初中英语外研版 (新标准)八年级上册Unit 3 Language in use .教学ppt课件

这是一份初中英语外研版 (新标准)八年级上册Unit 3 Language in use .教学ppt课件，文件包含外语教研版中学英语八年级上Module10Unit3pptx、外语教研版中学英语八年级上Module10Unit3教学详案docx等2份课件配套教学资源，其中PPT共29页， 欢迎下载使用。
Module 10  The weather Unit 3  Language in use设计说明本单元是复习单元，集中总结和练习情态动词may和might表示“可能”的用法，复习巩固本模块的重点单词、短语和句型。本课从指导学生朗读Language practice中的句子入手，引入语法的集中讲解与练习。除语法专项训练外，本单元还安排了词汇、听力和会话的训练。在本课的末尾安排的是实践性环节——就游览中国的最佳时间提出建议。所有这些环节的设置，旨在提升学生的语言运用能力。教学目标通过本单元的教学，让学生达成以下目标：1. 知识目标(1)复习巩固本模块所学生词、短语和句型；(2)练习巩固情态动词may和might表示“可能”的用法。2. 能力目标(1)掌握情态动词may和might表示“可能”的用法以及其他常用来表示“可能”的句型；(2)写一篇短文，就来中国旅行的最佳时间提出建议。3. 情感目标了解世界各地的天气和旅游资源，增长地理知识，提升对地理的兴趣。重点难点重点：本模块的重点词汇、句型；情态动词may和might表示“可能”的用法。难点：情态动词may和might表示“可能”的用法。教学准备PPT课件;活动5的录音授课时数1课时教学过程Step 1　Language practicePresent the key sentences to the class. Read them aloud with the whole class.      Step 2　Grammar summarySum up the grammar together with the whole class. 情态动词may/ might表示“可能”一、什么是情态动词 情态动词是一类表示说话人对有关行为或事物的态度或看法的词，认为其可能、应该或必要等。情态动词本身有一定的含义，但它不能单独使用，也无人称和数的变化，后接动词原形。 I can swim. (情态动词can表示能力）我会游泳。 May I come in?(情态动词may表示请求许可）我可以进来吗？ We should practise English every day. (情态动词should表示应该） 我们应该每天练习英语。二、情态动词may / might表示“可能” may和might都可以表示某事可能发生或某人可能做某事。might表示的可能性比may表示的可能性小一些。 Daming and Lingling may be in the library. 大明和玲玲可能在图书馆。 There may be a few showers in the afternoon. 下午可能有阵雨。 Miss Lin might know the answer. But I am not sure. 林老师可能知道答案，但我不确定。 My cousin may not want to go swimming with me. 我表弟可能不想和我去游泳。 [拓展]英语中其他表示可能的方式： (1)主语+will +probably / possibly +谓语动词 +其他.We will probably play football tomorrow afternoon. 明天下午我们很可能踢足球。 It will possibly be cold. 天气可能会很冷。 (2) It is possible to do sth. It is possible for them to visit New England this summer. 他们今年夏天可能要去游览新英格兰。 (3) It is possible that…It is possible that it will snow in the night. 晚上可能要下雪。 [注意]probably表示“很可能”，所表示的可能性比possibly要大。 Step 3　Practice1. Complete the sentences with may or probably. (Activity 1 on page 84)(1) Elicit the differences in meaning and usage between “may” and “probably”. Make sure the students know how to use them. (2) Ask the students to read the sentences and complete them with may or probably. (3) Tell them to check answers in pairs. (4) Elicit answers in full sentences from the whole class. Answers:1 may  2 probably  3 probably  4 may / probably  5 may6 probably2. Work in pairs. Say what you usually do, and then say what you might do. (Activity 2 on page 84)(1) Ask the students to read the example sentence and see how to talk about usual routines and particular activities. (2) Ask the students the question “What do you usually do in the evening?” and elicit different answers. Then ask “What might you do this evening?” and get ideas. (3) Ask the students to work in pairs and talk about what they usually do and what they might do at the weekend, during the summer holiday or at a festival. (4) Elicit conversations with the students asking and answering in pairs. Possible answers:I usually stay at home at the weekend, but I may go out for a picnic with my friends this weekend. I usually have online classes during the summer holiday, but I might go to a summer camp this summer holiday. 3. Complete the sentences. Use may, might or probably where necessary. (Activity 3 on page 84)(1) Read the example sentences to the class to show them how to do this activity. (2) Point out they have to use the information in brackets as a reason or conclusion to the sentence. (3) Get the students to complete the sentences on their own. (4) Elicit answers from the whole class. Answers：1 It is sunny now, but let’s take an umbrella because it might/may/will probably rain later. 2 It is not always warm in February, and sometimes it may/might be very cold. 3 It is usually hot and sunny, so we may/will probably swim in the sea. 4 Buy a good map because we may/will probably visit the city.  Step 4　VocabularyComplete the sentences. (Activity 4 on page 85)1. Read out the example sentences to the class to show the connection between the two sentences. Write down the following on the blackboard. rain—rainy2. Revise with the class how to describe the weather by adding “-y” to some types of weather words. Encourage the students to say as many words as possible. snow—snowycloud—cloudywind—windysun—sunny…3. Ask the students to complete the sentences on their own and then check answers in pairs. Answers:1 clouds  2 snow  3 sunny  4 windyStep 5　ListeningListen and complete the sentences. (Activity 5 on page 85)1. Ask the students to look at each picture carefully. 2. Ask them work in pairs to describe what they can see in each picture. 3. Ask them to read the sentences and guess the missing information. 4. Play the recording while the students listen for the key information. 5. Play the recording again and ask the students to check their answers. Answers:1 snows  2 cold  3 hot  4 thirty  5 summer  6 beach  7 rains  8 eighteenStep 6　SpeakingLook at the world weather map. Work in pairs. Ask and answer the questions. (Activity 6 on page 86)1. Review the weather vocabulary and symbols with the class. 2. Get the students to work in pairs and ask and answer the questions. 3. Nominate some pairs to ask and answer. Answers:1 It’s sunny in Beijing. The temperature is between minus six and three degrees. 2 In London, it’s cloudy and the temperature is between five and eight degrees. 3 No, it isn’t. It’s cloudy. 4 Moscow has the coldest weather. It’s between minus eight and minus four degrees. 5 It’s cold and windy in New York. The temperature is between minus six and two degrees. 6 Sydney has the highest temperature. Step 7　ReadingLook at the weather table and complete the passage with the correct words. (Activity 7 on page 86)1. Ask the students to look at the table and think about what the weather will be like in the places at different times. 2. Tell the students to read the passage and think about what type of word they need to fill the gaps. Is it a noun or an adjective? Then complete the passage. 3. Elicit answers with the students reading the passage out line by line. Answers:1 snow  2 cloudy  3 windy  4 sunny  5 rain  6 cloudyStep 8　Around the worldT: Boys and girls, do you know the Amazon Rainforest?Ss: …T: Let’s read a passage to know more about the amazing land. …1. Ask the students to read the passage. 2. Encourage some students to read it in class.Step 9　Module task1. Read the email and find answers to Ms Wang’s questions below. (Activity 8 on page 87)(1) Tell the students to read the questions and then the email. (2) Find out the answers to the questions. (3) Work in pairs. Ask and answer the questions. (4) Nominate some pairs to ask and answer. Correct their mistakes with the class. Answers:1 The best time to visit Britain is in October. 2 It’s usually warm but there may be some rain. It might be cold too. 3 A sweater. 4 In a small hotel. 5 You can buy a weekly travel card to travel around the city. 2. Write an email to a friend who wants to visit China. (Activity 9 on page 87)(1) Ask the students to answer the questions in Activity 8 and make some notes. (2) Read the email in Activity 8 with the students and elicit how to give advice. (3) Ask the students to work in groups to complete the email. (4) Encourage some groups to present their emails to the class. Help the class correct any errors. One possible answer:Dear Lucy, It’s good to hear that you may visit China. I think the best time to come is in autumn. Most of the places in China are neither too hot nor too cold in this season. It’s the most comfortable time to travel. If you’re going to visit South China, you should probably bring an umbrella because there may be some rain. You might like to stay in a hotel. You won’t have to pay much for it because hotels are not very expensive here. But I also invite you to stay in my home. I’m happy to be your guide during the holiday. Looking forward to hearing all about your travel plans. Best wishes, Daming Step 10　Homework1. Go over what you’ve learnt in Unit 3. 2. Preview the new words and expressions in Module 11. 当堂达标I. 单项填空1. —Must I wait here all morning? I have a lot of work to do.   —No, you ________. You may be back in the afternoon.   A. mustn’t B. can’t C. don’t have to D. shouldn’t2. —Will Sam go to the cinema with us tonight?  —I’m not sure. He ________ not be free.   A. may B. can C. should D. need3. —Do you have any plans for this weekend?  —I am not sure. I ________ go to the Sun City to see my uncle and aunt.   A. must B. might C. can’t D. needn’t4. Is it ________ to get two tickets for the concert? Lucy wants to go with me together.   A. maybe B. important C. different D. possibleII. 用括号内所给的单词或句型，将下列句子翻译成英语1.你最好带上外套，外面可能很冷。(may)  ____________________________________________________________2.托尼不在教室，他可能在科学实验室。(might)  ____________________________________________________________3.乘飞机去那里是有可能的。(It is possible to do sth. )  ____________________________________________________________4.这将可能是最好的选择。(probably)　____________________________________________________________5.今天上午他们可能到达这儿。(It is possible that…)   ___________________________________________________________答案：I. 1-4　CABDII. 1. You’d better take a coat with you. It may be cold outside. 2. Tony isn’t in the classroom. He might be in the science lab. 3. It is possible to take the plane there. 4. This will probably be the best choice. 5. It is possible that they are arriving here this morning. 板书设计Module 10  The weatherUnit 3  Language in use may和might都可以表示某事可能发生或某人可能做某事。might表示的可能性比may表示的可能性小一些。 Words to describe the weather:rain—rainy               snow—snowycloud—cloudy            wind—windysun—sunny  教学反思 教学反思