1、1 教教 材材 分分 析析 本节课是人教版英语九年级全一册第八单元第 3 课时 Section A（ Grammar focus-4c）的语法课，本节课的教学目标是：通过学生自主学习，归纳出情态动词 must、can、could、may、might 表示推测的用法，构建本节语法课的知识网，并能 在各种不同的语境中熟练使用表示推测的情态动词。教材中 Grammar focus 部分呈 现了含本节语法课的典型句子，目的是让学生能根据表格所提供的句子，自主归纳 总结出情态动词表示推测的用法。教材中的 4a、4b 两部分练习是考查学生对本节 语法课的基础知识掌握情况；4c 的内容是 speaking，
2、建立在 4a 和 4b 的基础之上， 是本节语法课内容的提升，它要求学生在合作学习中完成，更注重学生综合能力的 培养。本节课的教材内容安排由简到难，由讲到练，由理论到实践，由个人独立完 成任务到与同学合作完成， 层层深入， 让不同层次的学生都有得到充分展示的舞台。 教教 学学 目目 标标 LanguageLanguage abilityability： 1.Students should be able to master the new words and phrases appeared in this period：laboratory、outdoors、coat、sleepy、be c
3、rowded with. . 2.Students will be able to report the basic rules and usage of modal verbs (must、can、could、may、might)for making inference . T Thinkinghinking abilityability andand qualityquality： Students should be able to learn to analyze 、summarize and build up a network of the grammar knowledge-mo
4、dal verbs (must、 can、 could、 may、 might)for making inference . C Culturalultural qualityquality： 1.Students will be able to strengthen their formative education . 2.Students will be able to establish their positive and optimistic attitudes towards life 、face difficulties bravely and never give up wh
5、en the Senior Entrance Exam is coming . 教学教学 重点重点 Students learn how to make correct inference in different situations . 教学教学 难点难点 Students learn how to analyze 、summarize and build up a network of the grammar knowledge and use it freely in different situations . 教学教学 方法方法 Task-based approaches、Comm
6、unicative approaches . 教学教学 准备准备 A projector ,micro-class, a multimedia computer system ,some handouts . 课时课时 安排安排 One period 第三课时 TeachingTeaching proceduresprocedures TeachingTeaching IntentionsIntentions StepStep 1.1. RevisionRevision & & Leading-inLeading-in Make a revision about the strange hap
7、penings in the text which include modal verbs and lead in this period .Then show the Learning Aims . Inspire students previous knowledge and drive them to get ready for this Grammar lesson 2 教教 学学 过过 程程 Tell students boys and girls will have a PK . and lead in this period naturally . StepStep 2.2. P
8、roblemProblem PresentationPresentation ActivityActivity 1:1: MakingMaking guessesguesses In the form of we-chat ,teacher uses students school things to guide them to use modal verbs to guess whose school things they might be and write the words (must、can、could、may、might)on the blackboard . ActivityA
9、ctivity 2:Reading2:Reading aloudaloud & & gettinggetting PerceptionPerception Students read the sentences in Grammar Focus aloud and get a perception of modal verbs for making inference . 1.1.To stimulate students thinking ability and the desire to learn modal verbs for making inference . 2.2.To let
10、 students experience the meaning and usage of the modal verbs and check students pronunciation as well. StepStep 3.3. ProblemProblem analysisanalysis Teacher underlines the modal verbs in the sentences in Grammar Focus and lead students to try telling the usage of the modal verbs for making inferenc
11、e according to the teachers questions 、 classmates answers and the sentences with underlined modal verbs in Grammar Focus . To cultivate students ability of thinking and autonomic learning . StepStep 4.4. ProblemProblem solvingsolving Show students a short micro-class which explains the usage of mod
12、al verbs to check students guesses .Then summarize the usage together . To improve students su mmarizing and analyzing ability . StepStep 5.5. KnowledgeKnowledge strengtheningstrengthening ActivityActivity 1 1: ChoosingChoosing andand CompletingCompleting (Pair(Pair work)work) Guide students to fini
13、sh the tasks in 4a and 4b in pairs. While students report their finished dialogues ,learn the new words and phrases as well (explain them in English and write them on the blackboard). ActivityActivity 2 2: MakingMaking dialoguesdialogues (Pair(Pair work)work) 1.1.To further consolidate the Grammar a
14、nd clear new word barrier and cultivate their thinking and cooperation ability . 2.2.To let students 3 Students make dialogues according to the given information in the chart . ActivityActivity 3:3: LookingLooking andand TalkingTalking(Pair(Pair work)work) Students look at the bedroom picture in 4c,
15、then Boys and Girls read the sample dialogue . Finally , students talk about the picture in pairs and then report their own dialogues . ActivityActivity 4 4: GuessingGuessing (Group(Group work)work) Based on the picture of the bedroom in 4c ,a guessing game about two classmates bedrooms is designed
16、.Four students a group guess the owners using modal verbs ,then enjoy a bedroom show (show some classmates tidy bedrooms ). ActivityActivity 5 5: VoicingVoicing opinionsopinions (Individual(Individual work)work) Students try writing one sentence with modal verbs to describe Lin Lins true feeling acc
17、ording to the given situation.Teacher gives example sentences first,then show some students sentences on the projector. According to the example of Lin Lin and the fact that students are graduating and will face the Senior Entrance Exam ,teacher encourages students by permeating cultural quality . F
18、inally give students the best wishes . consolidate the degree of the modal verbs and stimulate students thinking ability and integrated skills. 3.3.Improve students ability of observation 、 cooperation 、 communication and using target language . 4 4. .To get students to use modal verbs to make corre
19、ct inference and permeate cultural quality - formative education by showing some students tidy bedrooms . 5.5.To improve students thinking ability and quality and theability of organizing and using language .Whats more ,use Lin Lins story to permeate cultural quality -have a positive and optimistic
20、attitudes towards life , especially facing the coming Senior Entrance Exam . 4 StepStep 6.6. SummarySummary andand HomeworkHomework Make a short summary about the important and difficult points: modal verbs express inference and the new words and phrases as well.Then praise the team which wins the P
21、K .Finally give the homework which has 3 levels to satisfy different students . To summarize and emphasize the important and difficult points-Grammar . And let different levels of students get achievements through homework . 练练 习习 设设 计计 见课堂教学导学案 板板 书书 设设 计计 UnitUnit8 8 ItIt mustmust belongbelong tot
22、o CarlaCarla . . TheThe ThirdThird PeriodPeriodSectionSection A(GrammarA(Grammar focus-4c)focus-4c) WordsWords & & phrasesphrases：laboratory、outdoors、coat、sleepy be crowded with . 程度程度肯定句肯定句否定句否定句疑问句疑问句 mustmust cancan couldcould maymay mightmight 教教 学学 本节课内容为情态动词 must、can、could、may、might 表示推测的语法，在课
23、前 精心准备了学案、课件、微课、视频和教具，课堂上抓住英语教学的四维核心素养： 学生语言能力的培养；学生学习策略的培养；学生思维品质的培养；学生文化品格的 培养进行教学。教学的每一个环节都多次体现教学的四维核心素养，尤其是渗透了养 成教育和三观教育，无形中培养了学生的文化品格。整个教学过程是以教师为引导， 突出了学生的主体地位。课堂上开展的各种形式的活动和练习都是为了让学生更好地 掌握重点、突破难点-情态动词表示推测的具体规则和用法，并在不同的语境中准确 使用不同的情态动词。为了达到预期的教学目的，遵循新课标的要求和教学原则，在 教学设计方面主要突出了新颖性、渐进性、适用性和趣味性。 新颖性：
24、本节课虽然是一节语法课，但课中图片、微课、视频、电子白板、投影 推推测测程程度度由由强强到到弱弱 BoysGirls 5 反反 思思 仪等多种现代化教学设备和方法的使用，使得课堂学习的效率大大提高；利用提出问 题、分析问题、解决问题的方式，将整节语法课的知识网逐步展示出来，并工整板书， 逻辑合理、层次清晰。课中创设语境：Lin Lin 月考后的心情描述，完全符合目前九年 级学生的心理，学生有话可说、有话要说，增强了课堂的吸引力；课堂男女生比赛图 形的板书设计具有创意，既简洁又实用，准备也方便。课堂作业的布置突破了传统的 一题作业定全班的模式，而是将 Homework 分为三个档次，这样让不同水
25、平的学生都能 顺利完成，学有所获，充分体现因材施教的原则。 渐进性：为了让学生准确、牢固掌握情态动词表示推测，本节课采用了先进行复 习引入情态动词，再引导学生把话题过渡到情态动词表示推测上来。其中，幻灯片的 设计效果和教师的点睛之语起到了非常重要的作用，随后教师通过 We-Chat 的形式询 问学生情态动词表示推测的用法-提出问题（学生思维品质的培养）， 随后让学生根据师生之间的对话以及课本中 Grammar Focus 呈现的句子，考虑如何回 答该问题-分析问题，再播放微课视频，师生共同总结-解决问题，让学生了解情态 动词表示推测的具体用法，紧接着进行学生两人对话、小组合作、书面写句子等操练
26、， 从提出问题到分析问题再到解决问题（学生学习策略的培养），由讲到练，由个人活 动到两人活动再到小组活动（学生语言能力的培养），由口头到书面，循序渐进，逐 步深入，让学生由不知到知，由知到会，由会到熟。 实用性：本节语法课的目的是让学生会运用情态动词表示推测的语法知识进行交 际，在教学过程的第五环节 Knowledge strengthening 中的 5 个活动，紧紧围绕本节 课的目标让学生进行操练，尤其是对班级同学卧室主人的猜测和 Lin Lin 月考后的心 情描述与学生目前的生活、学习实际密切相关（渗透了四维核心素养中的文化品格的 培养：养成教育和三观教育），很容易让学生快速进入话题和获
27、得直接感受，因此该 环节课堂气氛非常好，学生参与面广；此外，在单词教学时，教师对课堂中出现的生 词和短语进行了英文解释，并且工整板书，让学生对本节课要学的知识一目了然。此 外，男女生之间的比赛图形简洁实用好操作。 趣味性：虽说本节课是一节语法课，但突破了传统教师一言堂的模式，而是采用 了两人对话、小组合作、男女生比赛的方式展开，学生积极参与到活动中来，在比赛 活动的同时也学会了情态动词表示推测的用法，此外，课堂中还运用了 we-chat 导入 对话、微课教学和播放班级同学 Bedroom Show 的视频的方式，趣味性的呈现知识，极 大地调动了学生的视觉感官，注意力不断被调动起来，课堂气氛活跃，学习效果倍增。 以上是本节课比较值得肯定的地方，但也有不足之处： 1.本课主要是宏观上掌握情态动词的用法，突出了情态动词表推测这一知识分支， 却没能深入地讲解某个词的用法及其变化。 2.担心学生活动会花费太多时间，因此只有部分同学参与课堂活动表演。 以后的课堂教学中我将会逐步改进，不断完善。
