人教版九年级Unit 8 It must belong to Carla.-Section A Grammar focus 4a—4c-教案、教学设计-部级公开课-(配套课件编号：f0667).docx

1、一一、教学分析设计教学分析设计 教材教材分析分析 本堂课教学内容为语法学习， 通过一系列操练活动巩固情态动词must, could, might, cant 表示推测的不同用法 学情分析学情分析 初二实验班。学生已熟练掌握运用 whose 询问及表达物品所属的典型句型， 并通过 Section A 第一部分的学习接触了情态动词在肯定、可能性、否定等 方面的推测表达，但未进行系统总结和练习 设计设计思想思想 遵循逐层深入、循序渐进的原则，通过引导学生对语义、语境、结构三个要 素的理解分析，掌握情态动词推测表达的用法 教学方法教学方法讲授法、练习法、任务驱动法 教学目标教学目标 1. 学生能正确运

2、用情态动词 must, could, might, cant 表示推测的不同 用法 2. 学生能训练推断能力，拓展思维，加强口头表达能力 3. 学生能通过 pair work 和 group work 锻炼与他人沟通、协作能力 教学教学重点重点 引导学生理解词义(meaning)、语境和结构(context/clue)、推测词三个要素 之间的联系 教学难点教学难点正确判断语境和结构，选择正确情态动词来完成推测表达 二、二、 教学教学实施设计实施设计 教学教学环节设计环节设计 教学环节教学环节学生学生活动活动教师教师活动活动设计意图设计意图 Lead-in Activity 1： Grammar

3、 focus (pair work) make predictions about the owner of the item 1. Practice the conversation with a partner and fill in the blanks 2. listen to the teacher and answer the questions Toarouse students interest andprovidea contextualbase for the grammar discussion To help students focus on the key step

4、sofmaking inferences Show a Husky dog cushion and let students guess who theowner(oneofthe teachers) is 1.AskSstorevisethe previously-learned conversations and fill in the blanks 2.Guidestudentsto understand the meaning of must, could and cant, and find out the link between the context and the choic

5、e of word Ask Ss to choose the right Activity 2: 4a (individual work and pair work) Activity3: Clue-finding practice (individual work) Activity 4: Making inferences with pictures (pair work) Activity 5: 4b (group work) Activity 6: 4c (group work) Finish the exercise, discuss with a partner, and pres

6、ent the result complete the exercise and name the chosen word, the meaning, and the clue(context) observe the pictures and make inferences with the clues found in the pictures complete the sentences via group discussion discuss with other group members and form an opinion To help students consolidat

7、ethe step-by-step process of making inferences (guided) To help students consolidatethe method of making inferences (on their own) To help students practicemaking inferences To help students practicemaking inferences bywayof imagination To help students practicemaking inferencesby teamwork 作业设计作业设计

8、Ask Ss to guess whether the room belongs to a boy or a girl. 1. Write about the picture in 4c (making inferences) 2. Complete a grammar quiz. 板书设计板书设计 Wordmeaningclue (context) mustvery sure“she loves .” could/mightnot very sure“They both” cantvery sure (no)“It was bigger” 教学教学流程图流程图 To help student

9、sfocus on thekeystepsofmaking inferences Tohelpstudents consolidatethe step-by-stepprocessof making inferences To help studentspractice making inference through pair work and teamwork To lead in the lesson. To summarize the Lesson. Start Lead-in Activity 1: Grammar focus (pair work) Activity5&6: hal

10、f-controlled and free drills. Summary Homework: 1. Write about the picture in 4c (making inferences) 2.Complete a grammar quiz. Activity 2: 4a (individual work and pair work) Activity 3: Clue-finding practice (individual work) Activity4:Makinginferences with pictures (pair work) TocheckifSsreally understand the use of words.