1、第 1 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_课题：Unit 8 It must belong to Carla. 教学设计 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/cant be Carlas.It must/might/could/cant belong to Carla.备注教学目标2. 情感态度价值观目标：学生能根据已有线索推
2、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 cant 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. Lead in 1. Prepare a pink pencil-case. Put it under a students desk before class.2. After class begins, pick it up and ask students: “I found a
3、 pencil-case on the floor. Whose pencil-case is it? Is it a boys or a girls?”3. Guide students to answer: “It must be a girls pencil-case because its pink.”4. Ask which girl it might belong to. Guide students to answer: “It must/might/could/cant be sb.s. Or It must/might/could/cant belong to”(环节说明 ：
4、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. Work on 1aTalk 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。). Listen
5、to 1bBefore listening1. Ask students to read the instructions and then guess what the 第 2 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_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 informa
6、tion 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 listening1. 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 Janes little brother becau
7、se he was the only little kid at the picnic.)3. Listen and repeat for pronunciation and intonation. (环节说明：通过听的方式输入本课功能句型。在听的过程中先听后读，培养学生学习英语的良好习惯。). Listening 2a,2b1. Before listening to 2a, the teacher asks students: “What do you usually have in your schoolbags?” and let students list as many thing
8、s as possible.2. The teacher says: “Last weekend, Bob and Anna found a schoolbag at the park. What are in the schoolbag?”3. Play the tape and write down the things in the schoolbag.4. Check the answers and then the teacher asks: “There are three things in the schoolbag. Whose schoolbag is it?”5. Lis
9、ten again. Fill in the blanks of 2b.6. Check the answers.7. Listen and repeat. Pay attention to the pronunciation and intonation.8. Work in groups of four. Discuss about the differences the modal verbs in this listening and how to use them to make inferences.(环节说明：在每次听之前都设置具体的任务，这样能让学生在听的时候有的放矢。还可以让
10、学生在具体的语境中去感知和总结情态动词在表示推测时可能性的大小。)合作探究反馈交流. 1c Pair work 1. Ask students to practice the conversation, in pairs. The teacher moves around the classroom when the students are practicing. Give them some help if needed.2. Role-play the conversations. When talking about the owners of the things, they may
11、 use two ways: It must be /It must belong to3. Ask several pairs to act out their conversations.(环节说明：引导学生运用合作学习法进行语言实践；鼓励学生大胆开口，养成“学了就说”的良好习惯。让学生在语境中模仿感知所学语言，培养学生运用目标语言进行交际的能力。)2c Pair work 1. Work in pairs. Make conversations using the information in 2a and 2b.2. Ask several pairs to act out the d
12、ialogue.2d Role-play Before reading1. The teacher asks: “According to the text in 2b, we know that the schoolbag must be Lindas. How could Linda feel after she lost her 第 1 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_schoolbag?”Let students guess and give their own ideas. Make sure that they use modal verbs to m
13、ake inferences.(环节说明：2d 对话是前边听力的延伸，读前先让学生预测Linda 丢了书包会是什么心情，然后让学生用情态动词进行推测，这样能激发学生的好奇心去读接下来的课文。)While reading1. Read the dialogue quickly and answer the question:How does Linda feel after losing her schoolbag?2. Read the text again. Answer the following questions:What things are in Lindas schoolbag?
14、What did Linda do yesterday?When did she leave the park?3. Find the sentences with the modal verbs to make inferences and read them.(环节说明：读课文时设计一些问题，能让学生一步一步地获得一些关键信息，以达到理解课文的目的。让学生找出用情态动词表示推测的句子，是让学生进一步巩固本单元重点句型，同时又为下一步的输出做准备。)After reading1. Work in pairs to read the dialogue.2. Ask several pairs
15、to act out the dialogue.(环节说明：本环节是对前边活动的输出和检验。 ）课堂训练迁移应用Exercise: If time is enough, do some more exercise. 英汉互译：1玩具卡车_2听流行音乐_3小孩子_4hair band_5属于_6音乐厅_7捡，拾_8the rest of my friends_9有价值的东西_10去野餐_小结提升布置作业Summary :一、先自主学习，再以四人一组的方式展开讨论：1.本课主要学习了哪些句型？2.本课学习了哪些情态动词表示推测？它们进行推测的时候可能性大小有何不同？二、教师总结：本节课我们主要学习
16、了如何用情态动词推测物品的归属。主要句型有：Whose volleyball is this? It must/might/could/cant be Carlas.It must/might/could/cant belong to Carla.在进行推测时，must 表示非常有把握的推测。might ，could 表示有可能的推测。cant 表示否定的推测。(环节说明：通过自主学习和合作学习的方法，总结本课重点句型，师生共同再现本课重点，从而达到本节课的情感目标。)第 2 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_Homework:假设你最喜爱的手表丢了，请你和好朋友回
17、忆一下当天你们曾经去过哪些地方，做过什么，以此来推测手表可能存在的地点，并按照线索去寻找，说明寻找的结果。请把这个过程编成一段对话，用合适的情态动词表示推测。板书设计Unit 8 It must belong to Carla.SectionA1a-2dKey words:whose, truck, picnic, rabbits, attend, valuable, pink, anybodySentences:Whose volleyball is this?It must be Carlas./It must belong to Carla.Whose hair band is this
18、?It might be Meis./It could belong to Linda./It cant be Toms.Make inferences: must, may, might, could, cant反思本节课的设计体现了任务型教学的设计理念，整个任务链均围绕某人遗失了物品来设计，根据层层线索,一步一步推测物品的主人或物品可能藏匿的地点。这种设计使学生觉得自己就像福尔摩斯一样，通过寻找蛛丝马迹，最终破获奇案，从而使学生获得极大的满足感；对于听力部分，在听之前都作了相关的渗透与铺垫，有利于培养学生学习英语的良好习惯。本节课中也存在以下几个有待改进的地方:1.小组合作学习实效性欠佳。
19、2.2d 课文输出效果差：一组在前边表演，其他同学看笑话；表演时台词记不住，表情不自然。教学目标教学目标：1.巩固用情态动词推测物品归属的句型。2.学生能跟随阅读任务获取必要信息，从而理解整篇文章。3.学生能用开放性的语言，分角色表演课文内容。重难点1. 教学重点：巩固运用情态动词表示推测的用法，丰富学生的语言表达。2. 教学难点：运用开放性语言及合理的想象分角色表演课文内容。教学方法 读写法、任务型教学法课时 Section A (3a-4c)教学准备 PPT教学过程 第二课时第 1 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_创设情境目标领航. Lead-inPlay a
20、 guessing game: Play some strange sounds, such as the sound of wind, rain, train or a cat and then ask students:Who is the noise maker?What might it be happening?Guide students to guess and tell the reason.(环节说明：读前播放各种各样的声音，既可以让学生练习一下用情态动词进行推测，又可以让学生有一种神秘感，从而激发学生学习本课的兴趣，为下一步的阅读做好准备。)问题诱导自学展示. Work o
21、n 3a3cAsk students to read 3a quickly and then answer this question: Whats happening in the town?(环节说明：从 Step 1 的各种怪声引入 3a，让学生回答问题是为下一步学生选择本文标题做好准备。)1. Ask students to read the article quickly and choose the best title from A, B and C.2. Check the answer and ask students to tell the reason.Work on 3
22、bRead the article again and find words to match the meanings.Work on 3c1. Read the article carefully. Fill in the chart.2. Work in groups to discuss the answers in 3c.Retell the articleAsk students to retell the story according to 3c. Use their own words as much as possible.(环节说明：训练学生获取有效阅读信息、归纳主题的能
23、力，然后由浅入深，层层推进。通过 3c 表格让学生把握文章的具体细节；根据表格复述课文既是检验对课文的掌握程度，也是一种语言的输出。)Make a conversationWork in groups of seven. One acts as a reporter, and the other six act as different residents in the neighborhood. Role-play the text. Try to use their own imagination and make their new conversation.(环节说明：七人一组，每组以
24、记者采访报道的方式重现文本内容，既可以将输入转换为输出，又可以让小组成员发挥自己的想象，补充相关内容。)合作探究反馈交流Grammar Focus1.读 Grammar Focus 中的句子填空：这是谁的排球？_ _is this?一定是卡洛的，她喜欢打排球。It _ _Carlas. She loves volleyball.这是谁的发带？Whose _ _is this?可能是 May 的。或者可能是属于 Linda 的。他们都留长发。It _ _Meis hair band. Or it _ _Linda. They both have long hair. 那天晚上你看见了什么？Wha
25、t did you see_ _? 我不太确定，但肯定不是一只狗。它比较大。我想可能是一只熊或者狼。第 2 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_Im_ _, but it _ _a dog. It was bigger. I think it _ a bear or a wolf. 2.观察总结语法知识点：情态动词 must, might, could, cant 后接动词原形, 可以表示对现在的情况的 .可能性: must can/could may/ might 否定： 1.must：意为“一定；准是”。表示说话人对事物的推测的把握性非常大。They are we
26、aring school uniforms, they must be students.“must have +过去分词”意为“ 一定”，表示对过去情况的肯定的推测。2. can: can 表示推测时，常用于否定句、疑问句中，cant 意为“不可能；应该不是”。常用句型为： “can/cant be +表语” 意为“（不）可能”，表示对现在情况的否定推测。eg: That cant be Maria, because shes in hospital.3. could/might/may:如果表示对所推测事情没有很大的把握，用 could 或 might或 may。它们常用于肯定句或疑问句中
27、，意为“ 也许；可能” 。课堂训练迁移应用Work on 4aChoose the best way to complete each sentence using the words in brackets.1. Go over the instructions and make sure they understand what they should do. 2.Then ask students to check the answers.Work on 4bComplete these responses.Work on 4cLook at this picture of a room
28、. How much can you tell about the person who lives here? Is it a boy or a girl? What are his/her hobbies? Discuss your ideas with a partner.设计意图：4a 4c 活动为 学生提供笔头上运用情态动词 表推测的练习。小结提升布置作业Summary :一、学生先自主学习，再以四人一组的方式展开讨论：1.除了上节课学习的用情态动词表示推测的句子，本节课出现了哪几句新的用情态动词表示推测的句子？2.本课围绕什么主题展开讨论？关于此主题有哪几个方面的猜测？3.关于此主
29、题，你的推测是什么？二、教师总结本课围绕“小镇怪声”这个主题展开讨论，小镇居民各抒己见。文中共有六人发表了自己的看法，但这些推测并没有得到证实，小镇怪声仍然是一个未解之谜。本文主要句型仍然是用情态动词表示推测的句子。但本文新出现了两个对正在进行的动作进行推测的句子：It must be teenagers having fun. There must be something visiting the homes in our neighborhood.Homework：口头作业：1.听、读、模仿 3a 内容，要求语音语调准确优美。2.用自己的话将 3a 课文复数一遍。书面作业：1.抄写 3a
30、 课文中用情态动词表推测的句子。2.将小镇居民关于怪声的讨论内容改编成对话写下来。板书 Unit 8 It must belong to Carla.Period 2 Section A 3a-4c第 1 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_设计 something, anything, nothingSomething unusual is happening in our town.They couldnt find anything strange.Theres nothing special in todays newspaper.There be sb. d
31、oingThere must/might/could be sb. doingThere must be something visiting the homes in our neighborhood.反思本节课的设计体现了任务型教学的设计理念，整个任务链的设计均围绕小镇怪声展开。怪声引发了小镇居民的种种猜测，使他们陷人了惶恐之中。本课内容激发了学生的好奇心，让学生不知不觉进人了课文所设置的场景。本节课不仅在内容上吸引人，而且在语法上还回顾了用情态动词表示推测的用法，使学生受益匪浅。本节课中也存在以下几个有待改进的地方：1.知识输入时练习不充分导致了输出困难。2.进行课文复述时不会使用开放性
32、的语言，只知道背诵课文原句。教学目标1.学生能掌握本课重点词汇：and，alien，run after，suit。2.学生能学会以下句型：He could be running for exercise. /I must be dreaming. /They must be making a movie.3.学生能运用情态动词推测某人正在进行的动作，并展开话题讨论。重难点重点：理解并运用情态动词推测某人正在进行的动作。难点：能利用下列句型谈论美食的发明。难点：能运用目标语言展开话题讨论。教学方法 听说法、任务型教学法课时 Section B (1a-2e) 教学准备 PPT教学过程 第三课时创
33、设情境目标领航Lead-in A guessing gameShow some pictures of a man doing something, cover half of the pictures, and then ask students to guess what the man might be doing. Guide them to guess with modal verbsmust/could/may/cant.T: Look at this picture. What could he be doing?S1: He might be playing basketbal
34、l.S2: He cant be playing basketball. He might be doing morning exercise.S3: He could be dancing. (环节说明：展示一些部分被遮挡的图片，让学生猜测图中人物正在进行的动作，能迅速激发学生的兴趣，同时又能练习本课重要句型，真正做到了在玩中学。)问题诱导自学展示Work on 1a1. Show the picture c in 1a and talk about it with students.T: Look at this man. What is he doing?S1: He is runnin
35、g.T: Why do you think he is running?S2: Maybe he is running for exercise.第 2 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_T: Do you agree with him? Do you think, the man is running for exercise?S3: No, he cant be running for exercise because he is wearing a suit and a tie.S4: He might be running to catch a bus.2.
36、 Show the picture b and talk about it with students.T: Whats this? Do you know?S1: It looks strange. Maybe its an alien.T: Whats the alien doing?S2: He is running after a man.T: How does the man feel?S3: He feels scared.3. Show the picture a and talk about it.T: Whats this?S1: Maybe its a UFO.T: Wha
37、ts the UFO doing?S2: Its landing.(环节说明：先在多媒体中一张一张播放图片，和学生谈论三幅图片中的内容，引导学生充分发挥想象力和观察力，各抒己见，预测故事内容。为后边的听力作信息铺垫。)Work on 1b-1cBefore listeningAsk students to predict the order of these three pictures.T: You know these three pictures are in the same story. Which picture do you think might be the first?S1
38、: I think picture a might be the first one because the UFO must land first, and then the alien can get out and run after the man.S2: I dont think so, I think picture b could be the first one. Maybe the alien runs after the man because it wants to catch him. A UFO comes here to take them to another p
39、lanet.S3: (环节说明：听前预测图片顺序，能培养学生根据自己理解的逻辑顺序编造合理故事的能力，鼓励学生大胆地表达，只要能自圆其说就可以。)While listening1. Listen for the first time and check if their predictions are right. (Dont play the recording completely. Stop at “And the alien is running after the man! I must be dreaming.”)2. Ask students to discuss in grou
40、ps of four to make up the rest of story. Each group makes up one story.3. Ask some groups to share their stories with the class.4. Listen again and work on 1c (This time playing the whole recording). Ask students to try filling in the blanks based on what they can remember before playing the recordi
41、ng again. And then play the recording. Get students to fill in the blanks again.5. Check the answers.6. Listen for the third time, and then repeat.(环节说明：听第一遍时没有播放完整的对话，就是不让学生过早地知道故事的结尾，而让学生分组讨论并续写故事，培养学生积极动脑、动口的好习惯。然后再完整地听一遍对话，让学生对照自己所编的故事结尾与对话中第 1 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_的结尾，看看哪一个更好，更出乎预料。)W
42、ork on 1d1. Ask several pairs of students to read the listening text. Ask them to pay attention to their pronunciation and intonation.2. Role play the conversation between the man and the woman. Tell them that they shouldnt only recite the sentences in the listening text. They can use their own word
43、s.(环节说明：听完之后让学生扮演听力课文中的人物，在全班展示表演。教师还可以要求该组学生提问其他学生，使学生学会倾听，人人参与活动。)合作探究反馈交流Work on 2aT: There are many linking words in this pass. So identifying conjunctions or phrases that link ideas together will help you understand what you read. So people work on 2a, and match each linking word or phrase with
44、 its purpose.4. Underline the linking words and phrases in the passage and guess their meanings according to the context.(环节说明：通过快速阅读然后又进行细读，学生自己归纳总结出巨石阵的特点，并找出本文的中心句。让学生了解巨石阵有哪些未解之谜以及关于巨石阵曾经用途的推测。最后找出文中的连接词，并根据上下文理解连接词的意思。通过如此反复阅读，让学生对整篇文章有了准确而细致的了解。)Work on 2bFast ReadingSkim the article below and
45、 underline the sentences with linking words or phrases. Do you think you have made correct matches in 2a?IDENTIFYING LINKING LANGUAGEIdentifying conjunctions or phrases that link ideas together will help you understand what you read.课堂训练迁移应用Work on 2cCareful readingRead the article again and complet
46、e the chart.Work on 2dComplete the sentences using the words from the chart in 2a on Page 62.Work on 2eAfter readingCan you think of any other mysteries, either in China or another part of the world, that are similar to Stonehenge? What do you know about these mysteries? What is mysterious about the
47、m? Discuss them with your group.小结提升布置作业Summary :Have a student summary the class .Homework：Write a short passage about the development of basketball.板书设计Unit 6 When was it invented?Section B(1a2e)反思第 2 页蜀河初中 年级 学科 授课教师：_ 201_年_月_日星期_Section B 3a-self check【教材内容分析】本节课是本单元的写作板块。在前面听、说、读的基础上，让学生尝试写作。本
48、单元的写作是续写故事结尾，需要学生在已有故事的基础上发挥想象，运用本单元所学的目标语言完成写作任务。活动 3a 要求学生就 Section A 3a 文中所提到的奇怪声音发挥想象进行推测，列举自己的观点和推测依据，为后面的写作环节打开思路，积累语言素材。活动3b 要求学生根据报纸标题和所给的写作提示结合 3a 所列内容为报纸写一篇新闻报道。【学情分析】写作一直是教师教学的重点，但对于学生来说却是一个难点。有些同学一提到写作就头疼，那是因为他们在写作时没有一个明确的思路，知识的输入和输出没有有机联系起来。因此，在写作之前给学生提供一个可行的写作框架就显得尤为重要。让学生在这个框架下增枝添叶，极大地降低了写作难度，又让学
