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Whose volleyball is this? It must be Carla’s.
Whose hair band is this? It could be Mei’s hair band.
Or it might belong to Linda.
What did you see that night? I’m not sure, but it
can’t be a dog. I think it might be a bear or a wolf.过程与方法目标学生掌握情态动词表示猜测的用法。情感态度与价值观目标养成思考的习惯,“不信谣,不传谣”。
教学重难点重点1、巩固情态动词表示猜测的用法。
2、掌握Grammar Focus的句型。难点综合运用情态动词表示猜测。教学策略与 设计说明根据学生已有的认知,本节课采用自主探究法、小组合作法、任务型教学法,并利用多媒体辅助教学。教学过程教学环节Step 1(5分钟)
1. Greeting.
2. Find the owner of
the book.Step 1:
1. Greeting.
2. Try to find the owner of the book.通过问答,复习情态动词表示猜测的用法,导入本课的学习。Step 2:(20分钟)
Tasks: Practice the sentences.
Step 2:
1. Guess: What is it?
2. Guess: What is he/she/it doing?
3. Group work: Is it a boy’s or a girl’s room?通过问答,学生进一步练习巩固情态动词表示猜测的用法,以达到正确运用的目的。Step 3:(5分钟)
Practice the key sentences.
Step 3:
1. Finish the sentences.
2. Read the sentences.通过练习和朗读巩固Grammar Focus 的句型,掌握情态动词表示猜测的用法。Step 4: (5分钟)
Task.
Summary
Finish Activity 4a and 4b.
Do a summary通过练习和总结进一步巩固和掌握情态动词表示猜测的用法。Step 5:(10分钟)
A task.Step 4:
Discuss: Is this message true?
Make a conversation通过完成任务明白要理智分析信息,不信谣,不传谣。布置作业
Make a conversation.板书设计
Unit 8 It must belong to Carla.