课题研究
Go For It Book3 Unit 5 section A
来源:未知   作者:朱浔(九年级)   发布时间:2016-03-21 08:24
  一. Teaching: Aim and demands
   
   Four skills:
   Words: belong to, plate, picnic, author, toy car, hair band, symphony, optometrist, crucial, count, because of
   Useful expressions: whose volleyball is this? 
   It must be Carla’s. / It could be Linda’s./ It can’t be Tony’s.
   It must belong to Carla’s. / It can’t belong to a boy.
   Task objective
   1. Learn to make inferences.
   2. Develop the ability to talk about something strange.
   Four Aids
   A multimedia computer, some objects, such as books, pens
   Methods
   Task-based language teaching, Forming assessment
   二.Teaching procedure
   Step1. warming up (3 minutes)
   1. Ask three students in the class to close their eyes and not look at what you are doing. And then collect one item each from the three students and place these items in a bag. Then ask all the students to watch as you take out one item and place it on the desk. 
   T: (holding up a pencil) Whose pencil is this?
   S1:Li’s.?
   T: It could be Li’s. It might be Li’s. Let’s ask her. (to Li) Li, is this your pencil?
   S2: No, it isn’t.
   T: Well, it can’t be Li’s. she said it wasn’t hers.
   S2: Is it Wang’s?
   T: Let’s ask him.(to Wang) Is this your pencil?
   S3: No, it isn’t.
   T: So it can’t be Wang’s pencil. So whose pencil is this?
   Oh, it must be Wu’s. It must belong to Wu.
   2. Step2.Presentation(8 minutes)
   Display one picture of some new words on the screen, they are : plate, picnic, hair band, toy. Point to the picture and ask , which item in the picture do you know? Say the name and ask students to repeat it. Then ask students to begin filling in the answers on their own.
   3. Step3 Listening(10 minutes)
   1. Activity1b gives students practice in understanding the target language in spoken English. Listen to tape once and connect the items in the three columns and check the answers.
   Jane’s little brother-toy car-He was the only little kid at the picnic.
   Mary-book-Wander Wilbur is her favorite author.
   Carla-volleyball-She loves volleyball.
   Toshio-magazine-He loves cats.
   Grace-CD-She always listens to classic music.
   2. Activity 2a provides listening practice using the target language. Play tape twice and ask students to write the correct words in each blank.
   1.T-shirt 2. hair band 3. tennis ball
   
   3.Activity 2b provides listening and writing practice using the target language. Listen to tape twice and fill in their answers. Point to the box that contains the explanations of how to use the words must, might, could, and can’t.
   1.must 2. can’t 3. could 4. might 5. must
   Step 4 Communitive skills (5 minutes)
   1.Present the dialogue on the screen and let the students practice in pairs for 2 minutes so that they can speak very fluently.
   2.Point out the chart in activity 1b and then ask some students to say their conversations to the class.
   .Step 5 Grammar focus(15 minutes)
   1. Fill in the blanks with words from the unit. Then tell your partner why you chose the words. Ask students to fill in the blanks on their own.
   2. Ask students to make their own sentences with the words, preferably sentences that are meaningful.
   1.must/might 2.can’t 3.must 4.might/must 5.must 6.can’t 7.might
   3.Review the grammar box. Ask students to say the questions and answers.
   4.Display the four words must, could, might, and can’t in a list on the screen. Leave space next to each word to write in a number.
   5.Ask students some questions and show the meaning of each word on the screen. Repeat the process with words could, might, and can’t. Your.completed list should look like this:
   must 100 percent might 20-80 percent
   could 20-80 percent can’t 0 percent
   Step 6 Writing(2 minutes)
   Ask students to make their own sentences using the target language.
   Step 7 Homework (1minutes)
   1 Review the words and expressions in section A.
   2.Using the grammar focus to make more sentences on their own
   三.教学反思
   新课改要求课堂的主流是把知识传授变为技能运用。本节课采用多媒体让学生在轻松的环境中参与完成各项学习任务,学会合作学习,充分体现课改精神。
   1. 首先是课前英语活动游戏,既起到活跃气氛,又有引入作用。
   2. 采用多媒体课件,把本节课要学会的物品名称展示在屏幕上。每一组画面的呈现都伴随着一系列活动的展开,给学生一个真实的氛围,增强其求知欲。
   3. 本节课让学生带着各种任务,如听力训练,口语对话及写作等,通过创设情景活用语言,激发兴趣,在用中发散思维,培养学生创新思维能力和语言运用能力。
  
 

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