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視頻標簽：belong to Ca
所屬欄目：初中英語優質課視頻
視頻課題：人教九年級Unit8 It must belong to Carla Section A 2a—2d江西
教學設計、課堂實錄及教案：人教九年級Unit8 It must belong to Carla Section A 2a—2d江西省 - 瑞金
教案
課題 Unit8 It must belong to Carla (section A)
年級 九年級
單位 瑞金四中 教師 楊莉紅 教材 義務教育課程標準試驗教科書人教版新目標英語（九年級全一冊） 課型說明
新授課，聽說課型 教 學 目 標 1. 知識目標:
掌握新單詞及詞組：
whose, valuable ,pink ,attend a concert,must be,can’t be,at the picnic,belong to,the rest of my friends,pick up
2. 能力目標：學生通過學習本課內容學會運用情態動詞
must,can’t,might和could來推測物品的所屬。
3. 情感目標：利用本課教學短期目標激勵學生表演，增強學生學
習英語的興趣，同時通過學習本課內容讓學生能夠形成樂于助人和拾金不昧的良好品質。
教學重難點
1.-Whose schoolbag is this? -It must be Linda’s schoolbag.
2.The hair band can’t belong to a boy.掌握和運用以上句型來表推測 教學方法 1.恰當運用多媒體輔助教學，運用了音頻等有效素材。 2.充分調動學生的積極性，以學生為中心，開展各項英語教學活動。 課前準備
課題，圖片，實物，多媒體課件 教學過程
教學意圖
Step 1 Greeting
Step 2 Presentation
1.prepare a big schoolbag with many things before class.Then, tell students you picked up it and many students picked up a few things and gave them to you.
2.Next,ask students to guess whose things they are one by one as the following:
T:whose white hat is this?Who knows and tell me?
S1:It might be...
T:Does this white hat belong to you? S2:No,it must be... ...
Step3 Consolidation
1，show two students’ photos and a picture of glasses. Then ask students to guess whose glasses these are according to the feature of students’ pictures as the following: T:whose glasses are these?
拿出課前準備好的一個大書包，并且提前在里面裝好若干實物，而這些東西和書包都是學生們的所屬物。告訴學生老師昨天在來學校的路上撿到了一個大書包，并且幾個學生在教室附近撿到了一些物品交給了我，現在我拿來問問大家是否知道是哪個同學的，若知道，請告知老師，我要把這些東西還回給本人。通過邊從書包拿出實物邊用上節課所學的以及參入本節課即將要學的知識來提問學生誰能告訴我這是誰的東西，學生們用情態動詞進行推測物品的主人。這樣讓學生非常直觀的復習和感知情態動詞表推測的用法，同時讓學生在一個非常親近的情境中學習，可以更
Ss:They must belong to Li xi.Because she wears glasses.
2.Show some students’ photos and ask students to play a guessing game as the following: T:Who is he?
S1:It can’t be ...Because he doesn’t wear jeans. S2:It might be...Because they are tall. S3:It must be...
Step4 Listening (2a&2b)
1.At first, tell students the teacher picked up a
Schoolbag and returned it to the owner. And now my another two students Bob and Anna picked up a schoolbag too.
2.Then play the recording for the first time and hear whose schoolbag this is and write down The things in the schoolbag.
3.Check the answers.
4.Play the recording for the second time and fill in the blanks with modal verbs must,can’t,could,might.
5.Check the answers.
Step 5 Practice
1.Give students a few minutes and ask them to make their own conversations
2.Ask two or three groups to the front of classroom to perform their conversations.
Step 6 Role-play the conversation(2d)
1.Tell the students my student Linda is worried and she is looking for her schoolbag
2.Play the tape and ask students to hear what’s wrong with Linda and what she and her mother are talking about.
3.Play the tape again and ask students to read it after the tape
4.Ask students to retell the conversation
5.Give a few minutes to students to role-play the conversation
6.Ask some groups to show their practice.
好的理解并掌握這些詞的運用，增強他們對新知識在實際生活中的應用，同時也通過這樣的情境教育學生助人為樂和拾金不昧的良好品質。
課前拍了一些學生的照片并做成了課件。現在把他們展現給學生看并讓他們進行 猜測游戲。通過展示身邊同學的照片，帶給學生視覺享受，大大增強了他們對英語的的興趣以及進一步熟悉了本課知識目標的掌握和運用。
通過讓學生表演展示的方式加深學生對新知識的學習理解及運用，并讓學生在快樂中學習，激發學生學習英語知識的興趣。
通過2d的聽和朗讀訓練，引導學生自己發現規律，使他們能夠自己對對話中含有情態動詞表推測的句子以及一些短語和句型進行復述，讓學生基本掌握情態動詞表推測的知識運用。然后讓學生進行對話角色練習并叫幾組學生展現他們的表演，在快樂表演中進一步鞏固學生們對新舊知識的運用。
Homework
1.Correct some students’ childhood photos and guess who they are 2.Correct some students’ things and guess whose things those are. Blackboard design：Unit8 It must belong to Carla(section A)
1.-Whose schoolbag is this? -It must be Linda’s schoolbag.
2.The hair band can’t belong to a boy.
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