初中英语_【课堂实录】ItmustbelongtoCarla教学设计学情分析教材分析课后反思.doc

Unit 3It must belong to Carla. (Section A 3a-4c) 教学设计 教学方法和学习策略? 1.?教学方法：? （1）情景交际法：本单元话题主要围绕“推测物品的归属”展开，并进一步引入神秘事件这一话题，集中呈现与学习表示推断的相关词汇。本部分的教学目标是要求学生能听懂并猜测物品所属，能够在听读信息输入中获取相关信息，掌握情态动词must, could, maybe, might的用法。 （2）任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。? （3）开放性教学策略：开放性地处理教材，结合教材插入学生感兴趣的图片、音像片段等，丰富学生知识，拓宽他们视野，实现知识的整合。? 2.学习策略? （1）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。? （2）通过小小汇报家、展开想象力等有意义的任务活动，创设情景，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习，让学生巩固所学语言知识。? 学习目标确立： Learning objectives 1. Knowledge ①Grasp the words expressions of the reading: noise-maker, wolf, uneasy, have fun (in)doing, anything strange, see sb./sth. doing ②Grasp the sentences: It might/must/could be…… 2. Ability Learn to make inferences using the target language: It might/must/could be…… 3. Emotion Believe in science. 课堂活动设计： 教师活动设计 学生活动设计 设计意图 Review I found a book in the classroom and picked it up, and then I ask who do you think it belongs to. In this class we’ll learn unit 3-Section A 3a-4c. Review the knowledge and try to use “ might/ could/ must” to make inferences. Read the title after the teacher. 让学生在真实的语言环境中体验，感知几个情态动词表示猜测的用法，并能再语境中进行实践，实现了语言的工具性。 二、Show the learning objects: （导入语）Before we go into the new lesson, I think it’s necessary to know the learning objectives first. Look at the screen and know the learning objectives. 教授新知之前让学生清楚的知道本节课要达到的学习目标，做到有的放矢。对目标的设定分成知识，能力，情感三方面，紧扣本节话题。 三、Presentation 1.play a game: rush to answer There are many sounds in the nature, then tell the Ss they will hear two kinds of sounds and ask them to guess what it could be. 2. Leading into the reading If a baby cries all the time, I think it is a kind of noise and play three kinds of noises, and ask them how they felt when they heard the strange noises. And then tell them my feeling and the people in the neighborhood feel uneasy, too.(导入课本内容) 3. Reading ① ask the Ss to find out why th