Unit5ItmustbelongtoCarla说课稿.docx
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Unit5ItmustbelongtoCarla说课稿
Unit5ItmustbelongtoCarla.
(SectionA1a-Grammarfocus,GradeNine)
Ⅰ.TeachingMaterial(教材)
《新目标英语Goforit》九年级人教版
Unit5ItmustbelongtoCarla.(SectionA1a-Grammarfocus,GradeNine)
Ⅱ.Guidingideology(整体设计思路、指导依据说明)
依据国家新的英语课程标准、新大纲的理念,英语教学要构建旨在培养创新精神和实践能力的学习模式和教学模式,要注重培养学生的观察、记忆、思维、想象能力和学习策略。
因此,我们的新课程的教学观应是:
面向全体学生,注重素质教育;整体设计目标,体现灵活开放;突出学生主体,尊重个体差异;采用活动途径,倡导体验参与;注重过程评价,促进学生发展;开发课程资源,拓展学用渠道。
Basingonourcountry’snewideasofEnglishcoursestandard,newoutlines,Englishteachingshouldfoundthestudymodeandteachingmodeofdevelopingcreativespiritandpracticalabilities.Weshouldfocusondevelopingstudents’techniquesofobservation,memory,thinking,imaginationandstudy.Therefore,ourteachingideologynowis:
Focusonallthestudentsandqualifyeducation;designthetargetscomprehensively,andhaveflexibleanddiversifiedforms;Encouragelearner-basedteachingandstudents’variouspotentials;letstudentsobserveandlearnfrompracticalexperiment;encouragethestudentsbyvaluethem;widenstudyandapplicationwiththeopenteachingmaterials.
Ⅲ.AnalysisoftheMaterials(教学内容分析)
本单元中心话题是“野炊”,谈论对事物的推测,主要语法是情态动词mightcouldmustcan’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belongto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。
Topicofthisunitis“picnic”,throughwhichwearegoingtolearnhowtomakespeculation,presentedbymodalverbssuchas“might”,“could”,“must”,“can’t”,andsoon.ModalVerbisanessentialpartofmorphology.Ithelpsusforbettercommunicationandclearerreading.Thisisthefirstperiodoftheunit,andthemaintaskistoletthestudentsunderstandmodalverbsandgettoknowhowtousethemtomakespeculation.Withtherelevantinformation,studentscouldtrytospeculatetheownersofobjects.Logicalthinkingandextrapolabilitycouldbeimprovedduringtheclass.Itisdifficulttodistinguishtheusageofphrase“belongto”frompossessivenouns.Wewillovercomeitbyrepeatpractice.
Ⅳ.AnalysisoftheStudents(学生情况分析)
我校的学生对英语学习有较浓厚的兴趣和热情。
他们活泼、好动、好奇心强,模仿和记忆力强,以意义为先(goformeaningfirst),表现欲和自尊心强,希望得到老师和同学们认可和赞扬。
且他们喜欢谈论自己身边的事物,本单元的主题符合他们的心理特点。
然而,我校的学生相对重点中学的学生来说,英语基础较为薄弱,且学习压力大,所以我在教学当中一定要注意基础的巩固,也就是语言的输入一定要充分,并且需要尽量将学生们的兴趣与英语学习以及解题能力结合,争取最大的课堂效率。
StudentsinmyschoolhaveastronginterestinlearningEnglish.Theyarelively,sociablewithastrongcuriosity,imitationandmemory.Theygoformeaningfirstandhopetoberecognizedandpraisedbytheirteachersandclassmates.Theyareinterestedinthethingsaroundthem.Thistopicstatestheirpsychologicalcharacteristics.However,comparedwithstudentsinkeymiddleschools,studentsinourschoolareweakinEnglishandinagreatpressureintheirstudy.SoIhavetofocusonbasictraininginEnglishteaching.
Ⅴ.TeachingDesign(教学设计)
教学
目标
语
言
目
标
★ Keyvocabulary:
belongto,author,picnic,hairband,possibly
★ Grammarfocus:
ItmustbeCarla’s.
Itcould/mightbeAlice’s.
ItmightbelongtoHelen.
Itcan’tbeJohn’s.
★ Guideto:
1.Howtousethemodelwords:
must(100%),could/might(20%-80%),can’t(0%)
2.Howtouse:
besb’s=belongtosb
能
力
目
标
★Trainstudents’communicativecompetenceusingthetargetlanguage.
★Trainstudents’listeningskillsandlearntotakebriefnotes.
情
感
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。
★Bringtheirlitterbacktokeepourenvironmentcleanandtidy,loveourhome,lovetheearth---theonlyplanetwecanlive.
语言结构
★Itmust/could/might/can’tbesb’s.
★Itmust/could/might/can’tbelongtosb.
语言功能
★UseModelVerbstotalkabouttheownersofthethings.
教学
策略
★通过听、说、讨论、游戏及色彩缤纷的动画、图片欣赏等让学生在做和玩的过程中学习英语,体验成功,感受学习英语的乐趣。
★通过合作学习,启发学生思维,培养学生的团队意识,提高学生的主动性和参与性;让学生学会自主学习,从感性材料中总结规律,完成所给任务。
学习
策略
★IrequestthestudentstostudyEnglishindependentlyandcooperatively.EachunitinGoforitcontainspairwork,groupworkandsurvey.Thestudentswhositatthesametableandgroupscanmakeadiscussionandlearnfromeachother.Itmakeseachstudentrelaxed.Theyneedn’tworryaboutmakingmistakes.Itcanarousestudentstothinkandtosaywhattheywanttosay.Studybecomesmorerelaxingandpleasinginthiskindofsituation.
重点
★thetargetwords,belongtoandtheModelVerbs.
难点
★Trainthestudentsabilitiesoflistening,speaking,readingandwrtiting;
★Letthestudentsmastertheusageofmust,might,could,can’t.
Ⅵ.TeachingProcedures(教学步骤)
Warmingup
课前热身,让学生学生在课间听一首英文音乐,使其进入提前进入英语课堂中,从而也激发学生学习英语的兴趣。
Step1:
Leadin(3分钟)
在师生互相问候后,我对学生说:
Doyoulikethissong?
Doyouenjoymusic?
Thenlet’splayamusicgame:
Luckytoopenthedoor.
以此引出本单元目标语言:
Itcan’tbe…(不可能,0%);Itmight/couldbe…(有可能,20-80%);Itmustbe---(肯定,100%)
Whatkindofsongisit?
IsitaChinesesong,anEnglishsongoraJapanesesong?