河南教师资格英语面试考试说课稿：It must belong to Carla
人教版九年级英语《Unit8ItmustbelongtoCarla.》SectionB_说课稿2
人教版九年级英语《Unit 8 It must belong to Carla.》Section B_说课稿2一. 教材分析人教版九年级英语《Unit 8 It must belong to Carla.》Section B，本节课的主题是关于推测物品的归属。
通过本节课的学习，学生能够进一步掌握情态动词must的用法，以及如何用情态动词must进行推测。
同时，学生还能够通过本节课的学习，提高自己的听力、口语、阅读和写作能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于情态动词must的用法已经有了一定的了解。
但是，学生在实际应用中，对于情态动词must的把握还有待提高。
因此，在教学过程中，需要教师引导学生正确使用情态动词must，并能够灵活运用到实际情景中。
三. 说教学目标1.知识目标：学生能够掌握情态动词must的用法，能够用情态动词must进行推测。
2.能力目标：学生能够提高自己的听力、口语、阅读和写作能力。
3.情感目标：通过本节课的学习，学生能够培养对英语学习的兴趣，增强自信心。
四. 说教学重难点1.教学重点：学生能够掌握情态动词must的用法，能够用情态动词must进行推测。
2.教学难点：学生能够正确使用情态动词must，并能够灵活运用到实际情景中。
五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法，分组合作学习法。
2.教学手段：利用多媒体教学设备，如PPT、视频等，进行教学。
六. 说教学过程1.导入：教师通过展示物品，引导学生进行观察，激发学生的兴趣。
2.新课呈现：教师通过PPT展示本节课的主题，引导学生学习情态动词must的用法。
3.课堂讲解：教师通过讲解，让学生理解情态动词must的用法，并能够进行推测。
4.课堂练习：教师通过设计练习题，让学生进行听力、口语、阅读和写作的训练。
5.小组讨论：教师引导学生进行小组讨论，让学生在实际情景中运用情态动词must。
《It must belong to Carla. 》 说课稿
《It must belong to Carla. 》说课稿《It must belong to Carla 》说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《It must belong to Carla 》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《It must belong to Carla 》是人教版初中英语教材中的一个重要单元。
本单元的主题是“推测物品所属”，通过学习，学生能够运用 must, might, could 和 can't 等情态动词进行推测和判断。
本单元的教材内容贴近学生的生活实际，能够激发学生的学习兴趣。
教材中的对话和短文涵盖了丰富的语言知识点和文化背景知识，为学生提供了良好的语言输入和学习素材。
二、学情分析我所授课的班级是初中____年级的学生，他们经过之前的英语学习，已经具备了一定的英语基础知识和语言运用能力。
但是，对于情态动词的用法，尤其是在推测物品所属这一语境中的运用，还存在一定的困难。
此外，学生在语言表达的准确性和流畅性方面还有待提高。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握单词：belong, author, picnic, hair band 等。
（2）学生能够熟练运用 must, might, could 和 can't 等情态动词进行推测。
2、技能目标（1）能够听懂有关推测物品所属的对话和短文。
（2）能够用英语进行物品所属的推测和表达。
（3）能够阅读并理解与推测相关的文章。
3、情感目标（1）培养学生的观察能力和逻辑推理能力。
（2）激发学生学习英语的兴趣，增强学习自信心。
四、教学重难点1、教学重点（1）掌握重点词汇和短语的用法。
（2）熟练运用 must, might, could 和 can't 进行推测。
It;must;belong;to;Carla教案
It must belong to Carla教案第一章：引言1.1 目标：让学生理解并能够使用情态动词must的肯定句和否定句。
1.2 教学内容：引入情态动词must的用法。
学生通过观察和练习，理解must的肯定句和否定句的结构。
1.3 教学活动：通过提问引导学生思考，例如：“你确定它是Carla的吗？”来引入must的用法。
示例句子：“It must belong to Carla.”，让学生模仿并练习使用must的肯定句。
通过示例句子：“It cannot belong to Carla.”，让学生理解并练习使用must 的否定句。
1.4 练习：学生分组，互相练习使用must的肯定句和否定句。
教师提供一些物品，学生需要用must和cannot来判断物品的归属。
第二章：情景对话2.1 目标：让学生能够在实际情景中运用情态动词must。
2.2 教学内容：学习如何使用must来表达猜测和推断。
学生通过角色扮演和对话练习，能够在实际情景中运用must。
2.3 教学活动：提供一个情景：Carla丢失了一支笔，学生需要帮助Carla找到失物。
学生分组，轮流扮演Carla和帮助者，使用must来表达猜测和推断。
示例对话：“Carla：Do you think it belongs to me? 学生：Yes, it must belong to you.”2.4 练习：学生自主编写对话，使用must来表达猜测和推断。
教师选取一些对话进行展示和讨论。
第三章：语法讲解3.1 目标：让学生理解情态动词must的被动语态。
3.2 教学内容：学习情态动词must的被动语态结构：is/am/are + done。
学生通过例句和练习，理解并能够使用must的被动语态。
3.3 教学活动：解释情态动词must的被动语态结构，例如：“It must be belongs to Carla.”提供一些示例句子，让学生理解must的被动语态。
人教版英语九年级Unit8《ItmustbelongtoCarla.》全单元说课稿
人教版英语九年级Unit 8《It must belong to Carla.》全单元说课稿一. 教材分析人教版英语九年级Unit 8《It must belong to Carla.》全单元主要围绕“推理判断”这一主题展开。
通过本单元的学习，学生能够掌握一般现在时、一般过去时和一般将来时的被动语态，以及情态动词must的用法。
教材通过丰富的情境和真实的例子，帮助学生学会如何根据线索进行推理判断，并能在实际情境中运用所学知识进行交际。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一般现在时、一般过去时和一般将来时的被动语态。
然而，学生在情态动词must的用法上可能还存在一定的困惑。
因此，在教学过程中，教师需要关注学生的实际情况，针对性地进行讲解和练习。
三. 说教学目标1.知识目标：学生能够掌握一般现在时、一般过去时和一般将来时的被动语态，理解情态动词must的用法。
2.能力目标：学生能够在实际情境中运用所学知识进行交际，提高推理判断能力。
3.情感目标：培养学生热爱生活，关心他人的品质。
四. 说教学重难点1.重点：一般现在时、一般过去时和一般将来时的被动语态，情态动词must的用法。
2.难点：情态动词must在实际情境中的运用。
五. 说教学方法与手段1.教学方法：采用情境教学法、交际法、任务型教学法等。
2.教学手段：多媒体课件、实物、图片、卡片等。
六. 说教学过程1.引入：通过展示一张照片，让学生猜测照片中的人是谁，引出本课主题。
2.呈现：展示教材图片，引导学生观察并找出图片中的线索，推理判断出物品的主人。
3.讲解：讲解一般现在时、一般过去时和一般将来时的被动语态，情态动词must的用法。
4.练习：学生分组进行角色扮演，运用所学知识进行交际。
5.巩固：学生完成教材练习题，检测所学知识。
6.拓展：引导学生运用所学知识，谈论现实生活中的人和事。
七. 说板书设计板书设计需突出本课重点内容，包括一般现在时、一般过去时和一般将来时的被动语态，以及情态动词must的用法。
【附说课相关知识】初中英语说课稿：人教版九级《Itmust belong to Carla》说课稿范文
初中英语说课稿：人教版九级《Itmust belong to Carla》说课稿范文一、说教材1. 地位和作用。
《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新，实践能力，发展学习策略。
它采用任务型语言教学模式。
教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
在这个单元，学生要学会进行合理的推论，这样的主题对活跃学生的想像力和提高学生的推测能力很有帮助。
对于一些掌握快的学生会在课上就活跃地参与到活动当中。
通过各部分的学习，要求学会如何进行推测，并了解、学会基本句型的使用。
教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。
2.教学目标1) 知识与技能本单元通过学习情态动词，学会正确运用must, might, could 和can’t 对事物进行推断，并注意体会这些词表示判断时的程度，尽量做到用词准确。
拓展了belong to, much too, too much, count等词的使用，并提供了一些实用的英语谚语，要对本单元中的生词做到会读、会写、会用。
学会根据一定的背景或前提进行续写。
2) 学习策略有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。
归纳总结情态动词 must , might, could 和can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。
并让学习学会查字典。
3) 情态态度与价值观在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。
同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，在餐厅吃饭时，不要乱扔垃圾等，来保持环境的整洁与干净。
初中英语《It must belong to Carla》说课稿模板
初中英语《It must belong to Carla》说课稿模板一、教材分析本节课是初中英语教材中的一节知识点，主要内容是关于所有格的用法。
教材中的《It must belong to Carla》为一个典型的对于所有格的使用示例，通过这个例句，我们能够引导学生学习和掌握所有格的用法。
二、教学目标1.知识目标：通过本节课的学习，学生将能够理解和正确使用所有格。
2.能力目标：学生能够独立运用所有格表达物品归属。
3.情感目标：培养学生正确的语言交际习惯，提高学生的语言表达能力。
三、教学重难点1.教学重点：让学生理解并能够正确使用所有格。
2.教学难点：帮助学生理解所有格的意义和用法。
四、教学过程1. 导入新知首先，我会和学生进行简单的问答交流，引发学生对于归属关系的思考。
例如，我会问学生：“如果你看到一个漂亮的笔记本，你会怎么说？这个笔记本属于谁？”通过这个问题，我能够引导学生思考所有格的用法并认识到所有格的重要性。
2. 呈现例句接下来，我会通过课本中的例句《It must belong to Carla》来呈现所有格的使用情况。
我会解释句子的意思，并引导学生理解句子中的“belong to”和“Carla”所表示的意思。
3. 解析语法规则在学生理解了例句的含义之后，我将对所有格的语法规则进行详细解析。
我会解释所有格的基本构成和用法，例如在句子中的位置、在名词前的形式变化等。
4. 练习演练为了帮助学生巩固所学知识，我准备了一些练习题。
我会让学生完成填空练习，以巩固所有格的用法。
同时，我会鼓励学生积极参与课堂讨论，并纠正他们在练习中出现的错误。
5. 教学延伸在本节课的最后，我将引导学生思考更多的所有格的使用情况，并提供一些扩展的例句进行讨论。
通过这一环节，我希望学生能够进一步提升对于所有格用法的理解和应用能力。
五、板书设计为了帮助学生更好地掌握课堂内容，我准备了以下板书设计：所有格的用法- 形容词性物主代词- 名词性物主代词- 物品归属表达六、课堂总结通过本节课的学习，学生已经掌握了所有格的用法，能够正确地运用所有格来表达物品的归属。
It must belong to Carla教案
It must belong to Carla教案一、教学目标1、语言知识目标学生能够掌握并正确运用“belong to”的用法及相关句型。
学生能够理解和运用与物品归属相关的词汇，如“owner”“possession”等。
2、语言技能目标学生能够通过阅读和听力理解有关物品归属的文本和对话。
学生能够用英语准确表达物品的归属。
学生能够在口语和书面语中正确运用“belong to”句型进行交流和描述。
3、情感态度目标培养学生观察和推理的能力，激发学生对英语学习的兴趣。
引导学生在交流中尊重他人的观点和意见，培养合作学习的精神。
二、教学重难点1、教学重点“belong to”的用法及相关句型。
与物品归属相关的词汇和表达方式。
2、教学难点区分“belong to”和“be ＋名词所有格/物主代词”的用法。
引导学生在实际情境中准确运用所学知识判断物品的归属。
三、教学方法1、情景教学法通过创设真实的情境，让学生在具体的情境中感受和理解“belong to”的用法。
2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中巩固所学知识，提高语言运用能力。
3、归纳总结法引导学生对所学知识进行归纳总结，帮助学生构建系统的知识框架。
四、教学过程（一）导入（5 分钟）通过展示一些物品的图片，如书包、自行车、手机等，询问学生这些物品可能属于谁，引导学生用英语进行猜测，如“It might belong to Tom” “It could be Mary's” 从而引出本节课的主题“It must belong to Carla”。
（二）词汇学习（10 分钟）1、展示与物品归属相关的词汇，如“owner”“possession”“belongings”等，通过图片、例句等方式帮助学生理解这些词汇的含义和用法。
2、进行词汇练习，如填空、选择等，让学生巩固所学词汇。
（三）“belong to”句型学习（15 分钟）1、讲解“belong to”的用法，强调其主语通常是物品，宾语是人，表示“属于某人”。
Unit8 It must belong to Carla.说课稿
Unit8 It must belong to Carla.说课稿
说教材：本节阅读课选自人教版新目标九年级第八单元SectionA 3a-3c.本篇文章是关于小镇怪声的文章。
3a要求学生阅读文章，根据文章的内容选择恰当的标题。
活动3b要求学生根据释义在文中找出相对应的词汇，灵活掌握语言的不同表达。
活动3c 引导学生进一步注重文章的细节，找出文中众多人物关于奇怪声音的推测。
重点是情态动词在文中的使用，难点是文中人物对怪声的猜测。
说教法：本节课是阅读课，在学习这篇文章时，首先让学生先泛读文章，选择恰当的标题。
在完成3b和3c两个任务时，实行精读，找出文章的细节。
说学法：本堂课学生主要掌握精读和泛读。
其次是掌握must,might, could,can’t这几个情态动词的用法。
说教学过程：
1，听写和检查作业。
2，通过句子学习本文中的单词。
3，泛读，完成3a。
4，精读，完成3b和3c.
5，语言知识讲解。
(新)unit8ItmustbelongtoCarla说课稿
It must belong to CarlaI am honored to stand here! Thank you for giving me such a good opportunity to learn from you .Today I’ll talk about The first Period Section A（from 1a to1C）of Unit8. It’s from Grade9 in Go For It! The title of this unit is “It must belong to Carla”. Here my speech mainly contains six parts I’ll introduce them one by one.1. Analysis of teaching material2. Analysis of the students3. Teaching aims and demands4.Teaching & Learning methods5. Teaching aids6. Teaching process display7. Teaching procedures8. Blackboard design9. Teaching reflectionⅠ. Analysis of the teaching materialThis lesson is the first period of Unit8. With the help of Guessing Game, Listening practice and dialogue, modal verbs are used to develop the Ss’language skills of speculation. Therefore the lesson will lay a foundation for the future .Ⅱ. Analysis of the studentsStudents of Grade nine have learned English for 3 years. They have a good base in words and sentences. They have mastered some skills of listening, speaking, reading, and writing. Most students have taken a great interest in English now, they enjoy learning English. But Ss have different English learning levels. Especially Ss are afraid of speaking English in front of people. So as a teacher, I always encourage them to take an active part in each class and help them speak bravely and confidently.Ⅲ. Teaching aims and demandsKnowledge objectives:Students can master vocabularies and languages structures.Ability objectives:Learn to use modal verbs to show their own speculations.Moral and Emotional objective:.To make the students be interested in good co-operation and make correct judgment.Important pointsA. Key vocabularies:whose , truck , rabbit, picnicB. Key structuresThe key point of the lesson is using modal verbs to show your speculations. Difficult pointHow to use belong to , must, might, could , can'tⅣ. Teaching & Learning methodsTeaching methodsIn this lesson, I’ll mainly use the “task-based” teaching method, and it will be used in the whole lesson. I think it’s helpful to develop the Ss’thoughts. I’ll also use “situation communication”method. It can provide enough listening and speaking situations for Ss. I think good teaching methods are the keys to success.Learning methodsIn this lesson, I use different ways to guide the Ss better and develop the Ss’ abilities, such as pair work，group work and reports. The Ss will learn how to be a good language learner , and how to communicate with others. It will be very helpful for their learning in the future. I think good studying ways can help the Ss to be good language learners.Ⅴ. Teaching aids:Tape recorder, Power-point CAIⅥ. Teaching processT: Whose pencil is this? Is this yours?Ss: No, It’s not mine. I think it’s Tom’s.T: So we can say “It must belong to Tom.”Today we are going to learn unit8 It must belong to Carla.Purpose: It’s necessary for the Ss to provide a situation to review knowledge and it’s important to form a better English surrounding for Ss. Step2 Presentation1.Play a memory gameShow three groups of pictures and ask hem to guess Whose … is this? then present the words and structures of speculation “might/ could be/must be/ can’t bePurpose: To get the feedback of the words-learning.2. To sum up the skills of speculation to help the students have a clear understanding ,then give them some pictures to check if the students have really mastered these structures.Step3: Pair work(1c)1. Show some pictures to the Ss, and guide them to make conversations like this:Whose …is this?It must be Mary’s= It must belong to Mary .2. Invite two groups of students to come to the platform, use their own things to make conversations like this, then ask all the Ss to practice the conversation .---Whose ….. is this?---It must/might/could/can’t belong to sb./be sb’s .Purposes:1. To learn to use.2. To train the students’ cooperation ability as well as improve their spoken English.Step4: Listening Practice. （1b）Purpose: To train the students’listening ability, listening can make the Ss consolidate the knowledge step by step.Step5: Group workUse the information from the table to make sample conversations or take their own things to make their own conversations. Ss can use “be one’s ”or “belong to one ” .Then invite six students to take their own things to the platform, and play a guessing game , then ask the Ss to practice the conversation(6 students with a group)--Whose …… is this/that?---It must/might/could/can’t belong to sb. because…..=It must/might/could/can’t be sb’s.---Is this yours?/ Does it belong to you?---Yes/No…..Purpose: This activity can improve Ss comprehensive ability of using English. The Ss at this age enjoy showing themselves, so it can also improve their studying interests; I think it’s most important during studying, because interest is a best teacher.Step6: ExercisePurpose: To check the outcome of this class, including words and sentence patternsStep7 HomeworkMake several sentences with can’t , might , must , could , belong toEg : You must be a good student.Ⅷ. Blackboard designNew Words:whose，truck，rabbit，picnicSentence structures:---Whose …… is this/that?---It must/might/could/can’t belong to sb.=It must/might/could/can’t be sb’s.---Is this yours?/ Does it belong to you?---Yes/No…..Ⅸ.Teaching reflectionIn this lesson, I mainly adopt the Task-Based Learning Method. I design many various activities that close to students’life, I also arrange individual work, pair work, and group work for students to practice English。
Unit 8 It must belong to Carla. Section A 1 (1a-2d) 说课稿
Unit 8 It must belong to Carla. Section A 1 (1a-2d)说课稿褚兴莲一、教材分析：本课时是九年级Unit 8 It must belong to Carla. Section A 1 (1a-2d)是本单元第一课时，教材以“物品归真”为话题，以“谈论推断”为交际功能，重点让学生在这些语境中学习和运用情态动词教学推断。
学会如何进行推测，并了解学会基本句型的应用。
教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的语言程序，引导学生在做事中有目的的学习语言。
二、说教法1.以任务教学法为主，我设计了4个任务，让学生在完成任务的同时，培养学生的听、说能力。
2在进行教授单词时，充分运用语篇教学，达到词不离句，句不离篇的目的。
3.在进行交际练习时，给学生一定的支架，以此帮助学生完成口语交际。
三、说学法采用合作式学习方式，充分培养学生的口语交际能力，在完成任务的活动中培养学生主动的学习语言的能力。
养成良好的英语的学习习惯。
并让学生学会如何推测，以至于在做推测性的阅读题时有很好的方法。
引导学生在课上积极发言、多练，在完成任务时养成多练多用，在做中学，学中乐，乐中掌握的能力。
四、学情分析情态动词在unit7 单元已经有所接触，班里没有彻底不学的学生，但有一部分学生缺乏一定的主动学习能力。
五、教学目标：1. 语言知识目标：1) 能掌握以下单词：truck, picnic, whose, pink, rabbit, magazine能掌握以下句型：①The person must go to our school.②—Whose book is this? —It must be Mary's. /It must belong to Mary.2) 能够用情态动词表推测。
2. 情感态度价值观目标：让学生根据已有事实推测可能性。
教学重难点1. 教学重点：1) 掌握本课时中出现的生词truck, picnic, volleyball, whose, pink, rabbit,valuable, somebody, anybody2) 学会描述表示物品所属提问和回答：—Whose book is this? —It must be Mary's.2. 教学难点：Whose .......is this? 句型六、教学过程Ⅰ. Leading inTeacher shows a book and answers: Whose book is this?Ss answer: It may be…. It must be….Ⅱ. PresentationShow a picture of book.,then show It must belong to ….Ⅲ.Learn the new lesson1.Finish task1Read and find whose they are?why?The …might / could / must / can’t be Mr Smith,because …The … might / could / must can’t belong to Mr. Smith,because…2.Task 2:Whose volleyball is it?It must be Feng Kun’s.It must belong to Feng Kun Because she is the only volleyball player3.Task 3.Listen and find whose it is. match each person with a thing and a reason1)Play the recording for the Ss to listen.2)Ss listen and try to match the each person with a thing and a reason.3)Check the answers.4)Look at the conversation in 1c and make conversations in pairs.e.g. A: Whose book is this?B: It must be Mary's. J.K. Rowling is her favourite writer.4. Task4.Listen and find whose the schoolbag is? Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag.1). Look at the chart in 2a.2). Play the recording for the Ss to listen and check the words they hear.3). Play the recording again to check the answers.4). Play the recording for the Ss to fill in the blanks with the right words.5). Play the recording again to check the answers.6)Tell Ss to make conversations about the schoolbag using the information in 2a.7). Let some pairs act out their conversations before the class.e.g. A: Look! There's a schoolbag here.B: What's inside?A: There’s a T-shirt, …5.Exercise根据句意, 从括号内选择合适的单词填空。
Unit5ItmustbelongtoCarla说课稿
Unit 5 It must belong to Carla.(Section A 1a-Grammar focus, Grade Nine)Ⅰ. Teaching Material（教材）《新目标英语Go for it》九年级人教版Unit 5 It must belong to Carla.(Section A 1a-Grammar focus , Grade Nine)Ⅱ. Guiding ideology（整体设计思路、指导依据说明）依据国家新的英语课程标准、新大纲的理念，英语教学要构建旨在培养创新精神和实践能力的学习模式和教学模式，要注重培养学生的观察、记忆、思维、想象能力和学习策略。
因此，我们的新课程的教学观应是：面向全体学生，注重素质教育；整体设计目标，体现灵活开放；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与；注重过程评价，促进学生发展；开发课程资源，拓展学用渠道。
Basing on our country’s new ideas of English course standard, new outlines, English teaching should found the study mode and teaching mode of developing creative spirit and practical abilities. We should focus on developing students’ techniques of observation, memory, thinking, imagination and study. Therefore, our teaching ideology now is: Focus on all the students and qualify education; design the targets comprehensively, and have flexible and diversified forms; Encourage learner-based teaching and students’ various potentials; let students observe and learn from practical experiment; encourage the students by value them; widen study and application with the open teaching materials.Ⅲ. Analysis of the Materials（教学内容分析）本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can’t表示推测的用法。
It;must;belong;to;Carla教案
It must belong to Carla教案章节一：介绍和打招呼教学目标：1. 学习如何用英语介绍自己和打招呼。
2. 学习如何用英语表达“一定是”和“属于”。
教学内容：1. 学习如何用英语自我介绍：“Hello, my name is”2. 学习如何用英语与他人打招呼：“Hello, how are you?”3. 学习如何用英语表达“一定是”：“It must be”4. 学习如何用英语表达“属于”："It belongs to"教学活动：1. 学生两人一组，互相练习用英语自我介绍。
2. 学生两人一组，练习用英语打招呼。
3. 学生两人一组，练习用英语表达“一定是”和“属于”。
章节二：学习和练习形容词教学目标：1. 学习如何用英语描述物品的特征。
2. 学习如何用英语表达“一定是”和“属于”。
教学内容：1. 学习如何用英语使用形容词描述物品的特征，例如：“It is big.”、“It is blue.”2. 学习如何用英语表达“一定是”：“It must be”3. 学习如何用英语表达“属于”："It belongs to"教学活动：1. 学生两人一组，互相练习用英语描述物品的特征。
2. 学生两人一组，练习用英语表达“一定是”和“属于”。
章节三：学习和练习现在进行时教学目标：1. 学习如何用英语描述正在进行的动作。
2. 学习如何用英语表达“一定是”和“属于”。
教学内容：1. 学习如何用英语使用现在进行时描述正在进行的动作，例如：“She is reading a book.”、“They are playing football.”2. 学习如何用英语表达“一定是”：“It must be”3. 学习如何用英语表达“属于”："It belongs to"教学活动：1. 学生两人一组，互相练习用英语描述正在进行的动作。
2. 学生两人一组，练习用英语表达“一定是”和“属于”。
说课稿 Unit 5 It must belong to Carla (Section A)
Unit 5 It must belong to Carla(Section A)Good morning/ afternoon, dear judges! I'm very glad to be here to present my class today. I'm number X candidate applying for the English teacher of the secondary school. And my topic today is Unit 5 It must belong to Carla. To get a better understanding of my instructional designing, I'm going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.Part One: Analysis of the Teaching MaterialThe first and foremost is the analysis of the teaching materials. Today's lesson is the Unit 5, Section A of Go For It, Grade 9, published by People's Education Press. Its main theme is about making inferences, which is closely related to students' daily life. Everyday students ofter express inferences, so they are quite familiar with this topic and would like to learn more about it.Based on the New Curriculum Standard，today's teaching objectives are as follows:1. Knowledge objectivesKnowledge objective is to master the usage of new words "belong, belong to, plate, author, toy, picnic".2. Ability objectivesAbility objective is to grasp how to use "must, might, could and can't" to make inferences based on the related information.3. Emotional objectivesEmotional objective is to understand the importance of items' belonging.Given the teaching materials and the students' characteristics, I suppose the teaching key points are the usage new words, and difficult points will be focused on how to make inferences in real situations.Part Two: Analysis of the studentsOK, let's turn to the analysis of students. Students of Grade 9 have studied English for at least 6 years and grasped a certain amount of basic English knowledge. They areactive, eager to show and learn; their abstract thinking is developing rapidly, they can cooperate with their classmates to finish tasks, they can make their own judgments based on their life experience. On the other hand, students of Grade 9 cannot use English freely; they make mistakes now and then, and their attention span is limited. Therefore, I should take into account all of these factors in my teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the the Audio-lingual Method.Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and researched methods. Students will learn the language points better by finishing a series of activities.Teaching AidsDuring the teaching process, recorder, CAI and computer will be needed.Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps:Step 1.Leading-inIn this step, students will be told to look carefully at the picture in the book. I will explain them the example:" Plate is used in the kitchen, so it shall be put in the kitchen things". Then I'd like the students to think about the chart in page 34 accordingly. The answer will be checked later.By doing so, students will get a general idea of today's lesson and their interest will be raised as well.Step 2. Presentation1.Listening ComprehensionIn order to get the students to be more familiar with today's topic, I' d like them to listen to the tape 1b. Then students will match a person with a thing and a reason. If they find it hard to do so, they can work in pairs.2.V ocabulary FocusAfter the listening, I will introduce the key vocabulary of today. Firstly, I will write the new words on the blackboard, read them one by one and ask students to repeat several times until they can speak out them fluently and accurately.Secondly, I'll invite some students to explain in their own words the meanings of the new vocabulary " belong to, author and picnic". The possible answer may be: Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.3.DiscussionStudents' attention will be focused on the picture again. I'd like students to point to each item and say its name, and they will be encouraged to explain the meanings of the column heads. Then students will look at the picture and write the things in the correct columns in the chart. Students can discuss their answers with their classmate. As they discuss, I'll move around the classroom, checking their progress and answering any questions they may have. Then I will show the correct answers on the screen and check with students.4.Role-playStudents will read the conversation in page 34 , then they will be divided into 5 groups to practice the conversation. Each group shall finish one and write it on the blackboard. After that, they shall act the conversation out.Step 3. Practice and ConsolidationIn order to consolidate what they have learned today, I'm going to provide a series of tasks for students to finish.(1) Listening comprehensionStudents will hear the recording about a backpack that Bob and Anna found. Thenthey will write down the things in the backpack.(2)Grammar FocusThe key grammar of this period is the usage of "must, might, could and can't" . Traditionally, grammar rules will be taught to students first and they will try to do a lot of exercises to consolidate the rules. Actually, memorizing the rules only cannot bring about a good effect. So, I'd like students to the tape of 2b and try to experience the using of grammar through examples. Then they can read the grammar summary in 2b.Step 4.SummarySummary can be used to test the learning effect of students. So, students will finish the 2c. This exercise will deepen students' understanding about the usage of "must, might, could and can't". Then they will try to sum up the language points today.Step 5.HomeworkHomework is important for the further development of students' language ability. To get a further understanding of the target language, I'd students to make up a similar dialogue by modeling the 1c .Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have written the new words and expressions on the blackboard so that students will grasp them better and use them in the actual life.OK, so much for my presentation, thanks for your listening.。
Unit8ItmustbelongtoCarla(第4课时)说课稿
Unit 8 It must belong to Carla（第4课时）说课稿一. 教材分析《Unit 8 It must belong to Carla》是人教版（新目标）初中英语教材的一个单元，主要围绕着“推测”这一主题展开。
通过本单元的学习，学生能够掌握一般过去时的被动语态，学会使用“must have done”和“can’t have done”等结构来表达对过去事情的推测，同时提高在日常生活中用英语进行交流的能力。
本单元包括两个部分，第一部分是课文阅读，讲述了Carla丢失了钥匙，通过观察和推测找到了失主的有趣故事；第二部分是听说练习，通过不同的场景让学生练习使用一般过去时的被动语态进行交流。
二. 学情分析考虑到我所教授的学生是初中生，他们的英语水平已经达到了一定的程度，具备一定的听、说、读、写能力。
在此基础上，他们需要通过大量的实践和练习来进一步提高自己的语言运用能力。
同时，他们对于新鲜事物充满好奇，善于发现和总结规律，因此在教学过程中，我会引导他们通过观察、思考、交流和总结来掌握本节课的知识点。
三. 说教学目标根据课程标准和学生的实际情况，我制定了以下教学目标：1.知识目标：学生能够掌握一般过去时的被动语态，理解并运用“musthave done”和“can’t have done”等结构表达对过去事情的推测。
2.能力目标：学生能够在日常交流中运用所学知识，提高自己的英语表达能力。
3.情感目标：通过本节课的学习，学生能够培养合作、探究和创新的精神，提高自己对英语学习的兴趣。
四. 说教学重难点1.教学重点：学生能够掌握一般过去时的被动语态，学会使用“musthave done”和“can’t have done”等结构表达对过去事情的推测。
2.教学难点：学生能够灵活运用所学知识，在实际交流中准确地表达自己的观点。
五. 说教学方法与手段为了实现本节课的教学目标，我采用了以下教学方法和手段：1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识，提高自己的语言能力。
Unit 5 It must belong to Carla 说课稿
Unit 5 It must belong to Carla1Alynasis of teaching material1 Status and functionThe topic of this unit is a picnic ,which is clothly to our daily life and emphasize the interest and experience of us ,The picture is active and vivid ,through the class ,student learn to make inferences ,student s’imagination is cultivated and their ability to deduce is also improved .2 T eaching aims and demands1 Knowledge objectKey vocabulary: belong belong to author picnicT aget language: whose book is this?It must be Mary’s .Hemingwei is her favorite author.2 Ablity object is to train students’ listening skill and communicative competence using the target language .3 Moral object:bring their litter back to keep our environment clean and tidy ,love our home ,love the earth----the only planet we can live .3 T eaching key pointsKey vocabulary target language4 T eaching difficult points1Listen to the target languge2Oral practice using the target language5 T eaching methordsAudio—visual , listening, communicative, T ask—based6 T eaching procedures1Lead—inIn order to attract the students’attention and constracte an surrounding of learning English, I’ll show them a short film about a picnic ,ask them:Do you think it is intresting?Do you want to go?They will anser my questions, afterwards ,I tell them that life is so beautiful .today we study very hard , oneday we will have a good life .I present all the new words by vivid pictures ,especially the tipical pictures from thenet ,in this way they will be impressed by the nice pictures.2Presentation When I present the sentence patten : Whose book is this? I take a book of mine ,tell them :It belong to me . I also take something from my student ask them and teachthem how to use the sentence patten to anser questions3Practise1 in order to make students master the teaching material,let them look at the picturesin 1b and fill in the blanks in 1a,there is a competition,tell them who can give me the answer quickly ,one student answer one balnk,so more student have the chance to answer questions,certainly,them should answer me quickly and aloud,3Let the students write down the things we need when we have a picic ,the more thebetter in a limited time and collect the papers4Let students listen to the tape pay attention to the pronunciation and innotation ,listn again, they answer the questions and finish the task in 2b conneting the name with thing and reason.5ProductionIn this step I will give students a free space to shoe their ability ,a short video film is about a picnic ,the weather is very hot and the boys and girls take off their coats and put them together, they are singing and dancing laughing and chatting ,after the picnic ,they begin to look for their coats ,A and B are talking ,C and D are talking ,and so on ,after watching, l will give my students some tasks to make the similar dialogue without repetition using the new words and the sentence patten , afterwards, they will act it out ,and change roles ,so their ability of communication and cooperation is well trained.6ExtensionThere are some pictures about pollutionafter a picnic,some animals are complaining, why don't they take back their litter? Ask my student to make a promise,we have learned how to make a promiseand this is a important knowledge point,under this pictures wen can see the sentence: Don’t let the animal complaining us.7Summary and home workRoutine homework; revise words and phrases recite the words and sentences as many as possible after class ‘make a dialogue according to sample and write it in the exercise book.8Blackboard designKey vocabulary language targetBelong whose ------is this?Belong to It belong to-------.It is -------‘sauthorpicnic。
It must belong to Carla教案
It must belong to Carla教案《It must belong to Carla》教案篇1it must belong to carla教案教学目标学会（对当前发生的事）做出推测和判断（learn how to make inferences）联系使用本单元的目标英语（practise using the target language.）in this unit we will learn to use could，may，might，must and couldn’t/can’t to show how certain you are about a present situation.and tell the difference between them.we will also learn to practice“whose questions”.一、目标语言（target language）1.whose volleyball is this？it must be carla’s.she loves volleyball.2.whose french book is this？it could be ali’s.she studies french.3.whose guitar is this？it might belong to alice.she plays the guitar.4.whose t-shirt is this？it can’t be john’s.it’s much too small for him.二、重点词组（key phrases）1.belong to 属于2.call the police 报警3.because of 因为4.escape from 逃避e up 用光、用完6.make guesses 做出猜测7.no more 不再8.be careful of 留神、当心9.hair band 发带10.chinese-english dictionary 汉英词典11.oxford university 牛津大学12.classical music 古典音乐13.the only kid 独生子，唯一的孩子重、难点知识讲解一、重点词汇1.belong to 属于eg.these books belong to me.这些书是我的。
人教版九年级英语Unit 5 It must belong to Carla. 第四课时说课稿
Unit 5 It must belong to Carla. 第四课时说课稿各位评委教师大家好：我说课的题目是初三英语第5单元第4课时，本课为口语阅读课，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。
整个说课我将分三部分进行讲述，即教材分析、教学环节的设计、教学程序。
一教材分析本单元的教学核心项目是“属于谁”（belong to sb）,整个教学内容主要围绕在“情态动词”的区分上面，以此为语言背景，让学生通过4个课时的学习感知，初步掌握本单元的语法项目－－情态动词。
（一）教学目标：1 知识目标：掌握新单词，如：interview ,neighnor ,noise, strange等。
掌握句型：it must/could/might be…2 能力目标：有效提高阅读速度和理解材料的准确度，能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
德育目标：通过形象、生动的教学使学生能较好地保持深厚的学习兴趣和较高的学习动机。
培养学生遇到问题时，能主动向老师或同学请教，取得帮助。
（二）重点、难点重点：学会区分各种情态动词的用法难点：文章中较难句子的理解及应用。
二．教学环节的设计首先老师应始终保持饱满的热情，让学生得到身心享受，在生动直观的语言环境中学习新语言。
本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。
为了更好地突出重点，突破难点，我主要采用了：1.任务型教学法：新课标倡导的"玩中学，学中玩"的理念也很受学生欢迎。
2.竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行小组竞赛，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。
实践证明这是个复习巩固旧知识的好办法。
三、教学程序课堂的整体设计我遵循整体教学的思路，运用情景教学法和交际法，分五个主要步骤进行，即：导入，展示，巩固操练，检测和布置作业。
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河南教师资格英语面试考试说课稿：It must belong to Carla
一、说教材
1. 地位和作用。
《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新，实践能力，发展学习策略。
它采用任务型语言教学模式。
教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
在这个单元，学生要学会进行合理的推论，这样的主题对活跃学生的想像力和提高学生的推测能力很有帮助。
对于一些掌握快的学生会在课上就活跃地参与到活动当中。
通过各部分的学习，要求学会如何进行推测，并了解、学会基本句型的使用。
教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。
2.教学目标
1) 知识与技能
本单元通过学习情态动词，学会正确运用must, might, could 和can’t 对事物进行推断，并注意体会这些词表示判断时的程度，尽量做到用词准确。
拓展了belong to, much too, too much, count等词的使用，并提供了一些实用的英语谚语，要对本单元中的生词做到会读、会写、会用。
学会根据一定的背景或前提进行续写。
2) 学习策略
有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。
归纳总结情态动词 must , might, could 和 can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。
并让学习学会查字典。
3) 情态态度与价值观
在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。
同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，在餐厅吃饭时，不要乱扔垃圾等，来保持环境的整洁与干净。
3.教学重点
学会重点词汇和目标语言，学会用must, might, could 和can’t 进行推论。
4.教学难点
训练学生的听、说、读、写的能力，让学生掌握must, might, could 和can’t 的用法。
5.课时划分。
分为六个课时
第一课时：Section A 1a, 1b, 1c
第二课时：Section A 2a, 2b, 2c
第三课时：Section A 3a, 3b, 4
第四课时：Section B 1,2a, 2b, 2c
第五课时：Section B 3a,3b,3c
第六课时：Section B 4,selfcheck
二、说教法
1.听录音
听录音是英语学习的重要方法，也是课堂教学的重要步骤，在听中可以感知，可以模仿。
2.重点讲解
1)情态动词must, might, could 和can’t 表示推测的含义与用法，后面都接动词原形，都可以对现在情况的揣测或推断，但他们含义有所不同，must，一定，肯定(100%)，might, could有可能，也许(20%--80%)，can’t 不可能，不会(可能性几乎为零)
2)belong to someone和 be someone’s
含义基本相同，都表示“属于某人”、“归某人所有”。
但要注意用法上的区别: belong to 中的 to 为介词，后面需接名词可宾格代词，而be someone’s 中有 be 动词，根据意思需要后面要接名词的所有格形式或名词性物主代词。
3) much too与too much的区别
3.情景对话
通过对话逐步达到对教材的全部操练对话时，可不受课文内容和顺序的限制，学生可以根据当时的实际思路创造性的交流，这种教法是实现语言知识向语言能力转变的必经之路。
4.独立操练
首先要求学生根据示范独立对话，随后叫几组分别出来表演。
5.教具准备
在整个教学过程中，我采用图片、实物等，对顺利开展了教学活动起到了很好的辅助作用。
三、说学法
1.听的习惯
学生要经常听录音，听教师讲英语，听学生讲英语，这结学好英语大有帮助。
2.及时巩固，反复记忆
凡老师在课堂上所讲到的语言难点，学生要及时整理，再次认识并积极使用，对前面已学过的内容，学生要有安排地经常复习，否则常常是学习新的，忘了旧的。
3.积极操练，重在口头
在课堂上，学生要积极参与教师设计的每个教学活动，大胆开口说英语，创造性地说出自己想说的话，课后做自己的相应的练习，和与学生进行英语交流练习，只有这样，才能将书本知识变成自己的知识和语言能力。