Unit8SectionA（1a-1c）教學(xué)設(shè)計(jì)人教版九年級(jí)英語全冊(cè)

ItmustbelongtoCarla.教學(xué)設(shè)計(jì)SectionA（1a1c）【教學(xué)主題】ItmustbelongtoCarla.【教學(xué)內(nèi)容及分析】本節(jié)是初中初中英語九年級(jí)上冊(cè)第八單元第一課時(shí)的內(nèi)容。本課時(shí)主要是圍繞“推測(cè)物品的歸屬”展開，并進(jìn)一步引入“神秘事件”這一話題，集中呈現(xiàn)與學(xué)習(xí)表示推斷的相關(guān)詞匯。本部分還復(fù)習(xí)了與話題有關(guān)的物品名詞、表達(dá)觀點(diǎn)的動(dòng)詞等。本單元的功能結(jié)構(gòu)是情態(tài)動(dòng)詞表示推斷?！窘虒W(xué)對(duì)象及特點(diǎn)】授課班級(jí)為初三同學(xué)，他們的英語水平參差不齊，小部分同學(xué)對(duì)于表推測(cè)的詞匯已經(jīng)有了一定的了解，但是對(duì)于他們的應(yīng)用還處于一知半解的狀態(tài)，沒有系統(tǒng)化；多數(shù)同學(xué)對(duì)于表推斷的相關(guān)詞匯還不是很了解，需要老師對(duì)學(xué)生的認(rèn)知水平進(jìn)行歸納提升，使學(xué)生對(duì)相關(guān)詞匯的熟悉，提高自己的英語水平?！窘虒W(xué)目標(biāo)】1.語言知識(shí)目標(biāo)：1)能掌握以下單詞：Toytruck,hairband,rabbit能掌握以下句型：—Whosebookisthis?/Whoseisthisbook?—Itmust/can’t/could/mightbeMary's.Itmust/can’t/could/mightbelongtoMary.2)能夠用情態(tài)動(dòng)詞表推測(cè).2.情感態(tài)度價(jià)值觀目標(biāo)：讓學(xué)生根據(jù)已有事實(shí)推測(cè)可能性?！窘虒W(xué)重點(diǎn)、難點(diǎn)】1.教學(xué)重點(diǎn)：1)掌握本課時(shí)中出現(xiàn)的生詞toytruck,picnic,volleyball,whose,pink,rabbit,valuable,somebody,anybody2)學(xué)會(huì)描述表示物品所屬提問和回答：—Whosebookisthis?—ItmustbeMary's./ItmustbelongtoMary.2.教學(xué)難點(diǎn)：Whoseisthis?/Whoseisthis?句型【教學(xué)過程】Step1Leadin(Teachershowspicturesofthenewwords)hairbandrabbittoytruckStep2PresentationWhosehairbandisthis?(=Whoseisthishairband?)(=Itcan'tbelongto(=Itcan'tbelongtoMike.)Itcan'tbeMike's.(=Itcan'tbelongtoMike.)Whosetoytruckisthis?(=Whoseisthistoytruck?)ItmustbeMike's.(=ItmustbelongtoMike.)Itcan’tbeJane's.(=Itcan’tbelongtoJane.)Step3LeadinhowtomakeinferencesMustverysure一定Can’timpossible不可能Step4PresentationWhosedressisthis?(=Whoseisthisdress?)Itcould/mightbeJane's/Lily's.(=Itcould/mightbelongtoJane/Lily.)2.Whosebagisthis?(=Whoseisthisbag?)Itcould/mightbeJane's.(=Itcould/mightbelongtoJane.)Itcould/mightbeLily's.(=Itcould/mightbelongtoLily.)Step5Leadinhowtomakeinferences推測(cè)可能性：must

>

could

>

might

>

can’tMust100%probablytrue一定Might/could20%~80%possiblytrue可能Can’t0%almostnottrue不可能GametimeGuesswhosethingstheseare.Itmust/might/could/can’tbe...(=Itmust/might/could/can’tbelongto...)PredictionWhataretheydoing?picnicn.野餐goforapicnicatthepicnicWhilelisteningWhosehairbandisthis?Whosehairbandisthis?(=Whoseisthishairband?)(=Whoseisthishairband?)PracticeItmustbeJane's.ItmustbeJane's.(=It(=ItmustbelongtoJane.)Itcan'tbeMike's.Itcan'tbeMike's.A:Whosebookisthis?B:ItmustbeMary's.J.K.Rowlingisherfavoritewriter.Listening(2a)Backgroundof2a:Youknowtherearemanythingsinthelostandfoundcase.Manystudentsfindsomethingbuttheydon’tknowtheowner.2.Thefirstlisteningof2a:BobandAnnafoundaschoolbaginfrontoftheirschool."What’sintheschoolbag?"Playtherecordingforthefirsttime.Thestudentslistentothetapeonly.3.Finish2a:Playtherecordingasecondtime.Studentswritedownthethingsintheschoolbag.4.Checktheanswers.Listening(2b)Callstudents’attentiontothechart.Pointtothenumberedlistofsentenceswhichcontainablank.2.Playtherecording.Havestudentslistentoitandfillintheblanks.Checktheanswers.3.Listenandfillintheblanksbelow.（Consolidation）4.Pointtotheboxthatexplainstheexplanationsofhowtousethewordsmust,might,ccouldandcan’t.Readtheexplanationstotheclass.Makesentenceswitheachofthewordsandwritethesentencesontheblackboard.Activity1.runningshoesTheycan'tbeTom's.Hedoesn'tlikerunning.2.football3.hairband4.toytruck5.tennisball6.rabbitbookPostlisteningNomatterwhere