九年级英语上册 Unit 8 It must belong to Carla Section A (3a-3c )导学案
九年级英语全册Unit8ItmustbelongtoCarla教案
Unit 8教学目标知识与能力 To learn and use may be ,must be ,can’t be过程与方法 Listening and speaking情感态度与价值观 To help eac h other and care for o thers重点难点1 .New words and the use ful expressions2 .Master :It must be Carla’s .I think somebody m ust have picked it.---课型 New lesso n 教学手段 media教学过程师生活动个案部分Step 1 Lead in1.( Show a picture of a person to the students)T:Who do you think this person should be?And why doyou guess so?Step 2 Classify the things1.Ask students to focus attention on the picture. Havethe students point to each item and say out its name.2.Ask students to pay a attention to the chart with thehe adlines Clothings,Fun things and Kitchen things atthe top.3.Get the s tudents to complete the task on their ownStep 3 W hose i s it ?1. P resenta tion of the grammar.2. Summary the grammar.教学过程3.Explain the phrase : belong to4.Pay a attention to the word “ belong to Carl”,don’tsay “ belong to Carl’s”Step 4 Whose book is this ?1.Present new words with pictures or the real object2.Get the students to work with a partner.Step 5 Whose schoolbag is this ?1.Listening to 2a . “What’s in the bag ?”2.Che ck the answersStep 6.Homework1. Memorize the new words and expressions2. Finish the exercise book “Development of English ability”板书设计教学反思。
Unit8-It-must-belong-to-Carla.-教学设计-教案 (3)
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 the box 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 hear a 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 the chart 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 be running for exercise. The womansays he might be late for work. Explain the meaning of the word creature 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 and other 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 the pairs work together, walk around the classroom listening in on variouspairs and offering help as needed. 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 target language.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. Focus attention 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 the students check their answers：Ask students to make their own sentenceswith the words, preferably sentences that are meaningful. Move around the room.Collect a few students' answers with mistakes on the blackboard.Step Ⅲ Part 2This activity provides reading, writing,listening and speaking practice using the target language.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-known saying that statesa general truth or gives advice.Read the first proverb to the class. Onefinger cannot lift a small stone. Elicit the interpretation 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 to make sure that students arediscussing the topic in English. Invite different students to say what theythink each proverb means.There can be more than one interpretationfor each proverb. Check the answers by showing the 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。
2020九年级英语全册 Unit 8 It must belong to Carla教案 (新版)人教新目标版
Unit 8 It must belong to Carla.一、教学目标：1. 语言知识目标：掌握本单元重要词汇、短语与句型。
提高学生的听说读写等方面的技能，以及这些技能的综合运用。
2. 过程与方法：听说读写训练，通过自主学习，小组合作探究等多种方式充分调动学生的学习积极性。
3. 情感态度价值观目标：面对身边暂时不可解释的现象，根据已有证据进行合理推测，不信谣，不传谣。
二、教材分析本单元开始以野餐中谈论对事物的推测为话题引入本单元的教学重点：情态动词表推测。
情态动词是一种重要的词法，只有掌握好它，才能更好的进行交际和阅读。
本单元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。
教学重点：情态动词must, can’t, may, might, could表推测。
教学难点：如何灵活运用must, can’t, may, might, could表推测。
三、学情分析通过初中两年的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事，能就熟悉的话题交换信息，能读懂短篇故事，能写便条和简单的书信。
但由于各种因素的影响，学生发展参差不齐。
少数学生因为基础不够好，学习很吃力而自暴自弃，学生两级分化严重，每节授课内容不宜过多，用多种教学手段充分调动学生的学习兴趣。
四、教学策略采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
五、教学手段：多媒体辅助六、课时安排：第一课时：Section A 1a-2d第二课时：Section A 3a-4c第三课时：Section B 1a-1d第四课时：Section B 2a- 3b英语学科授课时间任课教师课题Unit 8 It must belong to Carla.Period 1(1a--2d)三维教学目标课标要求: 能听懂有关熟悉话题的谈话，并能从中提取信息和观点。
能针对所听语段的内容记录简单信息。
能与他人沟通信息，合作完成任务。
人教版九年级U8it-must-belong-to-Carla.教学设计
1.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:
(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 1a
Talk about the things in1band then put them in the correct columns in the chart of1a.
3.Guide students to answer:“It must be a girl’s pencil-case because it’s pink.”
4.Ask which girl it might belong to.Guide students toanswer:“It must/might/could/can’t be sb.’s. Or It must/might/could/can’t belong to…”
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.
新九年级Unit8ItmustbelongtoCarla教案
Unit 8 It must belong to Carla.Period 1 (1a-2d)Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key VocabularyWhose, truck, picnic, rabbit, attend, valuable, pink, anybody.(2)Target LanguageWhose book is this?It must be Mary’s. J.K.Rowling is her favorite writer.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. PairworkⅤ.Teaching Aids1. Blackboard drawings2. A tape recorder3. A projectorⅥ.Teaching ProceduresⅠ. Finish 1a.1. Look at the chart in 1a, then discuss with your group mates. Try to fill in the chartwith words to describe people.2. Let some Ss say their answers. Let other Ss add more.Ⅱ. PresentationPresent some pictures about the new words, then learn.Ⅲ. Listening1. T: Here are some things belonging to those five people. Listen and match eachperson with a thing and a reason.2. Play the recording for the Ss to listen.3. Ss listen and try to match the each person with a thing and a reason.4. Check the answers.Ⅳ. Pair work1. Look at the conversation in 1c and make conversations in pairs.2. Let some pairs ask and answer in pairs.Ⅴ. ListeningWork on 2a:T: Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag.1. Look at the chart in 2a.2. Play the recording for the Ss to listen and check the words they hear.3. Play the recording again to check the answers.Work on 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Makesure they know what to do.2. Play the recording for the Ss to fill in the blanks with the right words.3. Play the recording again to check the answers.Ⅵ.Pair work1. Tell Ss to make conversations about the schoolbag using the information in 2a.2. Let some pairs act out their conversations before the class.Ⅶ. Role-play1. Read the conversations and Let Ss read after the teacher.2. Explain some new words and main points in the conversation.3. Ask Ss to role-play the conversation in groups.VIII. Homework1. Recite the conversations in 2d.2. Finish the exercises in the workbook.IX. Blackboard DesignUnit 8 It must belong to Carla. Whose book is this?It must be Mary’s. J.K. Rowling is her favorite writer.Period 2 (3a-3c)Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key VocabularyNoise, policeman, wolf.(2)Target LanguageWhat are the opinions?She thinks that it could be an animal.He thinks it might be the wind.She thinks it can’t be a dog.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ writing skill.(3) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.Ⅱ. Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language.Ⅲ. Teaching Difficult PointMake inferences using the target language.Ⅳ. Teaching Methods1. Practice method2. A gameⅤ. Teaching Aids1. A tape recorder2. Real objectsⅥ. Teaching ProceduresI. Revision1. Have a dictation of the new words learned in the last class.2. Check the phrases.II. PresentationPresent the new words in the dialogues.A: Do you hear strange noise s outside our window?B: 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.2.Check the answer together.IV. Careful Reading1. Work on 3b:1. Read the article again and find words to match the meanings.2. Read the phrases and write the answers.3. Check the answers one by one.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. Homework1. Make sentences with these words.Review the article.Period 3 (Grammar Focus-4c)Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key VocabularyLaboratory, coat. Sleepy.(2)Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.2. Ability Objects(1) Train students’ writing skill.(2) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.Ⅱ. Teaching Key Points1. Practice using the target language.2. Make inferences using the target language.Ⅲ. Teaching Difficult PointMake inferences using the target language.Ⅳ. Teaching MethodsPractice method.Ⅴ. Teaching Aids1. Practice method.2. Real objects.VI. Teaching ProceduresⅠ. RevisionReview some main phrases and sentences we learned in the last class. Ⅱ. Grammar FocusFill in the blanks.1. 这是谁的排球?_________ __________ is this?这一定是卡拉的。
九年级英语全册Unit8ItmustbelongtoCarla第3课时教案
Section A （Grammar Focus-4c）
一、『教材分析』
教
学
目
标
知识
目标
1.学习并掌握新词汇：Laboratory , coat , sleepy, pocket ,
2. 能正确使用语法要点中的句型：
Whose book is this?
2. 有意义操练 (Meaningful Drills)4a
Choose the best way to complete eachsentence using the words in the brackets.
Groupwork:
(1)Fill in the blanks.
(2) Check the answers.
2. Leading-in“导入新课”
利用课件出示图片，呈现对话。
Can you guess what it is?
Ⅲ.
强化
巩固
1. 机械操练 (Mechanical Drills)
Ask and answer the conversations in pairs according to the pictures.
能力
目标
熟练运用语法要点中的句型和他人对话。
情感
目标
通过本课的学习，养成根据事实推测的好习惯。
教学重点
熟练运用语法要点中的句型和他人对话。
教学难点
熟练运用语法要点中的句型和他人对话。
教学方法
归纳法；任务型教学法
二、『教学流程』
环节
师生活动
二次备课
I.
复习
热身
1. 课前3分钟朗读课本第59页3a.
九年级英语全册Unit8ItmustbelongtoCarla学案无答案新版人教新目标版
Unit 8 It must belong to Carla.Section A（1a2d）学习目标1.Words：truck, rabbit, whose, attend, valuable, pink, piic, somebody, anybody2.Phrases：toy truck, at the piic, listen to pop music, her favorite writer, belong to,anything valuable, the rest of, pick up3.Sentences：1.A: Whose volleyball is this？B: It must be Carla’s. She loves volleyball.4.Here is a hair band, so the person can’t be a boy.5.It could be Mei’s hair band. She has long hair. The hair band might belong to Linda.学习过程1. 写出下列单词和短语。
(1)卡车________________ (2)兔,野兔______________ (3)谁的______________(4)出席参加__________ (5)很有用的宝贵的_____________ (6)粉红色的__________(7)野餐____________ (8)某人重要人物______________ (9)任何人_____________(10)属于_______________ (11)野餐时_______________ (12)流行音乐_________________(13)发带 (14)贵重的东西(15)剩下的,其余的 (16)捡起,拾起2. 翻译下列句子(1)这是谁的排球?(2)它一定是卡拉的。
【人教版】九年级英语全册 Unit 8 It must belong to Carla Period 3导学案
Unit 8 It must belong to Carla.Period 3 Section A （2d,Gra,4a-4c）班级：组名：姓名：【学习目标】1. 能掌握以下单词：attend, valuable, pink, anybody, laboratory, outdoors, coat,sleepy2. 能掌握以下句型：（1) She might be having a bad cold.（2) Somebody must have picked it up.3. 会熟练运用情态动词表推测。
【学习重点】掌握情态动词和名次所有格的用法【学习难点】会熟练运用情态动词表推测【学习过程】一、目标呈现1. 复述3a2. Play a game: guess whose … is this ？It must/could/might/mustn’t be …二、自主合作学习任务一：掌握本课时的8个单词1. 自查预习出席贵重的 n. 粉红色的任何人实验室在户外外套瞌睡的睡觉睡着的2. 组内检查，看谁记得又快又准。
学习任务二：完成Grammar Focus部分1. 学生自学，并理解句子意思。
.2．朗读句子。
3. 小组活动，运用Grammar Focus的句子编写对话。
学习任务三：完成4a,4b1. 学生独立完成练习。
2. 小组相互核对答案并展示成果。
学习任务四：完成2d1.完成短语并熟记：（1）担心（2）怎么了_______________/（3）记住去干某事________ ________ （4）有价值的某物______ __________ （5）我的粉色发带____ ___________ （6）被盗_________ __________ （7）我其他的朋友________ __________ （8）把它捡起________ _______ （9）给某人打电话（10）音乐厅 __ ____ （11）出席音乐会___ ___2. 读对话提出有疑惑的地方。
九年级英语全册 Unit 8 It must belong to Carla Sect
Unit 8教师寄语Pain past is pleasure.(无论多么艰难一定要咬牙冲过去，将来回忆起来，一定甜蜜无比)学习目标How to make inferences(1) —Whose volleyball is this? —It must be Carla’s. She loves volleyball.(2) —Whose French book is this? —It could be Ali’s. She studies French.(3) —Whose guitar is this? It might belong to Alice. She plays the guitar.学生自主活动材料一单选1．Who does this T-shirt belong ? A．of B．to C．on2．—Look! What’s the driver doing? —He the car by the road．A．must wash B．must be wash C．must be washing3．There is snow．Put on your coat．It’s cold．A．too many, much too B．much too, too much C．too much, much too4. ---She didn’t come to school yesterday, did she ?---- . though she was not feeling well.A. No, she didn’t.B. No, she did.C. Yes, she did.D. Yes, she didn’t5. ---Can you stay here longer? ---- , but I have to be back tomorrow.A. No problemB. I’m afraid notC. I’d love toD. No, thank you.6--- I take some photos in the hill? ---No, you .A. Can, needn’tB. Must, mustn’tC. Could, won’tD. May, mustn’t7.Li Lei ________ be very sad because his little dog died last night.A. canB. couldC. mightD. must8. I can’t find my pur se. I think it ____in my room A. maybe B. may be C. may D. could9. --- May I go swimming now? --- No, you ______. You must finish your homework first.A. mustn’tB. may notC. couldn’tD. needn’t10- Must I finish my homework now? --- No, you _________. You may have a rest first.A. mustn’tB. can’tC. may notD. needn’t12—What’s that in the tree, can you see? ---There must____ some birds ___in it.A. are, sittingB. be, sitC. have, sittingD. be, sitting13____I borrow your MP3? ---Sure. Here you are. A. May B Should C. Must D. Would14 I didn’t hear the phone. I _____out. A. must be B. must have gone C. must go D. should be15.The book is on Lily’s desk. _________it is hers. A, Maybe B. May be C .Can D .Might 16“Do you know who the pen_______?” Sorry, I don’t know.A.belong B .belong to C. belongs to D. belongs17. The headmaster _______be in the office because the light is off.A. can’t B might C. could D. must18. It’s too late ,I ________go home now, or my parents will be angry with me.A, have to B. have C. may . D. can19. It’s so cold and you’ve walked a long way. You ________be tired. Have a rest. please.A .can’t B. might C .must .C. can20--- Can you swim in the river? --- No, I _____. A. mustn’t B. may not C. can’tD. needn’t21. --- May I go swimming now? --- No, you ______. You must finish your homework first.A. mustn’tB. may notC. couldn’tD. needn’t22. --- Excuse me. Where is the zoo? --- Sorry, I don’t know. Ask that policeman. He _____ know.A. shallB. mayC. needD. would23---__ -I wonder if I ______smoke here. ----No, you ____. Could you see the sign “No Smoking”there ?A. may, mustn’tB. can, needn’tC. shall, won’tD. must , can’t24. --- Must I finish my homework now?--- No, you _________. You may have a rest first.A. mustn’tB. can’tC. may notD. needn’t25. --- Tom, where is your father? --- I’m not sure. He_______ in his office.A. isB. may beC. maybeD. may26. ---______________I visit Lucy on Sunday, Mum? ---Yes, you______________.A. Must；canB. May；mayC. Need；needD. May；need27 --- Where is Tom? --- He hasn't come to school today. I think he________ be ill.A. has toB. shouldC. mayD. need28 ---What _____it be? It_____ be a mail box, for it is moving. It_____ be a car.A. can, can’t, mustB. can, can, mustC. can , mustn’t, mustD. must, mustn’t, can29 This book _____ Lucy’s. Look! Her name is on the book cover.A. must beB. may beC. can’t beD. mustn’t be30.Taiwan _______China from ancient timesA. is belong toB. belongs toC. is belonged toD. belongs二用所给词的正确形式填空1---Why isn’t Jim here？--- He's busy. He ___________（take） care of his aunt's baby at home now.2. --- What's Mr. Clarke going to do tomorrow?--- He'll go fishing if it____________（not rain）.3. Linda_____________ （make） a lot of friends since she came here last autumn.4--- Did Jack finish__________ （c lean） the house this morning?--- Yes, he did.5--- Have you heard of the Great Wall, Mr. Read?-- Yes, I have. It's a place of great interest in China.It ____________（build） thousands of years ago.7We often hear Lucy __________ ( sing ) this song8. This book might belong to_____ _ (he). 9. I didn’t know why the dog______ (bark) all day.综合填空Maybe you are more interested in sports than in history. You probably think you will never be a top student. In f______ , anyone can become a better student if he or she wants to. If you can use your time well, you may improve your study w______ much work. Here’s how: Plan your time carefully. When you plan your week time, you should make a l____ of things that you have to do. First write down the time for eating, sleeping, dressing, etc. Then decide on a good time for studying. Of course, studying shouldn’t take all of your time. Don’t forget to le ave yourself enough time for your h______ so that you can have a good rest.Find a good place to study. L ook around the house f_____ a good study place. Keep this space, which may be a desk o______ just a corner of your room. No games, radio, or television! When you sit down to work, think only about the subject!Make good use of your time in class. Listen carefully to what the teacher says. C_____ listening in class means less work later. You also need to take notes in class, because it m__79___ it easier for you to learn well.These are only a few ways here to h____ you with yo ur studying. I believe you can fi nd many other ways b_____ these mentioned in the above.自我评价专栏(分优良中差四个等级)自主学习：合作与交流：书写：综合：。
九年级英语人教版Unit 8 It must belong to CarlaSection A 全单元教案25页很好
It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’ imagination and improve students’ ability t o deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When read ing an article, students can’t help meeting with some new words. In the third period, students are asked to practice using the target language by talking about the new words, It’s helpful to arouse students’ learn ing inter est and improve students’ listening and speaking skills.(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understa nding of the words must, might, could and can’t.(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train studen ts’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this It must be Carla’s. She l oves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this? It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train studen ts’ 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. PairworkⅤ. Teaching Aids1. Blackboard drawings2. A tape recorder3. A projectorⅥ. Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v belong to plate n. author n. toy n. picnic n.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, author and picnic.Belong means to be owned by somebody.An author 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 car next to toy.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 things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep Ⅲ lbThis activity gives students practice in understanding the target language in spoken conversation.Call st udents’ atten tion 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 talk ing 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。
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Unit 8 It must belong to Carla Section A【学习目标】1.掌握本节课59页的生词的词意、拼写及正确发音。
2.能概括文章段落大意。
学习文章中出现的重点单词,词组和句型等3. 体会情态动词表推测的用法.【自主学习】预习课本第59页的单词和短文, 初步理解文章大意并在文中找出重点词汇和短语并识记。
【学习重难点】重点：学习情态动词表推测，阅读短文，获得相关的信息，来提高阅读能力难点：理解并运用所学的词汇及表达方式【自学检测】短语翻译（请同学们关上课本独立完成,完成后对子间相互批阅。
）1. 互相了解_____________2.一些不寻常的____________3. 走开，离开_____________4. 隔壁邻居_____________5. 感到不安____________6. 制造恐惧_______________7. 噪音制造者______________ 8.没主意，不知道 _________________9. 我和我的朋友们认为那一定是青少年在闹着玩___________________________________10.一定有什么东西在拜访我们小区的庭院。
______________________________________【定向导学·互动展示】Task1：独立阅读能力学习----自读文章1. 独立略读：独立略读59页短文，猜测文章大意,尝试完成3a,选出文章的最好的题目。
2. 独立概括读：完成书本3b的内容找出文章中意思相同的词语。
3. 独立详细读：完成书本3b的内容找出文章中人们的观点。
Task2：听录音：根据老师播放的短文录音，体会语音语调并纠正自己的单词读音。
Task3：两人小对子：1. 理解3a文章中的重点词汇和句子并两人互助探讨。
2. 探讨3a---3c 的答案，并把有疑问的地方标注出来。
3. 设想你是采访者，你的同桌是Victor根据文章内容，编制一个对话。
Task4：五人互助组：1.小组内统一3a 和3b的答案，并针对短文内容简要理解短文谈论的内容。
小组内展示3c 的对话2.小组内答疑。
若还不能解决的，记录下来，以便求助全班同学或老师。
3.组长根据自己的展示方案分配任务，带领组员在组内进行预展，准备在本组展示区进行展示Task5：展示一：原音呈现，尽可能大声朗读文段将展示答案在班上讲解，交流讨论。
展示二：情景体验，组长带领本组成员展示3c拓展对话。
展示本组的诵读风采。
Task6：课堂小结并识记重点词汇。
成果记录·知识生成：一、noise (n.)噪音；喧闹声；嘈杂声noise指的是人们不愿听到的“噪声”，既可作可数名词，也可作不可数名词。
例如：Don't make so much noise. 别这么大声吵闹。
（不可数名词）These machines make a great noise. 这些机器噪声真大。
（可数名词）链接：sound & voicesound泛指自然界的各种“声音”。
例如：Light goes faster than sound. 光比声音传播得快。
voice则指说话和唱歌的“嗓音”，有时也指鸟鸣的声音。
例如：They talked in a loud voice. 他们高声谈话。
He has got a good voice. 他有一副好嗓子。
练习：( ) Oh, my god! The kids are making so much ______ in the room, I can’tdo anything.A. voiceB. noiseC. soundD. footstep二、1.“sth.+ happen+地点/时间”意为“某地/某时发生了某事”。
例如： An accident happened in that street.那条街发生了一起事故。
What's happening outside?外面发生什么事了？2. sth.+happen to…意为“某人或某物出了某事(常指不好的事)”。
例如：A car accident happened to him yesterday.昨天他发生了交通事故。
What happened to you?(=What was wrong / the matter with you?)你怎么啦？3.“sb.+happen+to do sth.”意为“某人碰巧做某事”。
例如：I happened to meet her in the street.我碰巧在街上遇见她。
It happened that I was out when he called.他来访时我碰巧不在。
练习 ( ) —Can you see________? —No. Let's go and have a look. Maybe we can help them.A. what are they doing thereB. what was happening thereC. what is happening thereD. what are they talking there三、Victor, a teacher at my school, is really nervous.a teacher at my school 在句中作同位语。
它指的是 Victor 。
例如： My sister, Helen, will have a picnic with me四、There must be something visiting the homes in our neighborhood, but what is it?一定有什么东西闯入我们社区，但那是什么呢？there be结构可与情态动词连用，表示“可能有，一定有”。
在此结构中，动词ing形式用作定语，修饰前面的主语，相当于一个定语从句。
例如：There must be no students studying in the classroom now. （=There must be no students who are studying in the classroom now.）现存一定没有学生在教室里学习。
There might be water if you wait a bit. 如果你等一会儿，可能会有水的。
He felt that there must be something wrong with the car. 他当时感觉车肯定出毛病了。
练习：听！肯定是吉姆在教室里唱歌。
Listen! ______ _____ _____ Jim ______ in the classroom.【当堂检测反馈】一、根据课文内容完成。
(关上书，独立完成。
做完后对子间相互批阅。
)Our neighborhood used to be very_______. However, these da ys, something _________ are happening. Every night, we hear strange ________ outside our window. Someone think it could be a_______, but some thinks that it______ ______ teenagers ______ fun. My parents called the _________.. They think it ______ be the wind. I don’t think so. Every one in our town is feeling _______, there must be something _______the homes in our neighborhood. Most people hope that this animal or person will simply ___ ______,. The _________ is having too much fun__________ fear in the neighborhood.二、发展题：单项选择。
( ) 1.There must ______ a monkey _______ bananas in the zoo..A be; eating B. have; eating C. be; eats D .have; to eat（）2.He had fun_______ football last weekend..A play B. played C. playing D .plays（）3 I can’t find ______ in the house.,______A. something strange; too B strange something; as well C. anything strange; either D. strange anything; too（）4.He looks so worried,______A. What happened to himB. What is happened to himC. What happened with him D .What is happened with him三、拓展题：发挥想象，用情态动词为Victor小区的怪事，写出三个令人意外的结尾。
In the end,______________________________________________________________ In the end,______________________________________________________________ In the end,______________________________________________________________【学生自主反思】(写出今日一得和今日不足)今日一得：今日不足：。