初中英語《Unit3ItmustbelongtoCarla》優(yōu)質課教案、教學設計

1、Unit 3It must belong to Carla. (Section A 3a-3c)教學設計教學方法和學習策略1.教學方法：(1)情景交際法：本單元話題主要圍繞“推測物品”展開，并進一步引入神秘事件這一話題，集中呈現(xiàn)與學習表示推斷的相關詞匯。本部分的教學目標是要求學生能聽懂掌握情態(tài)動詞must,could, might 的用法。(2)任務型語言教學法：設計多種任務活動，提供給學生合作交流的空間和時間，促使學生 為完成任務和同學進行合作，為完成任務進行探究學習。(3)開放性教學策略：開放性地處理教材，結合教材插入學生感興趣的圖片、音像片段等，豐 富學生知識，拓寬他們視野，實現(xiàn)知識的整

2、合。2.學習策略(1)合作學習：在與同學合作完成任務的活動中形成合作學習和探究學習的學習方式，引導學生積極思考，善于抓住英語交流的機會。在活動中相互探討、相互交流、相互合作，從而獲得知識、 技能和情感體驗，發(fā)展他們的能力。(2)通過小小匯報家、展開想象力等有意義的任務活動，創(chuàng)設情景，激發(fā)學生的學習熱情，培 養(yǎng)他們的概括和推理能力，發(fā)揮他們自己的主觀能動性，把被動的學習變?yōu)橹鲃訉W習，讓學生 鞏固所學語言知識。學習目標確立：Learning objectives1. Knowledge Grasp the words & expressions of the reading: noise-

3、maker, wolf, uneasy, have fun (in)doing, anything strange, see sb./sth. doing Grasp the sentences:It might/must/could be 2. AbilityLearn to make inferences using the target language: It might/must/could be3. EmotionBelieve in science.課堂活動設計:教師活動設計學生活動設計設計意圖吉、ReviewReview the knowledge:讓學生在真頭的語后環(huán)境Can

4、 you guess what it is?we' ll learn unit 3 -Section A 3a-4c.and try to use" migcould/ must " to make inferences.Read the title after the teacher.lh中體驗，感知幾個情態(tài)動 詞表示猜測的用法，并能 再語境中進行實踐，實現(xiàn) 了語言的工具性。二、Show the learning objects:（導入語） Before we go into the newlesson, I think it' s necessary t

5、o knowlearning objectives first.Look at the screen and know the learning tobjectives.教授新知之前讓學生清楚 的知道本節(jié)課要達到的學 習目標，做到有的放矢。對目標的設定分成知識，能力，情感三方面，緊扣 本節(jié)話題。三、Presentation1. Leading into the readingDid you hear kinds of noises?Where did you hear them? and how they felt when they heard the strange noises. And

6、 then tell them my feeling and the people in the neighborhood feel uneasy, too.（導 入課本內容）2. Learn a few new words and remember themquickly .After a few minuters let'Have a dictation3. Reading ask the Ss to find out the information phrases of thethreeparas.quickly.First ,ask two questionsAbout the

7、 pictures of the article. Explain that something unusual means people heard strange noises recently. And then ask the Ss to find out and complete who heard the strange noises. Let them use scanning to find out theanswersListen carefully and make their inferences.All of them read them Well and do a g

8、ood Job.They turn to page 59 and sread the passage quickly to find out the main information.Read the passage again and find out who heard the noise.The student who answers the question correctly can get 2 smiling faces. If they miss one answer, they can ' t get 2 faces.這個環(huán)節(jié)引出了這一節(jié)課 著重要強調的一個詞聲音導入環(huán)

9、節(jié)讓學生和老師產(chǎn) 生在對事物看法上的共鳴. 單詞的記憶，有利于文章 的學習 理解并且著重練習 了本單兀重點詞匯- uneasy?？焖匍喿x文章，尋找關鍵 信息，讓學生在短時間內 找到所需信息，培養(yǎng)學生 閱讀技巧的運用更深入理 解了文章。從細節(jié)處著手 文章中的圖片先提問題， 讓學生從整體把握感知整 篇文章，捉住文章中關鍵 人物-Victor, Victor ' s friends, Victor' s wifeVictor ' s parents, HeOend the woman in the area.quickly.Read the article again and

10、 answer the four questions. Ask the Ss if they want to know more about the mystery and have them read the passage again and find out the answers to four讓學生養(yǎng)成仔細認真的好 習慣。針對每一段落設置一些問 題，對于學生整體把握文 章大有裨益。questions. Have the Ss look at the four questions and ask if they know the meaning or not. Remind them

11、they should pay attention to the underlined words. 導入語：Now we know the peoplein the neig hborhood didn ' t finthe noise-maker, but everyone has his or her own ideas. And then ask theRead the passage again and finish the mind-map. Use the mind-map to Retell the articlSs to find out what the peopl

12、e thought of the noise. This mind-map can help the Ss understand thecontext better.I麗/帚布麗f也 如undei'imidiht卻而思紳廿圖助你;也科2tg¥的巾.4. Work i n groups: M ake an interview Have the Ss work in groups and make an interview about the strange happenings in the town. Remind the Ss to pay attention their

13、pronunciation and intonation.Choose a role and finish the report. Before they make the interview, they should be familiar with the reading. Then make the report fluent.Use might/could/must to make inferences about what happened to the three monkeys and try to use some conjunctions to make the story

14、complete and fluent.思維導圖使文章脈絡更加 清晰，然后配上生動形象 的插圖，使學生對于人們 奇怪噪音的觀點在腦子更 加清晰和深刻。思維導圖是學生復述文章 和背課文的有力保障。有 了思維導圖背起文章來更 容易。學生8人一組扮演reading里的任務，每組以記者采 訪報道的形式重現(xiàn)文本內 容，并鼓勵小組成員發(fā)揮 自己的想象充相關內容，toAt the same time, encourage them to add related content andexpresstheir own ideas.5. Discuss in groupsAsk the Ss if they w

15、ant to know the ending of the story. And tell them the noise-maker is three monkeys. Have the Ss develop their imagination and think about what happened to the monkeys. Let them discuss first and then make up a story. I will give them useful words and phrases.先小組練習，最后全班展 示。鼓勵學生發(fā)揮想象力并且 使用本節(jié)課重點內容對故 事結

16、局進行合理想象，并 根據(jù)提示詞自己進行語言 的合理安排并輸出語言。四、Teacher' s wordsWhen you meet strange things, don ' t be uneasy or worried. Just calm down and believe that in the end, things will mend and believe in science.寓教于學在學習知識的過程中，不 忘記對學生情感的教育， 讓學生不要被負面情緒影 響，相信船到橋頭自然直O(jiān)五、Homework（ 一過L ）1 .鞏固作業(yè)Finish and perfect the story.2 .實踐性作業(yè)Hav