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1、It must belong to Carla教案Unit 5 It must belong to Carla 知识要点 本单元谈论对事物或人进行猜测和推论。 本单元要点如下： 1 学会对人或事物进行猜测和推论。 2 学会用不同的情态动词表达不同程度的猜测。 一、重点词汇： picnic possible drop count final owner sky catch interview noise wind neighbor director monkey smell finger lift stone 二、重点短语： belong to 属于 be worried 为担心，着急 be a
2、fraid of 害怕 use up 用完 be careful of 小心 三、交际用语： 1. - Whose book is this? 这是谁的笔记本？ - It must be Marys . Hemingway is her favorite author. 肯定是玛丽的。海明威是她最喜爱的作家。 2. - Whose T-shirt is this? 这是谁的T恤？ - It cant be Johns. Its much too small for him. 它不可能是约翰的。对他而言，这太小了。 3. - Why do you think the man is running
3、? 你觉得那个人为什么跑？ - He could be running for exercise. 他可能是为了锻炼。 四、语法聚焦： 1. - Whose notebook is this? - It must be Nings. It has her name on it. 2. - Whose French book is this? - It could be Alis. She studies French. 学法导入 想想这段时间你丢过什么东西吗？如果丢过，不妨来做些猜测：东西可能丢在什么地方了。想想，在猜测时，我们是不是会用到一些不确定的词，如：“可能，也许，大概”等？ 情感培养
4、 联系实际，学会对不确定的事情做出推测。 通过对谚语、格言的猜测和学习，进一步感知异国文化。 第一课时 Section A Step 1 A game Prepare a box with some things in. Ask the students to guess what is in it. Then ask one student to feel the things in it and tell the others what they are. Review the word spelling of these things. Step 2 Watching and writi
5、ng 1a. The students look at the picture and talk about the things they see. Then write the things in the correct columns in the chart. Step 3 Talking Take out the things that are in the box. Ask, “Do you know whose book is it? Do you know whose hat is it?.” The answers will vary. When the students s
6、ay, “Maybe it is”, help them to say it in another way, “It may be. It might / could be.” When the students say, “It is.”, tell them to say,” It must be” Point out when we are not sure about sth, we can use “may, might, could” to make inferences. When we think something is probably true, we can use “
7、must ”. Step 4 Listening and practicing 1b. Students listen and match each person with a thing and a reason. Ask the students to practice the conversation in the picture in 1a. and then make similar conversation to the one in 1c. Step 5 Listening Say “Bob and Anna found a backpack in front of their
8、school. They are guessing whose bag it is. Listen and write down the things in the backpack.” Ask the students to write down the things in the box in 2a. Then get the students to listen again. Fill in the blanks in 2b. Step 6 A game Collect some things from the students. Then ask the students to gue
9、ss whose things they are by using “ It might be. It must be. It cant be.” and so on. Step 7 Homework Ask the students to finish 2 教学反思 以下是我对这节课的反思，有成功的地方，可以在以后的教学当中继续使用的，当然也有不足的地方，这些在以后的教学当中应该避免的。优点有如下两点： 1 创设语言情景，激发学生的探究欲望。语境对语言的学习与运用都非常重要。如果语言能够在一定的情景中呈现，则容易被学生理解和掌握；而缺乏语言环境的机械操练则容易使学生产生厌烦情绪，所以我在语境
10、当中让学生体会和学习定语从句。 让学生观看一些风景图片并引导他们说：“The place that Miss Zhao visited last summer is Mount Tai .” 泰山是祖国的名山，学生对此了如指掌，引导学生说：“ Mount Tai is a place that many people want to visit. ” 接着让学生用老师或班里的学生来造定语从句的句子。游戏如下： A game: Who is the teacher? Who is the teacher who is thin and tall? Who is the teacher who w
11、ears glasses and is strict with her students? Who is the teacher who has long and curly hair? 此时学生们思维非常活跃，大多学生抢着发言。 定语从句是重点也是难点，以前我以传统的灌输式为主，我告诉学生语法，学生死记硬背。这种教学效果不好，而且容易使学生丧失兴趣，也不利于培养学生学习的积极主动性。这节课我采取以“学生为主体，教师为主导”的教学方法，注重由学生自己进行研究和探索，同时也要求教师为学生创设探索情境，营造探索氛围，评价探究的得失，是一种与英语新课程理念相符的教学模式。我为学生创造定语从句的语境和
12、话题，留给学生根多自由空间；既不脱离教材，又不局限于教材；不仅使学生掌握了课本内容，还使他们学到不少与课本主题相关的课外知识。 2 运用多媒体教学，形象直观，容量大。能运用图片等大量资料使学生对学内容感兴趣和创设语言环境。美中不足的地方是：学生的参与度不均衡。有一些学生习惯于当听众，很少发表甚至从不发言，渐渐地他们对一切语言学习活动都漠不关心。有些学生习惯了做学习活动的旁观者，这于我的教学方式不无关系。以后培养每一个学生的发言的习惯和兴趣,总之，这节课充分利用了祖国的名山大河的直观形象的特点，和学生感兴趣的老师和学生为话题，充分调动了学生的学习兴趣和积极性，同时提高了课堂教学效果，很受学生的欢
13、迎。课后，我想起三句话： Tell me, and I will forget. Show me, and I will remember. Involve me, and I will understand. 英语课程标准倡导要教学过程 中运用任务型的教学模式，让学生在教师教学的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，以形成积极的学习态度，促进语言实际运用能力的提高。能力的培养有多种有效途径。这节课充分利用了“知识活动能力”这一途径，即知识通过学生的活动转化为能力。一开始，我利用图片导入新课，使学生对标题有一定的了解，并感兴趣，立志认真学好这节课，从而达到了教育教学的目的。然后，利用图片进行巩固新知识，使学生以自己的良师益友为话题，并操练了恰当的词汇和句型。不但掌握好了定语从句，而且语言表达能力有一定提高。最后，让学生用定语从句编购物的补全对话，购物的补全对话是中考重要知识点，这样学生能够达到综合运用本节课词汇、句型的作用，知道知识是相通的。 纵观整节课的互动教学，我恰到好处地运用教学资源，能调动学生的学习积极性，激活学生的思维，并且快速反馈，及时帮助学生将知识转化为能力，大大地提高了教学效果。21世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21世纪教育网
