人教版新目标九年级英语第八单元教学设计

新目标九年级英语Unit8 It must belong to Carla教学设计

（SectionA1a----2c）

科目： 英语 设计者： 郑富平

学校： 新郑市龙湖镇第二初级中学

授课班级： 九三 学生人数： 62

课题： It must belong to Carla.

课型： 听说课 授课日期：2015.11.24

一、教材分析

本单元中心话题是“神秘事件”，能根据相关信息对事物做推断，主要语法是情态动词might could must can’t表示推测的用法。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might could must can’t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。

二、单元目标

1. 能正确使用本单元的词汇和常用表达：truck, picnic, rabbit, noise, policeman, wolf …

run after, at the same time, belong to, thousands of

2. 能正确运用must, might/could, can’t 进行推断

3. 能根据相关信息预测，推断或续写故事

4. 能有效获取阅读信息，归纳主题

5. 能通过相关的连接词理解句子间的逻辑关系

三、学情分析

本班学生总体英语基础水平薄弱，学习方法欠佳，学困生较多，中等生为少数。学习兴趣的激发和树立学习信心是很重要的。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。我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。

四、学习目标

1、知识目标

a .识记词汇

truck picnic rabbit whose belong to hair band

b.掌握目标语言

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose hair band is this? It could be Mei’s hair band. Or it might belong to Linda.

They both have long hair.

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、德育目标

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。

五、评价方案

提问；小组评比；巩固检测

六、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belong to 和名词所有格表示所属关系。

七、教学过程设计

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. It’s mine. It isn’t 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 . It’s my notebook. Oh! Yes. It’s mine.

教师问： Is this his/her eraser?

. 其他学生答： Yes. It’s his/hers.

2、复习名词所有格，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：whose book /ruler / backpack /… is this ? 或whose is this book/ruler/… ?

学生答：It’ s Si Huishang’s / Li Long ’s/ Gao Shang’s/…

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 Dong’s .We can also say The pen belongs to He Dong./It belongs to him.

教师再指着更多的物品让学生说 belong to 的句子。

2、Using could/might /must/can’t 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）/False（表示猜错）。其他学生就补充说：It must be ______’s./It can’t be _________’s.

Note: must (100%) might, could (20-80%) can’t (0%)

It must/could /might be Han Lei’s = 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。

Ｓ：It might /could be ______.

Ss: True. It must be ___ 或 False. It can’t 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: We’ll listen to a conversation between Bob and Anna. They found a backpack 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15组 ，让学生4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 6 Exercises―――――巩固知识

Fill in the blanks with “ must , might , could., can’t ”

（１）The notebook ________ be Ming’s. It was on her desk.

（２）The homework ________be Carol’s. She wasn’t at school today.

（３）The soccer ball _________be Jhon’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.

（５）I can’t find my backpack. It ________be still at school.

（６）The photo _________be Lu’s. Those are his parents.

（７）The red bicycle ________be Hu’s. She has a blue bicycle.

（８）This ticket _______be my aunt’s or uncle’s. They’re both going to the concert. Step 7 Summary―――强调重点

通过询问的方式来指出本节的重点。用名词所有格和 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。

八、 作业设计―――拓展运用

猜猜你的朋友和家人晚上在家可能做什么，运用表推测的情态动词写一篇短文。

九 、板书设计

Unit 8 It must belong to Carla. Section A (1a---2c)听说课

truck picnic rabbit hair band whose

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose hair band is this? It could be Mei’s hair band. Or it might belong to

Linda. They both have long hair.

Note: be + sb.’s ; belong to sb.

must (100%) might, could (20-80%) can’t (0%)

It must/could /might be Han Lei’s = It must/could/might belong to Han Lei.

十、教学反思

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。

在进行听说读写综合技能课之前，一定要做到老师和学生的课前准备，即要未雨绸缪；再有就是要根据知识目标和学生需要，适当拓展教学内容，进行有主有次、有轻有重的设计。英语学习有时真的像语文学习，需要大量的阅读与积累。 看到学生兴趣盎然地讨论，交流，我真的觉得自己平时做的太少了，公开课的精心准备让我发掘出了许多除了考试之外的东西。作为一名英语教师，学生的客观情况和教学内容的特点让我们不能就教材而教教材，而是要拓展教材，适当的整合教材。这就要求我们的教师不断学习，注意时时提高自己，广泛涉猎，不断创新。

让我们每节课不妨都写好“剧本”，做好“编导”，把英语课的听、说、读、写上得生动、活泼、有内容且贴近学生的实际！

 

第二篇：人教版新目标九年级英语教学设计

人教版新目标九年级英语教学设计

Hongtu middle school : 侯 涛

Title（教学内容）: Unit 13 Rainy days make me sad

Teaching hours（教学时间）: 1 Period（一个课时）

Period（课时）: The first period（第一课时）

一、Chapter content（章节内容）: Section A(1a—1b)

二、Analysis of the Teaching Material（教材分析）:

In this unit, the language aims are to talk about how things affect you and how to express their thoughts about likes or dislikes. Language structure: make sb /sth + adj /do

三、Analysis of the students（学生分析） :

The students have learned the structure: make sb /sth + adj /do. So this class we will mainly teach the adjectives and to talk how things affect you and how to express their thoughts about likes and dislikes while teaching the structure.

四、Teaching aims and demands（教学目的和要求）:

1. Target language: How do you feel about loud music?

Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Waiting for her made me angry.

2. Language structure: make sb /sth +adj Make sb /sth +do

3. Ability objectives

(1) Train students’ listening ability.

(2) Train students’ speaking ability.

(3) Train students’ the ability of using grammar focus .

五、Teaching key points（教学重点）: make sb /sth + adj /do

六、Teaching difficult points（教学难点）:

1. The target language

2. How to train the students’ listening ability.

七、Teaching methods and learning methods（教学方法）:

1. Listening method to improve students’ listening ability.

2. Pairwork to make every student work in class.

3. Task-based teaching method.

八、Teaching tools（教学手段） : a computer ,pictures

九、Teaching procedures（教学步骤）

Step one : Warm－up

1. Ask a student: What is your hobby? S: I like reading. T: Why? S: Because it is interesting.

T: So it makes you interested.

Write down on the blackboard: It makes you interested.

2. Ask the other students, get them to say the word ：Happy, sad ，excited ，relaxed ，nervous， sick ，energetic ，stressed out, tense comfortable …

3. Write these words down and get the students to read the words together.

Step two: Presentation

1. Using the computer to show some pictures, such as an exciting basketball match, a relaxing scenery, a scary snake, an angry face , a comfortable bedroom and so on .

T: How do you feel about Picture 1? Happy? Beautiful? Excited ?Awful ?

S: Excited…

T: It makes me excited …

Show this sentence on the blackboard. Then repeat with the other pictures, get them to say :

It makes me happy .

It makes me awful ……

Step three: Pair work

Show some adjectives and phrases on the screen. Let students make up conversations in pairs. For example:

A: What makes you sad?

B: Rainy days make me sad.

Step four: listening practice

1. Say: Look at the pictures in 1a.There are two restaurants .Please describe them. For example:

In Rockin’ Restaurant ,the paintings on the walls are ugly. The music is too loud . The Blue Lagoon has blue walls , plants , flowers , and a piano player .

Let the students say some sentences about the two pictures. Then ask students: Which restaurant would you like to go to ?Why ? Let them use the structur : make sb/sth +adj to say . For example:

T: I don’t like The Rockin’ Restaurant , because the loud music makes me tense /comfortable……

Then check several students to answer.

2. T: Look at the girls in the picture in 1a.They are Amy and Tina. They are hungry, They want to get something to eat. What do they think of the two restaurants? Look at 1b ,read the sentences, you will hear the missing words on the tape, fill in the blanks with the words you hear on the tape . Play the tape the first time , students only listen.

Play the tape the second time. and say,This time please fill in the missing words.

Check the answers.

Play the tape again, let them read the conversation.

Step five: listening practice

Do the same as step four.

First talk about the pictures in 2a.

Then finish the listening task in 2a and 2b.

Check the answers with the students.

Step six: grammar focus

Look at the grammar box. Invite a student to read the sentences tothe class.

Then let students make sentences with make sb /sth + adj /do. Using the form on the screen to talk how different weather affect the students feeling.

Step seven: summary

In this class, we’ve learnt key vocabulary and the target language loud music makes me tense,loud music makes me want to dance, that movie made me sad.

Step eight : Homework :

1. Finish the dialogue on the screen.

2. Make a dialogue .Ask your friend where he or she would like to go to eat and play . Explain the reason using the structure :make sb / sth +adj /do.

Design on the blackboard.（板书设计）

Unit 13 Rainy days make me sad.

Section A(1a—1c)

adjectives

It makes you happy sad excited relaxed nervous sick

It makes me comfortable stressed tense energetic

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