初中人教新目标 (Go for it) 版Unit 8 It must belong to Carla.Section A教案设计

这是一份初中人教新目标 (Go for it) 版Unit 8 It must belong to Carla.Section A教案设计，共2页。
Teaching Plan教材来源：义务教育课程标准试验教科书《英语》/人民教育出版社2013年版内容来源：初中九年级英语（全一册）Unit8主题：Unit8 It must belong to Carla. Section A(3a-3c)课时：共6课时，第2课时授课对象：九年级学生课题 Unit8 It must belong to Carla.设置学习目标的依据1. 课程标准相关内容及解读：课程标准五级要求 （1）读：能根据上下文和构词法推断、理解生词的含义。          能理解段落中个句子之间的逻辑关系。          能找出文章中的主题，理解故事的情节，预测故事情节的发展和          可能的结局。          能根据不同的阅读目的运用简单的阅读策略获取信息。          能利用词典等工具书进行阅读。 （2）写：能独立起草短文、短信等，并在老师的指导下进行修改。          能使用常见的连接词表示顺序和逻辑关系。          能简单描述人物和事件。          能根据图示或表格写出简单的段落和操作说明。2. 教材分析：          本节课选自九年级英语课本新目标2013版Unit8 Section A，是一节阅读，主要围绕“制造噪音的人是谁”这一话题展开，深入探讨了如何使用情态动词表达推测。该话题非常有意思，学生兴趣浓厚积极性高。在平时的学习中，学生已经接触过情态动词表示推测的用法，学起来难度不大。3. 学情分析：         通过前期七八年级的英语学习，九年级的学生已经具备了一定的英语读写能力，词汇量较大；且学生已经接触过与本单元话题“做出推测”相关的知识，平时的学习中也接触过情态动词，相信只要前面的输入和铺垫做的扎实，在教师的指导下学起来难度不太大，更重要的是要有新的生成，因此只要输入和铺垫做得扎实，学生处理各项任务的难度会一点点地解开。Learning goals 本单元学习目标： After class, you are expected to:1. Read and write the new words and expressions like happening, noise, uneasy and so on fluently and correctly by reading and writing. 2. Get the main and detailed information of the reading materials correctly through different reading tasks.3. Tell the usage of modal verbs and use these words in our life correctly by practicing.4. Write a short passage by using must, might, could and can’t for making inferences.本节课学习目标：After class, you are expected to:1. Get the main idea through skimming and scanning.2. Retell the story according to the mind map.3. Write a short passage by using must, might, could and can’t for making inferences.Important and difficult points1. Students are able to get the key information by doing tasks.2. Students are able to write a short passage about the noise-maker by using must, might, could and can’t for making inferences through group work.教学步骤学习环节学习任务设计意图Step1. Lead-in1. Show the learning objectives of this class and ask students to read together.2. Ask students to watch a show.1. 让学生理解本节课学习目标，便于更好抓住学习任务的重点。2. 观看表演，自然导入本节课话题并且贯穿侦探这一条主线。Step2. SkimmingLet students read the article and decide which might be the best title.通过略读文段选出最好的标题。Step3. ScanningRead the passage again and write down the people who heard the noise. 通过再次阅读文段说出谁听到了奇怪的声音并且猜测会是什么。 Step4. Retell1.Complete the mind-map.2.Retell the story.1. 通过对文章内容的整合完成思维导图。2. 对故事线索进行简化，便于学生提取有效信息且复述文段。3.这些线索的积累同时为了给侦探破案提供思路。Step5. Group workFind the noise-maker.Share what you saw, heard and thought with your group andthen discuss who the noise-maker is. (use must, might, could and can’t for making as many inferences as possible )学生到这个环节之后就会非常感兴趣，在线索已经收集齐全后不由自主会去想noise-maker到底是谁？为什么？跟小组成员讨论听听别人的想法，更进一步分析案情。侦探各个小组巡视收集信息。Step6. SummaryA summary by the detective.Express your own opinions after hearing what the detective said.侦探总结并给出个人看法。（我们真正害怕的其实是恐惧本身）学生分享个人观点，我们的恐惧其实是来自于对未来未知的恐惧。Step7. HomeworkFinish the exercise book P72 and P73. (For level A & B students) Write down the passage that your group discussed today. (For level A students only ) 写作是相对综合性的作业，是另一种输出的形式，通过书面表达来检测学生表达能力和思维能力的运用，能有效巩固本节课所学。