Unit-8-It-must-belong-to-Carla-表格式教案4
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。
Unit-8-It-must-belong-to-Carla.教学设计
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
教学过程结构：
课 堂
教 学 过 程
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课 堂
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结 构 的 设
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课 堂 教 学
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1.语言功能:准确运用 must , might/could ,can’t 表达推断。
通过直观形象的图片及猜测游戏突出显示 难点，在游戏中突破难点。
Unit 8 It must belong to Carla 表格式教案5套
英语九年级全册Unit 8 It must belong to Carla. Period 2 Content Sec 教学目标要求1．能利用通过图片和上下文猜测词义等策略，学习生词，如：uneasy, teenagers, next-door neighbor, noise-maker等。
2．能在教师的指导下，通过浏览文章找到所需信息，归纳文章的主题，如：为文章选出最恰当的标题。
3．能在教师的指导下，通过浏览文章找到所需信息，完成有关的阅读任务，如：猜测词义、完成表格等。
4．能理解表示推测的must be, can’t be, might be, could be 等在语篇中的运用，如：My wife thinks that it could be an animal. They think it might be the wind. It can’t be a dog.5．能认读并能工整书写所学单词：如：noise , policeman, wolf等。
6．能模仿录音正确朗读语篇。
教学过程活动步骤教与学活动目的及其操作教学资复习时间3 m 1复习已学目标语和导入神秘事件的话题T: Look at the things and answer,Whose these things might be?教师事先收集同学们的物品，利用这些物品与学生对话，猜测物品的归属。
T: Whose volleyball is this?S: It must be Carla’s. She loves volleyball.T: Whose hair band is this?S: It could be Me i’s hair band. Or it might belong to Linda.They both have long hair.2仿照上述复述，组织复习活动。
OK. Let’s do group work.学生在小组中仿照以上对话交流。
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。
Unit_8_It_must_belong_to_Carla.教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校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：①The 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 .......is this? 句型三、教学过程Ⅰ. Finish 1a.1. Look at the chart in 1a, then discuss with your group mates. Try to fill in thechart with 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.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. 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.Summary: 表推测的形容词的用法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.e.g. A: Look! There's a schoolbag here.B: What's inside?A: There’s a T-shirt, …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. Language points1. It must belong to Carla.belong to 意为“属于”，它一般不用于进行时态和被动语态。
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.
Unit 8 It must belong to Carla 表格式教案5套
Topic:Unit 8 It must belong to Carla.Period: Period3SectionB(1a-1d)Teaching aims:Knowledge aims:（1）Key vocabularies：alien suit（2）Key structures：might/must/could/can’t +doingAbility aims:(1)Students can learn to understand and use must, might, could and can’t for making inferences.(2) Students can learn to write, listen and speak about what people might be doing if something strange happened.Emotional aims:The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Teaching important points:(1) The usage of “belong to sb.” and “must, might, could, can’t”.(2) The usage of the usage of “might/must/could/can’t +doing”.Teaching difficult points:Ss can distinguish the usage of “might/must/could/can,t+doing”and write, listen and speak about what people might be doing if something strange happenedTeaching aids:A tape recorder and CAITeaching procedures:Teacher’s activities Students’ activities PurposesStep 1:Revision To ask and answer by looking atthe pictures.S1:What does he/she do?S2: He/she must, might,could and can’t be…Show some pictures and revise the usage of must, might, could and can’tStep 2 Lead -in To ask and answer to learn thenew words and the structures of“might/must/could/can’t+doing”.by looking at thepictures..T:What is he/she/it doing?S: He/she/it must, might, couldand can’t be doing…learn the new words and the structures of “might/must/could/can’t+doing”.by looking at the pictures..Step3 work on 1a Look at the pictures. Then use thewords from the box to speak andwrite a sentence about eachpicture. To improve the speaking and writing skills.Step 4 1b Listen and number the pictures. Then write two or three sentences to finish the story. 1.Listen to the tape and numberthe pictures. and check theanswers.2write two or three sentences tofinish the story.To improve the listeningskills.To improve Ss’writingability.Step 5 1c Listen again. Complete the sentences. Listen again. write the words Sshear. And then check the answers.To improve listening skillsand writing and speakingskills.Step 6 Listen again and fill inthe blanks according to listening material. Listen again and fill in the blanksAnd then check the answers.To consolidate Ss’listeningand writing ability.Step 7 Pairwork1.Ask the students to dopair work. Ask somepairs to act out.2.Make the similarconversations and asksome pairs to act out.. Students work in pairs:A:? B: …Students Make the similarconversations and ask some pairsto act out..in pairs:A:? B: …To improve Ss’speakingability.Consolidate key sentences.Step 8 Homework Oral workRead and try to remember the newwords and phrases.Prepare for the newwords of reading.Written workWrite a report to according to 1C. It helps Ss to consolidate the knowledge we learned today.Bb designUnit 8 It must belong to Carla.Period 1 Section B (1a—1d) chase=run after an alienIt might be readingHe could be playing basketball.He could be playing basketball.He must be painting.He can’t be doing homework.小结：must /could/might/can’t be +doing表示“一定/可能/不可能正在做…”。
人教版九年级英语全册Unit8ItmustbelongtoCarla整单元优秀教学案例
2.通过设计有趣的角色扮演活动，让学生在实际交流中运用所学知识。例如，学生分组扮演不同角色，运用物主代词和情态动词must进行对话。
3.利用多媒体手段，如视频、音频等，为学生提供丰富的语言输入，提高他们的听力理解能力。例如，播放一段关于物品归属的短视频，让学生听后回答相关问题。
4.创设互动式的课堂氛围，让学生在课堂上敢于表达、乐于交流。例如，组织学生进行小组讨论，分享自己对物主代词和情态动词must用法的理解。
2.组织学生进行同伴评价，互相反馈意见，共同进步。例如，学生可以评价同伴在对话中的表现，给出改进建议。
3.教师对学生的学习成果进行评价，关注学生的全面发展清晰，非常好！”
4.鼓励学生树立正确的评价观，正视自己的优点和不足，调整学习策略。例如，学生可以认为：“我在课堂上表现不错，但还需要在发音和语法上多加练习。”
（五）作业小结
在课堂的最后，我会布置一个相关的作业，让学生回家后进行练习。这个作业会包括填写物主代词和运用情态动词must的句子。通过这个作业，我可以让学生在课后巩固所学知识，并提高他们的实际运用能力。同时，我会在下一次课堂上对学生的作业进行反馈，帮助他们发现和纠正错误，提高他们的学习效果。
五、案例亮点
3.教师巡回指导，关注每个小组的学习情况，提供有针对性的帮助。例如，针对某个小组在运用物主代词和情态动词must时出现的问题，给予指导和建议。
4.利用小组合作机会，培养学生的团队精神，提高他们的沟通能力。例如，在小组活动中，学生需要协调分工，共同完成任务。
（四）反思与评价
九年级Unit-8-It-must-belong-to-Carla.教案
Unit 8 It must belong to Carla. (Section A 3a-3c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：policeman, noise, wolf, happening, uneasy2) 学习掌握下列词组：used to, each other, around here, these days, call the policemen, next-door neighbor, see sb. doing sth., run away, too…to…, one’s own, have no idea, go away, have fun doing sth, too much…3) 学习掌握下列句型表达：There be…doing sth…., There+情态动词＋be…doing sth, 主语+情态动词＋be…doing sth2. 能力目标：1）阅读短文，能按要求获取相关的信息。
2)通过阅读训练来提高学生们的阅读能力。
3）学习运用情态动词表推测。
2. 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、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学方法任务型语言教学法、合作学习法四、教学辅助：PPT五、教学过程Step I. Revision1. Check the phrases.2. Do some exercises about making inferences using must, might, could, and can’t.Step II. PresentationShow the picture to students and ask them: “What’s the woman in the picture doing? How is shefeeling now? Why?”Present the new words by having a free talk with students.Step III. Fast ReadingWork on 3a:1.Tell Ss to read the article and decide which might be the best title. Then check the answer.A.A Small and Quiet TownB.Strange Happenings in my townC.Animals in our neighborhood2. Ask them to read the passage quickly, and check the sentences “T”for true or “F” for false. Then check the answers.Step IV. Careful Reading1. Work on 3c: Ask students to read the passage carefully and write what people think about the strange noises. Then work in pairs or groups, discuss the answers. Check the answers with the students.2. Work on 3b: Ask students to skim the passage again, and find words to match the meanings.Step V. Summary and Exercises1. Go through the whole passage with students, ask them to find out some key phrases and sentences in the passage, then help them to have a summary.2. Do some exercises to consolidate what are learned in the passage.Step VI. Homework1. Make sentences with these words：used to, have no idea, too... to... ,see sb doing sth…2. Retell the story.七、板书设计Unit 8 It must belong to Carla. (Section A 3a-3c)1. 重点词汇：policeman, noise, wolf, happening, uneasy2. 重点短语：used to, each other, around here, these days, call the policemen, next-door neighbor,see sb. doing sth., run away, too…to…, one’s own, have no idea, go away,have fun doing sth, too much…3. 重点句型表达：There be…doing sth…., There+情态动词＋be…doing sth,主语+情态动词＋be…doing sth。
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。
人教版九年级英语Unit8-It-must-belong-to-Carla.教案
课时教案课时进度第十周第 4 课时（学期第36 课时）课题Unit8 It must belong to Carla.（第一课时）教学目标1. Make inferences 推测和判断2. Learn and be able to use “must, could, might, and can’t.”3. Master the usage of “must, could, might, and can’t.”教学重点1．Key vocabulary 2．Target language教学难点1．Listen for the target language2．Oral practice using the target language课型 A new lesson 教具 A tape recorder教学方法教学内容与过程Step 1 warm upShow some new words in this unit.Step 2 PresentationI.1aThis activity introduces the key vocabulary.Focus attention on the picture. Have students pointto each item and say its name.Get students to complete the task on their own, Asthey work, move around the room checking their progressand answering any questions they may have.Show the correct answers on the screen by a projector.II.1bThis activity gives students practice in understandingthe target language in spoken conversation.Call students' attention to the chart. Set a time limitof two minutes.Play the recording the first time.Play the recording again.Step3 Consolidation and extension1cThis activity provides oral practice using thetarget language.Point to the picture in Activity 1b. Invite a pairof students to say the conversation in the speechbubbles.Point out the conversation in the box. Invite another为学习新句型做好准备。
Unit 8 It must belong to Carla(第4课时)教学设计
Unit 8 It must belong to Carla（第4课时）教学设计一. 教材分析Unit 8 It must belong to Carla（第4课时）是人教版新目标英语八年级上册的一篇课文。
本课主要讲述通过观察物品的特点，运用情态动词 must 表示推测的过程。
课文内容贴近学生生活，有利于激发学生的学习兴趣。
本课时将学习一般过去时的被动语态，以及如何运用情态动词 must 进行推测。
二. 学情分析八年级的学生已经掌握了情态动词 have 的基本用法，对一般过去时有一定的了解。
但学生在实际运用中，往往对时态和语态的掌握不够熟练。
因此，在教学过程中，教师需要引导学生通过观察、思考、实践来掌握一般过去时的被动语态和情态动词 must 的用法。
三. 教学目标1.知识目标：–学会一般过去时的被动语态结构：was/were done；–掌握情态动词 must 的推测用法；–能运用所学知识描述物品的归属。
2.能力目标：–提高学生的观察、分析、表达能力；–培养学生的团队合作精神。
3.情感目标：–增强学生对英语学习的兴趣；–培养学生关爱他人的品质。
四. 教学重难点•一般过去时的被动语态结构；•情态动词 must 的推测用法；•描述物品归属的句子结构。
•正确运用一般过去时的被动语态和情态动词 must 进行表达；•描述物品归属时的逻辑推理。
五. 教学方法1.任务型教学法：通过设定各种任务，引导学生参与课堂活动，提高学生的实践能力；2.情境教学法：创设生活情境，让学生在真实的环境中感受、体验语言；3.合作学习法：鼓励学生分组讨论，培养学生的团队合作精神。
六. 教学准备1.教师准备：–制作课件和教学素材；–设计教学活动和学习任务。
2.学生准备：–预习相关词汇和语法知识；–携带一些个人物品，用于课堂展示。
七. 教学过程1.导入（5分钟）–教师通过提问引导学生谈论日常生活中的物品归属问题，激发学生的学习兴趣。
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。
Unit-8-It-must-belong-to-Carla教学设计
Unit 8 It must belong to Carla.Section A (3a-4c)一、教学目标：知识与技能1.Master the key words: laboratory, coat, sleepy.2.Be able to make inferences using the modal verbs.3.Improve students’ integrated skill.过程与方法1.Explain the grammar in details.2.Automomous and cooperative approach.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 key words and phrases.2.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.Challenge yourselfFill in the blanks with must, might, could or can’t（多媒体展示）1. The notebook ___________ be Ming’s. It was on her desk.2. The homework ________ be Carol’s. She wasn’t at school today.3. The soccer ball ____________ be John’s or Tony’s. They both play soccer, don’t they?4. The French book _______ be Li Ying’s. She’s the only one that is studying French理由：通过填空练习复习及导入本节课内容。
unit8it-must-belong-to-Carla-的教案
Unit 8 It must belong to Carla．The 3rd PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhappening , noise, policeman, wolf, uneasy.（2）Target LanguageI think it must be teenagers having fun.At first, I thought it might be a dog, but I couldn’t see a dog or anything else, either.One woman in the area saw something visiting the homes in our neighborhood.The noise-maker is having too much fun creating fear in the neighborhood.2．Ability Objects（1）Train students’ reading skill．（2）Train students’communicative competence using the target language．Ⅱ．Teaching Key Points1．Reading practice2．Oral practice using the target languageⅢ．Teaching Difficult Points1．Key vocabulary2．Target languageⅣ．Teaching Methods1．Practice method2．Pairwork3．A gameⅤ．Teaching AidThe blackboardⅥ．Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework．Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed．Then invite different students to say their sentences to the class．Step Ⅱ3a1. Read the article and decide which might be the best title.A.A Small and A Quiet Town.B.Strange Happenings in My Town.C.Animal in Our Neighborhood.2. Read the article again and find the key words and the key sentences.3. Explain the key words and the key sentencesStep Ⅲ3b1.Read the article and find words to match the meanings.2.Check the answers.Step Ⅳ3c1.Read the article carefully and write what people think about the strange noises.2.Check the answers.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony．And we’ve done much oral practice using the target language．Step ⅥHomework1．Read the letter in Activity 3a again for further understanding of the vocabulary words．2．Write the key sentences.。
Unit8ItmustbelongtoCarla(第4课时)说课稿
Unit 8 It must belong to Carla（第4课时）说课稿一. 教材分析《Unit 8 It must belong to Carla》是人教版（新目标）初中英语教材的一个单元，主要围绕着“推测”这一主题展开。
通过本单元的学习，学生能够掌握一般过去时的被动语态，学会使用“must have done”和“can’t have done”等结构来表达对过去事情的推测，同时提高在日常生活中用英语进行交流的能力。
本单元包括两个部分，第一部分是课文阅读，讲述了Carla丢失了钥匙，通过观察和推测找到了失主的有趣故事；第二部分是听说练习，通过不同的场景让学生练习使用一般过去时的被动语态进行交流。
二. 学情分析考虑到我所教授的学生是初中生，他们的英语水平已经达到了一定的程度，具备一定的听、说、读、写能力。
在此基础上，他们需要通过大量的实践和练习来进一步提高自己的语言运用能力。
同时，他们对于新鲜事物充满好奇，善于发现和总结规律，因此在教学过程中，我会引导他们通过观察、思考、交流和总结来掌握本节课的知识点。
三. 说教学目标根据课程标准和学生的实际情况，我制定了以下教学目标：1.知识目标：学生能够掌握一般过去时的被动语态，理解并运用“musthave done”和“can’t have done”等结构表达对过去事情的推测。
2.能力目标：学生能够在日常交流中运用所学知识，提高自己的英语表达能力。
3.情感目标：通过本节课的学习，学生能够培养合作、探究和创新的精神，提高自己对英语学习的兴趣。
四. 说教学重难点1.教学重点：学生能够掌握一般过去时的被动语态，学会使用“musthave done”和“can’t have done”等结构表达对过去事情的推测。
2.教学难点：学生能够灵活运用所学知识，在实际交流中准确地表达自己的观点。
五. 说教学方法与手段为了实现本节课的教学目标，我采用了以下教学方法和手段：1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识，提高自己的语言能力。
新人教版九年级英语 Unit 8 It must belong to Carla 表格式教案4.doc
Read themessage and the conversations.
Repeat the words in the box
Look at the pictures and write a sentence about each picture.
Only listen.
对上节课所学知识进行复习。
训练学生的写作能力。
听写结合，对听力的要求更高一层。
把所学知识口语化，时学生的记忆更加深刻，使用更加便捷。
作业布置
Do xin kecheng on page 50-51.
教
学
反
思
学科
English
课型
4
年级
9年级
课题
Unit 8 It must belong to Carla.
教学要求
1. Talk about consequences 2. Be able to use “If you do, you will be late.”
3. Master If you go to the party, you’ll have a great time.
Get students towork in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help as needed.
Ask several pairs to say their conversations to the class.
教学重难点
1．Listening practice 2．Writing practice1．
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学科English 课型 4 年级9年级课题Unit 8 It must belong to Carla.
教学要求1. Talk about consequences 2. Be able to use “If you do, you will be late.”
3. Master If you go to the party, you’ll have a great time.
教学重难点1．Listening practice 2．Writing practice1．
3.Write two or three sentences to finish the story.
4．Listen and complete the sentences.
教
法
五步教学法
3P教学法
分组活动法教学过程及教师活动学生活动设计意图
Step 1 Revision
1．Invite a student to read the thank-you message Linda wrote to Anna to the class. 2．Get different pairs of students to read the conversations in Activities 3b and 4. Step 2 Presentation
I. Part 1
This activity provides writing practice using the target language.
Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.
Check the answers on the blackboard.
II.2aThis activity gives students practice understanding and writing the target language in spoken conversation.
Read the instructions to the class. Point to the three pictures in Activity 1. Play the recording the first time.
Play the recording again.
Check the answers.
Encourage students to write two or three sentences to finish the story.
Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.
III.2b This activity gives students practice listening and writing the target language.. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause Read the message
and the
conversations.
Repeat the words
in the box
Look at the
pictures and
write a sentence
about each
picture.
Only listen.
Listen and number
the pictures.
Write two or three
sentences to
finish the story.
对上节课所学知
识进行复习。
训练学生的写作
能力。
听写结合，对听力
的要求更高一层。
把所学知识口语
化，时学生的记忆
更加深刻，使用更
button as necessary.Show the answers on the screen by a projector so that students can check the spelling and other details of
their answers.
Step3 Consolidation and extension
2c This activity provides oral practice using the target language.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help as needed.
Ask several pairs to say their conversations to the class.
Step4 Summary Start by reading
the conversation
in the box with
their partner.
Then role play conversations
using information
in Activity 2b.
加便捷。
作
业
布
置
Do xin kecheng on page 50-51.
教
学
反
思。