1、1 Unit 8 It must belong to Carla. 教学教学设计设计 一一、教材分析教材分析: 本单元主要学习情态动词表“推测”的用法。是对情态动词的进一步学习。 在七、八年级学生都已经学习了情态动词的基本用法，本单元是对其用法的扩展。就本节课而 言，教材以 Grammar Focus 入手，以 4a、4b、4c 练习为辅，巩固“推测”这个话题和应用， 将其具体化，并在使用中体会和理解。训练学生的逻辑判断和分析能力。 二二、 整体设计思路整体设计思路： 首先， 有目的的让学生在Word Magic Game中复习已学词汇， 在A Bingo Game 中引出语法目标语言 It
2、may/could / might/must/cant be a/an 。继而在 Pair work 中操练 在游戏中得来的目标语言。及时在 Summary 1 中概括 Learn to make inferences。紧接着在观看 一个 flash 后， 巧妙运用 Look and say 引出第二个语法点 infer something whom it might belong to /be sbs。在 Lets chant 和 Grammar Focus 中进行操练。又在 Summary 2 中及时概括。并运用 所学完成 Quiz 和课本 4a、4b 的练习。本节课最具有亮点的设计是本节
3、课最具有亮点的设计是对 4c 的改编。第一步，我 以一段关于本班一位学生三姐弟的兴趣爱好或特长的短文作为引入，让学生记住文中的信息 点。第二部，设计了一个 Group work，在 Lost and Found 活动中，运用目标语言推测她书包里 物品的归属，口头进行语言输出训练。第三部，再把小组讨论的所有表推测的句子写成一段短 文，以书面形式进行语言输出训练。最后，以微课微课的形式归纳总结本节语法新授课的所学，多 角度，全方位地巩固提升。 教学目标教学目标：根据我对本班学生的认知水平和学习特点的了解，我制定本节课的学习目标如 下： Learning Aims:学习目标 Vocabulary:
4、laboratory, outdoors, coat, sleepy, sleep, fall asleep 2 Target language: It may/could / might/must/cant be a/an 。 Whose volleyball is this? It must /could/might be Carlas. It must /could/might belong to Carla.( belong to sb. 和 be sbs ) Knowledge Aims: 知识目标知识目标 1) 学习掌握下列词汇：laboratory, outdoors, coat
5、, sleepy, sleep, fall asleep 2）进行一步复习巩固学习 Section A 部分所学的生词和词组。 3）掌握情态动词的用法和物体所属的句型。 Ability Aims:能力目标能力目标 1Speaking, listening, writing, and communicating with others. 2. Use must, might, could and cant for making inferences. Teaching Importance and Difficulties: 教学重难点教学重难点 Importances: 1. 教学重点： 1)
6、 复习巩固 Section A 部分所学的生词和词组，达到熟练运用的目标。 2) 总结情态动词的用法。 Difficulties: 2. 教学难点： 1) 学习运用情态动词的用法。 3 2) 掌握物体所属的句型。 Method Objects in Teaching:教学方法教学方法 1. Bingo games , look and say , lets chant, microlecture methods. 2. Pair work and Group work methods. Teaching Aids 教具教具:PPT, task paper, pens Teaching Proc
7、edures:教学过程教学过程 Step 1 Revision Using a Word Magic Game to review some main words and phrases we learned in Section A. Step 2 Lead-in 在 A Bingo Game 中引出语法目标语言 It may/could / might/must/cant be a/an 。 Step 3 Pair work: Read out the guesses in pairs: A: What is it ? B: It may be a zero/cookie. Step 4
8、Summary 1: Learn to make inferences 1. Use “must” to show that you think something is_. 2. Use “may” “could” or “might” to show that you think something is_. 3. Use “cant ” to show that you are almost sure something is_. 学生在 Pair work 中操练在游戏中得来的目标语言。及时在 Summary 1 中概括 Learn to make inferences。 4 Step
9、 5 Watch a flash of “Whose puppy is this.” Step 6 Look and say, fill in the blanks after watching it and then chant together. 1. Whose hat is this?Its_.（爸爸的） = The hat _ _ dad.(属于) 2. Whose dress is this?Its_.（妈妈的） = The dress _ _ mom. (属于) 3. Whose doll is this?Its_. (我的) = The doll _ _ _. (属于我的) 4
10、. Whose puppy is this?Its _. (Min 的) = The puppy _ _Min. Step 7 Read the Grammar Focus together, pay more attention to the key words in red and then fill in the blanks according to the GF. 1.Whose volleyball is this? It _ _Carla s. She loves volleyball. 2. Whose hair band is this? It _ _ Mei s hair
11、band. Or it might _ _Linda. They both have long hair. 3.What did you see that night? I m not sure, but it _ _ a dog. It was bigger. I think it _ _ a bear or a wolf. Step 8 Summary 2 Whose volleyball is this? It must /could/might be Carlas. It must /could/might belong to Carla. Rules: belong to sb.(名
12、词或宾格代词) be sbs ( 名词所有格或名词性物主代词 ) 5 学生在观看一个flash后， 巧妙运用Look and say引出第二个语法点infer something whom it might belong to /be sbs。在 Lets chant 和 Grammar Focus 中进行操练。又在 Summary 2 中及 时概括 be sbs = belong to sb.的规则。 Step 9 Finish the exercises in Quiz、4a、4b Quiz: Choose the best answer. 1.This book _ be Carlas.
13、 Her name is on the book. A. mightB. couldC. mustD. cant 2. Jacks bike is blue, so this yellow one _ be his. A. mustntB. cantC. couldntD. mightnt 3. The guitar _ belong to Alice. Only she plays the guitar here. A. couldB. mustC. cantD. can 4. This backpack must be _. I saw her carry it yesterday. A.
14、 LucysB. LucyC. LucysD. Lucys Step 10 4c Lead-in Read the passage and try to remember all the information. There are three children in Mannis family.Manni is 14 years old. She has long hair. She likes playing the piano and drawing. Yanhan is her sister. She is 8. She also has long hair. She likes si
15、nging and dancing. She often listens to music. Her brother Siyou is a 6-year-old boy. He likes sports and often goes bike riding with his friends. But he has another bad hobby, usually playing mobile 这是对 4c 的改编。一段关于本班一位学生三姐弟的兴趣爱好或特长的短文作为引入，让 学生记住文中的信息点。 Group work: Discuss with your group members an
16、d take some notes if necessary. Lost and Found Yesterday, Manni lost her backpack. In the backpack there are many important things as the pictures below. This morning, you found her backpack. Please use what youve learnt in this class（must, could, might, cant, belong to, be sbs, why, because) to dis
17、cuss with your group members, talking about the things in it and infer whom they might belong to.(at least, each person one sentence) Sentence structures: 1. The might / could / must / cant be s, because 6 2. The might / could / must / cant belong to , because Group work，学生在 Lost and Found 活动中，运用目标语
18、言推测她书包里物品的归属， 口头进行语言输出训练。 Step 11 Writing: Use your discussions to write a short passage about your inferences. ( about 80 words) You can begin like this: I guess/think/ the might / could / must / cant be s, because . The might / could / must / cant belong to , because. And the _ _ 学生把小组讨论的所有表推测的句子写
19、成一段短文，以书面形式进行语言输出训练。 Step 12 Microlecture 最后，以微课的形式归纳总结本节语法新授课的所学。 Homework 1. Copy and recite the new words in this period. 2. Make sentences with the structure “must/could(might)/cant + v. , because”. Blackboard Design Unit 8 It must belong to Carla. Sentence structures: 1. It may/could / might/mu
20、st/cant be a/an 。 2. Whose volleyball is this? 3. It must /could/might be Carlas. 4. It must /could/might belong to Carla.( belong to sb. 和 be sbs ) 5. Writing: You can begin like this: 7 I guess/think/ the might / could / must / cant be s, because . The might / could / must / cant belong to , becau
21、se. And the _ _ 教学反思教学反思 本节课的闪光点： 1本节课为本单元的第三课时，是一节语法新授课。所有课题任务都紧扣本单元的语法：情 态动词表推测的用法而展开。环环相扣，层层递进，由浅入深，突显重点与难点，最后得出结 论。 2 第二步设计了 A Bingo Game 让学生感知情态动词， 让学生在游戏中让学生学习情态动词的 用法，并自然得出结论。 3 第二个语法点由一段 flash “Whose puppy is this” 作引入并利用其中的台词编了 “Whose hat is this?”Its dads. The hat belongs to dad. 等四段一问一答填空
22、练习，自然引出和操练了本课的 一个重要知识点：“be sbs” and “belong to sb.” 和学习 whose 问句。 4第三步让学生运用语法聚焦和 4a、4c 进一步消化巩固情态动词的用法。再把情态动词分别 与“belong to sb.“和 “be sbs” 结合使用，使语法与知识点巧妙融为一体，便于学生消化 吸收。 5第四步对教材的 4c 进行了改编。设计了一段关于本班一位学生三姐弟的兴趣爱好或特长的 短文作为引入，让学生记住文中的信息点。还设计了一个 Group work，学生在 Lost and Found 活动中，运用目标语言推测她书包里物品的归属，口头进行语言输出训练
23、。第三个巧妙设计是 让学生把小组讨论的所有表推测的句子写成一段短文，以书面形式进行语言输出训练。 6Summary 部分让学生自己概括，复习这一课的语法知识。 7最后，以微课的形式归纳总结本节语法新授课的所学。 8Chicken soup，让学生再次运用语法和知识点完成填空练习，同时也升华了学生的情操。 9本节课有 Pairwork 和 Groupwork 两个活动。Pairwork 是学生运用语法点和知识点模仿编 对话；Groupwork 先口头讨论再写成 passage，使学生的口语和写作都得到了练习。 8 10整节课重点、难点突出，每个环节都围绕主题展开。听说读写练游戏融为一体。 本节课的不足之处： 1、 个别练习讲解不够透彻，可适当使用母语。 2、 有的学生在 Pairwork 设计的对话意境不合适，未能进一步深化。 通过这次录播课，让作者深刻地体会到，要上好一堂课必须做大量的准备工作，备课要备 学生、备教案、备教学过程，要有认真严谨的态度，灵活的教学方法。让学生在快乐的情景氛 围中学习，调动学生的主动性和积极性，使师生互动取得最大效果。
