北京市豐臺(tái)區(qū)王佐中學(xué)中考英語復(fù)習(xí) Unit 4 Lesson 16 It might be a tool for cutting things教案

《北京市豐臺(tái)區(qū)王佐中學(xué)中考英語復(fù)習(xí) Unit 4 Lesson 16 It might be a tool for cutting things教案》由會(huì)員分享，可在線閱讀，更多相關(guān)《北京市豐臺(tái)區(qū)王佐中學(xué)中考英語復(fù)習(xí) Unit 4 Lesson 16 It might be a tool for cutting things教案（9頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 Lesson 16 It might be a tool for cutting things. (1) 課題 Lesson 16 It might be a tool for cutting things. (1) 課型 閱讀課 授課時(shí)間： 12.18——19 教學(xué)內(nèi)容 1、話題：Inventions and Inventors 2、詞匯：print, birth, round, flat, hole 3、語法：情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 might/may be, must be 教學(xué)目標(biāo) 學(xué)生能夠： 1、通過1.2文段,獲取關(guān)于4位偉大的發(fā)明

2、家的細(xì)節(jié)信息 2、通過1.2文段，總結(jié)歸納文章的主旨大意 3、通過1.2文段，理解并推理信息 4、通過體會(huì)、觀察等方式理解情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 might/may be， must be 教學(xué)重點(diǎn) 1、通過閱讀文段，學(xué)生能夠獲取關(guān)于4位偉大的發(fā)明家的細(xì)節(jié)信息以及 總結(jié)歸納文章的主旨大意 2、引導(dǎo)學(xué)生理解情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 might/may be， must be 教學(xué)難點(diǎn) 學(xué)生能正確使用情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 might/may be， must 教學(xué)資源 課本，黑板，錄音機(jī)，計(jì)算機(jī)媒體 教學(xué)步驟與時(shí)間安排 教學(xué)過程 設(shè)計(jì)

3、意圖 Lead-in (2min) 1、教師總結(jié)話題下詞匯： inventor, invention, might, may, must, light bulb, flying machine 2、教師在ppt上出示SK狀元榜的比賽圖片 T: Have you seen the program on TV? Do you like it? 3、學(xué)生們回答后，教師引出話題： Today we’re going to take part in the competition. 通過圖片和提問激發(fā)學(xué)生興趣，引入話題 Language input(20min) Ste

4、p1.To get the general information 學(xué)生閱讀1.2, 獲取文段大意。 T:What's the conversation about? S: A competition. T: What's the competition about? S: Inventors. T: How do you know? S: Today's competition is about inventors.(the first sentence) Step2.To get the detail information 1.學(xué)生閱讀文段

5、，獲取競賽的規(guī)則。 T: 1)Who can tell us the rules? 2) How many groups take part in the competition? 3)If you want to answer, what should you do first? 4)If you answer two questions, one answer is correct, the other is wrong, how many points will you get? 2.學(xué)生閱讀文段 ，獲取歸納信息。

6、1) T:How many inventors are mentioned? S: Four. T: Why? S: One, two, three, four. 2) T:How many points does each group get? S: ... T: How do you know? S:... (ppt：We think he might be Edison.---Sorry , that's wrong. He must be Thomas Franklin.--

7、- Exactly. He must be Thomas Edison.--- Correct. That must be Yuan Longping---Yes, you are right. We think they must be Wright brothers.---Yes, you are right.) Step3.學(xué)生閱讀全文并且完成1.3表格 a. 獲取4個(gè)inventors的相關(guān)信息 1）教師在ppt上出示1.3表格 Inventor1 Inventor2 Inventor3 I

8、nventor4 nationality year of birth inventions name 2） 學(xué)生獨(dú)立閱讀文章，用筆把與表格內(nèi)容相關(guān)的信息畫在書上 3)小組進(jìn)行討論 4）全班核對(duì)答案 Step4.學(xué)生分層閱讀。 1. Inventor 1. 1)How did he study when Franklin was 10. 2) Why he went to a printing house? 3)猜測詞義：He found the nature of the e

9、lectricity... 2. Inventor 2. 1)Did Edison study at school? 2)What did Edison like? 3）How many inventors did he invent? 4)指代關(guān)系: He often observing things carefully and he liked to ask questions about them. 3. Inventor 3. 1) What did Yuan Longping study in the university? 2)猜測詞義：What does th

10、e phrase "the father of hybrid rice" mean? 4. Inventor 4. 1)What did Wright brothers do in 1903? 2)猜測詞義：they stared to wonder why birds could fly in the sky. 5.教師提問：What can you learn from these inventors? Step5.總結(jié)：從哪些方面描述著名人物。 通過回答問題及表格填寫訓(xùn)練學(xué)生獲取相關(guān)信息的能力和推理信息的能力 Language focus(3min) Step1

11、. 教師用ppt展示并引導(dǎo)學(xué)生理解并總結(jié)might be 和must be的意義和用法 1. 教師用ppt展示文章中使用might be 和must be的句子 1)We think he might be Edison. 2) He must be Thomas Edison. 3) That must be Yuan Longping. 4)We think they must be Wright brothers. 2. 學(xué)生兩人一組討論 3．教師鼓勵(lì)學(xué)生自己說出句子的含義 4. 教師引導(dǎo)學(xué)生理解并總結(jié)might be 和must be句子的含義和

12、用法 Step2利用2.5練習(xí)進(jìn)行反饋, 教師在ppt上訂正答案 1）It_must be_a book for children. There are many cartoons in it. 2)This exam_must be_too difficult for the students. I don’t think they can finish it. 3) Mr Smith_might be__in London,Paris, or Tokyo. No one knows for sure. 4) Did you hear the doorbell

13、? It_may be_Nicholas. I am expecting him. 學(xué)生通過觀察例句總結(jié)might be 和must be的意義和用法 Language in use(15min) Task 1：Describe an inventor you know in this conversation. Task 2: Guessing game. 1.Discuss "a famous person" in the group. 2. A competition in the class. (一組描述人物，其他組猜，猜對(duì)的組加分，猜錯(cuò)的不加分)

14、以游戲的方法激發(fā)學(xué)生想象力和興趣，同時(shí)也練習(xí)了might be 和 must be 的用法 Homework 利用1.3表格，介紹其中兩位發(fā)明家寫在作業(yè)本上 板書設(shè)計(jì) Lesson 16 It might be a tool for cutting things. (1) We think he might be Edison. He must be Thomas Edison. That must be Yuan Longping. We think they must be Wri

15、ght brothers. 情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 might/may be, must be 課題 Lesson 16 It might be a tool for cutting things. (2) 課型 聽力課 授課時(shí)間 12.20——21 教學(xué)內(nèi)容 1、話題：Inventions and Inventors 2、詞匯：print, birth, round, flat, hole 3、語法：情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 can be, can’t be 教學(xué)目標(biāo) 學(xué)生能夠： 1、通過2.1的聽力內(nèi)容，理解信

16、息，推理信息 2、通過2.2聽力及表格，獲取三種物品的細(xì)節(jié)信息 3、通過體會(huì)、觀察等方式理解情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 can be, can’t be 4、運(yùn)用情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性口頭描述幾種日常用品 教學(xué)重點(diǎn) 1、通過聽力內(nèi)容，理解信息，推理信息，獲取細(xì)節(jié)信息 2、引導(dǎo)學(xué)生理解情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性can be, can’t be 教學(xué)難點(diǎn) 學(xué)生能正確使用情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性can be, can’t be來描述事物 教學(xué)資源 課本，黑板，錄音機(jī)，計(jì)算機(jī)媒體 教學(xué)步驟與時(shí)間安排 教學(xué)過程 設(shè)計(jì)意圖 Lead-in (

17、2min) 1、教師總結(jié)話題下詞匯： CD, chalk, scarf, gloves, camera, telephone, microwave oven, knife 2、教師提問 T: Do you like playing guessing games? 3、學(xué)生們回答后，教師引出話題： OK, let’s play. 提問激發(fā)學(xué)生興趣，引入話題 Language input(20min) Step1.教師在ppt 上出示書中的三幅圖片，猜測信息 1. 學(xué)生不要打開課本，只看大屏幕上的三幅圖， 2. 聽錄音對(duì)于三個(gè)事物的描述 3. 根據(jù)聽力內(nèi)容排序并猜測物

18、品的名稱 4. 核對(duì)答案 Step2. 教師提問錄音是從哪幾個(gè)方面描述一個(gè)事物的 Step3. 完成2.2的表格 1. 教師在ppt上出示表格 What size is it? What color is it？ What is it made of? What is it used for? 1 2 3 b. 學(xué)生們再聽一遍錄音，只在表格中填出keywords就可以 c. 總結(jié)從幾個(gè)方面去描述事物 4. 核對(duì)表格答案 通過回答問題及表格填寫訓(xùn)練學(xué)生獲取相關(guān)信息的能力和推理信息的能力 Langua

19、ge focus(10min) Step1. 教師用ppt展示并引導(dǎo)學(xué)生理解并總結(jié)can be 和can’t be 的意義和用法 1. 教師用ppt展示聽力中使用can be的句子 1)It can be in different colors. 2) It can be put around your neck and keep you warm. 2. 學(xué)生兩人一組討論 3．教師鼓勵(lì)學(xué)生自己說出句子的含義 4. 教師引導(dǎo)學(xué)生理解并總結(jié)can be的含義和用法 5. 教師讓學(xué)生自己說出can’t be的含義和用法 Step2利用2.5練習(xí)進(jìn)行反饋, 教師在pp

20、t上訂正答案 1）It can’t be true. I think you made a mistake. 2) That can’t be John. He is in New York. 學(xué)生通過觀察例句總結(jié)can be和can’t be的意義和用法 Language in use(15min) Task 利用2.4內(nèi)容進(jìn)行日常生活用品的描述 1． 兩人一組，一個(gè)學(xué)生可以任意挑選兩件事物進(jìn)行描述，他的partner要用到表推測的情態(tài)動(dòng)詞來猜測對(duì)方要描述的是什么物品。例如：A: We can use what to take pictures? B: It c

21、an be a camera. 2. 教師可再加幾個(gè)書上沒有提到的事物再讓學(xué)生們描述例如：a fridge, a washing machine… 以游戲的方法激發(fā)學(xué)生想象力和興趣，同時(shí)也練習(xí)了can be和can’t be的用法 Homework 在作業(yè)本上，描述一個(gè)你身邊常見的事物 板書設(shè)計(jì) Lesson 16 It might be a tool for cutting things. (2) It can be in different colors. It can be put around your neck and keep you warm. 情態(tài)動(dòng)詞表達(dá)可能性、疑惑或確定性 can be, can’t be