中考英语复习 Unit 4 Lesson 16 It might be a tool for cutting things教案.docx

Lesson 16 It might be a tool for cutting things. (1)课题Lesson 16 It might be a tool for cutting things.(1)课型阅读课授课时间：12. 1819教学内容1、话题：Inventions and Inventors2、词）匚：print, birth, round, flat, hole3、语法：情态动词表达可能性、疑惑或确定性might/may be,must be教学目标学生能够：1、通过L 2文段，获取关于4位伟大的创造家的细节信息2、通过1. 2文段，总结归纳文章的主旨大意3、通过L 2文段，理解并推理信息4、通过体会、观察等方式理解情态动词表达可能性、疑惑或确定性 might/may be, must be教学重点1、通过阅读文段，学生能够获取关于4位伟大的创造家的细节信息以及总结归纳文章的主旨大意2、引导学生理解情态动词表达可能性、疑惑或确定性might/may be, must be教学难点学生能正确使用情态动词表达可能性、疑惑或确定性might/may be, must教学资源课本，黑板，录音机，计算机媒体教学步骤与时间安排教学过程设计意图Lead-in(2min)1、教师总结话题下词汇：inventor, invention, might, may, must, light bulb,flying machine2、教师在ppt上出示SK状元榜的比赛图片T: Have you seen the program on TV?通过图片 和提问激 发学生兴 趣,引入话 题Do you like it?3、学生们回答后，教师引出话题：Today we' re going to take part in the competition.Language input(20mi n)Stepl.To get the general information学生阅读1.2,获取文段大意。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 information1.学生阅读文段，获取竞赛的规那么。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.学生阅读文段，获取归纳信息。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?通过回答 问题及表 格填写训 练学生获 取相关信 息的能力 和推理信 息的能力s：.T: How do you know?S:.(ppt： We think he might be Edison.Sorry , that，swrong.He must be Thomas Franklin.Exactly.He must be Thomas Edison.Correct.That must be Yuan LongpingYes, you areright.We think they must be Wright brothers.Yes, you areright.)Step3.学生阅读全文并且完成1. 3表格a.获取4个inventors的相关信息1)教师在ppt上出示L3表格2）学生独立阅读文章，用笔把与表格内容相关的信InventorlInventor2Inventor3Inventor4nationalityyearofbirthinventionsname息画在书上3)小组进行讨论4)全班核对答案Step4.学生分层阅读。1. Inventor 1.l)How did he study when Franklin was 10.2) Why he went to a printing house?3)猜想词义：He found the nature of the electricity.2. Inventor 2.l)Did Edison study at school?2)What did Edison like?3) How many inventors did he invent?4)指代关系：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)猜想词义：What does the phrase "the father of hybrid rice" mean?3.1 nventor 4.1)What did Wright brothers do in 1903?2)猜想词义：they stared to wonder why birds could fly in the sky.5.教师提问：What can you learn from these inventors?Step5,总结：从哪些方面描述著名人物。Languagefocus(3min学生通过观察Stepl.教师用ppt展示并引导学生理解并总结might be 和must be的意义和用法)1 .教师用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 .学生两人一组讨论3 .教师鼓励学生自己说出句子的含义4 .教师引导学生理解并总结might be和must be句子 的含义和用法Step2利用2.5练习进行反应，教师在ppt上订正答案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? It may be Nicholas.I am expecting him.例句总 结 mightbe 和mustbe的意 义和用 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.(一组描述人物，其他 组猜，猜对的组加分，猜错的不加分)以游戏的 方法激发 学生想象 力和兴趣， 同时也练 习了 might be和must be 的用法Homework利用1.3表格，介绍其中两位创造家写在作业本上板书设计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 Wright brothers.情态动词表达可能性、疑惑或确定性might/may be, must be课题Lesson 16 It might be a tool for cutting things.(2)课型听力课授课时间12. 2021教学内容1、话题：Inventions and Inventors2、词汇：print, birth, round, flat, hole3、语法：情态动词表达可能性、疑惑或确定性can be, can, t be教学目标学生能够：1、通过2.1的听力内容，理解信息，推理信息2、通过2. 2听力及表格，获取三种物品的细节信息3、通过体会、观察等方式理解情态动词表达可能性、疑惑或确定性can be, can' t be4、运用情态动词表达可能性、疑惑或确定性口头描述几种日常用品教学重点1、通过听力内容，理解信息，推理信息，获取名田节信息2、引导学生理解情态动词表达可能性、疑惑或确定性can be, can' t be教学难点学生能正确使用情态动词表达可能性、疑惑或确定性can be, can' t be来描述事物教学资源课本，黑板，录音机，计算机媒体教学步骤与时间安排教学过程设计意图Lead-in(2min)1、教师总结话题下词汇：CD, chalk, scarf, gloves, camera, telephone, microwave oven, knife2、教师提问T: Do you like playing guessing games?3、学生们回答后，教师引出话题：OK, let' s play.提问激发 学生兴趣， 引入话题Language input (20min)StepL教师在ppt上出示书中的三幅图片，猜想信息1 .学生不要翻开课本，只看大屏幕上的三幅图，2 .听录音对于三个事物的描述3 .根据听力内容排序并猜想物品的名称4 .核对答案Step2.教师提问录音是从哪几个方面描述 个事物的Step3.完成2. 2的表格1.教师在ppt上出小表格通过回答 问题及表 格填写训 练学生获 取相关信 息的能力 和推理信 息的能力What size is it?What color is it?What is it made of?What is it used for?123b.学生们再听 遍录音，只在表格中填出keywords就可以C.总结从几个方面去描述事物4.核对表格答案Language focus(lOmi n)Stepl.教师用ppt展示并引导学生理解并总结can be 和can，t be的意义和用法1.教师用ppt展示听力中使用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 .学生两人一组讨论3 .教师鼓励学生自己说出句子的含义4 .教师引导学生理解并总结can be的含义和用法5 .教师让学生自己说出can' t be的含义和用法Step2利用2.5练习进行反应，教师在ppt上订正答案1) It can' t be true. I think you made a mistake.2) That can' t be John. He is in New York.学生通 过观察 例句总 结can be 和 can' t be的意 义和用 法Language in use (15min)Task利用2.4内容进行日常生活用品的描述1 .两人一组，一个学生可以任意挑选两件事物进行描 述，他的partner要用到表推测的情态动词来猜想对方 要描述的是什么物品。例如：A: We can use what to take pictures? B: It can be a camera.2 .教师可再加几个书上没有提到的事物再让学生们描 述例如：a fridge, a washing machine-*以游戏的 方法激发 学生想象 力和兴趣， 同时也练 习 了 can be和can' t be 的用法Homework在作业本上，描述一个你身边常见的事物板书设计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.情态动词表达可能性、疑惑或确定性can be, can，t be