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Unit 8　It must belong to Carla.Section A (1a-2d)
教学课题 Section A (1a-2d)
核心 词汇 Important words:whose,truck,picnic,rabbit,attend,valuable,pink,anybody Important phrases:at the picnic,belong to,pick up
核心 句式 1.It must belong to Carla. 2.—Whose book is this —It must be Mary's. 3.I attended a concert yesterday so it might still be in the music hall. 4.So it can't be stolen. 5.I think somebody must have picked it up.
技能与策略 学习要点 1.教会学生用情态动词must,might,could,can't对现实情况进行推测; 2.指导学生学会推理。 3.指导学生对现实情况进行合理地推理和判断,提高自己的判断力。
教学 重难点 1.掌握本课时中出现的生词。 2.学会描述表示物品所属的提问和回答。
教学过程
◆Step 1　Leading in Teacher:come into the classroom with a book and ask the students:I have a book.But it isn't mine.Whose book is this,do you know We can guess and make inferences.But how to make inferences Today we will learn how to make inferences by using must,might,could & can't.Let's look at Unit 8—It must belong to Carla. 设计意图创设真实情景,导入新课。
◆Step 2　Presentation 1.Talk about the pictures ( and learn the new words and phrases. Whose...is this It must/might/could/can't be sb.'s. (It must/might/could/can't belong to sb.) 2.be sb.'s=belong to sb. 设计意图明确课时教学目标,用图片引入新课,让学生记忆新词,强调belong to的用法。保证任务梯度,顾及全体学生。
◆Step 3　Work on 1a 1.Ask students to focus attention on the picture.Have students point to each item and say out its name. 2.Ask students to pay attention to the chart with the headlines Clothing,Fun things and Kitchen things at the top. 3.Get students to complete the task on their own. 4.Show the correct answers on the screen.(
教学过程
◆Step 4　Listening 1b 1.Whose...is this Do you know whose toy truck this is Now please listen to the recording and find out whose these things are,and match the things with the persons while listening. 2.After listening,ask some students to tell the class their answers.Check the answers by asking and answering like this: —Whose volleyball is this —It must belong to Carla. ◆Step 5　Pair work 1c Practice the conversation in the picture above.Then make conversations using the information in 1b. ◆Step 6　Listening 2a & 2b Work on 2a 1.Bob and Anna found a schoolbag at the park.“What's in the schoolbag ” Play the recording for the first time.The students listen to the tape only. 2.Play the recording a second time.Students write down the things in the schoolbag. 3.Check the answers.( Work on 2b 1.Play the recording.Have students listen to it and fill in the blanks. 2.Check the answers.( 3.Make sure that students know how to use the words must,might,could and can't.Read the explanations to the class. ◆Step 7　Pair work 2c Read the instructions to the class.Invite a pair of students to act it out to the class. ◆Step 8　Role-play 2d 1.Scan the conversation and answer the question:( What can't Linda find 2.Read it more carefully and answer the following questions.( (1)What did Linda do yesterday (2)What's in her schoolbag (3)Where might her schoolbag be 3.Explain some difficult points and then ask the students to practice the conversation in pairs. ◆Step 9　Summary 1.New words and useful expressions.( 2.Sentence structures.( ◆板书设计 　　　　　　　　　　Make inferences must　　　　　　 —Whose...is this might —It must/might/could/can't be sb.'s. could —It must/might/could/can't belong to sb. can't 　be sb.'s= belong to sb.
教学过程
◆课堂练习 Ⅰ.根据句意及首字母提示完成单词 1.—W　　　　 book is this —It must be Mary's. 2.Her parents went to Shanghai to a　　　　 a meeting last week. 3.What food shall we bring for the p　　　　 tomorrow 4.There is something v　　　　 in the bag,so you must be very careful with it. 5.R　　　　 are lovely animals.I would like to have one as a pet. Ⅱ.用适当的情态动词填空 1.The notebook 　　　　 be Mei's.Her name was on the cover. 2.The homework 　　　　 be Carol's.She wasn't at school today. 3.The soccer ball 　　　　 be John's or Tony's.They both play soccer,don't they 4.The French book 　　　　 be Li Ying's.She's the only one who's studying French. Keys:Ⅰ.1.Whose　2.attend　3.picnic　4.valuable　5.Rabbits Ⅱ.1.must　2.can't　3.might/could　4.must ◆Step 10　Homework 1.Review the new language points. 2.Preview the new words.
教学反思 英语教学应以培养学生对目标语言的综合运用为目的。本节课采取了情景教学模式,最大程度地激发学生的学习兴趣,从听、说、读、写各方面锻炼了学生运用英语语言的能力。在老师的引导下,学生逐步学会从语言现象透视语法本质,从而轻松完成了教学任务。

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