Unit 5 It must belong to Carla讲学稿

Unit 5 It must belong to Carla.（共5课时）张兰一中冯吉莉教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belong to,much too,too much 等词的使用，并提供了一些实用的英语谚语。

要对本单元中的生词做到会读，会写，会用。

2学习策略归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。

在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。

3，情感态度与价值观在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。

同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。

教学重点:1belong to 短语的应用2情态动词表推测判断的用法。

3重点词汇的学习，掌握运用。

教学方法:Pairwork Groupwork教学难点：1 have与there be 结构的区别运用2 because与because of 区别课时安排：本单元需用5课时完成。

The 1st lesson与你的好友推断附近得某物品是谁的，然后互相练习。

板书设计：The 2nd lessonDo exercises in your workbook.板书设计：The 3rd lessonStep 4 Homework.实践活动：与你得同桌或好友就你周围得人或物进行推断并说明理由，看谁得判断能力强。

板书设计：The 4th lessonStep 5 Homework.把你听到或看到得事情讲述出来，并与你得伙伴一起猜是什么？板书设计：The 5th lesson板书设计教学反思。

Unit 5 It must belong to Carla说课稿一、说教材本单元以“A picnic”为话题，共设计四大部分的内容。

以It must belong to carla为主线，围绕谈论某东西属于某人等语言功能展开一系列任务活动。

通过第一部分的学习要求学会如何进行推测，并了解学会基本句型的应用。

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语言程序，引导学生在做事中有目的的学习语言。

教学目标：知识目标：能够让学生掌握重点的词汇和语言结构。

能力目标：培养学生听、说、读、写能力和观察事物的能力。

情感目标：培养学生在外野营时，不能乱扔。

乱丢垃圾的良好习惯，以确保环境的干净和清洁。

二、说教法以任务教学策略为主，采用情景教学法、听力训练法、并辅助个人，小组竞赛和图片等兴趣策略教学。

如在教授单词时，通过一些图片等进行分析教学，以至于从视角引起他们的注意，从而记注单词。

采取任务型教学策略的目的是让学生多练多用，在做中学，学中乐，乐中掌握。

三、说学法采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言。

养成继续学习英语、学好英语的良好习惯。

并让学生学会如何推测，以至于在做推测性的阅读题时有很好的方法。

强调学生不仅在课上积极发言、多练，并鼓励他们课后成立英语学习兴趣小组、英语角等，积极参加训练。

四、说教学过程1、课前任务设置。

在每一节课，我让学生提前预习，课前三分钟，我让学生学唱“Are you sleeping ”的歌曲。

目的是激发他们的学习热情。

另一方面，铃声响的时候，首先检查学生对第四单元的识记情况。

然后让学生看屏幕，用“Who is he ？” 句子问，用“It can’t、may 、must be ”等回答，之后通过“Look and learn”推出新单词“belong、belong to” 和教授的单元。

在此期间，让学生感知的重点句型结构。

Unit 5 It must belong to Carla第一课时单元分析与提示教学目标语言目标：1、掌握情态动词must, might, could, can’t的用法；2、学会谈论自己的推理，能灵活运用以下句型的词汇：Whose book is it? It must be Tom’s. It has his name on it.Whose ruler is it? It could/might be Jim’s. He has a blue one.Whose hair band is it? It can’t belong to Mary. Mary has short hair.plate, picnic, belong to, crucial, grateful, disappear, return, lost, owner3、学会用情态动词表达能力、客观可能性以及请求、允许、猜测和征求对方的意见。

4、学会用情态动词表达某人拥有某物认知目标掌握must, might, could, can’t的用法，理解之后通过练习和运用加以巩固。

情感目标1、通过本单元学习使学生学会用自己的生活常识来判断事物。

2、培养学生的逻辑思维和推理能力。

教学重、难点1. can 和could的用法。

1）表示能力或客观可能性，还可以表示请求和允许。

Can you finish this work tonight ?Man can not live without air.2）could也可表示请求，语气较委婉，主要用于疑问句，不可用于肯定句，答语应用can，否定用No,I’m afraid not.Could I come to see you tomorrow ? Yes, you can; No, I’m afraid not3）当表达“某件事已成功”时应用was(were) able to,而不能用couldHe was able to go to the party yesterday evening and he enjoyed himself very much.4）表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句或感叹句）2. may的might的用法3. shall和should的用法4. must 的否定回答用needn’tmay的否定回答用mustn’tMust I hand in my paper today ?No, you needn’t.May I keep this novel for three weeks ?No, you mustn’t教学安排4课时第一课时：Section A 1a, 1b, 1c, 2a, 2b, 2c第二课时：Section A 3a, 3b, 4第三课时：Section B 1, 2a, 2b, 2c, 3a第一课时：Section B 3b, 3c, 4 and Self CheckUnit 5 第二课时Teaching aims本课学会用情态动词表达物品的所有者Teaching of new lesson1、Ask four students to take out the things they broughtjacket, T-shirt, CD, toy car1) Ask the other studentsT: whose jacket is this ? S: Anna’s ?T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket?S2: No, it’s not mine. It must be Lee’sT: It can’t be Anna’s. it must belong to Lee.2) Ask the students to practice the dialogue with T-shirt, CD, toy carA: Whose … is this?B: Tom’sA: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ?C: No, it’s not mine. It must be John’sT: It can’t be Tom’s. It must belong to John.3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s”2. Point to the picture and ask:Which items in the picture do you know ?Which items are new to you ?Clothing: hat, jacket, T-shirt.Fun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups3. Ask the students to connect the items in the three column Section A, 1b.先让学生听第一遍，按要求完成1b,更正答案J ane’s little brother - toy car --- He was the only little kid at the picnic.Mary – book - Wanda Wilbur is her favourite author.Carla – volleyball - She loves volleyballDeng Wen-magazine- He loves cats.Grace – CD – She always listens to classical music.4. Ask the students to practice using the target language.Whose, volleyball, toy car, magazine, book, CD, must be, belong to5. 2a. This activity provides listening practice using the target language.a school T-shirt, a hair band, tennis balls.Kumi’s, Linda’s, Rita’s6. 2b. This activity provides listening and writing practice using the target language written by the teacher.Must might could or can’t7. Extension利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。

Unit 5 It must belong to Carla.(Section A 1a-Grammar focus, Grade Nine)Ⅰ. Teaching Material（教材）《新目标英语Go for it》九年级人教版Unit 5 It must belong to Carla.(Section A 1a-Grammar focus , Grade Nine)Ⅱ. Guiding ideology（整体设计思路、指导依据说明）依据国家新的英语课程标准、新大纲的理念，英语教学要构建旨在培养创新精神和实践能力的学习模式和教学模式，要注重培养学生的观察、记忆、思维、想象能力和学习策略。

因此，我们的新课程的教学观应是：面向全体学生，注重素质教育；整体设计目标，体现灵活开放；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与；注重过程评价，促进学生发展；开发课程资源，拓展学用渠道。

Basing on our country’s new ideas of English course standard, new outlines, English teaching should found the study mode and teaching mode of developing creative spirit and practical abilities. We should focus on developing students’ techniques of observation, memory, thinking, imagination and study. Therefore, our teaching ideology now is: Focus on all the students and qualify education; design the targets comprehensively, and have flexible and diversified forms; Encourage learner-based teaching and students’ various potentials; let students observe and learn from practical experiment; encourage the students by value them; widen study and application with the open teaching materials.Ⅲ. Analysis of the Materials（教学内容分析）本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can’t表示推测的用法。

Unit 5 It must belong to Carla.教案授课日期：编号：课题Unit 5 It must belong to Carla.课型New lesson 课时数Period 1 主备人Huang Rong教学目标(1)To learn must, might, could and can’t for making inferences.(2)Understand the conversation about making inferences.(3)Not pocket the money one picks up.教学重点（1）—Whose volleyball is this? —It must be Carla’s. She loves volleyball.(2) —Whose French book is this? —It could be Ali’s. She studies French.教学难点The usages of modal verbs: can, could, may, might and must教学方法Listening and matching Pair work Chant教学流程（包括课题引入、教学进程、教学总结）备注Step1. Listen to music.T: (Please tell me the feeling when you listen this music ).Ss: Exciting /want to dance to.Step2 .Show a pictureT：(Please tell me what can you see in the picture)S：Flowers and a butterfly.T: Can you guess what it is?S: A beautiful face.T: It could be….It also might be….S tep3.Guessing gameT: Do you like playing games? Let′s play guessing game.You can use “he can′t be …, He could (might) be… He must be… ”(What′s the meaning of each sentence?)S：Students guessS tep4.Sum up.T: We learn must , could/might , can′t.Give the sentences and then students tell me what it is?Step5.Show some things：Now I will show some things to you what are they? First,T: What′s this?S: It′s an English book.T: Can you guess “W hose book is it”S: It could be xx′s .T: And another way of saying: This book could belong to xx.T: Why?Ss: It is in Linda′s hand.(①what′s this? ②whose book is it? ③Another way of saying ④why?(can′t, must))Step6.Math:If girls say : This book must be xx′sBoys say: This book must belong to xxT: You can change the things and person .I only give you one minute. (Ready？)(And then change)How many boys？How many girls？Congratulations （boys and girls）Step7.Chant：1. Show the pictures .2. Linda—→How to ask the owner of this kite？→Whose kite is this？3. Let′s chantStep8.Make conversation and give you an example.A: Whose xx is this？B: It can′t be xx′s .Because…C: It might be xx′s（could be xx′s）D: It must be xx′s .Because…Step9.Descride the picture.T: Let′s look at this picture. What can you see in the picture？（volleyball，CD，toy car，magazine…）Listen and match then check the answers.Step10 ：2a Real thing / Backpack（Bob and Anna found a backpack in front of school. Can you guess what in it?→T-shirt）let’s listen to the tape.（What′s in it？）Step11: 2b.listening practice.Let’s listen again a nd fill in the blanks.（Now read by yourself first.）Step12:TeachingT：Can Bob and Anna take it home？S: NO.T: What should we do?So：Not pocket the money one picks up.Step13:2cExercise：Another way of saying.Step14. Title and summary（T：Today we learn unit5：①It must belong to Carla.(Fill in the blanks)）Another way :②It must be Carla′s，Carla is girl，so I can say：③It must belong to her.④It must be hers.⑤must be，could be，might be，can′t be.Step15 .Homework：①写随堂练②Write four sentences.板书设计A: Whose xx is this？B: It can′t be xx′s .Because…C: It might be xx′s（could be xx′s）D: It must be xx′s .Because…作业布置①写随堂练②Write four sentences.教学反思。

Unit5 It must belong to Carla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“must may can ”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。

Section A 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“must might could can ”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”。

Section B 是在Section A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。

Self Check 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Whose book is this?（2）能运用情态动词“must,could,might,can’t”进行合理的推断，如It must belong to Carla,because it has her name on it.（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。

Unit 5 It must belong to CarlaTeaching aims:○1Enable the Ss to use the modal verbs (must, might, could and can’t) to make inferences.○2Get the Ss to be used to doing the cloze and reading training during a limitedperiod so as to maximum their study efficiency.Teaching key points: the usage of can and could; the usage of may and might; the usage of must and need.Teaching difficult points: the negative reply to sentence including either must or may. Teaching procedures:1)Greeting and Listening (Listening is designed as the first step because the Ss can paymore attention when they are clear-minded during the whole listening period. Attached pls. find the listening material about text 52)RevisionRevise what we’ve learned last week about the sentences of unreal condition through translation exercises as follows.1.如果我是你的话就会去参加会议。