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1、教学设计（教案）基本信息学 科英语年 级九年级教学形式教 师朱红柳单 位黄柏中心学校课题名称Unit5 It must belong to Carla(Section A)学情分析本单元主要让学生进行推理和猜测，从而掌握情态动词的用法，进而培养学生的判断能力。情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。本节是本单元的第一节，本节的重点是使学生能运用情态动词对物品所属进行推测，通过学习用相关信息对物主的推测来提高学生的逻辑思维能力和推断能力。难点是区分belong to 和名词所有格表所属关系的运用。利用反复操练的形式来突难教学难点。学习兴趣的激发和树立学习信心是很重要的。
2、因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。教学目标分析要点：1.知识目标；2.能力目标；3.情感态度与价值观。1知识目标a识记词汇 author, picnic belong to hair band possiblyb掌握目标语言 Whose English book is this? ItmustbeCarlas.Ithas her name on it. . Whose volleyball is this? It could /might be Alices. She
3、 loves volleyball. Whose pen is this? It might belong to Helen. Its under her chair. Whose T-shirt is this? It cant be Johns. Its too much small for him.2能力目标a学生能用情态动词并根据相关信息对物品所属进行推测。b学生能听懂录音并做简单的记录。3情感态度与价值观 通过开展对物品的推论，培养学生的逻辑思维能力和推断能力。4教学重难点重点：学生能用情态动词并根据相关信息对物品所属进行推测。 能听懂录音并做简单的记录。难点：正确区别运用belon
4、g to 和名词所有格表示所属关系。教学过程Step 1 revision-检测与铺垫1、复习名词性物主代词（ mine ,yours ,his ,hers），教师举起自己的书说：This is my book. Its mine. It isnt yours.接着教师走到前几位同学面前，拿起桌上的物品问其本人，然后再问其他人。 教师问： Is this your notebook? 学生答：Yes, Its my notebook. ORYes, Its mine. 教师问： Is this his/her eraser?. 其他学生答： Yes, Its his/hers. 2、复习名词所
5、有格，教师到学生当中，拿起不同学生桌上的物品问其他的学生。 教师问：Whosebook /ruler / backpack / is this ?或whose is this book/ruler/ ? 学生答：ItsQiuYans /Li Jingxins / He Dongs/Step2 Leading in 自然过渡，介绍新知 1、Teach belong to 教师走到一个学生身边,然后举起他的一支笔说:The pen is He Dongs. We can also say The pen belongs to He Dong./It belongs to him.教师再指着更多的物
6、品让学生说 belong to 的句子。2、sing could/might /must/cant to guess sth.Say: Close your eyes .Then go to students and get some their school things. After a while, ask them to open their eyes and guess.T: Whose ruler is this ? S: It might/could be _s.被猜到的人站起来说True（ 表示猜对）/Fasle（表示猜错）。其他学生就补充说：It must be_s./It
7、cant be _s.Note: must(100%) might, could(20-80%) cant(0%)It must/could /might be Han Leis = It must/could/might belong to Han Lei.Step 3 Game “Who is it?”创设语言环境，激发学生兴趣 让一个学生背向着全班站在讲台上，在座的任何一位学生都可以向他/她挑战用各种声音向其说一句英语，黑板上的学生必须听声音猜人，而且每人只有三次猜的机会，猜对的被评为“火眼真金”奖励一支笔。：It might /could be _.Ss: True. It must
8、be _ 或 Fasle. It Cant be _.Step4 Practice-体验实践，使用语言 1.look at the picture and fill in the chart.(1a)2.Listening(1b) Listen and match persons with things. Read the dialogue and ask students to do pair work.3.Listening(2a&2b) Say: Well listen a conversation between Bob and Anna. They found a backpack
9、in front of school gate, whose is it? Listen carefully and find out whose it is. And make notes as you listen. While listening, ask student to repeat some sentences.Check the answers and read the conversation with you.Step5 Group work布置任务，语言交际“Find the owner”全班分为组，让学生人一组来寻找其他组的物主，每组每人准备两样物品，物品放入一个袋子
10、内，两个小组交换袋子一起来做推测。并把物品和人记录好，最后选代表做报告。Step 7 Exercises巩固知识Fill in the blanks with “must. might, could. cant”.(2c)（）The notebook_ be Mings. It was on her desk.（）The homework_be Carols. She wasnt at school today.（）The soccer ball _be Jhons or Tonys. They both play soccer, dont they?（）The French book _-b
11、e Li Yings. Shes the only one whos studying French.（）I cant find my backpack. It_be still at school.（）The photo _be Lus. Those are his parents.（）The red bicycle_-be Hus. She has a blue bicycle.（）This ticket _be my aunts or uncles. Theyre both going to the concert.Step 8 Summary强调重点 通过询问的方式来指出本节的重点。用
12、名词所有格和 belong to表示物品的所属，根据相关信息用情态动词对物品进行推测。Step 9 Homework拓展运用让学生放学后，猜猜你的同桌和他家人晚上在家可能做什么，写一篇短文。板书设计Unit 5 It must belong to Carla.Belong Whose English bookis this?ItmustbeCarlas. Ithas her name on it. .belong to Whose volleyball is this? It could /might be Alices.She loves volleyballauthor Whose pen
13、 is this ?It might belong to Helen. Its under her chair.Picnic Whose T-shirt is this? It cant be Johns. Its too much small for himHair bandpossiblyNote: must(100%) might, could(20-80%) cant(0%)It must/could /might be Han Leis= It must/could/might belong to Han Lei.作业或预习1. 完成作文；2. 预习Section B自我评价个人课前准备较充分，能够突出重难点，注重激发学生的学习兴趣，以学生为主体，鼓励学生多说，多思考，小组内讨论探讨难点。这节课小组参与还是比较活跃的，不足的是还有部分学困生表现不太明显，不够自信，以后的教学中还要注重对后进生的关注。个人课堂上的评价技巧还有待提高。组长评议或同行评议（可选多人）：本节课教学过程自然、紧凑，学生学习氛围活跃，成功之处在于巧妙运用游戏激起学习兴趣，充分发挥了主体作用，教学重难点也在教师的引导和实践中被攻破，使学生在轻松愉快的环境中学到知识和初步运用语言的。 评议一单位：黄柏中心学校 姓名：华静云 日期：2013/11/5
