人教版九年级Unit 8 It must belong to Carla.-Section A 2a—2d-ppt课件-(含教案)-部级公开课-(编号：9186a).zip

Unit 8 It must belong to Carla. Period 1Period 1 Section A 1a2dSection A 1a2d Whose T-shirt is this?Whose T-shirt is this? - Can it be Yang Jingdongs T-shirt? - No, it cant be. It is too small for him. - Could it be Ms. Wangs T-shirt? - Yes, it could/might be. - Whose T-shirt it must be? - It must be Ms. Zhus. It has her photo on it. What are the different What are the different usages for each word? usages for each word? must might cant could Whose backpack is this? Make Make inferences (inferences (推推测测测测) ) Whats inside the backpack? Who do you see wear a red coat today? Whose backpack is this? Make Make inferences (inferences (推推测测测测) ) It _ be Ms. Wangs backpack. She wears a red coat.She wears a red coat. must It must be Ms. Wangs backpack. She wears a red coat. In which occasion do we use In which occasion do we use “ “must”must” ? ? What did they find after the picnic?What did they find after the picnic? ClothingFun thingsKitchen things Who do they Who do they belong tobelong to? ? The CD _ belong to someone who likes MJ. The book _ belong to someone who likes Harry Potter. The magazine _ belong to someone who likes rabbits. Lets find some clues.Lets find some clues. must must must Listen and match.Listen and match. PersonThingReason volleybal l toy truck magazin e book CD 1b CarlaShe loves volleyball. Janes little brother He was the only little kid at the picnic. The volleyball must be Carlas. She loves volleyball. Deng Wen He loves rabbits. Mary J.K. Rowling is her favorite writer. GraceShe always listens to pop music. The toy truck must belong to Janes little brother. He was the only kid. The magazine must belong to Deng Wen. He loves rabbits. The book must be Marys. J.K. Rowling is her favorite writer. The CD must belong to Grace. She always listens to pop music. Whose necklace is this? Make Make inferences (inferences (推推测测测测) ) Is it a boys necklace? No, it _ be. Boys normally seldom wear Boys normally seldom wear necklaces. necklaces. cant Whose necklace is this? Make Make inferences (inferences (推推测测测测) ) Is it Ms. Guos necklace? It _ be. I am not sure. I am not sure. could/might Whose necklace is this? Make Make inferences (inferences (推推测测测测) ) It must be Ms. Luos. I saw her wear it the other I saw her wear it the other day.day. In which occasion do we use In which occasion do we use “ “might/could”might/could” ? ? Is it Ms. Guos necklace? It _ be. I am not sure. I am not sure. could/might In which occasion do we use In which occasion do we use “ “cant”cant” ? ? cant Is it a boys necklace? No, it _ be. Boys normally Boys normally seldom wear necklaces. seldom wear necklaces. Whose scarf is this? It _ be _. It _ belong to _. Use Use “ “must, might, could, cant”must, might, could, cant” to to make inferencesmake inferences It is Ms. Yangs scarf. It belongs to Ms. Yang. What should they do?What should they do? Bob and Anna found a schoolbag at the park. They want to find the owner. What is in the schoolbag?What is in the schoolbag? 1.Whats in the schoolbag? 2. Whose schoolbag is this? Why? A school T-shirt, a hair band and tennis balls. Listen and answer the Listen and answer the questions.questions. It must be Lindas schoolbag. She has long hair and shes on the tennis team. 2a Recall from your memory Recall from your memory andand fill fill in the blanks. in the blanks. 2b The person _ go to our school. The person _ be a boy. It _ be Meis hair band. The hair band _ belong to Linda. It _ be Lindas backpack. Listen Listen and check your answers.and check your answers. The person _ go to our school. The person _ be a boy. It _ be Meis hair band. The hair band _ belong to Linda. It _ be Lindas backpack. must cant could might must 2b Who is the girl?Who is the girl? What might happen to What might happen to her?her? Answer the Answer the questions. questions. 1. How does Linda feel? 2. What will she do to solve the problem? She is really worried. She will call her friends to check if anybody has it. 2d Role-play the conversation.Role-play the conversation. Complete the Complete the chart.chart. Whats in her schoolbag? Where might it be? Why? in the music hall She attended a concert. at the park She went to a picnic. Her books, her pink hair band and some tennis balls. 2d Fill in the blanks. Fill in the blanks. pI attended a concert yesterday so it _ still be in the music hall. p So it _ be stolen. p _ it still be at the park? p I think somebody _ have picked it up. 2d Group 1Group 1 might cant Could must Fill in the blanks. Fill in the blanks. pI _ a concert yesterday so it might still be in the music hall. p Do you have anything _ in your schoolbag? p Just my books, my pink _ and some tennis balls. pI left early, before _ my friends. pI think somebody must have _. 2d Group 2Group 2 attended the rest of valuable hair band picked it up Do you think that Linda will find her schoolbag? Sorry, didnt notice, left early, must, cant, might, could, last one worried, valuable, know, help, someone, could, might, must, cant Biff call the right person, find, check, in the schoolbag, where, give, teacher worried, Biff, last, help, someone, could, might, know, must, cant Lindas Unforgettable ExperienceLindas Unforgettable Experience Linda was very worried. She had lost her schoolbag. She talked with her mom about it. Luckily, there was _ in it. She started to think where it might be._. So she decided to call her friends. At first she called _, but_. And then she called _.Finally, _ _.She promised _. Oral ReportOral Report What do you think of LindaWhat do you think of Linda? ? She is careless. She is careless. DiscussionDiscussion What do you learn from her What do you learn from her experience?experience? We need to take care of our We need to take care of our belongings.belongings. Our mistakes are soft failures Our mistakes are soft failures that make us grow. that make us grow. DiscussionDiscussion Have you lost something before? How did you feel at that time? Where did you think it might be? What happened next? Write about your experience. 1.指导思想与理论依据指导思想与理论依据 本课时是九年级英语第八单元的第一课时，课型是一节听说课。在义务教育英语课 程标准 （2011 年版）中明确提出了听与说这两项语言技能的五级标准。本节课的教学设计 以其为标准和指导思想，通过听力输入，指导学生进行关键信息的获取，对所听内容简单记 录。同时，鼓励学生能够就相关话题，表达意见，参与讨论，在与他人沟通信息的过程中， 合作完成任务，进行情景对话，并且鼓励学生在口头表达中进行适当的自我修正。 在本节课的设计过程中，也充分考虑到英语学科素养的渗透。语言能力是指学生在情 境中，以听说读写的方式理解和表达意义、意图和情感态度的能力。在学习能力方面，注重 学习策略的调控与使用。在思维品质方面，关注学生的思维个性特征、逻辑性和创造性。在 文化品格方面，关注学生的人文修养和行为取向。 2.教学背景分析教学背景分析 一、一、教材分析教材分析 本单元的话题是 make inferences，主要涉及推断物品的归属，推测神秘事件发生的原因， 通过听、说、读、写等各种活动学习相关的语言知识，使学生能够根据相关信息，做出合理 推断，并使用相应的情态动词准确表达自己的猜测和推断。 本单元所涉及的情态动词在七年级和八年级以及九年级教材中也都有所涉及，但是涉及 到的情态动词的用法各不相同。大体来看，有以下这些： 七下 Unit 1 Can you play the guitar? 情态动词表能力。 七下 Unit 4 Dont eat in class. 情态动词表允许。 八上 Unit 9 Can you come to my party?情态动词表邀请。 八下 Unit3 Could you please clean your room? 情态动词表要求。 九上 Unit 3 Could you please tell me where the restrooms are？ 情态动词表请求。 因此，可以看出，这一单元是情态动词表推测这一用法的补充，学生在情态动词表推测 的用法上既熟悉又陌生。 本课时突出体现了一个要点：推断。其教材的主要内容是：1a 看图写词，复习了有关物 品的词汇。1b1c 是一个听说活动，语言材料聚焦在用情态动词 must 推测物品的归属;2a 2d 是一个听说任务链，围绕 Linda 在野餐中丢失了书包这一事件，对单元重点话题和句型进 行了补充。其中，2a-2c 这一听说活动让学生关注情态动词 must, might, could 和 cant 表示推 断的不同用法，而 2d 呈现了一个真实的语境来谈论物品遗失的对话范例，供学生参考和模 仿。 可见，第一课时是这一单元的起始课时。因此，这节课是奠定语言基础的一节课，目标 语言知识和技能要落实到位，为后续课时打好基础。同时，又是要注重能力提升的一节课， 在教学过程中还要关注学生的逻辑推断能力和创造想象能力，为后续课做好铺垫。 二、学情分析二、学情分析 学生对于相关的情态动词是十分熟悉的，在以往的教学中，对情态动词的理解也相对到 位，尤其是情态动词表示能力、允许、邀请和请求的用法，学生们都已经掌握。但是，这一 单元涉及到了情态动词的另一种表示推测的用法，故而，学生是既熟悉又陌生的，虽然学生 理解起来难度不大，但是口头综合应用上可能会有错误，尤其是中文母语迁移的影响。中文 中对于“可能性”的表述不像英文区分的很细致，如 probably true 和 possibly true 是不一样的， 因此，表述上可能会存在错误，需要在理解的基础上，进行听、说、读、写各个方面的练习， 以便能够准确的使用。为了达成这一目的，需要挖掘教材，创设语境，在情景中不断练习。 所任教的学生们英语语言基础相对扎实，喜欢学习新的事物和知识，喜欢挑战，喜欢思 考问题，但是很多时候羞于表达，班级整体氛围上比较内敛。因此，要调动课堂的积极性就 需要引发他们的兴趣，并时刻吸引他们的注意力；同时，在课堂教学中，时刻注意课堂节奏 的把握，动静结合，以便能够让更多的学生参与到课堂中来。同伴合作也会让学生们更多的 参与，比单独的学生活动更能帮助他们克服自身的羞涩，从而参与到课堂中来。 因此，基于以上的教材分析和学情分析，教学设计中需要做到以下几点：挖掘教材，多 管齐下；创设语境，体验巩固；同伴活动，共同参与。 3.教学目标教学目标(含重、难点含重、难点) 教学目标：教学目标： 1、 学生能够听懂有关物品归属的对话，并能够获取关键信息，正确使用情态动词 must, could, might, cant 进行合理推断。 2、学生能够根据既定信息，发挥想象力和创造力，续编对话，并能够复述整个事件过程。 3、学生能够通过情景体验，意识到平时要看管好个人物品。 教学重点教学重点：正确使用情态动词 must, could, might, cant 进行合理推断。 教学难点教学难点：根据既定信息，发挥想象力和创造力，续编对话，并复述整个事件过程。 4.教学过程与教学资源设计（可附教学流程图）教学过程与教学资源设计（可附教学流程图） StepsTeachers ActivitiesStudents ActivitiesPurpose Lead-in1.Introduce the topic: make inferences. 2.Show a T-shirt and let Ss guess whose T-shirt this is. 3.Ask the Ss to think about the different usages of “must, might, could and cant”. 1.Get to know the topic. 2.Guess whose T-shirt this is. 3.Think about the differences in usage for the modal verbs. 开门见山； 引出主题； 实物呈现； 引起兴趣； 感知目标语言； 激发思考。 The usage of must 1.Present the usage of must by showing a picture and asking the Ss whose USB disk it is. 1.Look at the picture and make inferences about whose USB disk it is. 2.Be inspired to 呈现目标语言； 理解目标语言； 2.Inspire the Ss to summarize the usage of must. 3.Ask Ss to do pre-listening activities: Picture study and clue-predictions. 4.Ask Ss to practice by doing listening exercises. 5.Ask Ss to make an inference for each lost item according to the conversation. summarize the usage of must. 3.Do the pre-listening activities: Write down the things in the picture and find out the clues about their owner. 4.Listen and do the listening exercises. 5.Make an inference for each lost item according to the conversation. 听前活动：熟悉 听力话题和听力 背景知识； 听中活动：输入 目标语言； 听后活动：口头 输出目标语言。 The usage of might, could, and cant. 1.Present the usage of might, could, and cant.t by showing a picture and asking the Ss whose necklace it is. 2.Inspire the Ss to summarize the usage of might, could, and cant. 3.Show another picture and ask Ss to make inferences by using must, might, could, and cant. 4.Introduce the background and ask Ss to do pre- listening activities: Discussion: What should they do? Prediction: What is in the schoolbag? 5.Ask Ss to practice by doing listening exercises. 6.Summarize the usages again for each modal verbs by checking the answers. 1.Look at the picture and make inferences about whose necklace it is. 2.Be inspired to summarize the usage of might, could, and cant. 3.Look at the picture and make inferences by using must, might, could, and cant. 4.Do the pre-listening activities: Discuss about what they should do and predict what is in the schoolbag. 5.Listen and do the listening exercises. 6.Check the answers with the teacher and consolidate the usages for each modal verbs. 呈现目标语言； 理解目标语言； 操练目标语言； 听前活动：熟悉 话题和背景；做 出合理预测； 听中活动：输入 目标语言； 听后活动：口头 输出目标语言并 再次归纳总结目 标语言的用法 Role-play1.Ask Ss to look at the picture and make some 1.Look at the picture and make some inferences 了解对话背景； inferences about it. 2.Ask Ss to role play the conversation. 3.Ask Ss to answer the questions about it. 4.Ask Ss to complete the chart. 5.Ask Ss to fill in the blanks according to the conversation. about it. 2.Two Ss role play the conversation. 3.Answer the questions about it. 4.Complete the chart. 5.Fill in the blanks according to the conversation. 情景体验； 关键信息获取； 细节信息提取概 括； 词汇学习。 Story to be continued 1.Ask the Ss question: Did Linda find her schoolbag? 2.Ask Ss to do a pair-work: make up conversations to continue the story. 3.Ask Ss to make an oral report about what happened to Linda and her schoolbag. 4.Ask Ss to discuss about their opinions on Linda and what they learnt from her. 1.Answer the question: Did Linda find her schoolbag? 2.Do the pair-work: make up conversations to continue the story. 3.Make an oral report about what happened to Linda and her schoolbag. 4.Talk about what they think of Linda and what they learnt from Linda. 预测故事发展； 合作完成任务： 利用已有信息和 知识，续编故事； 梳理关键信息， 运用已有知识， 文段输出； 梳理事情的起因、 经过、结果并口 头表述；为“神 秘事件”的学习 做好铺垫； 反思 Linda 的经 历，进行德育渗 透。 HomeworkAsk Ss to write about their own experiences of losing things. 5.学习效果评价设计学习效果评价设计 本节课是一个听说课，学生的学习效果体现在其对于目标语言听和说两个方面的学习效 果上。评价方式主要是课堂活动中过程性评价，评价主体为教师，在评价中指导教学，并以 评价促进课堂学习，主要内容和项目见下表： 学习效果评价项目学习效果评价项目学习效果评价内容学习效果评价内容 学生话语学生话语能否在合适的语境中正确使用情态动词进行推断； 能否在学习过程中注意语音、语貌，做到语音、语调自然，语气恰 当；能否就简单的话题表达自我的推断意见，并参与讨论； 能否在口头表达中进行恰当的自我修正。 学生行动学生行动能否倾听他人的观点看法； 能否在听的过程中用适当的方式做出反应，并能够对关键信息进行 简单记录。 能否记录重难点笔记，合理使用所发讲义。 学生认知学生认知能否听懂有关物品所属的对话，并获取相关信息； 能否根据呈现的例句，归纳总结情态动词的用法和特征； 能否根据图片和相关细节，进行合理预测； 能否发挥创造力和想象力，续编故事； 能够理解事件发展的先后顺序，并复述事件发展的起因、经过和结 果。 学生合作学生合作能否乐于和同伴沟通信息，交换想法，进行情景对话，合作完成任 务； 学生感悟学生感悟能否根据对话和故事发展，收获体会和感悟，表达从 Linda 丢书包 事件中自己的收获和感悟。 学习效果评价过程体现在课堂活动中的师生互动、生生互动中；体现在学习任务的完成过 程中；体现在教师教学语言的评价过程中；体现在教师指导学生正确使用目标语言的过程中。 6.教学设计特色说明与教学反思教学设计特色说明与教学反思 教学设计特色说明：教学设计特色说明： 一、对教材内容的挖掘一、对教材内容的挖掘 课本中的教学材料涵盖了三个对话和两幅图片，在教学设计中，避免了去“教”教材，而 是选择了“用”教材，把这三个对话和两幅图片作为教学载体和学习材料。在进行教学设计时， 仔细挖掘对话的内容，分析三个对话的梯度，并思考编者的意图，利用已有的教学材料，包 括图片在内，进行教学环节的设计，适当的增加和丰富教学活动。 语言听力输入部分： 1、 增加听前活动，培养学生预测能力，熟悉对话背景，帮助学生理解目标语言的使用 情境。 （以 must 目标语言的听力输入为例） 2、 修改听中活动，增加挑战性，使之更符合学情，指导学生把握重难点。 （以 might/could, cant 目标语言的听力输入中的听中活动为例） 3、 利用听后活动，巩固目标语言，增强学生对目标语言的熟练度。 （以 must 目标语言的听力输入为例） 语言运用输出部分： 看图进行情境预测和讨论，为课本 2d 角色扮演做好了铺垫，并补充了多种输出的活动。 1、 通过回答问题获取关键信息。 2、 通过活动完成表格的填写让学生对于细节信息进行提取概括。 3、 通过填空的活动标注目标语言和重难点词汇短语，从而让学生熟悉了对话内容，同 时，学习了语言知识。 在此基础上，让学生们续编对话，进行角色扮演和情境对话，完成事件的复述，实现了 语言的综合运用，完成了“找书包”的任务。学生可以在体验找书包的过程中，感受到看管好 个人物品的重要性，并分享自己的感悟。 二、教学环节设计的梯度性二、教学环节设计的梯度性 教学设计主线清晰，围绕推测物品的归属和 Linda 丢书包事件，创设情境展开教学。 推测物品的归属，这一部分主要以目标语言的输入、理解和简单使用为主，语言输出主 要是单独的句子。 以围绕 Linda 丢书包事件展开的活动就相对复杂，涵盖了目标语言的输入、理解，关键 信息的获取，和细节信息的提取概括，词汇短语的落实，以及综合运用语言去做事打电 话询问书包的下落（Linda 找书包）的过程，在这一过程中，需要学生综合使用：打电话用 语，交际能力，实现双方信息的有效沟通，达成共识，从而解决问题。 这一部分是语言学习的迁移创新阶段，更是一个语言的综合使用阶段。比第一部分的内 容要更上一个台阶，能力要求更高，语言能力要求高，也需要一定的逻辑思维和想象创造力， 更需要有沟通策略和技巧，并能够体验情境，展开思考，分享体悟。 三、教学素材的生活化教学素材的生活化 无论是课堂实物引入 Whose T-shirt is it?还是目标语言的呈现素材，都是来自于学生真实 的生活，图片都是科任老师的物品，这样生活化的素材可以激发起孩子的兴趣，使之有良好 而亲切的课堂体验。 教学反思：教学反思：关于教学反思，个人认为对于学生的对话输出，给予的评价方式过于简单和笼统， 点拨和反馈的时候如果能够给予更多的有关情态动词表示推测的反馈，以及学生表现中优秀 或者不足的地方进行具体的反馈就好了。这一块，感觉相对薄弱了一些。