Unit 5 It must belong to Carla.>Section A教学设计

九年级英语上 Unit 5 It must belong to Carla
一 教学前段分析
（一）学习需要分析 ：本节课的教学目标是要让学生学会使用表示可能性的“ can’t , must , might , could ”的用法。虽然以前他们已经学过情态动词，但还没有深入讲到具体的可能性大小。这对他们来说是新的知识。而在日常生活中他们需要学会怎样使用情态动词来推理判断。
（二）学生特征分析 ：由于本班学生是实验班学生，基础比较好，也很自觉。所以在上新课之前，他们已经把本节课内容预习过了，而且之前他们已对情态动词有了初步认识，新课内容他们也容易感兴趣。所以他们接受起来难度不大。
（三）教学内容分析 ：本节课的内容包括：1 有关情态动词的用法 。 2 重点单词及相关短语。3 听力和对话练习 。 4 编对话 。5 习题检测。内容看起多，但又都很简单。学生只要认真观察比较就能运用目标语言进行推理判断。
二 教学过程设计
Teaching aims and Demands：
（一）Knowledge Objects：：
Key words ：belong to ,author , picnic , hair band , possibly .
Target language ：--Whose volleyball is this ?
--It must be Carla. She loves volleyball .
--Whose hair band is this ?
--It could be Mei’s . She has long hair .
--It might belong to Linda . She was at the picnic
--It can’t be Ted’s.
(二) Ability Objects: 1 Train students’ listening skill . 2 Train students’ communicative competence using the target language .
（三）Moral Objects：When you are on a picnic ,remember to bring litter back to keep our environment clean and tidy .
Teaching Key Points ：1 Key vocabulary. 2 Target language.
Teaching Difficult Points : 1 Listening for the target language .
2 Oral practice using the target language
Teaching methods ：1 Scene teaching method 2 listening method 3 Pairwork
Teaching Aids : 1 Blackboard design 2 a tape recorder 3 a projector 4 colored chalk
Teaching procedures ：
Step 1 check what the students review.
Step 2 Check what the students preview .
课前预习
(1). 从课本中查出下列单词的中文意思并抄写。
belong (________) ________________________________________________
author (________) ________________________________________________
picnic (________) ________________________________________________
possible (________) _______________________________________________
hair band (________) ________________________________________________
classical (________) _______________________________________________
(2). 归纳出所有你曾经学过的情态动词并写出它们的汉语意思。
如：can 能、 _____________________________________ ____
______________________________ ____
(3) 归纳出本课时出现的那几个情态动词的意思和用法。
Can’t _____ 表示_________________ might _____ 表示____________
Must _____ 表示_________________ could ______ 表示____________
Step 3 1a
1 Write the key vocabulary on the blackboard and say out the words one by one .And have the
students repeat several times until they can read them fluently and accurately .
2 Focus attention on the picture and complete the task of 1a.then show the correct answers on the screen by a projector . ask students to read the words .
Step 4 1b—1c
1 Set a time limit of two minutes to ask students to read the persons ,the things and the reasons . And let them listen and match each person with a thing and a reason . then check the answers .
2 Have students read after the tape .
3 Ask students to find out the sentences about “ can’t , must , might , could ” , and discuss and sum up the usage .
4Teacher shows the usage and other language points on the screen .
5 Ask a pair of students to say the conversation in 1c .and then let them make conversations using the information in 1b to talk about who each thing might belong to and give a reason . Get students to practice in pairs .As they work ,move around the classroom offering help .After that get different pairs of students to perform their conversations to the class .
6 Guess game. : Teacher take out some things , and let them guess the owner and give a reason .
Step 5 Do some exercises about “ can’t , must , might , could ”to check them .
Step 6 Homework .
Step 7 Blackboard design .
Unit 5 It must belong to Carla .
1 Key vocabulary : belong belong to author picnic
2 Target language : --Whose book is this ?
--It must be Mary’s . Because Hemingway is her favorite author .
= It must belong to Mary .
3 Summary :情态动词must, might, could, can’t 后接动词原形,可以表示对现在的情况的推测.
must表示非常肯定的猜测。
might /could 表示有可能的猜测。
can’t 表示肯定不可能