it? Is it a boy’s or a girl’s?” 3. Guide students to answer: “It must be a girl’s pencil-case because it’s pink.” 4. Ask which girl it might belong to. Guide students to answer: “It must/might/could/can’t be sb.’s. Or It must/might/could/can’t belong to…” (环节说明：设置具体语境：老师无意中在地板上发现一个粉色铅笔盒，询问它是谁的，引导学生用情态动词来推测物品的归属。这场景是我们日常生活中经常遇到的，能让学生结合日常生活经验用情态动词来推测物品的归属。为引入新课做热身，也为后续活动做好准备。) 问题诱导 自学展示 Ⅱ. Work on 1a Talk about the things in 1b and then put them in the correct columns in the chart of 1a. (环节说明：到目前为止，学生已经学习了很多物品的名称却也遗忘了很多。本环节对学过的某些物品进行复习，为接下来谈论物品的归属作好铺垫。) Ⅲ. Listen to 1b Before listening 1. Ask students to read the instructions and then guess what the conversation might be about. 2. Ask students to guess the owner of each thing and the reason. 3. Ask students to read the words and sentences in the chart to get some useful information before listening. (环节说明：通过浏览表格中的信息，并进行大胆的预测，能为后边的听力做准备，同时又能形成信息期待。) While listening 1. Ask students to listen and match the information. 2. Listen again and check the answers. (Students must use complete sentences to say out the answers, e. g. The toy truck must belong to Jane’s little brother because he was the only little k