人教新目标(Go for it)版九年级全册Unit 8 It must belong to Carla. Section A 1 (1a-1c)教案

课 题：九年级英语Unit 8 It must belong to Carla.
Period 1 Section A 1 (1a-1c)
Teaching Aims：
By the end of this lesson, the students will…
1. Language objectives:
1) Learn and use some new words
e.g. picnic , whose , truck , rabbit
2) Use the sentence structure：—Whose … is this
—It must be sb.’s/ belong to sb.
2．Ability objectives：
Make inferences by using modal verbs like “must” according to some facts and tell the reason.
3. Emotion objectives：
Develop the ability of making inferences according to some facts and be glad to
help others .
Teaching Key Points：
1) learn and use some new words
e.g. picnic , whose , truck , rabbit
2) Use the sentence structure to ask and answer about the owners of the things
—Whose … is this
—It must be sb.’s/ belong to sb.
Teaching Difficult Points：
1)．The sentence structure “ Whose … is this ”
2)．The differences between “must belong to sb.” and “must be sb.’s”
Teaching Aids
Multimedia，PPT，stationery
Teaching Methods
1. Situational and Communicative Language Teaching
2. Task-based approach
3. Group work
4. MAT
Teaching Procedures
Step 1 Warming up
1) Ask Ss to list all the modal verbs they can remember
2) Show the modal verbs on PPT
(Purpose: To attract the students’attention and help Ss review the modal verbs that they learned last unit)
Step 2 Pre-task preparation
Let’s chant: Whose hat is that (the teacher and students follow the video,sing and dance)
(Purpose: To relax and elicit the topic)
Step 3 While-task procedure
1. Presentation
Learn and remember some new words . Then ask Ss to look at the pictures and guess “Who is he/she ”or “What is it ”Then guide the Ss to answer by using the modal verbs “… must be ….
(Purpose: To make the students get to know the new words and expand the usage of modal verbs better)
2. Conclusion
Show some pictures and sum up the usage of modal verbs that are used for making inferences.
(Purpose: To make sure all the students understand the usage of the modal verbs)
3. Group work
Show three pictures about their familiar person and famous places. Work in groups, ask and answer, using following sentence structures:
Who is that Where is it
It must be...
It can/could/may/might be...
It can’t be...
(Purpose: To let Ss know how to use the modal verbs correctly and enhance students’cooperation abilities )
4. Exercises
Fill in the blanks with must, might,could or can’t.
(Purpose: To help students consolidate the usage of modal verbs.)
5. Guessing games
1) Look at the photos and guess“Whose coat is this ”“Whose notebook is this”It must be.../ It must belong to…
2) Catch several pieces of stationery from desks, ask and answer
(Purpose: To make Ss understand the difference between “belong to sb”and “be sb’s”.)
6. Look and write (1a)
Ask Ss to look at the picture in 1a and write the things they see in the correct columns in the chart.
Clothing Fun things Kitchen things
hat volleyball plate




7. Listening practice (1b)
1) Have Ss listen to the recording and match each person with a thing and a reason.
Person Thing Reason
Jane’s little brother volleyball J.K. Rowling is her favorite writer.
Mary toy truck She loves volleyball.
Carla magazine He was the only little kid at the picnic.
Deng Wen book She always listens to pop music.
Grace CD He loves rabbits.
2) Check the answers
3) Make Ss read the conversation
(Purpose: To improve the students’ ability of listening and develop the students’ability of reading English .)
Step 4 Post-task activities
Ask Ss to talk about the five things in picture 1a using the information in 1b .
e.g. A: Whose book is this
B: It must be Mary's. J.K. Rowling is her favorite writer.
(Purpose: To help students consolidate the text and improve their spoken English.)
Step 5 Summary
Guide Ss to sum up what they have learned in class.
Step 6 Homework
Write something about your friends by using might/could/must/can’t.
Blackboard Design
Unit 8 It must belong to Carla.
Period 1 Section A 1 (1a-1c)
意思 推测程度 New Words
must 一定 100%的可能性 picnic 野餐
may 有可能 也许 20%-80%的可能性 whose 谁的
might truck 卡车
could rabbit 兔子
can’t 不可能 不会 可能性几乎为零
whose volleyball is this
It must be Calar's.
It must belong to Calar.
教学反思
本单元以“It must belong to Carla”为主线，围绕着谈论某东西属于某人等语言功能展开一系列的任务活动，要求学生学会如何运用情态动词must,might,could,can't进行推测，并了解、学会基本句型belong to的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
根据本节课的教学内容和教学目标我采用了以下的教学策略：采用情景教学和交际功能法以及任务教学法和多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用多媒体，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望。努力培养学生的自学能力，授以科学的思维方法。不仅要使学生学会，更要使学生学会学。
本课时的教学过程分为六个环节：预热、课前任务准备、任务实施过程、任务后的输出活动、总结和课后作业。兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。俗话说的好，“Well begun, half done”良好的开端是成功的一半。
第一环节 预热分为两步
首先让学生尽可能多地列出他们所记得的情态动词，可讨论补充。然后出示PPT，将初中阶段所学的情态动词有序地排列出。学生不仅复习了情态动词，而且吸引了他们的注意力，让他们马上进入英语学习状态。
第二环节 课前任务准备
给学生播放一段视频Whose hat is that 让学生跟着视频一起说唱，老师在前面示范，边说唱边手舞足蹈。动听的旋律，优美的画面，轻松的氛围，学生的学习情绪马上被调动起来，一个个乐呵呵，开心至极。这一环节的设计很自然的地引出本课时的学习内容，寓教于乐，学生很容易初步掌握重点句型。
第三环节 任务实施过程分为七步
第一步学习并实记新单词，注意单词的发音与词性。然后，要求学生看明星图片猜测“Who is he/she ”or “What is it ”教师反问，引导学生使用情态动词表推测结构… must be ….来回答。学生即掌握了新单词又更好地拓展了情态动词的用法。
第二步通过图片总结出情态动词表推测的用法，确保所有学生都了解情态动词表推测的特点。
第三步小组合作，PPT出示他们熟悉的明星和著名的旅游景点，以小组为单位，组内讨论，一问一答，应用所给句型说出各组的观点。学生个个情绪高涨，积极参与，学习气氛十分热烈，连平时不爱发言的几个学生也参与进来，为此，我在课堂上真诚地赞美他们，鼓励他们。让他们感受到成功感，增强他们的自信心。学生在小组讨论中进一步掌握了情态动词的正确使用，同时也加强了团队合作能力。
第四步课堂小测验，用must, might,could or can’t填空。让学生以最快的速度完成任务，帮助学生巩固情态动词的用法。
第五步猜测游戏，PPT出示教师穿的一件外套，然后出示几张教师穿着那件外套的照片，让学生猜测“Whose coat is this ，循序渐进地引导出It must be.../ It must belong to…句型。类似地让学生猜测笔记本“Whose notebook is this”。最后随机拿起学生课桌上的学习用品，一问一答操练此句型，使学生真正懂得belong to sb”and “be sb’s”的区别
第六步看图完成Part1a表格。
第七步听力训练，听录音完成Part1b任务，核对答案，要求学生跟着录音读对话，以提高学生听读技能。正确的语音语调的形成是学生学习英语的基础，因此教师要有意识地培养学生的模仿能力。
第四环节 任务后的输出活动
让学生模仿1c的对话，根据1b信息，编自己的对话。学生各个动脑动手动嘴，争先恐后表现。进而检测他们对本节课重点知识的掌握，并以此提高学生的口语表达能力。
第五环节 总结
1）新单词和情态动词表推测的用法
意思 推测程度 New Words
must 一定 100%的可能性 picnic 野餐
may 有可能 也许 20%-80%的可能性 whose 谁的
might truck 卡车
could rabbit 兔子
can’t 不可能 不会 可能性几乎为零
2）重点区别句型
whose volleyball is this
It must be Calar's.
It must belong to Calar.
第六环节 课后作业
用情态动词might/could/must/can’t写一些关于你朋友的东西
本节课亮点：
听说读写贯穿于整个课堂，新课程标准提出英语教学旨在提高学生综合语言应用能力。
重难点突出，由易到难，由浅到深，由输入到输出的一个循序渐进的过程学生既有自主学习，又有合作学习，增加了参与意识。同时使用身边的实物编对话，增加了直观性和实用性，给学生提供了充分表现和自由发展的空间，使任务型教学模式得到充分发挥，并且体现了以人为本。
课堂气氛活跃，学生学习热情高涨，兴趣浓厚。说唱，小组合作，结对活动，猜测游戏等一系列活动的设计，师生共同参与其中，营造轻松和谐的学习环境，让学生在乐中学，在学中乐。
今后需要改进的问题：
表情不丰富，上课激情有待更进一步提高。英语课语音语调伴随的表情很重要，激情也不列外，一个没有激情的教师，难以创设充满激情的课堂；一个没有激情的课堂，难以引导学生充满激情地学习。
制作课件方面需要认真仔细检查，容不得出现一点小错误，否则会下达错误指令。