人教版九年级Unit 8 It must belong to Carla.-Section B 2a—2e-ppt课件-(含教案+视频)-市级公开课-(编号：112e9).zip

1、 Teaching Design 教学设计 nWe used to play with it when we were little kids. nIt is useful to us, because it is used not only for building houses, bridges or roads,but also for making handicrafts. A thing Tip 1 Tip 2 Tip 3 nIt is in different shapes, but usually it is similar to oval by the river bank.

2、Teaching Analysis 教学分析 Teaching Process 教学过程 Can Anyone Explain Why It Is There? Teaching Process 教学过程 A. other guesses about the purposes of Stonehenge B. the mysteries of Stonehenge C. a new opinion from Paul Stoker against the guess that Stonehenge was a temple D. the basic facts of Stonehenge Pa

3、ra.2Para.1 Para.3Para.4 DCAB 01 0000 585654525048464442403836343230282624222018161412100806040200 : Teaching Process 教学过程 The facts of Stonehenge Material and shape: When it was built: Where: The number of visitors every year: The best time to visit it: Why people visit it: How people like it: espec

4、ially on the longest day of the year rock circle in Britain more than 750,000 in June to see the sun rising 01 0000 585654525048464442403836343230282624222018161412100806040200: Teaching Process 教学过程 The facts of Stonehenge Material and shape: When it was built: Where: The number of visitors every y

5、ear: The best time to visit it: Why people visit it: How people like it: especially on the longest day of the year rock circle in Britain more than 750,000 in June to see the sun rising almost 5,000 years ago one of the most famous historical places and the greatest mysteries in Britain Teaching Pro

6、cess 教学过程 Different guesses about the purposes of Stonehenge Guess 2: Guess 3: Guess 6: Guess 4: Guess 1: It might be a temple. It might be a kind of calendar. Guess 5: 01 0000 585654525048464442403836343230282624222018161412100806040200: Teaching Process 教学过程 Different guesses about the purposes of

7、 Stonehenge Guess 2: Guess 3: Guess 6: Guess 4: Guess 1: It might be a temple. It might be a kind of calendar. It might be a medical purpose. It might be a burial place. Guess 5: It might be a place to honor ancestors. Teaching Process 教学过程 Different guesses about the purposes of Stonehenge Guess 2:

8、 Guess 3: Guess 6: Guess 4: Guess 1: It might be a temple. It might be a kind of calendar. It might be a medical purpose. It might be a burial place. Guess 5: It might be a place to honor ancestors. It might be a place to celebrate a victory over an enemy. Teaching Process 教学过程 Different guesses abo

9、ut the purposes of Stonehenge Guess 2: Guess 3: Guess 6: Guess 4: Guess 1: It might be a temple. It might be a kind of calendar. It might be a medical purpose. It might be a burial place. Guess 5: It might be a place to honor ancestors. It might be a place to celebrate a victory over an enemy. Teach

10、ing Process 教学过程 Why does he think so? Because the ancient leaders arrived in England much later than Stonehenge was built. He thinks it cant be a temple. Teaching Process 教学过程 The purpose of Stonehenge is still What do they agree? The position of the stones must be for a special purpose. However, n

11、obody can tell what the special purpose is. a mystery. Teaching Process 教学过程 The mysteries of Stonehenge What was it ued for? How was it built? Who built it? Teaching Process 教学过程 How does he like the builders? He thinks, “We do know they must have been hard- working and great planners.” Because the

12、y used these huge stones to make a wonder that cant be made today many centuries ago. Why does he think so? Do you think if we can also make a wonder? We are definitely sure that they must have made a great plan and worked on it hard. We must keep trying to do what we want and make great plans to so

13、lve the problems with our partners like these builders in the passage. What can we learn from them? They kept working as a team, and made great plans together to solve the problems they had met. How? 01 0000 585654525048464442403836343230282624222018161412100806040200 : Teaching Analysis 教学分析 Guesse

14、s about purposes Where is it? What is it? When was it built? How many people visit it? Whats the best time to visit? Why do they visit? How do people like it? Three mysteries about it Facts Mysteries Stonehenge Six different guesses about its purposes Please pay attention to the linking words or phr

15、ases. Teaching Process 教学过程 3 3 2 1 4 5 6 Teaching Process 教学过程 All of you are historians. You are at a meeting in Britain. You are having a discussion about Stonehenge. One of you is Paul Stoker. Teaching Process 教学过程 All of you are volunteers from Britain. You are on a TV show. You are introducing

16、 Stonehenge to Chinese audience. One of you is a TV reporter. Teaching Process 教学过程 Four of you are huge stones in Stonehenge. The rest one is a bird. You are telling your stories to the bird. It is a sunny morning in Britain. Teaching Process 教学过程 All of you are volunteers from Britain. You are on

17、a TV show. You are introducing Stonehenge to Chinese audience. One of you is a TV reporter. Teaching Process 教学过程 Four of you are huge stones in Stonehenge. The rest one is a bird. You are telling your stories to the bird. It is a sunny morning in Britain. Teaching Process 教学过程 All of you are histor

18、ians. You are at a meeting in Britain. You are having a discussion about Stonehenge. One of you is Paul Stoker. Teaching Analysis 教学分析 Guesses about purposes Where is it? What is it? When was it built? How many people visit it? Whats the best time to visit? Why do they visit? How do people like it?

19、Three mysteries about it Facts Mysteries Stonehenge Six different guesses about its purposes Please pay attention to the linking words or phrases. Teaching Analysis 教学分析 Teaching Process 教学过程 a massive stone perfectly split in half standing there for centuries Al-Naslaa Teaching Process 教学过程 giant s

20、tone figures placed along the coastline face in the same direction Statues of Easter Island Teaching Analysis 教学分析 Where is it? What is it? When was it built? How many people visit it? Whats the best time to visit? Why do they visit? How do people like it? Facts Mysteries Guesses about purposesA won

21、der Each group gives a detailed report about one of the two wonders , which includes three parts below. Please pay attention to the linking words or phrases. Unit 8 It must belong to Carla. Section B 2a2e Stonehenge-Can Anyone Explain Why It Is There? 教材分析教材分析： 本单元的话题是神秘事件，要求学生能根据相关信息，正确运 用 must，mig

22、ht，could 和 cant 进行推断。本单元 A 部分内容主要 围绕“推测物品的归属”展开，并进一步引入到 B 部分“神秘事件” 这一话题，再过度到“未解之谜”巨石阵的介绍。本篇说明文涉及 英国文化，要求学生通过对本文的学习，了解连词的运用，并进一 步巩固情态动词表推测的用法。 学情分析：学情分析： 九年级的学生已具有一定的英语基础及英语学习能力。听说读 写的能力都比较强。本篇说明文话题是“未解之谜” ，故开篇就设计 谜语导入，引起学生对“迷”的探索。采用思维导图的形式引导学 生进行精读并获取相关信息。最后的深度阅读印发学生更进一步思 考，从而培养学生的阅读思考能力，去深度剖析作者所要表达

23、的思 想。 教学设计思路：教学设计思路： 本堂课是阅读课的第一课时，导入以“迷”开始，开启“神秘 之旅” 。 1. 利用谜底是石头的谜语导入，在谜语的表述中加入连词，让学生 感知其用法。在猜谜语的环节中，学生运用情态动词表推测这一 用法来进行推测，进一步巩固了本单元的教学重点。 2. 学生通过跳读来找出每段的大意，再根据每段大意，划分全文的 结构。 3. 通过精读三个部分，获取巨石阵相关信息并完成思维导图。 4. 深度阅读由 Paul Stoker 对巨石阵建造者的评价展开，层层推进， 由此让学生们分组讨论，各抒己见，再将学生们的观点融合，让 学生们表达从这些伟大的建造者身上学到了什么。最后由

24、 How can we also make a wonder?让学生思考并发生情感迁移，然后引 出本节课的情感目标：Keep trying to do what we want and make great plans with our partners. 5. 创建不同的语言环境，以小组的形式，在不同的语境下，用对话 的形式来复述整篇文章的内容。 6. 介绍世界上另外两个人造的未解之谜，学生仍然以小组的形式搜 索所需信息，任选一个写一篇报告，并为之后的说明文写作课作 好铺垫。 Teaching Aims: 1. Students can get general information fro

25、m the title and the picture before reading. 2. Students can get basic information from the passage while reading. 3. Students can retell the main idea of the passage after reading. 4. Make inferences by using must, might, could and cant. 5. Know the usage of linking words or phrases. Teaching focus

26、and difficulties: Focus: Reinforce the usage of modal verbs for making inferences and master the usage of linking words or phrases. Difficulties: how to use the linking words or phrases rightly Teaching strategies: 1. working individually 2. cooperating in groups Teaching procedures: Step Leading in

27、 Activities Aims Evaluation Set a riddle.1. To let Ss be aware of the usage of linking words or phrases. 2. To make inferences by using modal verbs. 3. To lead in the topic. Ss can give their different guesses according to three tips from the riddle. Step Pre-reading ActivitiesAimsEvaluation Play a

28、video about Stonehenge 1. To show what Stonehenge is and let Ss Ss show their interest to know more about Stonehenge. feel its grandiosity. 2. To arouse Ss interest to Stonehenge. Step While reading ActivitiesAimsEvaluation 1. Skim 4 paragraphs. 2. Divide the whole passage into three parts and get t

29、he main idea of each. 3. Peruse Part 1 to find out the facts of Stonehenge in 1 1. To get the main idea of each paragraph. 2. To practice the skills of skimming-no need to read the whole passage sentence by sentence. To let Ss know that the passage introduces Stonehenge from three sides. 1. To learn

30、 about the basic information of Stonehenge. Most of Ss know the right answers. Most of Ss know the right answers. Most of Ss can finish the task on time. minute. 4. Peruse Part 2 to find out 6 guesses about the purposes of Stonehenge in 1 minute. 5. Peruse Part 3 to find out the mysteries of Stonehe

31、nge. 6. Analyze further about the builders according to Paul Stoker. 2. To let Ss find out the specific information on time. To reinforce the usage of modal verbs for making inferences and the usage of linking words or phrases. To inspire Ss interest to what made Stonehenge so mystical. To guide Ss

32、to think further and inspire their imagination to answer open ended questions. Most of Ss can finish the task on time. Most of Ss can finish the task . Some Ss can share their ideas about it. Step After reading ActivitiesAimsEvaluation Retell the passage in different situations. 1. To check if Ss kn

33、ow about the information Ss finish the task with their group members. about Stonehenge from three parts. 2. To check if Ss can master the usage of modal verbs for making inferences and the usage of linking words or phrases. 3. To let Ss know there are different expressions in different situations. S

34、tep Homework ActivitiesAimsEvaluation Introduce other wonders to Ss. And ask Ss to choose one of them to write a detailed report from three parts: the facts, the purposes and the mysteries. 1. To inspire Ss curiosity to the mystery. 2. To develop Ss ability to search information for their study. 3. To get ready for the writing class later. Ss know how to write an exposition and how to search for the information they need.