英语人教版九年级全册It-must-belong-to-Carla

1、I教学准备1. 教学目标1. 功能(1) 能够听懂描述有关物品归属的对话。(2) 能够在听读信息输入中获取相关信息，并掌握情态动词must,could,might,can't表推测的用法。2. 常用词汇和短语whose;truck;rabbit;valuable;belongto;atthepicnic;attendaconcert;pickup3. 学习策略正确运用情态动词进行推断，同时能根据相关信息预测、推断事情。2. 教学重点/难点must表示推测"可能性”时，语气很强，较有把握，而could和might表示把握性不大的推测，意为"可能、也许”，might的可

2、能性比could更小。3. 教学用具4. 标签教学过程Step1Listening(1b)Prelisteningactivities1. LookatP57andP58,andputthefollowingsentencesintoChineseorally.(1) Whosebookisthis?ItmustbeMary's.J.K.Rowlingisherfavoritewriter.(2) ThattoytruckmustbelongtoJane'slittlebrother.(3) Hereisahairband,sothepersoncan'tbeaboy.

3、(4) ButthentheschoolbagcouldbelongtoRita.(5) She'salwaysforgettingthings.(6) ThenitmustbeLinda'sschoolbag.2. PutthefollowingsentencesintoEnglishorally,andthenwritethemdownwithoutlookingatthetext.(1) 它一定是卡拉的。(2) 这本杂志一定是邓文的。(3) 它可能是梅的发带。(4) 要不然这个发带或许是琳达的。(5) 她在野餐，不是吗？设计意图：检查学生的预习情况，先英语后汉语，由简到难

4、，逐步掌握重点句型。3. WarmingupandleadinginTheteachershowsapicturefirst.Andthenshowtheothersonebyone.A:Whoseschooluniformisthis?B:ZhangHao's?A:Idon'tthinkso.ItmightbeTongYao's.Let'saskher.TongYao,isthisyourschooluniform?C:No,it'snotmine.IsitZhangPing's?A:Let'saskher.ZhangPing,isth

5、isyourschooluniform?D:No,itisn't.A:Soit'snotZhangPing'sschooluniform.Anditcan'tbeWangQian's.Becauseshedoesn'twearit.Thenwhoseschooluniformisit?E:IsitXujinmeng's?A:Yes,itdoesn'tbelongtoZhangPing,ZhangHaoorTongYao.SoitmustbeXuJinmeng's.Hewasheshisclotheseveryweek,so

6、hisuniformisthecleanest.Whosedogisthis?Itmight/couldbe.ItmustbeJane's.Whoseisthis?Itmight/couldbeItmustbeGrace's.Whoseisthis?Itmight/couldbeItcan'tbeItmustbe设计意图：教师出示一些图片，并且先做一个示范，剩下的让学生自己根据所给的图片来回答问题。这既调动了学生的兴趣，又引入了新的语言知识。4. Haveacompetition(1a)Theteacherdividesthestudentsintoseveralgro

7、ups,andthenencouragesthestudentstosaythethingsasmanyaspossible.设计意图：这一环节采用竞赛的方式，看看哪一组说出的事物最多，教师给予适当的表扬。这一活动能调动学生积极性，使其能在小组活动中积极与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。Whilelisteningactivities1. Listenforthegeneralideaof1b.(听对话，了解大意)Lookatthepicture.Whataretheytalkingabout?Let'slistenandchoosethebestanswer

8、tothequestion.ThegeneralideaoftheconversationisaboutA. thepicnicB. hobbiesC. whosethethingsare答案C2. Listenforthespecificideasof1b.(再听对话，掌握关键信息)Listenandmatcheachpersonwithathingandfindthereasons.PersonThingReasonJane'slittlebrother(1)(2)Mary(3)(4)Carla(5)(6)DengWen(7)(8)Grace(9)(10)Checktheanswe

9、rswiththestudents.Iftheycan'ttelltheteachertheanswers,theteachershouldplaythetapeagainforthemtogettheanswers.答案(1)toytruck(2)Hewastheonlylittlekidatthepicnic.(3) book(4) J.K.Rowlingisherfavoritewriter.(5)volleyball(6)Shelovesvolleyball.(7) magazine(8)Helovesrabbits.(9)CD(10)Shealwayslistenstopop

10、music.设计意图：着重对听力各个环节的处理，让学生每听一遍录音都有任务要完成，任务由易到难，由大意到细节，督促学生集中精力。Postlisteningactivities1. Listenandrepeat.Letthestudentslistentothetapeandrepeatafterlisteningtogettheirpronunciationsright.2. Practicetheconversationinthepicture.Thenmakeconversationsusingtheinformationin1b.e.g.A:Whoseisthis?B:Itmustbe

11、isherfavoriteStep2Listening(2a2b)PrelisteningactivitiesT:BobandAnnafoundaschoolbagatthepark.Listenandwritedownthethingsintheschoolbag.?Whilelisteningactivities1. Listeningforthegeneralideaof2a.(听对话，了解大意)ThegeneralideaoftheconversationisaboutA. theTshirtB. thehairbandC. theowneroftheschoolbag2. Liste

12、ningforthespecificideasof2a.(听对话，掌握关键信息点)Listenandwritedownthethingsintheschoolbag.Thingsintheschoolbag(1) Tshirt(2)(3)Checktheanswersinthewholeclass.3. Listenagainandfillintheblanks.(1) Thepersongotoourschool.(2) Thepersonbeaboy.(3) ItbeMei'shairband.(4) ThehairbandbelongtoLinda.(5) ItbeLinda&#

13、39;sschoolbag.答案1.C2.(2)hairband(3)tennisballs3.(1)must(2)can't(3)could(4)might(5)mustPostlisteningactivities1. Listenandrepeat.2. Makeconversationsusingtheinformationin2aand2b.Step3Roleplay(2d)1. Askthestudentstoread2dquickly,andthenanswer:Whatcan'tLindafind?2. Studentsreaditcarefullyandans

14、werthefollowingquestions(1) WhatdidLindadoyesterday?(2) What'sinherschoolbag?(3) Wheremightherschoolbagbe?3. Askthestudentstopracticeitfor2minutesandthenasksomepairstoroleplaytheconversation.答案1.Lindacan'tfindherschoolbag.2(1)Sheattendedaconcert.(2)Somebooks,herpinkhairbandandsometennisballs

15、.(3)Itmightstillbeatthepark.设计意图：本部分的内容重在培养学生的口头表达能力，同时通过大声朗读、独立阅读、回答问题、表演对话等多种训练方式，引导学生更好地内化语言知识。Step4Inquiryintoknowledgebytranslation【观察】翻译下列句子。1. ItmustbelongtoCarla.2. ItmustbeCarla's.3. Thepersonmustgotoourschool.4. Thehairbandmight/couldbelongtoLinda.5. Thepersoncan'tbeaboy.6. Itcan&#

16、39;tbestolen.7. Ithinksomebodymusthavepickeditup.【探究】1. 由第13句可知“动词原形”表示对现在的情况进行推测或判断，用于句中，语气十分肯定，意为“”2. 由第4句可知“动词原形”表示对现在的情况进行推测或判断，用于句中，语气不肯定，意为“”。3. 由第5、6句可知“动词原形”表示对现在的情况进行否定推测或判断，用于句中，语气十分肯定，意为“”4. 由第7句可知“”表示对过去发生的事进行有把握的推测或判断，意为“”。5. 由第1、2句可知该句型中belongto与be的用法不同：后加名词或代词格；be后加名词或。答案【观察】1. 它一定是卡拉

17、的。2. 它一定是卡拉的。3. 这个人一定是在我们学校上学。4. 这个发带或许是琳达的。5. 这个人一定不是个男孩。6. 它一定没被偷7. 我认为一定有人把它捡起来了。【探究】>tj1丿、,丿、,j1丿、,1must;肯定；一定、肯定2might/could;肯定；或许、可能3can't;否定；一定不4musthavedone;一定已经做了某事5belongto；宾；所有格；名词性物主代词设计意图：“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。学生个人不懂某个问题时可以以小组形式互助，若仍旧不明白，老师再讲解。这就是先学后教，以学定教。Step5SummaryWo

18、rdsandphrases：whose,truck,rabbit,belongto,atthepicnic,attendaconcert,pickupSentences：(1) ItmustbelongtoCarla.(2) Thehairbandmight/couldbelongtoLinda.(3) Thepersoncan'tbeaboy.(4) Ithinksomebodymusthavepickeditup.Gramma：r情态动词must,might,could,can't的用法与区别。设计意图：启发学生自己总结，以此培养学生的归纳能力，进一步巩固本课所学的重要内容

19、。Step6TheendofclasstestI.根据句意及首字母提示补全单词1Wbookisthis?ItmustbeMary's.2.HerparentswenttoShanghaitoaameetinglastweek.3. Whatfoodshallwebringfortheptomorrow?4. Thereissomethingvinthebag,soyoumustbeverycarefulwithit.5. Rarelovelyanimals.Iwouldliketohaveoneasapet.n.翻译下列句子。1.这本书一定是玛丽的。2.这个足球一定不是鲍勃的。3.这件

20、T恤衫可能是辛迪的。4.他们可能还在公园吗？5.教室很干净，因此学生们一定打扫过了。答案I.I.Whose2.attend3.picnic4.valuable5.Rabbitsn.1.ThebookmustbeMary's.2Thefootballcan'tbelongtoBob.3. TheTshirtmight/couldbeCindy's.4. Mighttheystillbeatthepark?5. Theclassroomisclean,sothestudentsmusthavecleanedit.设计意图：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。Step7HomeworkYoumust:1. Recitethedialoguein2