初中英语Section A教学设计

Steps

Teacher’s Activities

Students’ Activities

Purpose

Lead-in

1. Introduce the topic: make inferences.
2. Show a T-shirt and let Ss guess whose T-shirt this is.
3. Ask the Ss to think about the different usages of “must, might, could and can’t”.

1. Get to know the topic.
2. Guess whose T-shirt this is.
3. Think about the differences in usage for the modal verbs.

开门见山；

引出主题；

实物呈现；

引起兴趣；

感知目标语言；

激发思考。

The usage of must

1. Present the usage of must by showing a picture and asking the Ss whose USB disk it is.
2. Inspire the Ss to summarize the usage of must.
3. Ask Ss to do pre-listening activities: Picture study and clue-predictions.
4. Ask Ss to practice by doing listening exercises.
5. Ask Ss to make an inference for each lost item according to the conversation.

1. Look at the picture and make inferences about whose USB disk it is.
2. Be inspired to summarize the usage of must.
3. Do the pre-listening activities: Write down the things in the picture and find out the clues about their owner.
4. Listen and do the listening exercises.
5. Make an inference for each lost item according to the conversation.

呈现目标语言；

理解目标语言；

听前活动：熟悉听力话题和听力背景知识；

听中活动：输入目标语言；

听后活动：口头输出目标语言。

The usage of might, could, and can’t.

1. Present the usage of might, could, and can’t.t by showing a picture and asking the Ss whose necklace it is.
2. Inspire the Ss to summarize the usage of might, could, and can’t.
3. Show another picture and ask Ss to make inferences by using must, might, could, and can’t.
4. Introduce the background and ask Ss to do pre-listening activities: Discussion: What should they do?

Prediction: What is in the schoolbag?

5. Ask Ss to practice by doing listening exercises.
6. Summarize the usages again for each modal verbs by checking the answers.

1. Look at the picture and make inferences about whose necklace it is.
2. Be inspired to summarize the usage of might, could, and can’t.
3. Look at the picture and make inferences by using must, might, could, and can’t.

4. Do the pre-listening activities: Discuss about what they should do and predict what is in the schoolbag.
5. Listen and do the listening exercises.

6. Check the answers with the teacher and consolidate the usages for each modal verbs.

呈现目标语言；

理解目标语言；

操练目标语言；

听前活动：熟悉话题和背景；做出合理预测；

听中活动：输入目标语言；

听后活动：口头输出目标语言并再次归纳总结目标语言的用法

Role-play

1. Ask Ss to look at the picture and make some inferences about it.
2. Ask Ss to role play the conversation.
3. Ask Ss to answer the questions about it.
4. Ask Ss to complete the chart.
5. Ask Ss to fill in the blanks according to the conversation.

1. Look at the picture and make some inferences about it.
2. Two Ss role play the conversation.
3. Answer the questions about it.
4. Complete the chart.
5. Fill in the blanks according to the conversation.

了解对话背景；

情景体验；

关键信息获取；

细节信息提取概括；

词汇学习。

Story to be continued

1. Ask the Ss question: Did Linda find her schoolbag?
2. Ask Ss to do a pair-work:  make up conversations to continue the story.
3. Ask Ss to make an oral report about what happened to Linda and her schoolbag.
4. Ask Ss to discuss about their opinions on Linda and what they learnt from her.

1. Answer the question: Did Linda find her schoolbag?
2. Do the pair-work: make up conversations to continue the story.
3. Make an oral report about what happened to Linda and her schoolbag.
4. Talk about what they think of Linda and what they learnt from Linda.

预测故事发展；

合作完成任务：利用已有信息和知识，续编故事；

梳理关键信息，运用已有知识，文段输出；

梳理事情的起因、经过、结果并口头表述；为“神秘事件”的学习做好铺垫；

反思Linda的经历，进行德育渗透。

Homework

Ask Ss to write about  their own experiences of  losing things.

学习效果评价项目

学习效果评价内容

学生话语

能否在合适的语境中正确使用情态动词进行推断；

能否在学习过程中注意语音、语貌，做到语音、语调自然，语气恰当；能否就简单的话题表达自我的推断意见，并参与讨论；

能否在口头表达中进行恰当的自我修正。

学生行动

能否倾听他人的观点看法；

能否在听的过程中用适当的方式做出反应，并能够对关键信息进行简单记录。

能否记录重难点笔记，合理使用所发讲义。

学生认知

能否听懂有关物品所属的对话，并获取相关信息；

能否根据呈现的例句，归纳总结情态动词的用法和特征；

能否根据图片和相关细节，进行合理预测；

能否发挥创造力和想象力，续编故事；

能够理解事件发展的先后顺序，并复述事件发展的起因、经过和结果。

学生合作

能否乐于和同伴沟通信息，交换想法，进行情景对话，合作完成任务；

学生感悟

能否根据对话和故事发展，收获体会和感悟，表达从Linda丢书包事件中自己的收获和感悟。