课 题
Unit
8 It
must
belong
to
Carla.
课时
第四课时Section
B
(2a-Self
Check)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
express,
not
only.
.
.
but
also.
.
.
,
circle,
Britain,
receive,
leader,
midsummer,
medical,
purpose,
prevent,
energy,
position,
honor,
victory,
enemy,
period,
hard-working
2.
掌握以下句型:
(1)For
many
years,
historians
believed
Stonehenge
was
a
temple
where
ancient
leaders
tried
to
communicate
with
the
gods.
(2)The
large
stones
were
put
together
in
a
certain
way.
(3)As
you
walk
there,
you
can
feel
the
energy
from
your
feet
move
up
your
body.
能力目标
1.
学生能掌握重点单词、短语以及目标语言。
2.
能够通过阅读提取必要信息。
情感目标
让学生根据已有事实推测可能性。面对暂时不可解释的事情,
不信谣,
不传谣。
教学重点
1.
能根据上节所学短文,
完成写段落关键词及短文填空的任务。
2.
掌握本单元所学情态动词表推测的用法,
并能正确运用此句型来进行表达。
3.
能综合运用就本单元所学习的语言知识来写作推测事件发展可能性。
教学难点
有条理地写出事件发生过程和事件发展可能性。
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening
and
speaking
approach;
Communicative
approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
2a
1.
Show
some
pictures
of
the
Stonehenge
on
the
big
screen.
2.
Tell
somethings
about
it.
3.
Let
students
finish
the
task
in
2a.
Students
finish
the
task
in
2a.
读前活动旨在为阅读铺垫,
激活学生对阅读话题或者内容的了解,
并引出本课时话题。
Step
2
Reading
(2b,
2c)
1.
Tell
students
to
read
the
article
quickly
and
try
to
get
the
main
idea
in
2b.
2.
Let
students
read
article
again
and
complete
the
chart
in
2c.
3.
Check
the
answers
with
the
class.
1.
Students
read
the
article
quickly
and
try
to
complete
the
chart
in
2c.
2.
Check
the
answers.
整体理解文本意义,
掌握文章的结构,
加深思维层次,
由信息吸收转为输出,
为写作打下基础。
Step
3
Practice
(2d)
Let
students
complete
the
sentences
in
2d
with
the
correct
linking
words.
Students
complete
the
sentences
in
2d
with
the
correct
linking
words.
通过练习加强对于文章及词汇的掌握及理解
Step
4
Practice
(2e)
Let
students
work
in
groups.
Discuss
other
mysteries
in
the
world.
Students
work
in
groups.
Discuss
other
mysteries
in
the
world.
让学生联想讨论世界上的其他奇观,
帮助学生开阔眼界,
发散思维。
Step
5
Practice
(3a)
Ask
students
to
finish
the
tasks
in
3a.
Students
finish
the
tasks
in
3a.
回顾知识,
深化理解。为写作作铺垫。
Step
6
Writing
(3b)
1.
Tell
students
to
look
at
this
newspaper
headline
and
finish
the
article
about
the
strange
happenings.
2.
Ask
students
to
try
to
write
a
short
article.
3.
Walk
around
the
class
and
give
any
help
students
may
need.
4.
Let
some
students
read
their
articles
to
the
class.
1.
Students
look
at
this
newspaper
headline
and
finish
the
article
about
the
strange
happenings.
2.
Students
try
to
write
a
short
article.
有目的地布置写作任务,
并逐步做好写作准备,
然后在学生的谋篇布局中发现存在的问题,
并及时给予针对性的指导。
Step
7
Consolidation
Ask
students
to
finish
Self
Check.
独立完成检测练习,
进行自我评价。
通过检测练习,
便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step
8
Homework
Write
a
passage.
昨晚天空中有不明飞行物体。对此,
你的同学有不同的猜测。请根据下面表格中的信息写一篇80词左右的短文。
人物猜测原因Alicea
UFOIt
flew
very
fast.
Jacka
kite
which
can
give
off
lightIt
didn’t
fly
high.
Antonioa
planeIts
sound
liked
the
sound
of
a
plane.
板书设计
Section
B
(2a-Self
Check)
1.
New
words:
express,
not
only.
.
.
but
also.
.
.
,
circle,
Britain,
receive,
leader,
midsummer,
medical,
purpose,
prevent,
energy,
position,
honor,
victory,
enemy,
period,
hard-working
2.
Structures:
(1)For
many
years,
historians
believed
Stonehenge
was
a
temple
where
ancient
leaders
tried
to
communicate
with
the
gods.
(2)The
large
stones
were
put
together
in
a
certain
way.
(3)As
you
walk
there,
you
can
feel
the
energy
from
your
feet
move
up
your
body.
教学反思
在本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
资料链接
英国巨石阵游客中心
英国巨石阵新建成的游客中心于2013年12月18日正式对公众开放,
帮助人们更好地了解这一作为英国象征的历史遗迹。
新建成的游客中心耗资2
700万英镑(约合2.
67亿元人民币),
距离巨石阵大约2.
4千米,
屋顶有一定弧度,
这是为了能够和周围起伏的群山融为一体。在游客中心18日对公众开放后,
老的售票处和巨石阵周围一些不必要的设施被拆除,
一条原来直通巨石阵的繁忙的公路也被关闭并以绿草覆盖。游客可以乘坐特殊大巴前往巨石阵,
或步行前往。这些措施都是为了保持巨石阵周围的怡人乡村风光。
游客中心有常设的展览,
用250余件展品讲述几千年来人们对巨石阵的认识。展品中有两幅14世纪的手稿,
被认为是最早的关于巨石阵的画作。此外还有一些出土的罗马时代的钱币和首饰,
首次同公众见面。
展览的一大亮点是巨石阵旁边一处5500年前墓穴主人的复原模型。他曾经生活在新石器时代的索尔兹伯里平原。
游客中心还提供了360度环绕屏幕,
游客可以模拟站在巨石阵正中央,
体验全新视觉感受。通过一个3分钟长的影片,
游客还可以“穿越时空”,
回到几千年前去探索巨石阵是如何建造的,
以及青铜时代人们的生活方式。课 题
Unit
8 It
must
belong
to
Carla.
课时
第二课时Section
A
(3a-4c)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
happening,
noise,
policeman,
wolf,
uneasy,
laboratory,
outdoors,
coat,
sleepy
2.
掌握以下句型:
Grammar
Focus中的句型。
能力目标
1.
阅读短文,
能按要求获取相关的信息。
2.
通过阅读训练来提高学生们的阅读能力。
3.
学习运用情态动词表推测。
情感目标
面对身边暂时不可解释的现象,
根据已有证据进行合理推测。不信谣,
不传谣。
教学重点
1.
掌握本部分出现的生词和词组,
达到熟练运用的目标。
2.
阅读短文,
获得相关的信息。通过阅读练习,
提高阅读能力。
3.
情态动词表推测的用法和区别。
教学难点
1.
阅读短文,
获得相关信息的能力。
2.
理解并运用所学的词汇及表达方式。
3.
情态动词表否定推测的用法和区别。
课前预习
Preview
the
new
words
教学方法
Individual work Team
work Cooperative
work
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Lead-in
Let
students
talk
about
their
towns.
Students
talk
about
their
towns.
通过讨论方式导入从而自然引入新课。
Step
2
Reading
and
answer
(3a)
1.
Let
students
read
the
article
aloud
and
decide
which
might
be
the
best
title.
2.
Let
students
read
the
article
again
quickly,
get
the
mian
idea
of
the
passage.
1.
Students
read
the
article
and
discuss
what
the
title
means
with
the
partner.
2.
Check
the
answer.
3.
Read
the
article
again
quickly.
通过快速阅读获取信息能更好地提高阅读技能。
Step
3
Practice
(3b,
3c)
Let
students
read
the
article
again
and
finish
the
task
in
3b
and
3c.
Read
the
article
again
and
finish
the
task
in
3b
and
3c.
通过阅读文章回答问题,
更加加深了学生对于文章的理解以及对于本单元重要词汇句子的掌握。
Step
4
Grammar
Focus-4a
1.
Guide
students
to
read
Grammar
Focus
by
themselves.
2.
Let
students
translate
the
sentences.
3.
Explain
the
Grammar.
4.
Let
students
read
the
sentences
together.
1.
Read
Grammar
Focus.
2.
Translate
the
sentences.
3.
Read
the
sentences
together.
通过读句子翻译句子,
在语境中体会被动语态的用法。
Step
5
Practice
(4a,
4b,
4c)
Guide
the
students
to
finish
the
task
in
4a,
4b,
4c.
Rewrite
the
questions
in
4a,
4b,
4c.
通过练习加强学生对于被动语态的理解以及应用。
Step
6
Summarize
Guide
the
students
to
summarize
the
use
of
“Whose.
.
.
is
this?
”
Summarize
the
use
of
“Whose.
.
.
is
this?
”
培养学生探究、归纳总结的能力。
Step
7
Consolidation
教师设置巩固检测练习:
( A
)1.
—
Excuse
me.
Is
this
the
right
way
to
the
Summer
Palace?
—
Sorry,
I
am
not
sure.
It
_______be.
?
A.
might
B.
will
C.
must
D.
can
( A )2.
—Isn’t
that
Ann’s
husband
over
there?
—
No,
it
_______be
him—I’m
sure
he
doesn’t
wear
glasses.
?
A.
can’t
B.
must
not
C.
won’t
D.
may
not
( C )3.
You
_______be
tired—you’ve
only
been
working
for
an
hour.
?
A.
must
not
B.
won’t
C.
can’t
D.
may
not
独立完成检测练习,
进行自我评价。
通过检测练习,
便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step
8
Homework
Remember
the
Grammar.
板书设计
Section
A
(3a-4c)
1.
happening,
noise,
policeman,
wolf,
uneasy,
laboratory,
outdoors,
coat,
sleepy
2.
Structures:
Grammar
Focus中的句型。
教学反思
在本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
资料链接
哈利波特系列
①1997年6月,
《哈利·波特与魔法石》
(Harry
Potter
and
the
Philosopher’s
Stone)
②1998年,
《哈利·波特与密室》(Harry
Potter
and
the
Chamber
of
Secrets)
③1999年,
《哈利·波特与阿兹卡班的囚徒》(Harry
Potter
and
the
Prisoner
of
Azkaban)
④2000年7月,
《哈利·波特与火焰杯》(Harry
Potter
and
the
Goblet
of
Fire)
⑤2003年6月,
《哈利·波特与凤凰社》(Harry
Potter
and
the
Order
of
the
Phoenix)
⑥2005年7月,
《哈利·波特与混血王子》(Harry
Potter
and
the
Half-Blood
Prince)
⑦2007年7月7日,
《哈利·波特与死亡圣器》(Harry
Potter
and
the
Deathly
Hallows)课 题
Unit
8 It
must
belong
to
Carla.
课时
第三课时Section
B
(1a-1d)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
UFO,
alien,
run
after,
suit,
express,
not
only.
.
.
but
also.
.
.
2.
掌握以下句型:
①Why
do
you
think
the
man
is
running?
②He
could
be
running
for
exercise.
③He
might
be
running
to
catch
a
bus
to
work.
能力目标
1.
能掌握频率副词的用法。
2.
能完成听力训练,
培养良好的听力习惯。
情感目标
通过学习英国巨石阵,
培养对事物的探索精神。不信谣,
不传谣。
教学重点
1.
掌握本课时出现的生词及用法。
2.
进行听力训练,
提高综合听说能力。
3.
阅读短文,
获得相关信息,
提高学生们的综合阅读能力。
教学难点
听力训练
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening
and
speaking
approach;
Communicative
approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
(1a)
1.
Show
some
pictures
of
the
UFO
and
aliens
and
talk
about
them.
2.
Let
students
look
at
the
pictures
in
1a.
Try
to
understand
what’s
happening.
3.
Let
students
write
a
sentence
about
each
picture.
4.
Let
students
read
the
sentences
in
1a.
1.
Look
at
some
pictures
of
the
UFO
and
aliens
and
talk
about
them.
2.
Students
look
at
the
pictures
in
1a.
Try
to
understand
what’s
happening.
3.
Students
write
a
sentence
about
each
picture.
4.
Students
read
the
sentences
in
1a.
情景导入,
激活语言知识。为听作词汇上的铺垫。
Step
2
Listening
(1b)
1.
Play
the
recording
to
students
and
let
them
number
the
pictures
in
1a.
2.
Play
the
recording
again
and
check
the
answers.
1.
Students
listen
to
the
recording
and
number
the
pictures
in
1a.
2.
Complete
the
sentences
students
hear.
3.
Check
the
answers.
通过听力练习,
在语境中体会其语言的表达。
Step
3
Listening
(1c)
1.
Tell
students
to
read
the
sentences
in
1c
and
try
to
understand
the
meaning
of
them.
2.
Play
the
recording
for
the
students.
Students
just
listen
for
the
first
time.
Play
the
recording
again
and
ask
the
students
to
complete
the
sentences
they
hear.
3.
Check
the
answers.
1.
Read
the
sentences
in
1c
and
try
to
understand
the
meaning
of
them.
2.
Students
just
listen
for
the
first
time
and
complete
the
sentences
they
hear.
3.
Check
the
answers.
通过听力练习,
在语境中体会其语言的表达。
Step
4
Oral
practice
(1d)
1.
Let
students
read
the
conversation
in
1d.
2.
Let
students
have
conversations
using
the
information
in
1c.
1.
Students
read
the
conversation
in
1d.
2.
Students
have
conversations
using
the
information
in
1c.
通过对话练习,
在语境中体会其语言的表达。
Step
5
Summarize
Guide
the
students
to
summarize
the
use
of“might/should/could/must
be.
.
.
”
Summarize
the
use
of
“might/should/could/must
be.
.
.
”
培养学生探究、归纳总结能力。
Step
6
Homework
Find
more
information
about
the
mysterious
things.
板书设计
Section
B
(1a-1d)
New
words:
UFO,
alien,
run
after,
suit,
express,
not
only.
.
.
but
also.
.
.
2.
Structures:
①Why
do
you
think
the
man
is
running?
②He
could
be
running
for
exercise.
③He
might
be
running
to
catch
a
bus
to
work.
教学反思
在本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
资料链接
在英国伦敦西南100多千米的巨石阵又称索尔兹伯里石环、环状列石、太阳神庙、史前石桌、斯通亨治石栏、斯托肯立石圈等名,
是欧洲著名的史前时代文化神庙遗址,
位于英格兰威尔特郡索尔兹伯里平原,
约建于公元前4000~公元前2000年(2008年3月至4月,
英国考古学家研究发现,
巨石阵的比较准确的建造时间在公元前
2300年左右)。在索尔兹伯里平原上,
一些巍峨巨石呈环形屹立在绿色的旷野间,
这就是英伦三岛最著名、最神秘的史前遗迹——巨石阵。Unit
8 It
must
belong
to
Carla.
课 题
Unit
8 It
must
belong
to
Carla.
课时
第一课时Section
A
(1a-2d)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
truck,
picnic,
whose,
pink,
rabbit,
magazine
2.
掌握以下句型:
①
The
person
must
go
to
our
school.
②
—Whose
book
is
this?
—It
must
be
Mary’s.
/It
must
belong
to
Mary.
能力目标
能够用情态动词表推测
情感目标
让学生根据已有事实推测可能性
教学重点
学会描述表示物品所属提问和回答
教学难点
Whose.
.
.
is
this?
句型
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening,
reading
and
speaking
approach;
Individual
work;
Team
work;
Cooperative
work
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
(1a)
1.
Let
students
look
at
the
pictures
and
chart
in
1a,
then
discuss
with
your
group
mates.
Try
to
fill
in
the
chart
with
words
to
describe
people.
2.
Let
some
students
say
their
answers.
Let
other
students
add
more.
1.
Students
talk
about
those
questions.
2.
Students
finish
the
task
in
1a.
3.
Read
each
sentence
in
1a
and
say
the
opinion
and
the
reason.
通过展示图片以及讨论,
引导学生进行思考,
引入本单元话题,
为听作词汇上的铺垫。
Step
2
Listening
(1b)
1.
Play
the
recording
for
the
students
to
listen.
2.
Let
students
listen
and
try
to
match
each
person
with
a
thing
and
a
reason.
3.
Check
the
answers.
1.
Let
students
listen
and
try
to
match
each
person
with
a
thing
and
a
reason.
2.
Check
the
answers.
听力训练
进一步感知、体验学习目标语言。
Step
3
Practice
(1c)
1.
Let
students
read
the
conversation.
2.
Let
students
make
conversations
using
the
information
in
1b.
3.
Let
some
pairs
act
it
in
front
of
class
in
pairs.
1.
Students
read
the
statement
in
1a.
2.
Students
make
conversations.
3.
Ask
and
answer
in
pairs.
通过两人小组对话,
让学生从读对话到模仿对话,
练习句型的运用。
Step
4
Listening
(2a&2b)
1.
Ask
the
students
what
things
there
is
in
the
schoolbag.
2.
Play
the
recording
for
the
students
and
let
them
write
down
the
things
they
hear
in
the
chart
in
2a.
3.
Play
the
recording
again
to
check
the
answers.
4.
Let
students
read
the
sentences
below.
Explain
some
main
sentences
for
the
students.
Make
sure
they
know
what
to
do.
5.
Play
the
recording
for
the
students
to
fill
in
the
blanks
with
the
right
words.
6.
Play
the
recording
again
to
check
the
answers.
1.
Answer
the
questions.
2.
Listen
and
write
down
the
answer
in
the
chart
in
2a.
3.
Check
the
answers.
4.
Read
the
sentences
below.
5.
Listen
and
fill
in
the
blanks.
6.
Check
the
answers.
教会学生通过浏览信息,
为获取准确的听力信息做好准备;
同时学会预测,
形成信息期待。同时通过预测为学生提供更多口头陈述的机会,
培养学生连贯表达的能力。
Step
5
Oral
Practice
(2c)
1.
Tell
students
to
make
conversations
about
the
schoolbag
using
the
information
in
2a.
2.
Let
some
pairs
act
out
their
conversations
before
the
class.
1.
Make
conversations
about
the
schoolbag
using
the
information
in
2a.
2.
Act
out
their
conversations
before
the
class.
通过进行口语结对活动,
在交流信息过程中,
进行真实的交际问答活动。在听力练习和小对话口语练习的基础上,
进行角色对话表演,
开展有实际意义的交际运用活动。
Step
6
Role-Play
(2d)
1.
Read
the
conversation
and
let
students
read
after
the
teacher.
2.
Ask
students
to
role-play
the
conversation
in
groups.
1.
Read
the
conversation
and
let
students
read
after
the
teacher.
2.
Role-play
the
conversation
in
groups.
在听力练习和小对话口语练习的基础上,
进行角色对话表演,
开展有实际意义的交际运用活动。
Step
7
Language
Points
Explain
the
key
words
and
phrases
in
2d.
Learn
the
key
words
and
phrases
in
2d.
在真实语境中学习运用目标语言。
Step
8
Summarize
Guide
the
students
to
summarize
the
use
of
“Whose.
.
.
is
this?
”
Summarize
the
use
of
“Whose.
.
.
is
this?
”
培养学生探究、归纳总结的能力。
Step
9
Consolidation
教师设置巩固检测练习:
用所给词的适当形式填空
1.
The
classroom
is
too
noisy
(noise).
2.
There
are
many
visitors
(visit)
in
the
stonehenge
every
year.
3.
My
dream
work
is
to
be
a
historian
(history).
4.
—Whose(who)
hair
band
is
this?
—It
must
be
Mary’s
(Mary).
5.
That
boy
is
unhappy
(happy).
Because
he
dropped
(drop)
his
wallet
yesterday.
独立完成检测练习,
进行自我评价。
通过检测练习,
便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step
10
Homework
1.
Recite
the
conversation
in
2d.
2.
Finish
the
exercises
in
the
workbook.
板书设计
Section
A
(1a-2d)
truck,
picnic,
whose,
pink,
rabbit,
magazine
2.
Structures:
①
The
person
must
go
to
our
school.
②
—Whose
book
is
this?
—It
must
be
Mary’s.
/It
must
belong
to
Mary.
教学反思
在本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
资料链接
J.
K.
Rowling
乔安妮·凯瑟琳·罗琳
乔安妮·凯瑟琳·罗琳,
生于英国格温特郡的Chipping
Sodbury的普通医院。毕业于英国埃克塞特大学,
学习法语和古典文学,
获文理学士学位。2000年,
被母校授予荣誉文学博士学位。毕业后曾在英国曼彻斯特接受教学培训。
个人简介
中文名:
乔安妮·凯瑟琳·罗琳
外文名:
Joanne
Kathleen
Rowling
国 籍:
英国
出生地:
英国格温特郡
出生日期:
1965年7月31日
职 业:
作家
毕业院校:
埃克塞特大学
代表作品:
《哈利·波特》、《偶发空缺》
