人教版九年级Unit 8 It must belong to Carla.-Section A Grammar focus 4a—4c-ppt课件-(含教案+素材)-市级公开课-(编号：216d4).zip

Unit8 It must belong to Carla 的教学反思的教学反思 本节课是人教版九年级第八单元的第三课时，一是让学生掌握对人或物的 猜测；二是让学生学会用不同的情态动词表达不同程度的猜测。为调动学生的 兴趣和积极性，我采用了小组竞赛的形式，在一定的情境场景中能激发学生的 表现欲望。结合生活的实际，利用班上学生唱的英文歌导入新课，然后让同学 猜测是谁唱的歌，自然引出表推测的情态动词 might、could、must、cant；用 一些有趣的图片让学生猜测是什么；用学生晚会上的照片和合唱的照片引导同 学们去猜测；用学生的物品提问 Whose，通过活动锻炼口语交际能力。如郭 思乐教授所说；“英语课堂就是看活动推进否，是否相信学生，放手让学生开口 说。” 一、反思闪光点 对于本节课的教学设计，我让班上同学课前录好自己唱的歌进行导入，提 高学生的兴趣，用有趣的图片让学生进行猜词，比简单地教授新单词更有趣， 并能自然过渡到情态动词表推测的用法，让同学们在语境中掌握情态动词的用 法。其中用了一张 ppt 就把本节课的几个单词串成了一句话，便于学生理解和 掌握。其中还用了些学生的照片，有他们合唱的照片，还有学生的私人照，制 作成照片墙，这样紧密联系学生的生活，学生很感兴趣，并愿意去猜测是班上 的谁。利用了一段大货车撞车的视频巧妙地进行了情感教育，让学生注意安全， 远离大货车。 我的课堂活动是这样安排的：利用有趣的几张图片，让学生猜测可能是什 么，可能是一张脸，也可能是几张鸟；guessing games;师生对话的 look and say;小组的 pair work;通过总结情态动词表推测的用法，让学生做一定的练习来 巩固知识点，再到后面的写作。由浅入深，一直牵引学生积极地参与活动。学 生从前置作业的独立探究，到师生的对话，小组对话，层层递进。通过写作， 来提高学生的写作能力，让学生学以致用，体现了以生为本的教学理念。这节 课每个环节大多数学生都能积极地举手发言，能正确地表达他们的想法，并能 运用情态动词 must/could/might/cant 进行推测，掌握了 belong to 的用法。在 展示作文时，我运用了 BYOD 技术，用手机同屏电脑，把学生的作文投屏到电脑 上，很便捷地批改作文，我想这节课基本上达到了教学目标。 二、 需要改进的地方 第一，由于个人能力不足，课堂上有些衔接过渡的地方处理的不太好，有 的课前准备好的话忘记说了，应从内力上下功夫，提升自己。 第二，在活动中没能全面地照顾不同层次的学生，对学生的关注度不够高， 有些举手了没看到，有些没举过手的也没有点名让其回答问题，这个问题我会 在以后的教学过程中多加留意。 以上是我对本节课的理解和反思。限于个人的水平和经验，本节课还是有 许多不足之处。不足的地方希望各位领导和教师同仁给予一些改进的意见或建 议，让我在这次的活动中有所成长。谢谢！ Unit 8 It must belong to Carla Section A Grammar Focus 4a-4b To learn to understand and use must, might, could and cant for making inferences. To use must, might, could and cant to write a passage. It could be _. It also might be _. Can you guess what it is? three birds a beautiful face Can you guess what it is? It could be _. It also might be _. a white vase two faces It could be _. It also might be _. Can you guess what it is? a dog two girls Who is she? She cant be _. She could/might be _. She must be _. 照 片 墙 must cant could might 100% probably true 20%-80% possibly true 0 almost not true （肯定）（肯定） （可能）（可能） （不可能）（不可能） -What happened to them? -It _ be a good thing. Because they look sad. -It _ be an accident. Because they are crying. -It _ be an accident. Because we can see some policemen. cant could/might must Whose hair band is this It _ be Zhang Ruofans. 100% must It _ Zhang Ruofan. must belong to Whose volleyball is this? It must be Carlas. She loves volleyball. Whose hair band is this? It could be Meis hair band. Or it might belong to Linda. They both have long hair. What did you see that night? Im not sure, but it cant be a dog. It was bigger. I think it might be a bear or a wolf. Grammar Focus 表示推测的情态动词有表示推测的情态动词有must, may, could, might, can。 must表示说话人对事物的推测可能性的程表示说话人对事物的推测可能性的程 度非常大，意为度非常大，意为“一定；准是一定；准是”；表示有把握表示有把握 的否定推测时用的否定推测时用cant，意为，意为“不可能不可能”。如：。如： 1. I cant find my keys. I must have left them at home. 2. - Is she Mary? - That cant be her. Shes in hospital. can表示表示“可能可能”，常用于否定句、疑问句，常用于否定句、疑问句 中中。could为为can的过去式，表示推测的语气的过去式，表示推测的语气 较较can弱。如：弱。如： - Can the man there be our math teacher? - He may be, but I am not sure. may意为意为“也许也许”。might为为may的过去式的过去式 ，表示说话人对现在或将来不太确定的可能，表示说话人对现在或将来不太确定的可能 性的推测。性的推测。如：如： Li Ming might get here in time, but I am not sure. 1. Whos singing in the next room? It _ be her. She has gone to New York. A. cant B. must C. shouldnt D. can 2. Peter _ come with us tonight, but he isnt very sure yet. A. must B. may C. can D. will Choose the best answer. 3. Whos singing in the garden? It _ be Mr. Brown. He always practices singing at this time. A. must B. cant C. need 4.I _ follow you. Would you please repeat it? A. cant B. mustnt C. neednt D. shouldnt 1. A: Wheres Jean? B: Im not sure. She _ (is / might be / must be) in the laboratory. 2. A: Everyone is going to the pool after school. B: Really? It _ (must be / cant be / could be) hot outdoors. Choose the best way to complete each sentence using the words in the brackets. 4a might be must be 3. A: Thats the phone. B: Hmm. I wonder who it _ (must be / could be / should be). 4. A: I wonder if these are Jims glasses. B: They _ (cant be / might be / could be) his. He doesnt wear glasses. 5. A: I hear water running in the bathroom. B: It _ (could be / must be / cant be) Carla. She was thinking of taking a shower. could be cant be must be Complete these responses 1. A: Many people are wearing coats. B: The weather must be_ . 2. A: Sally has been coughing a lot. B: She might be_ . 3.A: This restaurant is always crowed. B: The food _ . 4.A: Whenever I try to read this book, I feel sleepy. B: It cant _. 4b4b be interesting cold ill must be delicious 用用must, might, could或或cant 填空填空 1.The toy car _ be Jims. He is the only kid at the picnic. 2. This Mp5 _ be Lindas. I know she has one. 3. The mobile phone _ belong to Lucy or Lily. They both have mobile phones. 4. The man _ be Mr Smith. He has gone to Shanghai and hell be back in three days. must could / might could / might cant 迈克在操场上捡到一个黑色的双肩背包，包里有一本篮球迈克在操场上捡到一个黑色的双肩背包，包里有一本篮球 杂志、几本书和一张古典音乐的杂志、几本书和一张古典音乐的CD。包的主人是谁呢？下面表格中的。包的主人是谁呢？下面表格中的 内容是迈克和其他三个同学的猜测及理由。请你根据表格提示，以内容是迈克和其他三个同学的猜测及理由。请你根据表格提示，以 “Whose Backpack Is It？”为题写一篇英语短文。为题写一篇英语短文。 Mike found a black backpack on the playgroundThere was a magazine about basketball, some books and a CD about classical music in it._ _ _ 人人 物物 猜测猜测 理由理由 BeBe n n 可能是可能是JimJim的的 他最喜欢黑他最喜欢黑 色色 LiLi ndanda 可能是可能是BobBob的的 篮球是他的篮球是他的 最爱最爱 JoJo e e 可能是可能是DavidDavid的的 他爱听古典他爱听古典 音乐音乐 MiMi keke 一定是一定是BobBob的的 书上有他的书上有他的 名字名字 情态动词情态动词 must, might, could, cant 后接动词后接动词原形原形, , 可以表示对现在的情况的可以表示对现在的情况的 . . It cant ( ( ) ) It might/could ( ( ) ) It must ( ( ) ) + be (cold/a CD/ sbs) be Tonys （是是的的） It must 推测推测 不可能不可能 有可能有可能 肯定肯定 belong to Tony. (属于属于) 及时小结及时小结 才能巩固才能巩固 所学知识所学知识 1. Recite the grammar focus. 2. Finish the exercises in the workbook. person own ers possibi lity reas on 1 English book Ca rla 100% name on 2 French book Fr ed 70- 80% study 3 guitar Ali ce 60- 70% play 4 T-shirt Jo hn 0%too small A: Whose English book is this? B: It must be Carlas. Her name is on it. Who is he? He cant be _. He could/might be _. He must be _. Unit 8 It must belong to Carla. (第三课时第三课时) Part I Analysis of the material 1. Status and function This is an important lesson in book Nine. From this lesson, it starts to let Ss know how to use model verbs to make inferences. 2. Teaching key and difficult points Key points (1)To learn to understand and use must, might, could, and cant for making inferences. (2)To listen and speak about whom something belongs to. Difficult points (1)To use model verbs to make inferences. (2) The usage of belong to. Part II Teaching Aims 1. Knowledge objects (1)To learn the phrase: belong to (2)To learn the usage of must, could, might and cant. 2. Ability objects To enable the Ss to make inferences with must, could, might and cant. 3. Moral objects To enable the Ss to keep away from the trucks and pay attention to the safety. Part III Teaching Methods 1. Multi-media computer. 2. Situational teaching method. 3. Audio-visual teaching method. 4. Task-based teaching method. Part IV Teaching procedure Ill finish this lesson in six steps. Step1 Greeting Teacher greets to the students. Step 2Lead-in Play an English song sung by a student, then let Ss guess who sang this song. And lead Ss to use must, could/might, cant to make inferences. (通过播放学生录制的英文歌通过播放学生录制的英文歌, 一边让学生快速进入学习状态，一边一边让学生快速进入学习状态，一边 猜测是班上哪位同学唱的，自然导入本节课新知识的学习猜测是班上哪位同学唱的，自然导入本节课新知识的学习.) Step 2 Presentation Task1 Can you guess what it is? A: What is it? B: It must/ could/ might/ cant be a/an Then show some pictures as the same way to guess the pictures. (使用使用 几张有趣的图片，让学生来猜测是什么东西，一张图片看上去会多几张有趣的图片，让学生来猜测是什么东西，一张图片看上去会多 于一种物品，注重的地方不一样，看到的东西也不一样，这样既提于一种物品，注重的地方不一样，看到的东西也不一样，这样既提 高了学生的兴趣，激发了学生自主学习的能力。高了学生的兴趣，激发了学生自主学习的能力。) Task 2 Guessing game A: Who is he/she? B: He/ She must/ could/ might/ cant be. (让学生看几张班上同学的照片，但是被遮住一部分，引导学生去猜让学生看几张班上同学的照片，但是被遮住一部分，引导学生去猜 是谁，由于是班上同学的照片，学生容易猜也很感兴趣是谁，由于是班上同学的照片，学生容易猜也很感兴趣) Task3 Look and say A: What happened to them? B: It _ be a good thing. Because they look sad. A: It _ be an accident. Because they are crying. (让学生根据图片所看到的进行猜测，用让学生根据图片所看到的进行猜测，用 must/ could/ might/cant. 之之 后让学生看一段货车车祸的视频，让学生远离大货车，注意安全，后让学生看一段货车车祸的视频，让学生远离大货车，注意安全， 珍爱生命。珍爱生命。) Task4 Look and say A: Whose hair band is this? B: It must belong to Zhang Ruofang. It must be Zhang Ruofangs. (通过师生问答，让学生掌握通过师生问答，让学生掌握 belong to 的用法的用法) Step 3 Grammar Focus（进行语言输入，传授新知识，总结归纳情（进行语言输入，传授新知识，总结归纳情 态动词表推测的用法。态动词表推测的用法。 ） Task1 4a and4b （提高学生的运用能力。（提高学生的运用能力。 ） Task2 Exercise Step 4 Writing Write a passage according to the chart. (根据所学内容，写一篇作文，根据所学内容，写一篇作文， 面向全体学生，在课堂上展示作文。面向全体学生，在课堂上展示作文。) Step 5 Summary Ask Ss to have a summary. (教师引导学生总结本节课所学重点知识，易于学生接受。教师引导学生总结本节课所学重点知识，易于学生接受。) You must be a good student in my heart. Step6 Homework 1. Recite the Grammar focus 2. Finish the exercises in the workbook.