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

设计说明

本单元是复习单元，集中总结和练习祈使句的构成和用法以及情态动词can, could, must表示推测的用法，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。另外，本单元还安排了词汇、听力和阅读等方面的训练。在本单元的末尾安排了实践性环节——制作一张关于在学校防止事故发生的海报。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)练习巩固祈使句的用法和情态动词can, could, must表示推测的用法。

2. 能力目标

(1)掌握祈使句的用法和情态动词can, could, must表示推测的用法；

(2)能够列一张可能发生在学校的事故清单。

3. 情感目标

关心他人，为他人着想。

重点难点

重点：祈使句的用法和情态动词can, could, must表示推测的用法。

难点：情态动词can, could, must表示推测的用法。

教学准备

PPT课件；活动6、7的录音

授课时数

1课时

教学过程

Step 1　Language practice

Present the key sentences to the class. Read them aloud with the whole class.

Step 2　Grammar summary

Sum up the grammar together with the whole class.

一、祈使句

1. 什么是祈使句

祈使句是用来表示请求、命令、劝告、警告或禁止等语气的句子。祈使句的主语一般是第二人称，通常省略，谓语动词用原形。祈使句的句末通常用句号或感叹号。

Come in, please! 请进！

Don’t use the lift when leaving the building.

离开这栋楼时不要用电梯。

2. 祈使句的四种常见句式

(1) 实义动词型：实义动词(+宾语+其他).

Stop now! 停下来！

Keep clear of fires. 不要接触火。

(2) be动词型：Be +表语(+其他).

Be brave! 勇敢些！

(3) let型：Let +宾语+动词原形(+其他).

Let Lingling have another try. 让玲玲再试一试。

(4) No+v.-ing / 名词.

No fishing. 禁止钓鱼。

No photos! 不准拍照。

3. 祈使句的否定句

(1) Don’t +动词原形(+其他).

Don’t be late for school. 上学不要迟到。

Don’t eat in the classroom. 不要在教室里吃东西。

(2) let型祈使句的否定形式

①Don’t + let +宾语+动词原形(+其他).

Don’t let the children wait any longer. 不要让孩子们再等了。

②Let +宾语+not +动词原形(+其他).

Let’s not tell the news to Daming now.

我们现在先不要把这个消息告诉大明。

二、can, could, must表示推测

1. can和could表示推测

can和could可以表示对现在或将来的推测，意为“会，可能”。can表示推测，通常用于否定句和疑问句。用于疑问句中时，can比could表示的“可能性”要大。用于否定句时，can’t表示“不可能”。 could可用于肯定句、否定句或疑问句。

Can Lingling be in the classroom? 玲玲会在教室里吗？

You can’t be serious! 你不会是认真的吧！

He could be in great pain. 他可能很疼。

Could this be helpful?＝Can this be helpful? 这会有帮助吗？

Mr Liu could not know the truth. 刘先生可能不知道真相。

2. must表示推测　　

must表示推测时，意为“肯定，准是”，通常只用于肯定句，表示有把握的推测。

You must know Tony. 你一定知道托尼。

Your books must be in your bedroom. 你的书肯定在你的卧室里。

[注意]

mustn’t表示“禁止；不准”，是不能用来表示推测的。

Step 3　Practice

1. Complete the sentences with could, must or mustn’ t. (Activity 1 on page 100)

(1) Ask the students to complete the sentences on their own.

(2) Tell them to check their answers with their desk partners.

Answers:

1 must  2 mustn’t  3 could  4 mustn’t  5 must

2. Underline the correct words to complete the first aid instructions. (Activity 2 on page 100)

(1) Ask the students to read through the sentences individually and underline the correct words.

(2) Ask them to check the answers in pairs.

Answers:

1 Get  2 Ask  3 Do not lift  4 Keep

3. Complete the poster about earthquakes with the correct form of the words and expressions in the box. (Activity 3 on page 100)

(1) Ask the students to read the poster to get an idea of what to do when an earthquake happens.

(2) Ask them to read the words and expressions in the box and check their meaning.

(3) Ask them to complete the instructions.

(4) Elicit answers in full sentences from the class.

Answers：

1 Stay away  2 Hide under  3 Do not use  4 Leave  5 Keep

Step 4　Vocabulary

1. Complete the conversation with the words and expressions in the box. (Activity 4 on page 101)

(1) Ask the students to complete the conversation on their own.

(2) Tell them to check the answers in groups.

Answers:

(1) chance  (2) in trouble  (3) in pain  (4) Cover  (5) medical

(3) Encourage some students to read the conversation in different roles.

(4) Correct the mistakes with the class.

2. Complete the news report with the correct form of the words in the box. (Activity 5 on page 101)

(1) Ask the students to read the words and expressions in the box. Make sure they know the meaning of them.

(2) Ask them to complete the news report with the correct form of the words and expressions on their own.

(3) Ask some students to read out the report to see if they have got the correct answers.

Answers:

(1) trouble  (2) warning  (3) rocks  (4) clear  (5) power  (6) inside

3. Now read the report again and check (√) the true sentences.

(1) Ask the students to read the sentences and think about whether they are true or not.

(2) Ask them to check answers in pairs.

(3) Encourage some students to read each sentence and say whether it is true or not. Then ask another student if he/ she agrees. Tell why or why not.

(4) Elicit answers from the whole class.

Answers:

3 √  4 √

Step 5　Listening

Listen and complete the sentences. (Activity 6 on page 102)

1. Ask the students to read all the sentences before listening to the recording.

2. Play the recording for the students to listen for the information.

3. Play the recording again. Tell the students to complete the sentences on their own.

4. Elicit answers in full sentences from the class.

Answers:

1 dinner  2 shake  3 kitchen table  4 door  5 mobile phone  6 flat

5. Play the recording once more and show the tapescript at the same time.

Tapescript:

Step 6　Reading

Read the passage and choose the correct answer. (Activity 7 on page 102)

(1) Ask the students to read the questions in pairs and talk about the possible answers.

(2) Play the recording. And ask the students to choose the correct answer after listening. Allow them to read the passage if they can’t decide the correct answer.

(3) Elicit answers by asking some students to ask and answer.

Answers:

1 b)   2 c)  3 c)

Step 7　Around the world

1. Ask the students to read the passage and think about what is special about the buildings.

2. Encourage some students to read it in class. Correct their pronunciation.

Step 8　Module task

1. Make a list of accidents that can happen at school. (Activity 8 on page 103)

Ask the students to work in groups and try to complete the table.

2. Work in groups. Choose an accident from the list in Activity 8 and give instructions about what to do. (Activity 9 on page 103)

3. Make a poster about preventing accidents at school using must/mustn’ t. (Activity 10 on page 103)

4. Present your poster to the class. (Activity 11 on page 103)

Step 9　Homework

Go over the new words, expressions and key sentences in Module 12.

当堂达标

I. 单项填空

1. The notebook ________ be Lily’s. Look! Her name is on it.

  A. can  B. may

C. must  D. might

2. —The woman over there looks like our English teacher.

  —It ________ be her. She’s having a meeting in Beijing now.

  A. may not  B. mustn’t

C. shouldn’t  D. can’t

3. —Kate, ________ on the TV. I’d like to watch the evening news.

  —OK, Mum.

  A. turn  B. turns

C. turning  D. to turn

4. ________ play over here, Tony! Your father is asleep now.

  A. Not  B. Doesn’t

C. Don’t  D. No

5. —Is Mrs Green coming to our school show tomorrow morning?

  —She ________ come. But I’m not sure.

  A. must  B. could

C. need  D. should

II. 将下列句子翻译成英语

1. 这个书包一定是莉莉的。

   _________________________________________________________

2. 可能要下雨了，带上把伞吧。

   _________________________________________________________

3. 地震发生时不要从高楼上往外跳。

   _________________________________________________________

4. 现在迈克不可能在图书馆。

　 _________________________________________________________

5. 下周末让我们去野餐吧。

   _________________________________________________________

答案：I. 1-5　CDACB

II. 1. This bag must be Lily’s.

2. It might rain. Take an umbrella with you.

3. Don’t jump out of high buildings when an earthquake happens.

4. Mike can’t be in the library now.

5. Let’s have a picnic next weekend.

板书设计

教学反思

教学反思