ItmustbelongtoCarla教学设计.docx

ItmustbelongtoCarla教学设计.docx

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ItmustbelongtoCarla教学设计

ItmustbelongtoCarla教学设计

Teachingdesignofitmustbelongtocarla

ItmustbelongtoCarla教学设计

前言：

小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

unit5itmustbelongtocarla.教案示例

（1）

ⅰ.analysisoftheteachingmaterial

1.statusandfunction

thetopicofthisunitisapicnic,inthisunit,studentslearntomakeinferences.

suchtopicishelpfultoactivatestudents’imaginationandimprovestudents’abilitytodeduce.eitherlessormoreadvancedstudentswillbeactiveintheactivitiesinclass.soit’susefultoimprovestudents’spokenenglishandcommunicativecompetence.

（1）thefirstperiodmainlyintroducesthekeyvocabularyandthetargetlanguagetostudents.throughlisteningandoralpractice,studentshaveabriefunderstandingofhowtomakeinferences.

（2）inthesecondperiod,studentslearntheexactmeaningsofthewordsmust,might,couldandcan’t.

meanwhile,studentspracticelisteningandwritingthetargetlanguage.

（3）whenreadinganarticle,studentscan’thelpmeetingwithsomenewwords.inthethirdperiod,studentsareaskedtopractiseusingthetargetlanguagebytalkingaboutthenewwords,it’shelpfultoarousestudents’learninginterestandimprovestudents’listeningandspeakingskills.

（4）thefourthperiodgivesstudentsfurtherlisteningandoralpracticeusingthetargetlanguagebytalkingaboutanalienischasingaman.

inthisclass,studentshaveabetterunderstandingofthewordsmust,might,couldandcan’t.

（5）inthefifth period,studentslearnmorevocabularywordsfirst,andthenpracticereadingandwritingthetargetlanguage.alltheactivitiesaredesignedtoimprovestudents’readingandwritingskills.

（6）inthelastperiod,studentslearnalotofproverbs.proverbsarefulloftruthandadvice.studentswillbenefitalotinthisclass.

2.teachingaimsanddemands

（1）knowledgeobjects

inthisunit,studentslearntomakeinferencesusingthewordsmust,might,couldandcan’t.

（2）abilityobjects

totrainstudents’listening,speaking,readingandwritingskills.

totrainstudents’abilitytodeduce.

（3）moralobjects

whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

we’llbenefitalotbylearningproverbs.

3.teachingkeypoints

tolearnthekeyvocabularywordsandthetargetlanguage.

tolearntomakeinferencesusingthewordsmust,might,couldandcan’t.

4.teachingdifficultpoints

totrainstudents’listening,speaking,readingandwritingskills.

toenablestudentstograsptheusageofmust,might,couldandcan’t.

5.studyingway

teachstudentshowtomakeinferencesusingmust,might,couldandcan’t.

ⅱ.languagefunction

makeinferences

ⅲ.targetlanguage

whosevolleyballisthis?

itmustbecarla’s.shelovesvolleyball.

itcouldbeted’s.

ⅳ.structure

must,might,couldandcan’t

ⅴ.vocabulary

picnic,chase,escape,belongto,toycar,plate’,mystery,appointment,worried,wake,neighbor,garbage

ⅵ.recycling

suit,land,volleyball,magazine,book,cd,bat,earring,t-shirt,ufo,whose,owner,exercise,dream,anxious

ⅶ.learningstrategies

1.sequencing

2.deducing

ⅷ.teachingtime

sixperiods

thefirstperiod

ⅰ.teachingaimsanddemands

1.knowledgeobjects

（1）keyvocabulary

belong,belongto,plate,author,toy,picnic

（2）targetlanguage

whosebookisthis?

itmustbemary’s.wandawilburisherfavouriteauthor.

2.abilityobjects

（1）trainstudents’listeningskill.

（2）trainstudents’communicativecompetenceusingthetargetlanguage.

3.moralobjects

whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

ⅱ.teachingkeypoints

1.keyvocabulary

2.targetlanguage

ⅲ.teachingdifficultpoints

1.listenforthetargetlanguage

2.oralpracticeusingthetargetlanguage

ⅳ.teachingmethods

1.sceneteachingmethod

2.listeningmethod

3.pairwork

ⅴ.teachingaids

1.blackboarddrawings

2.ataperecorder

3.aprojector

ⅵ.teachingprocedures

stepirevision

checkhomework.invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.

stepⅱ1a

thisactivityintroducesthekeyvocabulary.

writethekeyvocabularywordsontheblackboard.

belongv.

belongto

platen.

authorn.

toyn.

picnicn.

saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.

askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.

belongmeanstobeownedbysomebody.

anauthorisawriterofabookoraplay.

apicnicisamealeatenoutofdoors.

theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.

focusattentiononthepicture.havestudentspointtoeachitemandsayitsname.callstudentsattentiontothechartwiththeheadlinesclothing.funthingsandkitchenthingsatthetop.invitedifferentstudentstoexplainthemeaningsofthecolumnheads.

say,pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.pointoutthesampleanswers.getstudentstocompletethetaskontheirown.astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.

showthecorrectanswersonthescreenbyaprojector.

clothing        funthings      kitchen

things

hat             volleyball      plate

jacket          cd            cups

t-shirt         toycar

magazine

book

stepⅲlb

thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

callstudents’attentiontothechart.setatimelimitoftwominutes.studentsreadthepersons,thethingsandthereasons.

say,youwillhearaconversation.asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.

pointoutthesampleanswer.say,thenamecarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.

playtherecordingthefirsttime.

studentsonlylisten.playtherecordingagain.thistimestudentslistenandmatcheachpersonwithathingandareason.

checktheanswers.

answers

jane’slittlebrother—toycar—hewastheonlylittlekidatthepicnic.

mary—book—wandawilburisherfavouriteauthor.

carla—volleyball—shelovesvolleyball.

dengwen—magazine—helovescats.

grace—cd—shealwayslistenstoclassicalmusic.

tapescript

girl1:

whosevolleyballisthis?

boy1:

itmustbecarla’s.shelovesvolleyball.

girl1:

howaboutthistoycar?

girl2:

oh,thattoycarmustbelongtojane’slittlebrother.hewastheonlylittlekidatthepicnic.andthemagazinemustbelongtodengwen.helovescats.

boy1:

oh,andlook,someoneleftabook.

girl2:

oh,yeah…thisbookmustbemary’s.wandawilburisherfavouriteauthor.

girl1:

ok…andhowaboutthiscd?

girl2:

hmmmmm…thecdmustbelongtograce.shealwayslistenstoclassicalmusic.

stepⅳ1c

thisactivityprovidesoralpracticeusingthetargetlanguage.

pointtothepictureinactivitylb.invitepairofstudentstosaytheconversationinthespeechbubbles.

sa:

whosevolleyballisthis?

sb:

itmustbecarla’s.shelovesvolleyball.

pointouttheconversationinthebox.inviteanotherpairofstudentstosayittotheclass.

sa:

whosebookisthis?

sb:

itmustbemary’s.wandawilburisherfavouriteauthor.

writetheconversationontheblackboard.

pointoutthechartinactivity1b.say.

nowworkwithapartner.startbyreadingtheconversationsinthepictureandinthebox:

thenmakeconversationsusingtheinformationinthechartinactivity1b.talkaboutwhoeachthingmightbelongtoandgiveareason.getstudentstopracticeinpairs.astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.

afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity.getdifferentpairsofstudentstosaytheirconversationstotheclass.

stepⅴsummary

say,inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.

stepⅵhomework

（1）sayandrememberthespellingofthevocabularywords.

（2）saytheconversationsinactivity1ctogetafurtherunderstandingofthetargetlanguage.

stepⅶblackboarddesign

unit5itmustbelongtocarla.

sectiona

thefirstperiod

1.keyvocabulary:

belong

v.

belongto

plate

n.

author

n.

toy

n.

picnic

n. 2.targetlanguage:

whosebookisthis?

itmustbemary’s.

wandawilbur

isherfavouriteauthor.

unit5itmustbelongtocarla教案示例

（2）

ⅰ.teachingaimsanddemands

1.knowledgeobjects

（1）keyvocabulary

band,hairband

（2）targetlanguage

whosenotebookisthis?

itmustbening’s.ithashernameonit.

whosefrenchbookisthis?

itcouldbeali’s.shestudiesfrench.

whoseguitaristhis?

itmightbelongtoalice.sheplaystheguitar.

whoset-shirtisthis?

itcan’tbejohn’s.it’smuchtoosmallforhim.

2.abilityobjects

（1）trainstudents’listeningskill.

（2）trainstudents’writingskill.

（3）trainstudents’abilitytodeduce.

3.moralobject

useyourmind,thenmakeinferencescorrect