人教版九年级U8it-must-belong-to-Carla.教学设计
人教版初中英语九年级全册Unit8ItmustbelongtoCarla.教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习Unit 8 “It must belong to Carla”，掌握以下知识与技能：
1.能够理解并运用本课所学的词汇和短语，如：belong to, everywhere, lose, find, wallet, key, glasses等，以提高学生的词汇量和语言表达能力。
3.结合自己的生活经历，以“Lost and Found”为主题，写一篇英语短文，分享自己在生活中丢失物品或帮助他人找回物品的经历，不少于80词。
4.观看与本节课主题相关的英语视频，如动画短片、教育节目等，提高英语听力水平，并尝试总结视频中的关键信息。
5.家长协助学生进行英语口语练习，模拟实际情境，运用所学知识进行角色扮演，鼓励学生在家庭环境中用英语进行沟通。
3.培养学生的人际交往能力，让他们学会用英语进行有效沟通，增进友谊。
4.培养学生的团队合作精神，使他们明白团队协作的重要性，共同完成任务。
5.激发学生对英语学习的兴趣，培养他们积极的学习态度，提高自信心。
二、学情分析
针对本章节的教学内容，结合学生的学习情况和认知发展水平，进行以下学情分析：
1.学生已经具备了一定的英语词汇和语法基础，能够理解和运用一般现在时态和一般过去时态。但在具体语境中，部分学生对时态的运用仍不够熟练，需要教师在教学中予以关注和指导。
3.家长要关注学生的学习进度，鼓励学生独立完成作业，培养自主学习能力。
4.教师在批改作业时，要关注学生的个体差异，给予针对性的指导和鼓励。
5.设计丰富的课堂活动，如角色扮演、小组讨论、听力训练等，让学生在轻松愉快的氛围中学习英语。
新2024秋季人教版九年级英语全一册Unit8Itmustbelongtocarla.
教学设计：新2024秋季人教版九年级英语全一册Unit 8 It must belong to Carla.一、教学目标（核心素养）1.语言能力：学生能够理解并运用情态动词“must”, “might”, “could”等表达推测和判断，准确描述物品归属及理由。
2.思维品质：通过分析和推理物品归属的过程，培养学生的逻辑思维能力和问题解决能力。
3.学习能力：引导学生掌握通过上下文线索和常识进行推测的阅读策略，提高自主学习能力。
4.文化意识：增进学生对不同文化背景下物品管理和归属习惯的了解，培养跨文化交流的意识。
二、教学重点•掌握并运用情态动词“must”, “might”, “could”表达推测。
•能够根据上下文和常识判断物品的归属并给出理由。
三、教学难点•准确区分并使用不同情态动词表达不同程度的推测。
•在实际情境中灵活运用所学知识进行口头和书面表达。
四、教学资源•人教版九年级英语全一册教材•多媒体教学设备（PPT、图片、视频等）•物品归属相关的实物或图片•小组讨论任务卡五、教学方法•情境教学法：创设物品丢失和寻找的情境，引导学生参与讨论。
•任务型教学法：设计具体任务，让学生在完成任务的过程中学习新知。
•合作学习法：组织小组讨论，促进学生之间的交流与合作。
六、教学过程导入新课•情境创设：教师展示一张包含多种物品的杂乱场景图片，如教室一角散落的书本、笔、水杯等，并假装寻找某样物品，引出话题：“I'm looking for my pen. It must be here somewhere. But where is it? Who might have taken it?”•引入主题：引导学生思考并讨论物品归属的可能性，自然过渡到本课主题——“It must belong to Carla.”。
新课教学1.词汇与句型学习•展示并教授本课重点词汇和句型，如“belong to”, “must be”, “might be”, “could be”等，通过例句和练习加深理解。
人教版九年级英语Unit-8--It-must-belong-to-Carla教学设计
Unit 8 It must belong to Carla教学设计Section A (Period1)1、知识目标a .掌握情态动词must; might; could; can’t的用法b.掌握目标语言Whose English book is this? It must be Carla’s.It has her name on it. .Whose volleyball is this ? It could /migh t be Alice’s.She loves volleyball.Whose pen is this ? It might belong to Helen. It’s under her chair. Whose T-shirt is this ? It can’t be John’s. It’s much too small for him.2、能力目标学生能用情态动词并根据相关信息对物品所属进行推测。
3、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。
4、教学重难点重点：学生能用情态动词并根据相关信息对物品所属进行推测。
难点：学会用自己的生活常识判断事物。
5 、教学过程设计Step 1 Language goal1、learn to make inference2、some important phrasesStep 2 Lead-inLook at some pictures,make conversationsStep 3 Learn by yourselfStep4 Discussion1. Fill in the blanks with must ,may, might, could, can’t2. Finish 2 cStep 5 SummaryStep 6 Choose the best answerStep7 GrammarStep8 HomeworkMake several sentences with can't , might , must , could , belong toStep9 Blackboard design。
人教版英语九年级Unit 8《It must belong to Carla.》全单元教学设计
人教版英语九年级Unit 8《It must belong to Carla.》全单元教学设计一. 教材分析人教版英语九年级Unit 8《It must belong to Carla.》主要围绕日常生活用品和衣物展开，通过描述物品的特征和归属关系，提高学生的听说读写能力。
本单元关键词有clothes, belong to, must, hr, glasses等。
对话内容涉及询问物品归属、描述人物特征等情境，旨在培养学生运用英语进行交际的能力。
二. 学情分析九年级的学生已具备一定的英语基础，能够听懂并运用日常生活中的基本词汇进行交流。
但部分学生对衣物类词汇的掌握尚不牢固，且在实际交际中，对于如何询问物品归属、描述人物特征等情境的运用还不够熟练。
三. 教学目标1.知识目标：–掌握关键词clothes, belong to, must, hr, glasses等。
–学会描述人物特征和物品归属的表达方式。
2.能力目标：–提高学生的听说读写能力，能在实际情境中运用所学知识进行交际。
3.情感目标：–培养学生热爱生活、关注身边事物的情感态度。
四. 教学重难点•关键词clothes, belong to, must, hr, glasses等的掌握。
•描述人物特征和物品归属的表达方式的运用。
•如何询问物品归属、描述人物特征等实际交际情境的运用。
五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中感知、理解和运用英语。
2.交际法：引导学生参与课堂互动，提高学生的口语表达能力和交际能力。
3.任务型教学法：通过完成具体任务，培养学生运用英语解决问题的能力。
六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标。
–设计教学活动和任务。
2.学生准备：–预习相关词汇和对话内容。
–准备好日常衣物等物品，用于课堂展示。
七. 教学过程1.导入（5分钟）–教师与学生用英语进行自由交谈，营造轻松的课堂氛围。
–引导学生谈论自己喜欢的衣物，引出本课主题。
人教版英语九年级全册Unit8ItmustbelongtoCarla.(Period7)课教学设计
本教学设计旨在帮助学生掌握英语知识，提高语言技能，培养良好的学习方法和情感态度，使学生在学习英语的过程中，实现全面发展。在教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，激发学生的学习兴趣，提高课堂效果。
二、学情分析
九年级的学生已经具备了一定的英语基础，掌握了基本的词汇和语法知识。在此基础上，他们对英语学习有了更高的期待，希望在学习中拓展知识面，提高语言运用能力。在本节课的学习中，学生面临以下挑战：
1.词汇方面：学生对部分专业词汇和短语的理解和运用尚不熟练，需要教师在教学中进行重点讲解和巩固。
2.语法方面：学生对一般现在时的用法掌握程度不一，部分学生在构造肯定句、否定句和疑问句时存在困难，需要教师在课堂上进行针对性指导。
人教版英语九年级全册Unit8ItmustbelongtoCarla.(Period7)课教学设计
一、教学目标
（一）知识与技能
1.能够准确理解并运用本课所学的词汇和短语，如"obviously", "vase", "stamp collection", "coin collection"等，提高学生的词汇量和语言表达能力。
3.小组合作：鼓励学生进行小组合作，培养学生的团队协作能力和口语交流能力。同时，小组间进行分享和交流，提高学生的自信心。
4.课堂互动：教师与学生进行充分互动，引导学生积极参与课堂活动，培养学生的思考能力和问题解决能力。
5.情感教育：关注学生的情感需求，营造轻松、愉快的课堂氛围，使学生在愉悦的情感状态下学习英语。
3.口语交流方面：学生在进行事物推测时，对目标句型"It must be..."的运用不够灵活，需要教师在实践中给予指导，提高学生的口语表达能力。
人教版英语九年级Unit8-It-must-belong-to-Carla教学设计
Unit8-It-must-belong-to-Carla.-教学设计教学准备1. 教学目标1．Knowledge Objects(1) Key Vocabulary：belong, belong to, plate. author, toy, picnic(2) Target Language：Whose book is this?It must be Mary\'s. Wanda Wilbur is her favorite author.2．Ability Objects(1) Train students\' listening skill.(2) Train students\' communicative competence using the target language.3．Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.2. 教学重点/难点Teaching Key Points1．Key vocabulary2．Target languageTeaching Difficult Points1．Listen for the target language2．Oral practice using the target language3. 教学用具4. 标签教学过程The First PeriodStep Ⅰ RevisionCheck homework. Invite different studentsto say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1aThis activity introduces the keyvocabulary.Write the key vocabulary words on theblackboard.Ask different students to explain in theirown words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody. Anauthor is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy carnext to toy.Focus attention on the picture. Havestudents point to each item and say its name. Call students attention to thechart with the headlines clothing. Fun things and kitchen things at the top.Invite different students to explain the meanings of the column heads.Show the correct answers on the screen bya projector.Step Ⅲ 1bThis activity gives students practice inunderstanding the target language in spoken conversation.Point out the sample answer. Say, The nameCarla in the first column connects to volleyball in the second column becausethat's the thing they are talking about. And the word volleyball in the secondcolumn connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen andmatch each person with a thing and a reason.Step Ⅳ 1cThis activity provides oral practice usingthe target language.Point to the picture in Activity 1b.Invite a pair of students to say the conversation in the speech bubbles.Point out the conversation in the box.Invite another pair of students to say it to the class. Write the conversationon the blackboard.Point out the chart in Activity 1 b. Say.Now work with a partner. Start by reading the conversations in the picture andin the box. Then make conversations using the information in the chart inActivity 1b. Talk about who each thing might belong to and give a reason. Getstudents to practice in pairs. As they work, move around the classroomlistening in on various pairs and offering help with language and pronunciationas needed.After all the students have had anopportunity to ask and answer questions, stop the activity. Get different pairsof students to say their conversations to the class.Step Ⅴ SummarySay, In this class, we've learned the keyvocabulary words belong to, plate, author, toy and picnic and done muchlistening and oral practice using the target language.Step Ⅵ Homework(1) Say and remember the spelling of thevocabulary words.(2) Say the conversations in Activity 1c to get a further understandingof the target language. Step Ⅰ RevisionRevise the conversations in 1b. Getdifferent pairs of students to talk about who each thing might belong to andgive a reason.Step Ⅱ 2aThis activity provides listening practiceusing the target language. Using a hair band, teach students to practice thewords hair band. Point to the numbered list with blank lines after each number.Play the recording the first time.Students only listen. Play the recording a second time. Students write thecorrect words in each blank.Check the answers：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis activity provides listening andwriting practice using the target language.Call students' attention to the chart.Point to the numbered list of sentences which contain a blank. Read thesentences to the class saying blank when coming to a write-on line.Play the recording. Students listen andfill in the blanks.Point to the box that contains theexplanations of how to use the words must, might, could and can't. Read theexplanations to the class.Step Ⅳ 2cThis activity provides writing practiceusing vocabulary introduced in the unit. Read the instructions to the class.Point to the list of sentences that contain a blank. Say, Please fill in theblanks with the words from this unit. Some answers will vary. Elicit the firstanswer from the class (The notebook must/might be Ming's. It was on her desk) .Get students to complete the task on theirown. As students work, move around the classroom answering any questions theymay have and offering help as needed. Check the answers.Step Ⅴ Grammar FocusAsk students to say the questions andanswers in pairs. At the same time, write them on the blackboard.Invite a student to underline the wordsmust, could, might and can't and then write them in a list on the blackboard.Repeat the process with the words might,could and can't.Ask all but four students to put theirheads down on their desks. Meanwhile, collect one item each from the fourstudents.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we've done somelistening and writing practice using the target language. And we've learned howto make inferences using the words must, might, could and can't.Step Ⅶ HomeworkMake two sentences each using the wordsmust, could, might and can't.Step Ⅰ RevisionRevise the usage of the words must,might, could and can't by checking homework.Ask students to exchange their exercisesbooks and help correct any errors with each other. As they are doing this, movearound the classroom offering language support as needed. Then invite differentstudents to say their sentences to the class.Step Ⅱ 3aThis activity provides reading practiceusing the target language.Call students' attention to the picture.Ask students to tell what's happening inthe picture.Get students to complete the task on theirown. Point out the sample answer. Say. The first sentence of the e-mail messageis I'm really anxious, because I can't find my backpack. Check the answers： 5,2,4,3,1circled words might includeanxious, symphony hall, algebra,optometrist appointment, crucial, count, dropStep Ⅲ 3bThis activity provides oral practice usingthe target language.Read the instructions to the class. Pointto the sample conversation. Invite a pair of students to say it to the class.Write the conversation on the blackboard.Practice the pronunciation of these wordsand explain the meaning of each word.Step Ⅳ Part 4This activity provides oral practice usingthe target language.Call students' attention to the picture.Get students to name each item in it. Write the new words Chinese-Englishdictionary and Oxford University on the blackboard. Point to the sampleconversation. Invite a pair of students to read it to the class.Write the conversation on the blackboard.Explain the meaning of each sentence.Focus attention on the chart with theheadlines Can't, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task inpairs. As the pairs work together, move around the classroom helping studentswith pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversationsto the class.Note: Answers to the chart will vary.Step Ⅴ SummarySay, In this class, we've learned somevocabulary words, such as drop, symphony. And we've done much oral practiceusing the target language.Step Ⅵ Homework1．Read the letter in Activity 3a again for further understanding ofthe vocabulary words.2．Read the conversations in Activities 3b and 4 again for furtherunderstanding of the target language.3．Finish off the exercises on pages 15～16 ofthe workbook.Step Ⅰ Revision1．Invite a student toread the thank-you message Linda wrote to Anna to the class.2．Get different pairs ofstudents to read the conversations in Activities 3b and 4.3．Check answers to theexercises on pages 15～16 of the workbook.Step Ⅱ Part 1This activity provides writing practiceusing the target language.Read the instructions to the class. Readthe words in the box and have students repeat several times. Invite differentstudents to explain the meaning of each word in their own words.Get students to look at the three picturescarefully. Say, You are to use the words from thebox to write a sentence abouteach picture. Point out where to write the sentences. Ask a student to say thesample answer to the class. Get students to complete the activity individually.As students work, walk around the classroom offering language support asneeded.Check the answers on the blackboard：Step Ⅲ 2aThis activity gives students practiceunderstanding and writing the target language in spoken conversation.Read the instructions to the class. Pointto the three pictures in Activity 1. Say, You will heara conversation aboutthese pictures. As you listen, write a number in the box in the left corner ofeach picture to show the order of the events.Point out the sample answer in the box ofthe third picture. Say, You will hear the man is running first.Play the recording the first time.Students only listen. Play the recording again. This time students listen andnumber the pictures.Check the answers：2,3,1Encourage students to write two or threesentences to finish the story.Answers will vary. Write a sample versionon the blackboard. Ask students to use it as a model.Step Ⅳ 2bThis activity gives students practice listeningto and writing the target language. Point to thechart with sentence startersThey see … The man says … and The woman says … Say, You are to listen to thesame recording again. And complete each sentence.Point out the sample answers. Say, Theysee a man running. The man says he could berunning for exercise. The womansays he might be late for work. Explain the meaning of the wordcreature to thestudents.Play the recording once or twice, usingthe Pause button as necessary.Show the answers on the screen by aprojector so that students can check the spelling andother details of theiranswers.Step Ⅴ 2cThis activity provides oral practice usingthe target language.Point out the sample conversation in thebox. Invite a pair of students to read it to the class.Say, Now work with a partner. Start byreading the conversation in the box with your partner.Then role playconversations using information in Activity 2b. Get students to work in pairs.As thepairs work together, walk around the classroom listening in on variouspairs and offering help asneeded. Ask several pairs to say their conversationsto the class.Step Ⅵ SummarySay, In this class, we've mainly done muchlistening and writing practice using the targetlanguage.Step Ⅶ HomeworkAsk students to collect pictures ofdifferent kinds and then talk about them using must, could,might and can't.Step Ⅰ RevisionCheck homework. Collect pictures fromstudents on the teacher's desk. Hold up one at a time and ask students todescribe it using the target language introduced in the preceding classes. Forexample:T: (Holding up a picture with a boyswimming in an ocean of books) What do you think is happening to the person inthe picture?Step Ⅱ 3aThis activity provides reading practiceusing the target language.Show the key vocabulary words on page 38on the screen by a projector.Call students' attention to the article.Read it to the class. Say, Now please readthe article individually and underline what people think could be causing thestrange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the taskindividually. As they work, walk around the classroom answering any questionsthey may have and offering help as needed.Check the answers：an animal, teenagers, the wind, a dogStep Ⅲ 3bThis activity provides reading andwriting practice using the target language.Get students to discuss any words orsentences they don't know in Activity 3a with one another. Call students'attention to the three sets of notes. Ask different students to read them tothe class.Answers will vary. Write the sampleversion on the blackboard.Step Ⅳ 3cThis activity provides writing practiceusing the target language.Read the title No more mystery in BellTower neighborhood to the class and explain the meaning of the word mystery.Invite a student to read the openingsentences to the class. Divide the class into groups of four to discuss whatshould be included in the article.Two or three minutes later, stop theactivity. Say, Now please finish the article about the strange events in BellTower. Use the ideas you discussed along with original ideas of your own tocomplete the article.Get students to complete the task on theirown in the exercise books. As they are writing, move around the classroomoffering help as needed. Ask some students to read their articles to the class.Collect students' works and write acomment on each paper before returning them.Step Ⅴ Part 4This activity provides reading, writing,listening and speaking practice using the target language.Read the instructions to the class. Pointto the picture. Ask students to tell what is happening in it. Invite a pair ofstudents to read the sample conversation in the box to the class.Step Ⅵ SummarySay, In this class, we've mainly done muchreading and writing practice using the target language. We've learned somevocabulary words as well.Step Ⅶ Homework1．Reread the newspaper article in Activity 3a.2．Review the paragraph in Activity 3b.The Sixth PeriodStep Ⅰ RevisionAsk several students to read thenewspaper article in Activity 3a to the class.Step Ⅱ Part 1This activity provides a comprehensivereview of vocabulary presented in the unit. Focusattention on the box Invite astudent to read the vocabulary words at the top.Ask students to fill in the blanks ontheir own.Check the answers. Five students each reada sentence, filling in the blanks. The rest of thestudents check their answers：Ask students to make their own sentenceswith the words, preferably sentences that aremeaningful. Move around the room.Collect a few students' answers with mistakes on theblackboard.Step Ⅲ Part 2This activity provides reading, writing,listening and speaking practice using the targetlanguage.Show the vocabulary words on the screen bya projector.Read the instructions to the class.Explain to the students that a proverb is a short well-knownsaying that statesa general truth or gives advice.Read the first proverb to the class. Onefinger cannot lift a small stone. Elicit theinterpretation from the students(It's better to have help to do even small jobs) .Get students to work in groups of four. Asthe groups work together, walk around the room tomake sure that students arediscussing the topic in English. Invite different students to say whattheythink each proverb means.There can be more than one interpretationfor each proverb. Check the answers by showingthe sample answers on the screenby a projector.Each culture has proverbs that are uniqueto it. The saying, “If you want to know a people, know their proverbs”illustrates this.Step Ⅳ Part 3This activity focuses on the new vocabularyintroduced in this unit.Ask students to read the five lines ofwords in the box.Point out the first line. In this line,escape, chase and run are all verbs. However, the word owner is a noun. So wecircle it. Now please circle the word that doesn't belong in each line.Get students to complete the task ontheir own. As they are doing this, move around the classroom checking theirprogress and offering help as needed.Check the answers by asking a student toread. his or her circled words to the class. Answers：1．owner 2．alien 3．land 4．exercise5．lostStep Ⅴ Just for FunThis activity provides reading andspeaking practice with the target language.Ask all the students to read the cartoonstory. Ask students why it is funny. Help students to answer. The boys thinkthey are going to land on an island. Instead, they have landed on the back of awhale.Show the cartoon pictures on the screen bya projector. Ask two students to read the speech bubbles to the class. Then allthe students discuss why the cartoon is funny.Step Ⅵ SummarySay. In this class, we've practicedfilling in blanks and making sentences with some vocabulary words introduced inthis unit. And we've learned several proverbs.Step Ⅶ Homework(1) Read and remember the proverbs learnedin Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～ 17 of theworkbook.课堂小结语法讲解一课时情态动词表示推测，其用法如下：1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。
人教版九年级英语全Unit8ItmustbelongtoCarlaSectionA3a3c教学设计
1.教师带领学生学习本节课的核心词汇和短语，如"belong to", "end up", "hurry up", "at least"等，通过例句和实际情境，帮助学生理解并掌握这些词汇的用法。
2.讲解一般现在时和现在进行时在描述物品归属和动作状态时的运用，结合课本中的实例，让学生学会正确表达。
在情感态度方面，九年级的学生正处于青春期，个性鲜明，求知欲强，但学习压力较大，容易产生焦虑和紧张情绪。因此，在本章节的教学中，教师应关注学生的情感需求，创造轻松、愉快的学习氛围，激发学生的学习兴趣，帮助他们树立自信心。
此外，学生在团队合作方面有待提高。在本章节的教学过程中，教师应注重培养学生的团队协作意识，让他们在小组活动中学会相互支持、共同进步。通过多样化的教学活动，提高学生的课堂参与度，使他们在互动中不断提高英语水平。
（四）课堂练习
1.教师设计一些练习题，包括填空、选择、改错等，让学生巩固本节课所学的知识点。
2.学生独立完成练习题，期间教师巡回指导，解答学生疑问。
3.教师选取部分练习题进行讲解，帮助学生进一步理解和掌握所学知识。
（五）总结归纳
1.教师邀请学生对本节课的学习内容进行总结，分享他们在学习过程中的收获和困惑。
2.任务驱动，实践为主：设计形式多样的课堂活动，如角色扮演、小组竞赛等，让学生在实践中掌握英语知识。同时，注重任务的真实性和趣味性，使学生愿意积极参与，提高课堂学习效果。
3.分层教学，因材施教：针对学生的英语水平差异，设计不同难度的教学任务，使每个学生都能在课堂上得到锻炼和提升。对基础薄弱的学生，给予个别辅导和鼓励，提高他们的学习信心；对基础较好的学生，适当提高要求，激发他们的学习潜能。
九年级英语人教版全一册Unit8ItmustbelongtoCarla教学设计
7.结合情感态度与价值观的培养，设计相关的课堂讨论和课后作业，如让学生编写关于失物招领的短剧，通过故事传递责任感和助人为乐的价值观。
8.定期进行听说测试，以监测学生的学习进度，并根据测试结果调整教学策略，确保每个学生都能达到教学目标。
九年级英语人教版全一册Unit8ItmustbelongtoCarla教学设计
一、教学目标
（一）知识与技能
1.能够正确理解和运用本单元的重点词汇和短语，如"belong to", "must be", "similar to", " pockets ", "search for"等，并能在实际情境中恰当使用。
四、教学内容与过程
（一）导入新课
1.教师以一个趣味故事作为导入，讲述一个人在公园捡到一只钱包，里面有很多钱和一张身份证，他如何寻找失主的故事。通过故事激发学生的兴趣，引导他们关注物品归属和助人为乐的主题。
2.邀请学生分享自己曾经丢失或捡到物品的经历，让学生在真实情境中感受本节课的主题，为新课的学习做好情感铺垫。
3.引导学生回顾已学的与物品描述、归属相关的词汇和句型，为新知识的学习打下基础。
（二）讲授新知
1.教师呈现新课的词汇和短语，如"belong to", "must be", "similar to", "pockets", "search for"等，通过例句、图片和实物展示等方式，帮助学生理解和记忆。
（三）情感态度与价值观
1.培养学生的责任感，让他们明白物品归属的重要性，养成爱护自己和他人物品的良好习惯。
九年级英语人教版全一册Unit8ItmustbelongtoCarla教学设计
九年级的学生已经具备了一定的英语基础，他们对英语学习有较高的兴趣和热情。在此基础上，他们对本章节的学习有以下特点：
1.知识储备：学生已经掌握了基本的词汇和语法知识，能够进行简单的英语交流。但在运用一般现在时的被动语态和描述物品归属时，部分学生可能还存在一定的困难。
2.学习能力：经过前期的学习，学生具备了一定的自主学习能力，能够在教师的引导下，运用学习策略进行知识的学习和巩固。但在实际场景中，部分学生可能仍缺乏自信，需要鼓励和支持。
1.写作练习：请学生以小组为单位，编写一个关于失物招领的对话。要求对话中包含本节课所学的核心词汇和短语，并正确运用一般现在时的被动语态。对话内容要贴近生活，具有趣味性。
-对话中至少包含5个本节课所学的词汇和短语。
-对话篇幅在100-150词之间，要求语言表达流畅。
2.课后听力练习：学生自行选择一段关于失物招领的听力材料，如英语电影片段、播客节目等。在听力的基础上，完成以下任务：
2.互动教学：采用任务型教学法，鼓励学生通过小组合作、讨论等形式，共同完成任务，提高学生的参与度和积极性。
-设计小组活动，如角色扮演、失物招领模拟等，让学生在实践中运用所学知识。
-引导学生互相评价，培养批判性思维和自我反思能力。
3.分层次教学：针对学生的个体差异，设计不同难度的教学活动和练习，使每个学生都能在原有水平上得到提升。
2.学生通过了解不同国家的文化背景，增强跨文化交际意识，尊重和理解他人。
3.学生在学习过程中，培养良好的团队协作精神，学会互相帮助、共同进步。
4.学生能够关注生活中的物品归属问题，提高社会责任感，树立正确的价值观。
针对九年级英语人教版全一册Unit 8 "It must belong to Carla"的教学设计，以上教学目标涵盖了知识与技能、过程与方法、情感态度与价值观三个方面，旨在帮助学生在掌握英语知识的同时，提高实际运用能力，培养良好的学习习惯和价值观。在教学过程中，教师应根据学生的实际情况，灵活运用各种教学方法和手段，使学生在轻松愉快的氛围中学习英语。
Unit8-It-must-belong-to-Carla.-教学设计-教案
Unit8-It-must-belong-to-Carla.-教学设计教学准备1. 教学目标1. 功能(1)能够听懂描述有关物品归属的对话。
(2)能够在听读信息输入中获取相关信息，并掌握情态动词must, could, might,can\'t表推测的用法。
2. 常用词汇和短语whose; truck; rabbit; valuable; belong to; at the picnic; attend a concert; pick up3. 学习策略正确运用情态动词进行推断，同时能根据相关信息预测、推断事情。
2. 教学重点/难点must表示推测“可能性”时，语气很强，较有把握，而could和might表示把握性不大的推测，意为“可能、也许”， might的可能性比could更小。
3. 教学用具4. 标签教学过程Step 1 Listening (1b)Prelistening activities1. Look at P57 and P58, and put the following sentences into Chinese orally.(1)—Whose book is this?—It must be Mary's. J．K. Rowling is her favorite writer.(2)That toy truck must belong to Jane's little brother.(3)Here is a hair band, so the person can't be a boy.(4)But then the schoolbag could belong to Rita.(5)She's always forgetting things.(6)Then it must be Linda's schoolbag.2. Put the following sentences into English orally, and then write them down without looking at the text.(1)它一定是卡拉的。
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课题：Unit 8 It must belong to Carla.教学设计教学目标1.学生能识记以下词汇：whose，truck，picnic, rabbit，attend，valuable，pink，anybody。
2.学生能初步掌握用情态动词推测物品归属的句型：—Whose volleyball is this?—It must/might/could/can’t be Carla’s.—It must/might/could/can’t belong to Carla.备注2. 情感态度价值观目标：学生能根据已有线索推测事情真相，提高学生的观察判断能力。
重难点1. 教学重点：掌握用情态动词must，might，could和can’t来推测物品的归属。
2. 教学难点：情态动词表示推测的可能性的大小。
教学方法任务型教学法，听说法课时SectionA 1a-2d教学准备PPT 收音机教学过程第一课时创设情境目标领航Ⅰ. Lead in1. Prepare a pink pencil-case. Put it un der a student’s desk before class.2. After class begins, pick it up and ask students: “I founda pencil-case on the floor. Whose pencil-case is it? Is it a boy’s or a girl’s?”3. Guide students to answer: “It must be a girl’s penci l-case because it’s pink.”4. Ask which girl it might belong to. Guide students to answer: “It must/might/could/can’t be sb.’s. Or It must/might/could/can’t belong to…”(环节说明：设置具体语境：老师无意中在地板上发现一个粉色铅笔盒，询问它是谁的，引导学生用情态动词来推测物品的归属。
这场景是我们日常生活中经常遇到的，能让学生结合日常生活经验用情态动词来推测物品的归属。
为引入新课做热身，也为后续活动做好准备。
)问题诱导自学展示Ⅱ. Work on 1aTalk about the things in 1b and then put them in the correct columns in the chart of 1a.(环节说明：到目前为止，学生已经学习了很多物品的名称却也遗忘了很多。
本环节对学过的某些物品进行复习，为接下来谈论物品的归属作好铺垫。
)Ⅲ. Listen to 1bBefore listening1. Ask students to read the instructions and then guess what the conversation might be about.2. Ask students to guess the owner of each thing and the reason.3. Ask students to read the words and sentences in the chart to get some useful information before listening.页脚.(环节说明：通过浏览表格中的信息，并进行大胆的预测，能为后边的听力做准备，同时又能形成信息期待。
)While listening1. Ask students to listen and match the information.2. Listen again and check the answers. (Students must use complete sentences to say out the answers, e. g. The toy truck must belong to Jane’s little brother because he was the only little kid at the picnic.)3. Listen and repeat for pronunciation and intonation.(环节说明：通过听的方式输入本课功能句型。
在听的过程中先听后读，培养学生学习英语的良好习惯。
)Ⅳ. Listening 2a,2b1. Before listening to 2a, the teacher asks students: “What do you usually have in your schoolbags?”and let students list as many things as possible.2. The teacher says: “Last weekend, Bob and Anna found a sch oolbag at the park. What are in the schoolbag?”3. Play the tape and write down the things in the schoolbag.4. Check the answers and then the teacher asks: “There are three things in the school bag. Whose schoolbag is it?”5. Listen again. Fill in the blanks of 2b.6. Check the answers.7. Listen and repeat. Pay attention to the pronunciation and intonation.8. Work in groups of four. Discuss about the differences the modal verbs in this listening and how to use them to make inferences.(环节说明：在每次听之前都设置具体的任务，这样能让学生在听的时候有的放矢。
还可以让学生在具体的语境中去感知和总结情态动词在表示推测时可能性的大小。
)合作探究反馈交流Ⅴ. 1c Pair work1. Ask students to practice the conversation, in pairs. The teacher moves around the classroom when the students are practicing. Give them some help if needed.2. Role-play the conversations. When talking about the owners of the things, they may use two ways: It must be (I)must belong to…3. Ask several pairs to act out their conversations.(环节说明：引导学生运用合作学习法进行语言实践；鼓励学生大胆开口，养成“学了就说”的良好习惯。
让学生在语境中模仿感知所学语言，培养学生运用目标语言进行交际的能力。
)2c Pair work1. Work in pairs. Make conversations using the information in 2a and 2b.2. Ask several pairs to act out the dialogue.2d Role-playBefore reading1. The teacher asks: “According to the text in 2b, we knowthat the sch oolbag must be Linda’s. How could Linda feel after she lost her schoolbag?”Let students guess and give their own ideas. Make sure that they use modal verbs to make inferences.(环节说明：2d对话是前边听力的延伸，读前先让学生预测Linda 丢了书包会是什么心情，然后让学生用情态动词进行推测，这样能激发学生的好奇心去读接下来的课文。
)While reading1. Read the dialogue quickly and answer the question:How does Linda feel after losing her schoolbag?2. Read the text again. Answer the following questions:What things are in Linda’s schoolbag?What did Linda do yesterday?When did she leave the park?3. Find the sentences with the modal verbs to make inferences and read them.(环节说明：读课文时设计一些问题，能让学生一步一步地获得一些关键信息，以达到理解课文的目的。
让学生找出用情态动词表示推测的句子，是让学生进一步巩固本单元重点句型，同时又为下一步的输出做准备。
)After reading1. Work in pairs to read the dialogue.2. Ask several pairs to act out the dialogue.(环节说明：本环节是对前边活动的输出和检验。
）课堂训练迁移应用Exercise: If time is enough, do some more exercise. 英汉互译：1．玩具卡车________________2．听流行音乐________________3．小孩子________________4．hair band________________5．属于……________________6．音乐厅________________7．捡，拾________________8．the rest of my friends________________9．有价值的东西________________10．去野餐________________小结提升布置作业Summary :一、先自主学习，再以四人一组的方式展开讨论：1.本课主要学习了哪些句型？2.本课学习了哪些情态动词表示推测？它们进行推测的时候可能性大小有何不同？二、教师总结：本节课我们主要学习了如何用情态动词推测物品的归属。