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視頻標簽：must belong,to carla
所屬欄目：初中英語優質課視頻
視頻課題：人教新目標英語九年級Unit8it must belong to carla section A1a-1c山西省優課
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I Teaching Aims and Demands： 1. Knowledge goals： (1) Words and expressions
belong, belong to, whose,truck, picnic,rabbit (2)Target Language
Whose volleyball is this? It must be Carla’s. 2. Ability goals：
(1).To learn to use modal verbs like must, may, could, might ,can’t to make inferences.
(2.)To use some information to make inferences reasonablely. 3. Moral goals：
To get to know each other well by learning this class. II Teaching Key Points：
Learn to make inferences using “must”,“might”,“could”,“can’t”. III Teaching Difficult Points:
1. Learn to make inferences using “must”,“might”,“could”,“can’t”. 2. Oral practice using the target language. Ⅳ.Teaching Methods 1. Scene teaching method 2. Listening method 3. Pairwork
4. Guessing games V. Teaching Aids 1. Real objects 2. A tape recorder 3. A projector
VI Teaching Procedures： Step I greeting and lead-in
T: Hello, boys and girls! This class we are going to learn Unit8. Please look at the screen, “That must be Calar’s”. When we talk about things we are not sure of them, we can use the words could, might, must and can’t to make conferences. For example: It could be Li Ming’s .It might belong to Li Ming.It must be LiLi’s. It can’t belong to any other students .
(通過講解引出本課的重點單詞could, might, must ，can’t和belong to.的用法，以及例題的討論和講解，學生深入對這幾個情態動詞的理解。利用猜測游戲來操練句型，能有效地吸引學生的注意力。利用游戲的形式可以激發學習興趣。讓學生自己尋找規律，將探究式學習運用于課堂教學中。) Step II 1a
T: Look at the pictures on the screen. What can you see? Answer it as quickly as you
can. (讓學生搶答) S1: … S2…
T: You did a good job just now .This time please discuss with your partner and write
down the things you see in the correct columns in the chart.
(Point out the sample answers. Get the students to complete the task on their own. As they work, move around the classroom checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector. )
（通過多媒體課件展示出豐富多彩的圖片，刺激
學生的視覺感官，避免了枯燥乏味的說教，激發
學生的學習積極性。）
Step III Listening
T: Read the instruction in 1b and find out what you
are asked to do.
SS: To match each person with a thing and a reason. T: As you listen, draw lines to connect the person
in the first column with the thing in the second column. We’ll listen the tape for
twice.Then draw another line to connect the thing in the second line with the reason in the third column.And we are going to listen to it for twice.
(Call the students’ attention to the chart. Set a time limit of two minutes. Students read the persons , the things, and the reasons .)
T: Now , listen for the first time to get the key information : who, what and why . Keep them down while listening. (Point out the sample answer.)
T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word “volleyball” in the second column is connected with the sentence “She loves volleyball” in the third column.
(Get the students to listen to the tape again.)
T: Now listen to the tape again. This time you should listen and match each person with a thing and a reason.
(After that , check the answers with them and then read after the tape.)
T: After listening to the tape , we know that they on a picnic. When you are on a picnic , can you throw rubbish here and there ? SS: No, we can’t . T: Why not?
SS: Because we only have one earth. We must protect the environment. T: You are right.
(通過聽前閱讀要求，讓學生明白在聽的過程中應有意識地去聽什么。通過聽，訓練學生的聽選信息的能力，而且再讓學生根據課文給出的聽力題去大膽的進行推測，猜想正確的答案，再細心聽聽力去檢驗推測正確與否。之后跟讀，可以感受標準語音,培養學生的語音和語調。同時利用聽力內容對他們進行愛護環境的教育。寓思想教育于語言教學之中。對聽力原文進行講解) Step IV Speaking
Task 1 Make conversations using the information in the chart in 1b.
Clothing Fun things
Kitchen things hat volleyball plate jacket CD cups
T-shirt toy car magazine book
T: We heard just now that the owners of the things and the reasons why the things belong to them. Next , make conversations with the help of the information in the chart in 1b. First , you’d better read the example in the box. Then talk about who each thing might belong to and give a reason.
(Get students to practice in pairs. As they work, move around the classroom listening to on various pairs and offering help with language and pronunciation as needed. After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.) Task 2 Play a guessing with your classmates.
T: Work in groups of four to guess the owners of the things and tell the reasons why you think so. One of you should get some things from other students,such as a watch ,a book, or a notebook. Of course, three of you can’t see and try to guess the ownersusing the sentences: “Whose …is this ?” ”It can’t…/ It might / It must …/ It could…”
“Whose … are these?” ”They can’t…/ They might… / They must …/ They could…” （通過任務1的訓練，可以讓學生鞏固聽力中所學的句型即操練本課的目標語，又可以訓練學生的說話能力，同時為任務2作鋪墊。任務2利用學生身邊的物品進行猜測，使學生在輕松有趣的氣氛中鞏固了對情態動詞的理解，讓學生在不停的訓練中體驗情態動詞在句子中的靈活運用。同時也使學生在通過自己的猜測中學會邏輯判斷。整個過程生動活潑，人人參與，讓全班同學得到充分的體驗和參與。始終以學生為中心，特別讓中下等的學生得到語言交際的鍛煉。） Step V Exercise
Fill in the blanks with the words “must” “could” “might” or “can’t” 1. Whose football is this?
It _____ belong to Mark . He’s on the football team. 2. Whose English book is this?
It ______ be Jen’s. Look , her name is written on it. 3. Whose suit is this?
It _______ be Mike’s. He is so tall that it would never fit him. 4. Whose photos are these?
They ______ belong to Megan or Carla . They are both in the pictures. 5. Whose candy is this?
It _____ belong to David because he never eats sweets.
(根據精講多練的原則組織學生練習，通過練習，使學生進一步鞏固本課所學的重點---情態動詞表示猜測的用法，鍛煉學生運用知識的能力。) Step VI Summary
T: In this class, we have learned the key vocabulary words. Can you tell me what they are?
SS: (If the students can not say them out, help them.)
T: And we also learned the words “must” “could” “might” and “can’t” .Can you tell me how to use these words?
SS: (Help them to use these words in sentences.)
(通過總結讓學生回憶這節課所學的知識，掌握本課的重點所在。)
Homework：
Make sentences using the words “must” “could” “might” and “can’t”.
（通過讓學生造句，可以讓學生進一步對情態動詞表示猜測的用法的理解和鞏固，還可以達到訓練學生寫的目的。）
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