初中英语人教新目标 (Go for it) 版九年级全册Section B集体备课ppt课件

这是一份初中英语人教新目标 (Go for it) 版九年级全册Section B集体备课ppt课件，文件包含Unit8SectionB3a-SelfCheckpptx、Unit8导学案docx、Unit8SectionB3a-SelfCheck教案docx、U8WordsandExpressionsmp3等4份课件配套教学资源，其中PPT共16页， 欢迎下载使用。
Unit 8 It must belong to Carla.Section B（3a-Self Check）Teaching Aims       Language goals  Students can make inferences using modal verbs.       Key words and phrases   come up with, imaginative, headline, happening       Key sentences1. The bright light can’t be a UFO — there’s no such thing!2. Tony might want to go to the concert. He likes music, but I’m not   sure if he likes rock music.Teaching DifficultiesUse the modal verbs to make inferences in writing about a mystery. Teaching Aidsmultimedia courseware or other realia that the T needs for teaching   Teaching ProceduresTipsStep 1 Warming up        Show the picture of Section A 3s to Ss. Ask them if they still remember what the article in 3a was talked about and people’s opinions toward the strange noises.Step 2 Presentation & Practice Pre-writing3a       Ask Ss to read the article in 3a in page 59 again and complete the chart.Ask Ss to read the article on page 59 again to refresh their memories. In small groups of four, get them to come up with various ideas on what might have caused the noises and why. Tell Ss that they can let their imaginations run wild. The only condition is that they need to be able to give reason why they think something made the noise. Tell Ss that they should think of more practical reasons rather than something mystical.While-writing3b       Ask Ss to look at the newspaper headline and finish the article about the strange happenings.T can allow Ss to do this activity as a group project. Ask Ss brainstorm on how to complete the article. Once they finished writing the article as a group, get Ss to think about how to lay out the article as a newspaper article. If possible, T can provide each group a large-enough sheet of paper so they can write their article on it. Remind Ss that English newspaper articles usually follow a column-format, and bigger news stories have an accompanying pictures. Post-writings       When the groups submit their articles, T can select two or three well-written or well-designed ones to put on the classroom notice board.Self CheckExercise 1       Ask Ss to fill in the blanks with must, might or can’t.Answers: 1. can’t  2. could / might  3. must  4. might  5. can’tExercise 2       Ask Ss to look at the chart and write sentences. (Tip: T should encourage Ss to write more different sentences.)Answers: 1. It can’t be Mike’s. He doesn’t like to watch movies.It can’t be Todd’s. He doesn’t eat sweet food.It must be Jessica’s. She likes taking photos.It can’t be Annie’s. She doesn’t like to cook.It must be Mike’s. He likes to play tennis.It can’t be Jessica’s. She doesn’t like to run.Step 3 Summary & Homework   Summary       Ask Ss to do the exercises from PPT P14-15.Homework       Preview 1a-1c in Unit 9.       Do the exercises in students’ book.Teaching ReflectionThis is the period for writing practice. In this period, we help the students to review the unit and tell them how to write the story. Before the students write, they talk about the story so that they have enough expressions to use. Then they learn what are in the first, second and third part of the article. That is to get the students to write what they have learned in listening, speaking and reading. Teach them how to use linking words to make their sentences longer.