初中英语 人教新目标九年级Unit 8 It must belong to Carla. Section A 质量检测试卷(附答案)
Unit 8. It must belong to Carla.Section A 同步质量检测I. 单项选择（10分）( ) 1. (2019江苏南通) 1. Sandy is _______ Australian girl, she came to China for travelling with her parents last week.A. aB. anC. theD. /( ) 2. (2019湖北随州）4.---What kind of movies do you like? ---I prefer movies _____give me something to think about.A. whichB. whoC. whatD. when( ) 3. (2019湖北宜昌）31. —More and more people prefer to walk rather than ride in cars.—__________, Walking is good for health.A. So they areB. So are theyC. So they doD. So do they( ) 4. (2019四川天水) 47.Businessmen prefer _______ e-mails to communicate with each other rather than phone calls.A. write; makeB. to write; makeC. to write; to makeD. write; to make( ) 5. （2019湖北鄂州）30. – Paul, do you prefer weekdays or weekends?--- Weekdays, of course. I’m_______on weekends.A. busyB. much busierC. more busierD. the busiest( ) 6. (2019黑龙江哈尔滨)5. —Which sport do you prefer, volleyball ____ basketball？—I prefer volleyball.A. orB. andC. butD. so( ) 7. （2019四川广元）7. —Which do you prefer, juice or tea?---________ is OK. I don’t care.A. AllB. NeitherC. EitherD. None( ) 8. —Pu Shu's new song “Ordinary Road” has won high ______ from the public.—Yes.It simply moves millions of people.A. praiseB. recordC. adviceD. purpose( )9. —The concert this evening is sure to be exciting.—But it is a ______ that I cannot go there with you.A. joyB. wonderC. pityD. wound( )10. —Have you ever been to a movie recently?—No，I am as busy as a bee and can't ______ time for a movie.A. spareB. forgetC. avoidD. loseII. 完形填空（10分）2019广西柳州Summer holiday is coming. Lin Tao and his classmates Wang Hai, Zhang Mei are making their holiday 1 .Lin Tao is a football fan. So he is going to 2 his favourite football team play. He is going to wear the team shirt and cheer the 3 . It's going to be great fun and he hopes that his team will 4 the best score and win the match. Wang Hai is going to do something helpful with his family in July. There's a lot of litter in the park, 5 they're going to collect it. They hope to do something to make their hometown 6 . Besides, they want to be volunteers and 7__ farmers with some farm work. Zhang Mei is going to a summer camp abroad and will stay with __ 8 Australian family. 9 does she plan to do so? Because she wants to improve her spoken English 10 .Lin Tao and his classmates are all looking forward to their summer holiday.( ) 1. A. hotels B. plans C. tickets( ) 2. A. watch B. smell C. feel( ) 3. A. singers B. writers C. players( ) 4. A. get B. lose C. give( ) 5. A. but B. or C. so( ) 6. A. happy B. clean C. wide( ) 7. A. bring B. help C. leave( ) 8. A. the B. a C. an( ) 9. A. Why B. When C. Where( ) 10. A. quickly B. quietly C. loudlyIII. 阅读理解（20分）阅读理解A（2019贵州三州）( ) 1. The letter was written by ．A. RitaB. SueC. AnnaD. Martin( ) 2. Anna thought that was the greatest invention．A. the high﹣speed railwayB. the shared bikeC. the InternetD. the online shopping( ) 3. "The Internet has made the impossible possible" means．A.People spent a long time to reach their placesB.Many things can be done now because of the InternetC.People could hardly talk with foreignersD.The Internet is just like a net( ) 4. The article doesn't mention that people can use the Internet to．A. know the world newsB. do online shoppingC. watch moviesD. learn how to drive( ) 5. For what purpose does the writer write the letter？A.To warn others how to make use of the InternetB.To tell people the communication ways in the past．C.To talk about his opinions about the greatest invention．D.To make people know about the problems of the Internet．阅读理解B（2019济南莱芜）Wu Yue, a 14-year-old student at a Junior High School in Hangzhou, usually has lunch with his classmates in their dining hall. But one day, a newcomer, the school headmaster, joined them at the same table. They talked about the food that the dining hall offered and had a nice chat.Wu is not alone. Many students across China have the chance to eat with their headmasters. Thegovernment issued a notice on food safety and nutrition (营养) management in schools, asking headmasters from kindergarten to high school to have meals with students. The rule took effect(生效) on April 1st.Many schools now have seats for school managers when they eat with students in the diningHall. After talking with them, the managers have to write reports and make suggestions to dining hall workers. Many students were asked about the food that they liked most. To their surprise, their favorite dishes appeared in the dining hall later. “It's not just about the food. It makes me feel that I have a say in school," explained one student. "My ideas are valued."Some headmasters regard these mealtime conversations as their main chance to communicate with students. And they notice that some students prefer meat to vegetables. “We are thinking about how to improve the dining hall's dishes and provide students with a healthy diet," one headmaster said. As students become more familiar with the school managers, they begin to express their own points of view."It's important to understand students' requirements. Our practice shows the school's sense of responsibility," another headmaster said.( ) 6. Who is the newcomer to have lunch with students at the dining hall?A. The new student.B. The school teacher.C. The school headmaster.D. The dining hall worker.( ) 7. When did the rule take effect?A. On April 1st.B. On March 1st. C On January 1st. D. On May 1st.( ) 8. What do the school managers have to do after chatting with students?A. They have to take a walk with students in the schoolyard.B. They have to play games with students on the playground.C. They have to help the dining hall workers do some cleaning.D. They have to write reports and make suggestions to dining hall workers.( ) 9. According to paragraph 4, what are the school managers thinking about?A. How to improve their dining hall conditions.B. How to provide students with a healthy diet.C. How to communicate with the parents.D. How to make friends with the students.( ) 10. From this passage, we can infer(推断) __________.A. students are not satisfied with the school's managementB. students now prefer fruit and vegetables to meatC. school managers pay more attention to food safety and nutritionD. the relationship between teachers and students becomes betterIV. 任务型阅读(10分)将1-5小题中五位同学遇到的烦恼与专家所给的建议A-E进行匹配。
人教版九年级英语全册Unit8ItmustbelongtoCarla
1.通过小组合作、讨论等方式，让学生在互动中学习英语，提高口语表达能力。
2.利用多媒体教学资源，如图片、音频等，创设真实语境，激发学生的学习兴趣，提高课堂参与度。
3.设计丰富的课堂活动，如角色扮演、情景剧等，让学生在实践中掌握语言知识，提高语言运用能力。
4.引导学生通过自主探究、合作学习，发现并总结一般现在时的被动语态的规律，培养学生的自主学习能力。
2.教师通过例句和真实语境，引导学生学习和理解一般现在时的被动语态，如"It must be...", "It can't be..."。
3.学生跟随教师朗读词汇和句型，加强记忆。
4.教师针对重点词汇和句型进行讲解，帮助学生掌握其用法。
（三）学生小组讨论
1.教师将学生分成小组，每组分配一个物品图片，要求学生用本节课所学的词汇和句型进行归属判断。
2.学习一般现在时的被动语态，了解其构成和用法，能在实际情境中正确运用。
3.能够理解并运用本节课所学的句型，如"It must be...", "It can't be...", "Can I borrow your...?"等，进行物品归属的判断和问答。
4.提高听力技能，能准确理解并获取关键信息，进行推理判断。
3.词汇复习：
-请学生整理本节课所学的核心词汇和短语，制作成单词卡片，便于复习和记忆。
-每个单词卡片需包含单词、音标、中文释义及例句。
4.课后阅读：
-教师推荐一篇关于物品归属的英文短文，要求学生在课后阅读并完成相关练习。
-阅读过程中注意理解词汇、短语和语法，提高阅读理解能力。
5.家庭作业：
人教版九年级英语《Unit8ItmustbelongtoCarla.》SectionB_说课稿1
人教版九年级英语《Unit 8 It must belong to Carla.》Section B_说课稿1一. 教材分析人教版九年级英语《Unit 8 It must belong to Carla.》Section B，本节课的主要内容是学习关于推测句型的用法。
通过本节课的学习，学生能够掌握must/can’t 用来推测事物的归属，同时能够学会如何用 yes/no 来回答must/can’t 引导的疑问句。
此外，本节课还要求学生能够熟练运用所学生词和句型进行交流。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于基本的语法知识和日常交流已经有了一定的掌握。
但是，学生在口语表达和听力理解方面还存在一定的困难，因此，在教学过程中，需要注重学生的口语训练和听力练习。
同时，学生对于推测句型的理解和运用还不够熟练，需要通过大量的练习来提高。
三. 说教学目标1.知识目标：学生能够掌握must/can’t 用来推测事物的归属，能够用所学生词和句型进行交流。
2.能力目标：学生能够熟练运用所学生词和句型进行口语表达，提高听力理解能力。
3.情感目标：通过本节课的学习，学生能够提高对英语学习的兴趣，增强自信心。
四. 说教学重难点1.教学重点：学生能够掌握must/can’t 用来推测事物的归属，能够用所学生词和句型进行交流。
2.教学难点：学生能够熟练运用所学生词和句型进行口语表达，提高听力理解能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过设定各种情境，让学生在实际操作中学习和运用所学生词和句型。
2.教学手段：利用多媒体课件，为学生提供丰富的视觉和听觉材料，帮助学生更好地理解和掌握所学内容。
六. 说教学过程1.导入：通过展示一张照片，引导学生猜测照片中的人是谁，激发学生的学习兴趣。
2.新课呈现：通过多媒体课件，展示本节课的主要内容，引导学生学习must/can’t 用来推测事物的归属。
3.课堂练习：设置各种情境，让学生运用所学生词和句型进行口语表达，提高听力理解能力。
人教版英语九年级全册Unit8ItmustbelongtoCarla
（三）情感态度与价值观
1.积极参与课堂活动，乐于与同学分享和交流，培养合作精神。
2.增强对英语学习的兴趣和自信心，养成良好的学习习惯。
3.尊重他人，善于倾听他人意见，培养公平、公正、公开的人际交往态度。
4.学会关爱他人，关心社会，培养责任感和集体荣誉感。
4.能够运用所学知识进行小组讨论，描将采用以下方法帮助学生达成学习目标：
1.创设情境：通过展示物品，让学生在真实语境中感知、理解和运用英语进行交流。
2.任务型教学：设计小组活动，让学生在完成任务的过程中，运用所学知识进行讨论和推测。
3.互动交流：鼓励学生积极参与课堂活动，与同学和老师进行有效互动，提高英语口语表达能力。
-鼓励学生积极参与课堂活动，树立自信心，全面发展英语素养。
四、教学内容与过程
（一）导入新课
1.教师出示一张失物招领的照片，上面有各种物品，如钱包、钥匙、相机等，引导学生关注图片内容，并提出问题：“What do you see in this picture? Do you know whose things are these?”
-设计不同难度的练习，让学生逐步掌握语法知识，从简单到复杂，提高他们的推测能力。
3.小组合作，互动交流：
-将学生分成小组，进行小组讨论和活动，促使他们相互交流、分享观点，提高合作能力。
-鼓励学生积极发言，为同学提供帮助，培养他们的责任感和团队精神。
4.多元化教学，关注个体差异：
-针对不同学生的英语水平，设计难易程度不同的任务，使每个学生都能在课堂上获得成就感。
3.每个小组展示自己的讨论成果，其他小组进行评价，教师给予反馈和指导。
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。
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。
初三英语上册(人教新目标)Unit 8 It must belong to Carla 知识点总结
初三英语上册（人教新目标）Unit 8 It must belong to Carla.知识点总结一、重点词汇truck·原文再现toy truck玩具卡车·基本用法n. truck 卡车；货车They unloaded the books from the truck. 他们把书从卡车上卸下来。
whose·原文再现Whose book is this?这是谁的书？·基本用法pron. 谁的，哪个人的Whose story is more interesting?谁的故事更有趣？attend·原文再现I attended a concert yesterday so it might still be in the music hall.我昨天参加了一场音乐会，因此它可能还在音乐厅里。
·基本用法v. attend 出席；参加，通常用作及物动词，其宾语通常是meeting, party, show, wedding, class,lecture, school, church等（以及类似具有“活动”意义的名词）。
（过去式: attended 过去分词: attended 现在分词: attending 第三人称单数: attends）Did you attend the meeting yesterday?你昨天去开会了吗？He was ill and didn’t attend sc hool.他有病，没有去上学。
·知识拓展相关短语attend to 注意；专心于；照料。
如：If you don’t attend to your teacher, you will never learn anything.你要是不注意听老师讲，你就会什么也学不到。
If you go out, who will attend to the baby?你要是出去，谁来照顾婴儿？词义辨析：attend/join/join in/take part in这些动词或词组均含“参加，加入”之意。
人教新目标九年级英语全册教案：unit8 It must belong教案
Unit8 It must belong to CarlaThe 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybelong, belong to, plate, author, toy, picnic（2）Target LanguageWhose book is this?It must be Mary’s．J.K.Rowling 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．Ⅱ．Teaching Key Points1．Key vocabulary2．Target languageⅢ．Teaching Difficult Points1．Listen for the target language2．Oral practice using the target languageⅣ．Teaching Methods1．Scene teaching method2．Listening method3．Pair workⅤ．Teaching Aids1．Blackboard drawings2．A tape recorder3．A projectorⅥ．Teaching ProceduresStep I RevisionCheck homework．Step Ⅱ1aThis activity introduces the key vocabulary．Write the key vocabulary words on the blackboard．Say the words one by one and have students repeat several times until they can read them fluently and accurately．Ask different students to explain in their own words the meanings of the words belong to, attend and picnic．Belong means to be owned by somebody．Attend means to take part in one invent.A picnic is a meal eaten out of doors．Then invite two students to draw a rabbit next to the word rabbit and a toy truck next to the word truck．Focus attention on the picture．Have students point to each item and say its name．Call students attention to the chart with the headlines clothing．Fun things and kitchen things at the top．Invite different students to explain the meanings of the column heads．Say, Please look at the picture and write the things you see in the correct columns in the chart．Point out the sample answers．Get students to complete the task on their own．As they work, move around the room checking their progress and answering any questions they may have．Show the correct answers on the screen by a projector．Clothing Fun thingsKitchenThingshat volleyballplatejacket CDcupsT-shirt toy carmagazinebookStep ⅢlbThis activity gives students practice in understanding the target language in spoken conversation．Call students’attention to the chart．Set a time limit of two minutes．Students read the persons, the things and the reasons．Say, You will hear a conversation．As you listen, draw lines to connect the person in the first column with the thing in the second column．Then draw another line to connect the thing in the second line with the reason in the third column．Point out the sample answer．Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about．And the word volleyball in the second column 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 and match each person with a thing and a reason．Check the answers．Girl 1:Whose volleyball is this?Boy 1:It must be Carla’s．She loves volleyball．Girl 1: How about this toy truck?Girl 2: Oh, that toy truck must belong to Jane’s little brother．He was the only little kid at the picnic．And the magazine must belong to Deng Wen．He loves cats．Boy 1: Oh, and look, someone left a book．Girl 2: Oh, yeah…This book must be Mary’s．J.K Rowing is her favorite writer．Girl 1: OK…and how about this CD?Girl 2: Hmm…The CD must belong to Grace．She always listens topop music．Step Ⅳ1cThis activity provides oral practice using the target language．Point to the picture in Activity lb．Invite pair of students to say the conversation in the speech bubbles．S A: Whose volleyball is this?S B: It must be Carla’s．She loves volleyball．Point out the conversation in the box．Invite another pair of students to say it to the class．S A : Whose book is this?S B: It must be Mary’s．J.K.Rowing is her favorite writer．Write the conversation on the blackboard．Point out the chart in Activity 1b．Say．Now work with a partner．Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b．Talk about who each thing might belong to and give a reason．Get students to practice in pairs．As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed．After all the students have had an opportunity to ask and answer questions, stop the activity．Get different pairs of students to say their conversations to the class．Listen to 2a Fist listen, then write the answers. Check the answers. Listen again. Finish 2b.Make conversations using the information in 2a and 2b.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language．Step ⅥHomework（1）Say and remember the spelling of the vocabulary words．（2）Say the conversations in Activity 1c to get a further understanding of the target language．Step ⅦBlackboard DesignUnit 8 It must belong to Carla．Section AThe First Period1．Key vocabulary: belong v．belong toplate n．author n．toy n．picnic n．2．Target language:Whose book is this?It must be Mary’s．J.K.Jowing is her favorite author．。
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。
人教版新目标英语九年级全一册《 Unit 8 It must belong to Carla 》Section A 1a-2c教学设计
Unit 8 It must belong to Carla Section A 1a-2c课堂教学设计一、教材分析本单元以“ It must belong to Carla”为话题设计教学内容，以“推测物品的归属”为主线，围绕谈论某东西属于某人等语言功能展开一系列的任务活动。
本节课主要是属于教学内容的第一部分，要求学生学会如何进行推测，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学习程序，引导学生在做事中有目的的学习语言。
二、三维目标：1、知识目标：本单元通过学习情态动词，学会正确运用must, might, could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确.掌握belong to与be在使用中的区别。
2、能力目标：对本单元中的生词做到会读，会写，会用，培养学生听说读写能力和观察能力。
3、情感目标：根据相关信息进行推测，训练学生的逻辑思维能力，培养学生关爱社会、关爱他人的良好情操。
建构主义教学观认为，设计特定的情景和引导学生对知识的积极磋商是促进建构性学习的两个主要途径。
三、教学重点1. 情态动词must, could, might和can’t表推测判断的用法。
2．belong to 短语的应用。
四、教学难点1、情态动词must, could, might和can’t表推测判断的用法。
2、belong to sb 与be sb’s的区别。
五、教学策略：归纳总结情态动词can, may, must, could ,might表推断的用法，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。
六、教学准备：PPT，优盘，一些学习用品，学案，书包，翻页笔七、学生课前或课外活动设计：1.学生课前听一首英语歌，让其尽快进入学习英语的状态。
2.让学生准备好自己的书包以及学习用品，当作课堂练习对话的道具。