Unit 5 It must belong to Carla 全单元教案.docx
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Unit 5 It must belong to Carla 全单元教案.docx
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Unit5ItmustbelongtoCarla全单元教案
Unit5ItmustbelongtoCarla
一、教材分析
本单元围绕“物品的归属”这一话题,让学生学会运用“mustmaycan”等词进行推测。
这个话题是学生与他们生活实际联系,是他们很感兴趣的话题。
所以每位学生都会愿意参与讨论。
SectionA以“推测谁是物品的主人以及作出推测的根据”这一话题来进行课堂教学和语言实践,为目标句型提供分步示例和指导性练习。
(1a-1c)展示了重点词汇和目标语言,通过听说训练,让学生初步领会must表推测的含义和用法。
(2a-grammar)在前面的基础上更明确了“mustmightcouldcan”等词的不同。
同时附以练习,加以落实。
(3-4)让学生通过阅读文章,推测词义的方式,让学生体会“学以致用”。
SectionB是在SectionA的基础上,对话题的拓展和知识的延伸,使学生能够对已学过的目标句型运用自如。
(1-2c)让学生发挥想象,运用推测的句型,讲述外星人追逐一个人的故事。
(3a-4)阅读短文,谈论奇怪的幻想和噩梦,自如地运用推测的句型,寻求原因。
SelfCheck使学生对自己的英语水平有明确的认识,其中的谚语使学生受益非浅。
二、教学目标
1.语言技能目标
(1)能使用whose引导的特殊疑问句寻找物品的主人,如Whosebookisthis?
(2)能运用情态动词“must,could,might,can’t”进行合理的推断,如ItmustbelongtoCarla,becauseithashernameonit.
(3)能根据相关的信息进行合理的想象或推论,培养综合分析能力;
(4)能根据一定的背景或前提进行预测或续写。
2.语言知识目标掌握新词汇和运用情态动词进行推测
(1)掌握whose引导的特殊疑问句的用法;
(2)掌握情态动词“must,could,might,can’t”表示猜测的用法;
(3)了解并正确区分情态动词“must,could,might,can’t”表示猜测时的异同。
3.能力目标训练听说读写能力和推测能力
4.情感目标渗透保护环境,热爱大自然的情感教育。
培养学生良好的合作意识,鼓励学生大胆表达自己的想法、推测和意愿。
5.文化意识目标通过Selfcheck中英语谚语的学习,了解相关的英语文化。
三、学情分析
初三的学生有较丰厚的语言积累和知识储备,他们有较强的求知欲和好奇心,在课堂上他们善于表现自我,乐于积极思考,敢于发表自己的观点,这些个性心理特点都有利于师生在课堂上进行交流。
四、单元教学思路
采用自主,合作和探究的学习策略,利用多媒体课件,来展开课堂Pairwork问答式的口语交际活动和讨论活动,来推测物品的归属和事情发生过程及原因。
本单元的教学法建议:
词汇教学:
情景操练、反复使用;口语教学:
师生互动,生生互动、对话练习、交际活动;阅读教学:
推测新词义、事情发生的原因;语法教学:
总结句型、比较异同、模仿操练。
五、教学重难点:
1.教学重点
(1)重点词汇
picnic,possibly,drop,final,worried,owner,sky,catch,interview,noise,
wind,chase,escape,belongto,mystery,appointment,wake,neighbor,garbage,derector,finger,lift,ant,ocean
(2)重点句式:
Whosevolleyballisthis?
ItmustbeCarla’s./ItmustbelongtoCarla.Shelovesvolleyball.
Itcould/might/can’tbeTed’s.
(3)话题:
Makinginferences.
2.教学难点
(1)了解并掌握情态动词“mustmaymightcancould”表示猜测的用法;
(2)能能根据相关的信息进行合理的想象或推论,作出预测或续写。
TheFirstPeriod
SectionA1a-2c
I.TeachingAims(教学目标)
1.KeyVocabulary(理解并掌握下列词汇)
belong,belongto,author,picnic,hairband
2.TargetLanguage(掌握下列重点句子)
Whosebookisthis?
ItmustbeMary’s.Hemingwayisherfavouriteauthor.
Itcan/could/might/must/can’tbe…
ItmightbelongtoAlice.Sheplaysrtheguitar.
Ⅱ.DifficultPoint(教学难点)
1.理解并掌握情态动词can/could/might/must/can’t的用法,并作出不同的判断。
2.理解并运用belongto的结构
Ⅲ.TeachingProcedures(教学过程)
1.Warming-upandrevision(课堂热身和复习)
(1)Asong
Dailygreetingstothestudents(日常问候)
(2)Revision(复习)
----Doyouliketoseethemovies?
----Yes,Iliketoseethemoviesverymuch.
----Whoisyourfavoritemoviestar?
----Myfavoritestaris…
2.Presentation(呈现新知识)
Guessinggames
(1)Whoisthisstar/he/she?
Whatisit?
(从猜测中引入新知和生词并操练目标语言)
He/Shecan’tbe_______.
He/Shecould/mightbe_______.
He/Shemustbe_______.
Itcould/might/can’t/mustbe______.
(2)Whosebookisthis?
ItmustbeMary’s.
ItmustbelongtoMary
Whoisitsauther?
ItsauthorisHemingway.
Whosefootballisthis?
It_might/could/can’t/mustbeJohn’sorTony’s.
(=belongtoJohnorTony)
Becausetheybothplayfootball.
教学设计说明利用图片提供学生大量语言操练信息,掌握句型It_might/could/can’t/mustbeJohn’s和It_might/could/can’t/mustbelongtoJohn..的结构。
3.Workon1a
Whatisit?
Writethethingsyouseeinthecorrectcolumnsinthechart.
Checktheanswers
clothing
Funthings
Kitchenthings
hat
volleyball
plate
jacket
toy
car
T-shirt
classical
CD
soccer
skateboarding
4.Workon1b
(1)Listenandmatcheachpersonwithathingandareason.
(2)Thenplaythetapeagainandchecktheanswers.
Answers
Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.
Mary—book—WandaWilburisherfavouriteauthor.
Carla—volleyball—Shelovesvolleyball.
DengWen—magazine—Helovescats.
Grace—CD—Shealwayslistenstoclassicalmusic.
(3)Listenandrepeat
教学设计说明训练学生的听力能力。
5.Workon1c
(1)PointtothepictureinActivitylb.Getapairofstudentstosaytheconversationinthespeechbubbles.
SA:
Whosevolleyballisthis?
SB:
ItmustbeCarla’s.Shelovesvolleyball.
(2)Studentsworkinpairstotalkaboutthepicture.
(3)Thenaskseveralpairstopresenttheirdialogues.
(4)Makesimilarconversations,usingtheclassroomobjects.
教学设计说明生生互动,加强学生的语速语感训练,利用教室物品进行交际会话,激发学生的兴趣,进一步巩固句型Itmustbe…结构。
6.Workon2a,2b
(1)2aBobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.
Answers:
1.T-shirt2.hairband3.tennisballs
(2)2bListenagainandfillintheblanks.
Answers:
1.Thepersonmustgotoourschool.
2.Thepersoncan’tbeaboy.
3.ItcouldbeMei’shairband.
4.ThehairbandmightbelongtoLinda.
5.ItmustbeLinda’sbackpack.
(3)Readthetapescriptandfillintheblankswithmodalverbs.
教学设计说明进一步强化训练学生的听力能力,巩固might/could/can’t/must/can的用法。
7.Explainthegrammar
•Use“must”toshowthatyouthinksomethingisprobablytrue.
•Use“might”or“could”toshowthatyouthinksomethingispossiblytrue.
•Use“can’t”toshowthatyouarealmostsuresomethingisnottrue.
8.Workon2c
2cFillintheblankswith“must,might,could,can’t”.Thentellyourpartnerwhyyouchoosethewords.
9.GrammarFocus
(1)Readthequestionsandanswersinthegrammarbox.Studentsrepeat.Explainsomethingaboutthem
(2)Summary
10.Exercises
A.Fillintheblankswithmust,may,might,could,can’t
1.Whoseearringsarethese?
They____________beMary’s.shewearsearringssometimes.
2.Gina______________cometothepartytonight,butI’mnotsure.
3.Thetelephoneisringing,butnobodyanswersit.He______beathome.
4.IsthisLanQiang’sboxingglove?
Yes,it_____behis.Thereishisnameontheback.
5.You’dbettertakeanumbrella.It_____________rainthisafternoon.
B.Choosethebestanswer
()1.Ididn’thearthephone.I___asleep
A.mustbeB.musthavebeenC.shouldbeD.shouldhavebeen
()2.Mary____beinParis.Isawherintownonlyafewminutesago.
A.mustn’tB.shouldn’tC.can’tD.maynot
()3.Peter____comewithustonight,butheisn’tverysureyet.A.mustB.mayC.CanD.will
()4.Ithoughtyou____likesomethingtoread,soIhavebroughtyousomebooks.
A.mayB.mightC.couldD.must
C.Translation
1.这本书一定是李雷的。
他正在找这本书。
2.这个发带可能是韩梅的。
她喜欢戴发带。
3.这个玩具可能是约翰的妹妹的。
他还是个小姑娘。
4.这个排球不是玛丽的。
她根本不喜欢排球。
Homework
1.Write2conversationslike1cinyourexercisesbook.
2.LearnGrammarfocusbyheart.Payattentiontomust/might/could/can’t/belongto
3.Prepare3c—4
BlackboardDesign
Unit5ItmustbelongtoCarla.
TheFirstPeriodSectionA1a-2c
1.Keyvocabulary:
belongv.belongto
platen.authorn.
toyn.picnicn.
2.Targetlanguage:
Whosebookisthis?
ItmustbeMary’s.
Hemingwayisherfavouriteauthor.
TheSecondPeriod
SectionA3c-4
I.TeachingAims(教学目标)
1.KeyVocabulary(理解并掌握下列词汇)
drop,symphony,optometrist,appointment,crucial,makeup,becauseof,final,anxious,worried,owner,Chinese-Englishdictionary,OxfordUniversity
2.TargetLanguage(掌握下列重点句子)
(1)Whatdoyouthink"anxious"means?
Well,itcan’tmean"happy".
Itmightmean"worried".
Oh,yes,sheisworriedbecauseofhertest.
(2)Herearesomeearrings.Theownercan’tbeaboy.
Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.
(3)I’mreallyanxiousbecauseIcan’tfindmybackpack..
Ⅱ.TeachingDifficultPoints(教学难点)
1.Keyvocabulary
2.运用can/could/might/must/can’t对生词的词义作出推断
Whatdoyouthink"anxious"means?
Well,itcan’tmean"happy".
Itmightmean"worried".
Oh,yes,sheisworriedbecauseofhertest.
3.运用can/could/might/must/can’t对物品的归属作出推断
Herearesomeearrings.Theownercan’tbeaboy.
Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.
Ⅲ.TeachingProcedures(教学过程)
1.Warming-upandrevision
(1)Asong:
Whosepuppyisthis?
(2)Revision:
Whosefootballisthis?
Itmight/could/can’t/mustbe…
(3)TalkaboutthethingsintheLostandfound
…
(最后一件物品)—Whosebackpackisthis?
—ItmustbeLinda’s.Becauseithashernameonit.
教学设计说明通过歌曲引出复习内容,利用图片提供学生复习操练,巩固句型It_might/could/can’t/mustbe和It_might/could/can’t/mustbelongto结构。
2.Workon3a
(1)Leadin
T:
Lookatthispicture,whatisthegirldoing?
Doyouknowwhosheis?
(引出上节课听力书包的主人)
Ss:
SheisLinda,thebackpack’sowner(引出新单词)
T:
whatisshedoing?
Sa:
Shemightbeplaycomputergame.Shecouldbewritinganemailtoherfriend.
T:
Yes,sheiswritinganemail,it’sathank-youmessage.whatisthethank-youmessage(让学生解释)
Athank-youlettermustbeapersonalletter.Intheletterthewritermayexpresshisgratitudeforwhatthereceiverhasdoneforhim/her.
教学设计说明由复习内容自然、巧妙地过渡到新课内容。
(2).Readthethank-youmessagecarefully.Numberthepartsinorder.Circlethewordsyoudon’tknow.
Checktheanswers.Answers:
5,2,4,3,1
(3).Readthemessageagainandanswerthefollowingquestions.
Thelostthing:
__________________
Theplacethatshelostit:
___________________
1.WhyisLindasoanxious?
2.WhydoesLindareallyneedherbackpack?
3.Whyisthemathtestverycrucial?
4.WherewasAnnawhenLindacalledher?
5.WhatdoesLindawantAnnado?
教学设计说明让学生带着问题进行有目的地阅读,提高阅读的效率。
3.Workon3b
(1)Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.
SA:
Whatdoyouthink"anxious"mean?
SB:
Well,itcan’tmean"happy".
SA:
Itmightmean"worried".
SB:
Oh,yes.Sheisworriedbecauseofhertest.
(2)Pairwork
TalkaboutthecircledwordsinActivity3ainpairs.Usethewordscan’t,must,couldormight.
Thengetsomepairstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.
dropv.
symphonyn.
optometristn.
appointmentn.
finaladj.
crucialadj.
countv.
becauseof
Practicethepronunciationofthesewordsandexplainthemeaningofeachword.
4.Workon4
(1)Lookatth
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