(杨文燕）研修学习案例模板.doc

广东省2013年校本培训示范校网络研修试点项目优秀学员 学习总结（研修学习案例模板） 市 县（区） 姓名：　杨文燕　　　　 填表日期： 2014.1个人基本情况学校名称__韶关市第十三中学__________考核成绩________研修帐号___440203197901281625____自荐理由____________________________________________案例描述Unit 5 It must belong to Carla.Ⅰ. 教材 《新目标英语Go for it》九年级人教版 Unit 5 It must belong to Carla.Ⅱ. 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Ⅲ.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。

情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读本节是本单元的第一节，本节的重点是使学生能运用情态动词might, could, must, can’t对物品所属进行推测，通过学习用相关信息对物主的推测来提高学生的逻辑思维能力和推断能力难点是区分belong to 和名词所有格表所属关系的运用利用反复操练的形式来突难教学难点Ⅳ.学生情况分析我校的学生对英语学习有较浓厚的兴趣和热情他们活泼、好动、好奇心强，模仿和记忆力强，以意义为先（go for meaning first），表现欲和自尊心强，希望得到老师和同学们认可和赞扬且他们喜欢谈论自己身边的事物，本单元的主题符合他们的心理特点然而，我校的学生相对重点中学的学生来说，英语基础较为薄弱，且学习压力大，所以我在教学当中一定要注意基础的巩固，也就是语言的输入一定要充分，并且需要尽量将学生们的兴趣与英语学习以及解题能力结合，争取最大的课堂效率Ⅴ. 教学设计教学目标语言目标★　Key vocabulary:belong to, author, picnic, hair band, possibly ★　Grammar focus：It must be Carla’s. It could /might be Alice’s. It might belong to Helen.It can’t be John’s. ★　Guide to：1. How to use the model words: must (100%), could/might (20%-80%), can’t (0%)2. How to use :be sb’s= belong to sb能力目标★ Train students’ communicative competence using the target language.★ Train students’ listening skills and learn to take brief notes.情感目标★ 通过开展对物品的推论，培养学生的逻辑思维能力和推断能力。

★ Bring their litter back to keep our environment clean and tidy, love our home, and love the earth---the only planet we can live.语言结构★ It must/could/might/can’t be sb’s.★ It must/could/might/can’t belong to sb.语言功能★ Use Model Verbs to talk about the owners of the things.教学策略★ 通过听、说、讨论、游戏及色彩缤纷的动画、图片欣赏等让学生在做和玩的过程中学习英语，体验成功，感受学习英语的乐趣★ 通过合作学习，启发学生思维，培养学生的团队意识，提高学生的主动性和参与性；让学生学会自主学习，从感性材料中总结规律，完成所给任务学习策略★ I request the students to study English independently and cooperatively. Each unit in Go for it contains pair work, group work and survey. The students who sit at the same table and groups can make a discussion and learn from each other. It makes each student relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxing and pleasing in this kind of situation. 重点★ The target words, belong to and the Model Verbs.难点★ Train the students abilities of listening, speaking, reading and writing;★ Let the students master the usage of must, might, could, can’t.Ⅵ. Teaching Procedures（教学步骤）Warming up欣赏儿童歌曲:whose puppy is this?,Step1: Lead in（3分钟）在师生互相问候后，我对学生说：Do you like this song? Do you enjoy music? Then let’s play a music game: Lucky to open the door.以此引出本单元目标语言：It can’t be… (不可能,0%); It might/could be… (有可能,20-80%); It must be--- (肯定,100%)Step2: Presentation（6分钟）1.通过图片学习新单词picnic, belong to. 2.通过猜图游戏学习句型It can’t be…; It might/could be…; It must be--- (belong to) 来进行猜测。

学习新单词hair band, Hemingway, author. 3.讲解“belong to sb /sth和be+名词性物主代词”的用法Step 3:Listening（6分钟）1、让学生再看另一幅图片，把图片里的物品归类，填写在表格里1a Look at the picture. Write the things you see in the correct columns in the chart. 2、1b Listen and match each person with a thing and a reason.Step 4:Pair work（3分钟）让学生利用1b的内容进行两两的对话练习Example: Jane’s little brother’s.musttoy carHe was the only little kid in the picnic.A: Look! Whose toy car is this?B: It must be Jane’s little brother’s. (It must belong to Jane’s little brother.) Because he was the only little kid in the picnic.Step 5: Guessing Game（7分钟） 请学生摸摸物品的形状，猜猜是什么东西，并让全班同学猜猜这物品的主人是谁。

T: What is this? Can you guess?S1: It must/could/might/can't be ________.T: Yes, you're right. /Sorry, you're wrong.S1: Whose _____ is this?S2: It ______ be ____ /belong to _____. Because ________.S3：Yes，it's mine. /No, it isn't mine.Step 6: Listening（5分钟）1、2a Listen and write down the things in the backpack.2、2b Listen again and fill in the blanks.Step 7: Survey（10分钟）做完听力之后，我也跟学生说：I also found a piece of litter after the picnic. Please look at this paper, and guess whose paper is this according to the picture in the paper?NameModel verbSbReasonsReport: In my group, XX think(s) the litter might/could/must/can't be XX’s/belong to XX. Because … Step8: Exercises（2分钟）2c Fill in the blanks with the words from the unit. Then tell your partner why you choose the words.Step 9: Chicken soup（1分钟）Bring litter back to keep our environment clean and tidy, love our home, and love the earth---the only planet we can live.Step 10：Summary （1分钟）1. Words: belong, belong to, author, hair band2. Sentences: --- Whose book is this? --- It must /。