初中英语_Unit 3 It must belong to Carla.教学设计学情分析教材分析课后反思
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Unit 3It must belong to Carla. (Section A 3a-3c)
教学设计
教学方法和学习策略
1. 教学方法：
（1）情景交际法：本单元话题主要围绕“推测物品”展开，并进一步引入神秘事件这一话题，集中呈现与学习表示推断的相关词汇。本部分的教学目标是要求学生能听懂掌握情态动词must, could, might的用法。
（2）任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
（3）开放性教学策略：开放性地处理教材，结合教材插入学生感兴趣的图片、音像片段等，丰富学生知识，拓宽他们视野，实现知识的整合。
2.学习策略
（1）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
（2）通过小小汇报家、展开想象力等有意义的任务活动，创设情景，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习，让学生巩固所学语言知识。
学习目标确立：
Learning objectives
1. Knowledge
①Grasp the words & expressions of the reading: noise-maker, wolf, uneasy, have fun
(in)doing, anything strange, see sb./sth. doing
②Grasp the sentences:
It might/must/could be……
2. Ability
Learn to make inferences using the target language: It might/must/could be……
3. Emotion
Believe in science.
课堂活动设计： 教师活动设计 学生活动设计 设计意图
一、Review
Can you guess what it is?
we’ll learn unit 3-Section A 3a-4c.
Review the knowledge
and try to use
“ might/ could/
must” to make
inferences.
Read the title after
the teacher. 让学生在真实的语言环境中体验，感知几个情态动词表示猜测的用法，并能再语境中进行实践，实现了语言的工具性。
二、Show the learning objects:
（导入语）Before we go into the new
lesson, I think it’s necessary to know
the learning objectives first. Look at the screen and
know the learning
objectives. 教授新知之前让学生清楚的知道本节课要达到的学习目标，做到有的放矢。对目标的设定分成知识，能力，情感三方面，紧扣本节话题。
三、Presentation
1. Leading into the reading
Did you hear kinds of noises? Where
did you hear them? and how they felt
when they heard the strange noises. And
then tell them my feeling and the people
in the neighborhood feel uneasy,
too.(导入课本内容)
2. Learn a few new words and remember
them
quickly .After a few minuters let’s
Have a dictation
3. Reading
① ask the Ss to find out the
information phrases of the three
paras.quickly.First ,ask two questions
About the pictures of the article.
② Explain that something unusual
means people heard strange noises
Listen carefully and
make their
inferences.
All of them read them
Well and do a good
Job.
They turn to page 59
and read the passage
quickly to find out
the main information.
Read the passage
again and find out who
heard the noise.
这个环节引出了这一节课着重要强调的一个词声音
导入环节让学生和老师产生在对事物看法上的共鸣.单词的记忆，有利于文章的学习 理解并且着重练习了本单元重点词汇-uneasy。
快速阅读文章，寻找关键信息，让学生在短时间内找到所需信息，培养学生阅读技巧的运用更深入理解了文章。从细节处着手，
文章中的图片先提问题，
让学生从整体把握感知整篇文章，捉住文章中关键recently. And then ask the Ss to find
out and complete who heard the strange
noises. Let them use scanning to find
out the answers quickly.
③ Ask the Ss if they want to know more
about the mystery and have them read the
passage again and find out the answers
to four questions. Have the Ss look at
the four questions and ask if they know
the meaning or not. Remind them they
should pay attention to the underlined
words.
④ 导入语： Now we know the people in
the neighborhood didn’t find the
noise-maker, but everyone has his or
her own ideas. And then ask the Ss to
find out what the people thought of the
noise. This mind-map can help the Ss
understand the context better.
4. Work in groups: Make an interview
Have the Ss work in groups and make an The student who
answers the question
correctly can get 2
smiling faces. If
they miss one answer,
they can’t get 2
faces.
Read the article
again and answer the
four questions.
Read the passage
again and finish the
mind-map.
Use the mind-map to
Retell the articl
Choose a role and
finish the report. 人物-Victor, Victor’s
friends, Victor’s
wife, Victor’s
parents, Helen and the
woman in the area.
让学生养成仔细认真的好习惯。
针对每一段落设置一些问题，对于学生整体把握文章大有裨益。
思维导图使文章脉络更加清晰，然后配上生动形象的插图，使学生对于人们奇怪噪音的观点在脑子更加清晰和深刻。
思维导图是学生复述文章和背课文的有力保障。有了思维导图背起文章来更容易。
