《Unit+8+It+must+belong+to+Carla.》教学设计
Unit 8 It must belong to Carla教案
Unit8 It must belong to Carla.上马——唐远利学情分析这篇文章主要介绍英国的巨石阵。
对于乡学生来说，由于他们知识面比拟窄，所以很多同学对巨石阵不了解，甚至都没听说过。
虽然说这篇文章只有少数几个新单词，但句子结构较为复杂，很多学生阅读。
起来比拟吃力，所以老师想要把这篇文章讲的生动有趣就比拟困难。
教材分析这篇文章主要讲英国的巨石阵。
学生对巨石阵不了解，文章篇幅较长，句子结构复杂，学生阅读起来比拟吃力。
老师课前需要做大量的铺垫。
一，教学目标1,知识与技能(1)，学习掌握以下连词So as because since but however though not only.....but also or when while (2),能获取文章关键信息2,过程与方法〔1〕通过老师的引导，学生能理解这篇文章。
〔2〕，通过教师的讲解，学生能掌握连词的用法。
3，情感态度与价值观〔1〕对自然现象能大胆猜想，对未知事物有求知的欲望。
〔2〕知道大千世界无奇不有，还有很多未知的领域等着我们去探索二，教学重难点1，教学重点（1），连词的意义，及用法（2），学生能正确理解这篇文章2，教学难点（1)连词的用法及意义(2)文章的篇章结构三，教学过程Step 1:leading inShow a picture about the passage and ask what this is设计意图：学生先直观的了解巨石阵Step 2: know more about the StonehengeRead a passage about it in Chinese设计意图：学生看中文版的文章，降低了难度，为阅读英语版的文章做铺垫。
Step3: 完成书上2a 把连词和它们的意义匹配起来设计意图：掌握连词对于阅读非常重要，因此要掌握连词的意义及用法Step4:再次阅读文章，把书上的连词勾起来。
设计意图：把连词带入句子中理解，加深对连词用法的印象。
Unit-8-It-must-belong-to-Carla.教学设计
计
结
束
情感态度 和价值观 词汇方面：
whose, truck, rabbit, picnic, belong to, hair band
教学重点
句型方面： Whose book is this? The hair band must belong to Linda. It could /might be a dog. The comer can’t be a thief.
Unit8 It must belong to Carla. 课 堂 教 学 设 计
章节名称
Unit8 It must belong to Carla. Section A 1a-1c
本节课教学目标： 1．词汇: , truck, rabbit, picnic, belong to, hair band,toy 2. 目标语言: (1) —Whose book is this? —It must be Mary’s. J. K. Rowling is her favorite writer. (2) The hair band must belong to Linda. The hair band must be Linda’s. It could be a dog. It also might be two girls . 知识和能力
计划学时
1
教学目标
学 习 目 标
过程和方法
单词：whose, truck, rabbit, picnic, belong to, hair band 句型：(1) —Whose book is this? —It must be Mary’s. J. K. Rowling is her favorite writer. (2) The hair band could / might belong to Linda. The hair band could / might be Linda’s. The comer can’t be a thief. （1）对话练习复习情态动词的基本用法； （2）通过猜测游戏引出本课重难点 must/might/could/can’t 表示推 测的用法； （3）听力和练习巩固重难点； （4）作业深化知识难点。 （1）培养学生逻辑思维和推断能力。 （2）培养学生合作意识。 1.词汇自学，不用刻意去讲解，唯一词汇难 点 belong to 在运用中掌握。 2. 听力和练习巩固重点句型。
九年级Unit 8 It must belong to Carla教案
Unit 5 It must belong to CarlaSection A (1a—1c)XiongLiI. Teaching aims1. Knowledge aims:⑴words: belong, , picnic,rabbit.⑵Conversation:A: Whose book is this?B: It must be Mary’s.2. Ability aims:⑴Train students’ listening skill.⑵Train students’ communicative.3. Emotion aims:When on a picnic, remember to bring litter back to keep our environment clean and tidy. . PointsKey vocabulary and target language.points1. Key vocabulary and target language.2. Listen for the target language.MethodListening method and pairwork.V. Teaching aidsTape recording, pictures.VI. Teaching procedures教学活动设计第一部分:基本情况分析1.教材分析本单元主要学习情态动词表“推测”的用法。
是对情态动词的进一步学习。
在七、八年级学生都已经学习了情态动词的基本用法，本单元是对其用法的扩展。
就本节课而言，教材以图画入手，以听力对话为辅，引出“推测”这个话题和应用，将其生活化，在用中体会和理解。
训练学生的逻辑判断和分析能力。
2.学生分析九年级的学生已经学习过情态动词的基本用法，在应用上比较好接受。
因此，在导入时应注意知识的前后衔接。
学生在复习旧知识的同时又能体会新知识，由易到难、由浅入深，便于学生接受。
Unit8ItmustbelongtoCarla.教案第一五版
Unit 8 It must belong to Carla.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：truck, picnic, whose, pink, rabbit, magazine 能掌握以下句型：① The person must go to our school.② —Whose book is this?—It must be Mary's. /It must belong to Mary.2) 能够用情态动词表推测。
2. 情感态度价值观目标：让学生根据已有事实推测可能性。
二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词truck, picnic, volleyball, whose, pink, rabbit, valuable,somebody, anybody2) 学会描述表示物品所属提问和回答：—Whose book is this?—It must be Mary's.2. 教学难点：Whose ...... i s this? 句型、教学过程I . Work on 1a.1. Look at the chart in 1a, then discuss with your partner. Try to fill in the chart2. Let some Ss say their an swers. Let other Ss add more. n . PresentationPrese nt some pictures about the new words, the n lear n.IH . Listening1. T: Here are some thi ngs bel onging to those five people. Liste n and match2. Play the recording for the Ss to listen.3. Ss liste n and try to match the each pers on with a thi ng and a reas on.4. Check the an swers.IV. Pair work1. Look at the conversation in 1c and make conversations in pairs.2. Let some pairs ask and answer in pairs.e.g. A: Whose book is this?B: It must be Mary's. J.K. Rowling is her favourite writer.V . ListeningWork on 2a.T: Bob and Anna found a schoolbag at the park. Liste n and write dow n the thi ngs in the schoolbag.1. Look at the chart in 2a.Things in the schoolbag1. T-shirt2.2. Play the recording for the Ss to listen and check the words they hear.3. Play the recordi ng aga in to check the an swers.4. Liste n aga in. Fill in the bla nks. 1) The pers on ____ go to our school. 2) The pers on _____ be a boy. 3) It ____ be Mei ' s hair band.4) The hair band _____ bel ong to Lin da. 5) It ____ be Linda ' s schoolbag. must can 't could might must Work on 2b.1. Let Ss read the senten ces below. Expla in some main senten ces for the Ss. Make sure they know what to do.2. Play the recording for the Ss to fill in the blanks with the right words.3. Play the recordi ng aga in to check the an swers.Summary s.W. Pair work1. Tell Ss to make conversations about the schoolbag using the information in 2a.2. Let some pairs act out their conv ersati ons before the class.e.g. A: Look! There's a schoolbag here.B: What's in side?A: There' s T-shirt, …VD. Role-play1. Liste n and read the conv ersati on.2. Explain some new words and main points in the conversation.3. Ask Ss to role-play the conversation in groups.VIII. Lan guage points1. It must bel ong to Carla.belong to意为“属于”，是介词,后接名词（短语）或代词（用宾格形式）作宾语。
Unit-8-It-must-belong-to-Carla教学设计
Unit 8 It must belong to Carla.Section A (3a-3c)老高川学校张姣一、教学目标：知识与技能1.Under the passage and finish the exercises2. Master the language points through the exercise3.Be able to further to understand how to make inferences using the modal verbs.过程与方法1.read the passage and finish the exercise2.Explain the language through the exercise in details. 情感、态度与价值观Cultivate students’ interest in English.二、教学重难点教学重点 1. Master the language points2.Be able to make inferences using the modal verbs.教学难点：How to make inferences using the modal verbs.三、教学过程Ⅰ. Leading inAsk students to look at the picture in 3a and describe her feeling.Ⅱ. Presentation理由：在多媒体的帮助下，带领学生学习知识更便捷。
Read the article and decide which might be the best title. (多媒体展示)理由：通过粗读文章，了解课文大意。
Ⅲ. Students work1.Read the article again and find words to match the meanings. （多媒体展示）nervous or worried _________ young people _________ person in the next house ____ area where people live _____ animal like a very large dog ____ person who makes noise ____理由：通过本题的词组搭配，让学生更好地理解文中主要的词汇。
Unit8 It must belong to Carla教学设计
Unit8 It must belong to Carla.Section B 2a-2e郑州第二十三中学宋磊教学设计提问问题，学生回答。
Q: Where is Stonehenge?How many people visit Stonehenge everyyear?When do visitors especially go there? Why?How old is Stonehenge ?Who built Stonehenge?Can we build another Stonehenge? Why?对于文章重点内容有关巨石阵用途的猜测，以mind map 的形式带领学生识记。
（mind map 在blackboard design里面）Q：How many ideas(观点）are mentionedabout what Stonehenge was used for in the text?What are they?Step4. Post-reading1. 情境创设：In Stonehenge you meet yourfriends, you are invited to be their tour guide.2. 小组活动：角色扮演（role play ）活动步骤：step1分配角色（assign the roles）step2 练习并表演(practice and actit out)3. Show time复述巨石阵的神秘及相关细节。
学法的指导，问题的设置有难有易，提高学生课堂的参与度。
通过提问问题，学生回答来了解文章细节。
学生小组合作讨论问题，完成任务，在学习的过程中相互启发、沟通，学会倾听，自主合作。
注重对话的完整性，为homework做铺垫。
培养学生的好奇心和勇于探索的精神，从。
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 /mig ht 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 ? I t 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。
Unit8ItmustbelongtoCarla.教学设计
Unit 8 It must belong to Carla.教学设计Section B 2一、教学目标：1. 语言知识目标：1）能掌握以下单词：UFO, alien, run after, suit, express, not only...but also..., circle, Britain, receive, leader, midsummer, medical, prevent, energy, position, burial, honor, ancestor, victory, enemy, period2）能掌握以下重难句子：①F or many years, historia ns believed Stonehe nge was a temple where an cient leaderstried to communicate with the gods.②The large stones were put together in a certain way.③As you walk there, you can feel the energy from your feet move up your body.2 •情感态度价值观目标：通过学习英国巨石阵，培养对事物的探索精神。
不信谣，不传谣。
二、教学重难点1. 教学重点：1）掌握本课时出现的生词及用法。
2）进行听力训练，提高综合听说能力。
3）阅读短文，获得相矣信息，提高学生们的综合阅读能力。
2. 教学难点1）听力训练2）阅读2b部分的短文并完成相尖要求。
三、教学过程I. Warming- up and revision1. Daily greeting.2. Let Ss recall the ideas of strange things.n . Lead inShow some pictures of the UFO and aliens•丿丨[.WritingWork on 1a1. Ss look at the pictures in 1 a. Try to understand wha'st happening.2. Let Ss write a sentenee about each picture.Possible answers:The alien is running after the man.The man is running.Work on 1b:1. Play the recording and number the pictures [1-3].2. Let Ss try to write more sentencesto finish the story. Then discuss with their partners.e.g. Finally, the alien caught the man and took him to the UFO. But luckily, they let him goback to the earth・ The man was scared.3. Let some Ss write their sentences on the Bb.IV. ListeningWork on 1c:1. Tell Ss to read the sentences in 1 c and try to understand the meaning of them.2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again andcheck the sentences Ss hear.3. Check the answers.V . Pair workWork in pairs. Divide two people into a group. Give a conversation example. Let Ss read it together. Then role-play the conversation between the man and the woman. A: Why do youthink the man is running?B: He could be running for exercise.A: No, he's wearing a suit. He might be running to catch a bus to work.B: Well, he might be late for work.A: He looks kind of afraid.~CPreparation for 2bWork on 2aMatch each linking word or phrase with its purpose. Then check the answers.VD. ReadingFast Read ing1. Tell Ss the following passage is the mystery of Stonehenge. Skim the article andun derli ne the senten ces with linking words or phrases.2 Check the an swers with the Ss.①Stonehenge,a rock circle, is not only one of Britain's most famous historical placesbut also one of its greatest mysteries.②People like to go to his place especially in June_as they want to see the sun rising onthe Ion gest day of the year.(3) However, historia n Paul Stoker thinks this can't be true because Ston ehe nge wasbuilt so many cen turies ago.④One of the greatest mysteries is how it was built because the stones are so big andheavy.Careful Readi ng1. T: Now let' work on 2c. First, let Ss read the article again. Then try to put the rightan swers into the chart・2. Check the an swers with the class.Post read ingWork on 2d1. Tell Ss to un dersta nd linking words in 2a aga in.2. The n use these words to complete the senten ces.3. Let some Ss say their an swers.4. Check their an swers with the class and tell Ss why.Work on 2e1. Show some pictures of the mystery places that are similar to Ston ehe nge.2. Let Ss discuss the follow ing questi ons:What do you know about these mysteries?What is mysterious about them?3. Let some Ss show their un dersta nding・Vffl . Language points1・express v.表达，表示expression n.表达，表示，表情e.g. It expresses my love for the no vel•这表达了我对这咅$小说的爱。
Unit 8 It must belong to Carla 表格式教案2.doc
学科English 课时 2 年级9年级课题Unit 8 It must belong to Carla教学要求1.Learn the new words: land (v.), alien, chase, sky, helicopter, strange, creature,catch2. Be able to use “ could/might/must ” to make inferences.教学重难点1．Listening and writing practice using the targetlanguage.2．Make inferences using the target language.教法合作学习法分组活动法教学过程及教师活动学生活动设计意图Step 1 RevisionRevise the conversations in 1b. Get different pairs of students to talk about who each thing might belong to and give a reason.Step 2 PresentationI.2a This activity provides listening practice using the target language. Using a hair band, teach students to practice the words . Point to the numbered list with blank lines after each number. Play the recording the first time.Play the recording a second time.Check the answers.II. 2bThis activity provides listening and writing practice using the target language.Call students' attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line..Point to the box that contains the explanations of how to use the words must, might, could and can't. Read the explanations to the class.III.2cThis activity provides writing practice using vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. Elicit the first answer from the class (The notebook must/might be Ming's. It was on her desk) .Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed. Look at the pictureand say .Only listenStudents write thecorrect words ineach blank.Students listen andfill in the blanks.MFill in the blankswith the words fromthis unit.Work in pairs, askand answer.通过复习，使学生对上节课所学知识进行温习。
《U8 It must belong to Carla3》教案(省优获奖)
Unit 8 It must belong to Carla〔第3课时〕一、Teaching aims：1. Knowledge aims：1) words： policeman, noise, wolf, happening, uneasy2.Ability aims1) The ability of reading for specific information.2) To improve students’ reading ability.二、Teaching important and difficult points1. Teaching important points：1)Master the new words and phrases.2) Read for some useful information.2. Teaching difficult points：1) Master some reading skills.2) Understand and learn to use the words and phrases.三、Teaching proceduresI. RevisionII. PresentationPresent the new words in the dialogues.A: Do you hear strange noise s outside our windowB: Yes, something unusual is happening in our town.A: My father called the policeman, but he couldn’t find anything strange. B: Maybe it was a wolf, everyone in our town is feeling uneasy.III. ReadingWork on 3a:1.Tell Ss to read the article and decide which might be the best title.A.A Small and Quiet TownB.Strange Happenings in my townC.Animals in our neighborhood2. Read quickly and try to find out the main idea of each paragraph.3. Check the answers.IV. Careful Reading1. Work on 3b:1). Read carefully and finish 3b.2). Ask students to discuss with each other and then check the answers.2. Work on 3c1). Read the article carefully and write what people think about the strange noises.2). Ss work in pairs. Let students discuss the answers.3). Check the answers with the students.V. Language points1.It used to be very quiet.used to do sth 曾经，过去常常〔现在不做了〕be used to do sth. (=be used for doing sth.) 被用来做……be used to doing sth 习惯于做……2. However, these days, something unusual is happening in our town.构成：不定代词+形容词 (定语后置)e.g. something importantun- 表示否认 usual 通常的 unusual 不平常的happy 快乐的unhappy 不快乐的3. Victor, a teacher at my school, is really nervous.a teacher at my school 在句中作同位语。
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《Unit 8 It must belong to Carla.》教案
第一课时
Unit 8 It must belong to Carla（第1课时）
一、教材分析
本单元以“A picnic”为话题设计教学内容。以“It
must belong to Carla”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，
培养学生听说读写的能力和观察事物的能力。
3、情感目标：培养学生关心他人的情感。
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，一些常见学习用品，录音机
七、教学环节
1、课堂导入
1）.猜单词，用一些常见实物(碟子、石头、书、CD等)
或者用图片、单词卡让学生表达下列单词，先给一名学
生看，让他用英语来描述，其他学生猜。
2）.教学引出本课重点：must，might，could，can’t，
belong to
1．利用课件中的图片内容进行以下教学活动。
教师展示一些学生很熟悉的东西，可以有学生天天带在身边
的钥匙、文具盒、笔，发带，或者是其他老师的衣服、饰物。
例：在上课时，教师展示自己的手表。
3）．教师板书本课句型：
The watch must be the teacher’s.
3．利用其他的东西进行提问，引出might，could，can’t，
通过反复的练习，让学生归纳总结，谈谈他们对这几个情态
动词的理解。
2.课堂讲授: 首先，教师归纳总结对某事判断的肯定程度，
并板书：
must：100％
could，might：20％～80％
can’t：0％
然后，在学生掌握的基础上，利用下面两个句子引出新词组：
belong to
The watch must be Helen’s.=The watch must belong
to Helen.
老师通过实物列举几个例子，让学生体会belong to和be
的区别。
3.课堂练习:Fill in the blanks with must, might /could,
can’t, belong to.
1).Whose earrings are these? They __________ be Mary’s.
She never wears earrings.
2).The telephone is ringing, but nobody answers
it. He ____________ be out.
3).－ “Whose is this book? Oh, it________ be
Mary’s. Her name is on the back.”
－ “No, it _________________ me, she gave it to
me yesterday.”
4、课堂活动：
1）小组活动，教师通过多媒体课件展现几样东西，让学
生猜测东西属于谁。通过练习体会情态动词表示推测的用
法。
2）以小组为单位讨论并且总结情态动词must，might，
could，can’t表推测用法的区别。
3）听力训练，通过课堂上听1b,2a,2b的内容，无论是完成
表格题还是连线题，目的都在于训练学生听力能力。
4）对话练习，两个人为一组，练习对话2d,培养学生的口头
表达能力和语言运用能力。
5、课堂小结
1）情态动词must, might, could, can’t 表示推测的含义
与用法。情态动词must, might, could, can’t 后面都接
动词原形，都可以表示对现在情况的揣测或推断，但他们的
含义有所不同：
must 一定，肯定 （100%的可能性）
might, could 有可能，也许 （20%~80%的可能性）
can’t 不可能，不会 （可能性几乎为零）
2）belong to someone 和 be someone’s
belong to someone 和 be someone’s 含义基本相同，
都表示“属于某人，归某人所有”，但要注意用法上的区别。
belong to ＋ 名词或宾格代词。
be someone’s意思是be + 名词所有格或名词性物主代词
The English book must belong to Tom.
The English must be Tom’s ( English book).
6、作业布置
Fill in the blanks with must ,may, might, could, can’t
1）Whose earrings are these? They _____ be Mary’s. she
wears earrings sometimes.
2）Gina ______ come to the party tonight, but I’m not
sure.
3）The telephone is ringing, but nobody answers it. He
______ be at home.
4）Is this Lan Qiang’s boxing glove? Yes, it _____
be his. There is his name on the back.
5）You’d better take an umbrella. It ______ rain this
afternoon.
八、板书设计
Unit 8 It must belong to Carla
Whose … is this ?
It can’t(不可能) be sb’s /belong to sb
It could/might (可能) be sb’s/ belong to sb
It must (一定) be sb’s/belong to sb’s
九、教学反思:
1、利用游戏的形式引入生词，吸引学生的兴趣，同
时让学生练习口语和听力。
2、通过多媒体课件展示出的丰富多彩的图画，刺激学生的
视觉感官，避免了枯燥乏味的说教，激发了学生的学习积极
性，让学生在轻松好奇的氛围中学习本节课的目标语言。