人教版九年级英语unit8课文教案

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人教版九年级英语全册Unit8sectionB教学设计

4.布置课后作业，要求学生运用所学知识，完成一篇关于成功人士的作文，进一步巩固所学内容。
五、作业布置
为了巩固本节课所学知识，培养学生的英语应用能力，特布置以下作业：
1.完成课后练习册中与本节课相关的习题，特别是现在完成时态和核心词汇的练习，以加深对语法和词汇的理解和运用。
2.撰写一篇不看法）为题，要求运用本节课所学的词汇和短语，表达自己对成功的认识和看法。
三、教学重难点和教学设想
（一）教学重难点
1.掌握现在完成时态的用法，能够运用该时态描述过去发生的事情对现在的影响。
2.理解并运用目标词汇和短语，如：achieve, goal, success, fail, effort, give up, determination, courage等，进行准确表达。
2.各小组进行讨论，鼓励组员发表自己的观点，总结出成功所需的品质和应对失败的方法。
3.教师组织各小组汇报讨论成果，引导学生认识到努力、坚持和勇敢面对挑战的重要性。
（四）课堂练习
1.教师设计一系列练习题，包括词汇填空、语法填空、阅读理解和写作等，让学生运用所学知识完成练习。
2.学生在规定时间内完成练习，教师对学生的完成情况进行检查，并给予及时反馈。
3.针对学生在练习中遇到的问题，教师进行针对性的讲解和指导，帮助学生巩固所学知识。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结现在完成时态的用法、核心词汇和短语，以及成功背后的努力和付出。
2.学生分享自己在课堂上的收获和感悟，教师给予鼓励和肯定。
3.教师强调努力和坚持对于成功的重要性，鼓励学生在今后的学习和生活中，勇敢面对挑战，追求卓越。
6.评价与反馈，促进全面发展
-采用多元化的评价方式，如：自评、互评、师评等，全面评估学生的学习成果。

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。

人教版九年级英语全册Unit8SectionB(2a～2e)教学设计

四、教学内容与过程
（一）导入新课
1.教学活动设计：
教师通过展示一组著名运动员的照片，如篮球运动员姚明、足球运动员梅西等，引发学生对成功人士的好奇心。随后，教师提问：“Do you know these famous athletes? Can you describe their achievements?”，让学生尝试用英语描述这些运动员的成就。
2.教学目的：
培养学生的合作学习能力，提高学生的口语表达能力。
3.教学步骤：
（1）教师给出讨论话题，明确讨论要求。
（2）学生分组讨论，运用所学时态和词汇描述成功人士的成就。
（3）各小组展示讨论成果，其他小组给予评价和反馈。
（四）课堂练习
1.教学活动设计：
教师设计一系列练习题，包括选择题、填空题、句型转换等，让学生巩固所学知识。
2.教学目的：
通过图片展示和问题引导，激发学生对本节课话题的兴趣，为新课的学习做好铺垫。
3.教学步骤：
（1）展示图片，提问并引导学生回答。
（2）鼓励学生分享自己了解的成功人士及其成就。
（3）导入新课，告知学生本节课将学习一篇关于成功人士的文章。
（二）讲授新知
1.教学活动设计：
教师引导学生阅读课文，通过讲解课文中的重点词汇、短语和句型，让学生掌握一般过去时和现在完成时的用法。
2.教学目的：
通过课堂练习，帮助学生巩固一般过去时和现在完成时的用法，提高学生的语言运用能力。
3.教学步骤：
（1）教师发放练习题，学生独立完成。
（2）教师选取部分题目进行讲解，分析解题思路。
（3）学生互相检查练习答案，讨论并解决问题。
（五）总结归纳
1.教学活动设计：
教师引导学生回顾本节课所学内容，总结一般过去时和现在完成时的用法，以及如何描述成功人士的成就。

人教版九年级英语全册Unit8SectionA(3a～3c)教学设计

2.强调在实际交流中注意语法和词汇的正确运用，提高口语表达能力和跨文化交际能力。
3.鼓励学生在课后继续练习，将所学知识应用到日常生活和旅游活动中。
4.提醒学生关注文化差异，尊重各种文化，培养他们的国际视野。
五、作业布置
为了巩固本节课的学习成果，确保学生对现在完成时的掌握，以及提高他们的词汇运用和跨文化交际能力，特布置以下作业：
-通过角色扮演活动，模拟真实的跨文化交际场景，提高学生的口语表达能力和文化意识。
3.分层次教学：
-对于基础薄弱的学生，提供额外的词汇卡片和语法练习，帮助他们巩固基础。
-对于基础较好的学生，设计更具挑战性的任务，如撰写旅游攻略或进行辩论，以提高他们的语言运用能力。
4.巩固练习：
-设计多样化的练习，如填空、改错、翻译等，让学生在不同的题型中反复练习现在完成时。
4.文化意识需加强：学生对不同国家的文化了解有限，容易产生误解，教师应引导学生正确看待文化差异，培养他们的跨文化交际能力。
针对以上学情，教师应结合学生的实际情况，设计有针对性的教学活动，帮助学生在巩固基础知识的同时，提高英语综合运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对现在完成时的掌握，以及能够运用所学词汇和语法结构进行描述、讨论和表达观点。
2.鼓励学生发挥主观能动性，积极参与作业完成，培养他们的学习兴趣和合作精神。
3.教师应及时批改作业，给予反馈，关注学生的进步和问题，以便进行针对性的教学指导。
1.写作练习：请学生撰写一篇关于自己或家人旅游经历的短文，要求至少使用本节课所学的5个重点词汇和现在完成时态。通过实际写作，让学生在实践中巩固语法和词汇知识。
2.口语作业：与同学或家人进行对话练习，用现在完成时讨论各自的旅游经历。要求每人至少分享三个不同的经历，并以录音或视频的形式提交作业，以提高学生的口语表达能力。

人教版初中英语九年级全册Unit8ItmustbelongtoCarla.教学设计

人教版初中英语九年级全册Unit8ItmustbelongtoCarla.教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习Unit 8 “It must belong to Carla”，掌握以下知识与技能：
1.能够理解并运用本课所学的词汇和短语，如：belong to, everywhere, lose, find, wallet, key, glasses等，以提高学生的词汇量和语言表达能力。
3.结合自己的生活经历，以“Lost and Found”为主题，写一篇英语短文，分享自己在生活中丢失物品或帮助他人找回物品的经历，不少于80词。
4.观看与本节课主题相关的英语视频，如动画短片、教育节目等，提高英语听力水平，并尝试总结视频中的关键信息。
5.家长协助学生进行英语口语练习，模拟实际情境，运用所学知识进行角色扮演，鼓励学生在家庭环境中用英语进行沟通。
3.培养学生的人际交往能力，让他们学会用英语进行有效沟通，增进友谊。
4.培养学生的团队合作精神，使他们明白团队协作的重要性，共同完成任务。
5.激发学生对英语学习的兴趣，培养他们积极的学习态度，提高自信心。
二、学情分析
针对本章节的教学内容，结合学生的学习情况和认知发展水平，进行以下学情分析：
1.学生已经具备了一定的英语词汇和语法基础，能够理解和运用一般现在时态和一般过去时态。但在具体语境中，部分学生对时态的运用仍不够熟练，需要教师在教学中予以关注和指导。
3.家长要关注学生的学习进度，鼓励学生独立完成作业，培养自主学习能力。
4.教师在批改作业时，要关注学生的个体差异，给予针对性的指导和鼓励。
5.设计丰富的课堂活动，如角色扮演、小组讨论、听力训练等，让学生在轻松愉快的氛围中学习英语。

人教版九年级英语全册教学设计Unit8SectionA

（3）鼓励自主学习：鼓励学生主动查找资料、拓Байду номын сангаас知识，培养他们的自主学习能力。
3.教学过程注重以下方面：
（1）情感态度：关注学生的情感需求，营造轻松、愉快的学习氛围，使他们敢于表达、乐于参与。
（2）思维品质：培养学生的批判性思维和创新能力，引导他们从多角度思考问题，提出独特的见解。
（3）价值观：通过课堂讨论、实践活动等，引导学生树立正确的环保意识，培养他们的社会责任感。
（2）设计不同层次的阅读理解任务，引导学生逐步深入理解文章，提高他们的阅读能力。
（3）通过小组讨论、写作练习等方式，让学生在实践中运用所学知识，提高写作能力。
2.针对学生的个体差异，采取以下教学策略：
（1）分组合作：将学生分成不同的小组，使他们在合作中互相学习、互相帮助，共同完成任务。
（2）个性化指导：针对不同学生的学习需求，给予个性化的指导，帮助他们克服学习困难。
c.写作练习：编写一篇关于环保的短文，表达自己的观点和建议。
2.练习指导：教师针对学生的练习情况进行个别指导和反馈，帮助学生巩固所学知识。
（五）总结归纳
1.教学内容：教师对本节课所学词汇、语法、阅读理解和写作技巧进行总结，强调环保话题的重要性。
2.情感态度与价值观：教师引导学生认识到保护环境是每个人的责任，鼓励他们从日常生活做起，为地球环境保护贡献自己的力量。
难点：一般将来时的正确运用，以及如何引导学生结合现实生活实际，运用所学的词汇和语法结构，就环保主题进行深入的思考和讨论。
2.重点：提高学生的阅读理解能力，使他们能够通过阅读文章了解环保的重要性，掌握文章结构，提炼关键信息。
难点：培养学生分析、归纳文章主旨的能力，并能够运用文章中的观点和事实支持自己的观点。

九年级英语下教案人教版Unit 8 I’ll help clean up the city parks.

Unit 8 I’ll help clean up the city parks.Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to express what kind of volunteer work they would like to do. And they will know much about the volunteers and volunteer work. And they will learn to choose a volunteer job based on their own skills. Students will understand to do some volunteer work is good for both themselves and the others. All the students will be interested in the volunteers and volunteer work and they will make great progress in English after learning this unit.(1) The first period mainly provides some new vocabulary to the students, especially some phrasal verbs. Most new vocabulary and phrasal verbs are very useful on helping the children express what they would like to do and what they could do. And the first period gives the children lots of practice in writing, listening and speaking with the target language.(2)The activities in the second period provide the students much more listening practice and oral practice using the target language. And the students will get chances to practice the phrasal verbs by listening and speaking. All these will helpmuch in improving the students’ English.(3) In the third period, students will read an article on volunteers. They will practice getting detailed information from an article. And they will do some writing and oral practice as well. Students can improve their reading skill and know more about the volunteers.(4) The fourth period provides much practice on understanding and using the new phrasal verbs. It also gives much more listening and speaking practice. Students will enjoy the story of Jimmy and make much progress in listening. (5) The fifth period will train the students how to make notes based on an article. It also provides some practice on phrasal verbs. Students can do much speaking practice through groupwork as well.(6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new phrasal verbs.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to express the volunteer work they would like to do and give suggestions to the others. They will also learn some new phrasal verbs.(2) Ability ObjectsTo train the students to use the phrasal verbs, and to train the students’ listening, speaking and writing skills using the target language.(3) Moral ObjectBeing a volunteer is great!3. Teaching Key PointsTo help students learn and grasp the phrasal verbs and the target language. To let students know something about the volunteer work.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills with the target language.To train the students to use the phrasal verbs.5. Studying WayGet students to be interested in volunteer work and do something really on it. Ⅱ. Language FunctionOffer helpⅢ. Target Language1. I’d like to work outside.2. I’ll help clean up the city parks.3. You could give out food at a food bank.Ⅳ. StructurePhrasal verbsⅤ. Vocabularyput off, hand out, call up, give away, run out of, clean up, set up, take after, fix up, cheer up, give out hunger, sign, repair.Ⅵ. Recyclingcome up with, put up, think up hospital, park, bank, food, lunch, bike, money, outside, volunteer, advertisementⅦ. Learning StrategiesSequencingDeducingⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank(2) Target LanguageI’d like to work outside.You could give out food at a food bank.2. Ability Objects(1) Train the students to express offering to help with the target language.(2) Train the students’ listening skill.3. Moral ObjectOffer help to the others as much as possible.Ⅱ. Teaching Key Points1. Key Vocabularyclean up, hunger, homeless, cheer up, give up2. Target LanguageHow to express offering to help with target language.Ⅲ. Teaching Difficult Points1. Teach the students how to use the new phrasal verbs.2. Teach the students to express offering to help with target language.Ⅳ. Teaching Methods1. Teaching by giving sample sentences and making up sentences.2. Teaching by showing pictures.Ⅴ. Teaching Aids1. A tape recorder2. Some pictures on volunteer’s offering helpⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the language points in Unit 7.Ask some questions like this: Where would you like to go on vacation? (I’d like to/I’d love to/l hope to… )Why?(Because…)2. Revise the contents in Unit 7. Say to the class like this:What things Who can say something about Singapore?do you like there and what things don’t you like about it?Ask them to give the answers without looking at the books.3. Check homework by asking some students to read their sentences they’ve made with the verbs. Let them hand in their homework.4. Dictate ten words in Unit 7.Step Ⅱ laThis activity introduces the key vocabulary and provides some writing practice. In this unit we learn to offer to help.We’ll use some phrasal verbs. Each phrasal verbs has two or three words, such as clean up, cheer up, give out.Here is an example o n how to use clean up. Look at the title of Unit 8. I’ll help clean up the city parks. Repeat it twice, please.Ask the children to read the title twice.Then go on saying, "clean up means make a place clean and tidy, put thingsthere in order". Let’s see another example, We should always clean up after a picnic.Who can explain this sentence in your own, words?Ask one student to explain the sentence.He or she may say like this. This sentences means we should burn wastepaper, collect litter and empty bottles, etc.Then say to the class. Who can make more sentences with clean up?Ask several students to share their sentences to the class.Do the same with the other phrasal verbs.Some sample sentences1. clean up—make a place clean and tidy, put things in orderWe should always clean up the dirty parts of the sea.2. cheer up—make someone feel happyThe good news cheers everyone up.3. give out—hand out, distributeLin Tao helped the teacher give out the new textbooks to the class.Read the instructions to the students.Please look at the picture now. We can see a bulletin board and two children in it. What is the bulletin board about?Help students to answer: Volunteer Today!Then continue saying, "Who can tell me the meaning of volunteer?"Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson.Draw the students’ a ttention to the three posters on the board.We can see one sentence in each poster.And we can see some people in each poster, too. What are the volunteers doing in each poster? Please work in pairs and talk about the posters.Give the students a few minutes to talk about what they will say. Let them talkabout all the three items. Move around and help the pairs as needed.Then read the sentences in the posters to the class. Ask the pairs of students to explain what the sentence means in their own words. Or tell what the volunteers are doing in the posters.For example, for the first poster, a pair might say:It means there is trash in the park. There are papers on the ground. We can help clean up the park by picking up papers and trash. We can make the park clean.After the students have finished all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the box below the picture.At last, ask some students to share their ideas with the class. Write any new words or phrases on the board and explain these words to the class, if necessary.Some sample answers:Visit some single elderly people and help them with housework.Help clean up the neighbourhood.Cheer up the people who look sad.Help the teacher give out the papers to the students.Save money to help the poorer children.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Call the students’ attention to the two lists in the box in Activity lb. Ask some students to read the eight sentences on the lists to the class. Explain any new words and phrases in it.Make sure that all the students can understand the meanings of the eight items.Then get the children to read the instructions together.Say, we will hear four conversations.Your task is to match the items in the two lists. We can see the blanks in front of the first line of each conversation. Listen to the conversations and write the letter in front of the first line of each conversation. Put the letters of the second line of conversations in right places.Point out the sample answer to the class.Play the recording the first time. Tell the students to only listen.Then play the recording a second time.Tell them to write a letter in front of each numbered sentence this time.Check the answers.Answers1. c2. a3. d4. bTapescriptConversation 1Boy 1: I’d like to work outside.Girl 1:You could help clean up the city parks.Conversation 2Boy 2:I’d like to help homeless people.Girl 1:You could give out food at the food bank.Conversation 3Girl 2:I’d like to cheer up si ck kids.Girl 1: You could visit them in the hospital.Conversation 4Girl 1:I’d like to help kids with their schoolwork.Girl 2:You could volunteer in an after-school study program.Optional activityAsk the students to choose a volunteer job they might like to do and draw a picture of it. They can draw a picture like the posters in the textbook. They can also add a sentence describing the job. They may do this in several groups. After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions with the class.Call their attention to the example in the speech bubbles in Activity la. Ask a pair of students to read this conversation to a class. Then let them practice in pairs.Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people. Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh.Play the I’d like to statements on the recording to demonstrate this pronunciation.After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters. Get two pairs to demonstrate two conversations first. They may say like this:S A: I’d like to cheer up sick kids.S B: You could visit sick children in the hospital.S A: I’d like to help homeless people.S B: You could give out food at a food bank.Then let the whole class practice in pairs.After that, play the recording of activity 1b and let the children read after it twice.Then ask them to practice similar conversations using the information in Activity 1b.Step Ⅴ SummarySay, In this class, we’ve learned how to express offering help. And we’ve learned several phrasal verbs. At last, we did some oral practice using target language.Step Ⅵ Homework1. Make up one sentence with each of the following phrasal verbs:clean up, cheer up, give out2. Write out three conversations of activity 1c.Step Ⅶ Blackboard DesignThe Second PeriodⅠ. Teaching Aims and DemandsKnowledge Objects(1) Key Vocabularyclean-up, sign, put off, set up, establish, come up with(2) Target LanguageI’ll help clean up the city parks.2. Ability Objects(1) Train the students’ listening skill.(2) Train the students’ communicativ e competence using the target language.(3) Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/3. Moral ObjectPlan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it.Ⅱ. Teaching Key Points1. Listening practice with target language.2. Make communications with target language.3. How to use the phrasal verbs.Ⅲ. Teaching Difficult Points1. Make communications with target language.2. Use the phrasal verbs.Ⅳ. Teaching Methods1. Listening2. Pairwork3. Role play the conversationⅤ. Teaching AidsA tape recorderⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the knowledge points on Page 60. Ask several students to tell some ways they could help people with books closed.2. Check homework by asking several pairs to read their conversations which they wrote down.3. Check homework by asking some students to read their sentences with the phrasal verbs. Let them hand in their homework.Step Ⅱ 2aThis activity provides listening practice using the target language.We can see five pictures in Activity 2a.What can you see in each picture?Ask five different students to describe the pictures. They may say like this: Picture 1: We can see a TV screen in Picture 1.Picture 2: There is a girt putting a sign on the board.Picture 3: A boy is making a call.Picture 4: We can see a copy of newspaper with the advertisement.Picture 5: A boy is giving out advertisements to people.After that, ask a student to read the words on the TV screen, on the sign and in the newspaper.We’ll hear some students at a club meeting. They are talking about how their club can help clean up the city parks.Ask the class to read the instructions together. Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording.Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes.Play the recording the first time.Students only listen.Play the recording again. Ask students to check the things they hear.Check the answers.AnswersThe following pictures should be checked: b c cTapescriptBoy 1: OK. Now we need to come up with a plan to tell people about the city park clean-up.Girl 1: Yeah, but I’m hungry, Bob. let’s have lunch first.Girl 2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.Boy 2: You’re right. Sally, while we talk, I’ll write down all our ideas. Then we can decide which ideas are best.Girl 1: U m… Well … we could put up signs.Boy 2: That’s a good idea!Girl 2: I’11 hand out advertisements after school.Boy 1: OK. Great! And we could each call up ten people and ask them tocome.Boy 2: Hey, we’ve coming up with a lot of good ideas, aren’t we?Step Ⅲ 2bThis activity provides listening and writing practice using the target language. Read the instructions with the class. And let them have a look at the sentences.Read the first sentence to the students.Tell them it is a sample answer.Say, We will hear the same recording again. This time listen carefully to what the students say and fill in the blanks in the sentences.Play the tape again and the students write out the answers.Check the answers.Answers1. come up with2. put off3. write down4. put up5. hand out6. call upStep Ⅳ 2cThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation first. Ask a pair to read it to the class.Ask the class to read the instructions together.Say. You’ll work in pairs to role play t he conversation in Activity 2b.Each pair will make a conversation like the sample one. You can use the sentences in Activity 2b as a guide.Ask the students to work in pairs. More around the classroom, checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Step Ⅴ Grammar FocusThis activity introduces several phrasal verbs.Say, Do you remember the meaning of cheer up? Who can tell us?Ask a student to explain the phrasal verb cheer up like this:Cheer up means make someone happy.Then get students to make up some sentences with it.Say, Let’s learn some more phrasal verbs today. Please open your books at page 61. Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with.Ask two children to tell their meanings like this:Set up means establish or start.Come up with means think up.Then get students to read the sample sentences in the grammar box.Write the phrasal verbs and the sentences on the blackboard.Get students to make more sentences with these phrasal verbs to get a further understanding.Step Ⅵ SummarySay, In this class, we’ve done some listening and writing practice with target language. We also did some oral practice in pairs. And we’ve discussed some phrasal verbs as well.Step Ⅶ Homework1. Write two conversations like the sample in Activity 2c.2. Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call upStep Ⅷ Blackboard DesignThe Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularymajor, commitment, veterinarian, coach(2) Target LanguageI’d like to join the school volunteer project.You could help coach a football team for little kids.2. Ability ObjectsTrain students’ reading skill.Train students’ speaking skill with target languag e.Train students’ writing skill with target language.3. Moral ObjectIf there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!Ⅱ. Teaching Key Points1. Guide students to read the article in Activity 3a.2. Help students to use the target language to express what kinds of volunteer work they could do and what they like to do.1. Teaching Difficult Points1. Read the article for comprehension.2. Use the target language to express what kinds of volunteer work they could do and what they like to do.Ⅳ. Teaching Methods1. Pairwork2. Role playⅤ. Teaching AidsSome pictures that the volunteers are working, or some signs of the volunt eers’ clubs.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. Check the homework by asking some children to read their conversation.2. Check the homework by asking some children to share their sentences with the phrasal verbs with the class.3. Revise the target language they learned last class. Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity la as a sample.Step Ⅱ 3aThis activity provides reading practice using the target language.Have the students look at the picture of the three children. Ask them who they think the children are.Then call the students’ attention to the title of the article and ask the children to read it out. Ask them the question again.This time they may answer. They are three volunteers.Read the instructions to the students.This is an article about volunteers. You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work.Continue saying. The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming. The article tells you about the different things they do to helppeople.Please read the article the first time and underline the things they do. There are three questions on the blackboard to help you.Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words.Questions1. What does Li Huiping do to help people as a volunteer?2. What does Lan Pei do?3. What does Zhu Ming do?Check the answers by asking three students to answer the questions.Read the article to the class and do some explanation on any new words. Tell the students to raise their hands when I come to any word or sentence they don’t understand. Pause and do some explanation.Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals.After that, get the students to read the article a second time to circle the reasons.Check the answers with the class.Then have the students read the article loudly twice. Encourage them to ask questions if they still can’t understand any words or sentences.Move around the classroom and answer the students’ questions.AnswersUnderlined words: She helps young children learn to read after school. …volunteers every Saturday morning at an animal hospital… sings for groups of people at the City Hospital.Circled words: You can do the things you love to do…he has learned a lot about animals …he has met some wonderful people at the hospital.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Read the instructions to the students.And tell them I love English. I could teach English in an after-school program. Hui loves playing football. What could Hui do if he wants to join the school volunteer project?Help the students answer. He could coach a fcf6tball team for little kids.Tell them coach means teach or train.Then ask the students to look at the table in Activity 3b.We can see three columns in this form.There are four names in the first column.And we can know what each of them loves doing from the second column, the column of loves. Now our task is to fill in the blanks in the third column, the column of Could. Get the students to discuss in pairs and fill the results of their discussions in the blanks.Move around the classroom to make sure that they are discussing in English and offer them help as necessary.Ask several pairs to report their answers to the class. Answers will vary but should show a sense of volunteering as well as a relationship to the skill. They may give answers in completely sentences orally but write in phrases. Sample answersStep Ⅳ 3cThis activity provides listening and speaking practise using the targetlanguage.Ask a pair of the students to model the sample conversation first.S A: I’d like to join the school volunteer project, but I’m not sure what I should do.S B: What do you like doing?S A: I love playing football.S B: Well, you could help coach a football team for little kids.Write the conversation on the blackboard.Model for the rest of the class.Then let the whole class practice in pairs. Remind them to use the sample conversation, but replace the words loves and skills.Move around the classroom while they are working, checking the progress and offering help as necessary.Ask two or three pairs to share their conversations to the class.Step Ⅴ Part 4This activity provides written and oral practice using the target language. Read the instructions to the class.Call the students’ attention to the clart on the left. Point out the titles Things I like to do and volunteer work I could do to the students.At first, each of you writes down three things you like to do on the lines in the column of Things I like to do. You can write in either complete sentences or phrases. For example, you can fill in the blank with I love drawing pictures, or Drawing pictures.Get the students to write down their own answers individually.As students write, move around the room helping with vocabulary if necessary. Show some pictures of volunteers’ work to remind them as well. Ask several to read their things they like to do to the class.Then work in pairs and give each other suggestions about what volunteer work you could do with those interests. Ask a pair to model the sample conversationbefore they begin to practice.S A:I like to read about Chinese history.What kind of volunteer work do you think I could do?S B: You could start a Chinese History Club.Write the conversation on the blackboard.Get students to practice in pairs.As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions.Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them.After all of them have finished writing, ask one or two pairs to share their conversations to the class.Sample answersStep Ⅵ SummaryIn this class, we’ve learned more about the volunteers and their work. And we’ve done much oral and written practice on volunteer work with target language.Step Ⅶ Homework1. Write a conversation like the sample on in Activity 3c.2. Write a conversation like the sample one in Activity 4.Step Ⅷ Blackboard DesignThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrun out of, take after, fix up, give away, repair, not…any more, similar advertisements(2)Target LanguageWhat do you do, Jimmy?I fix up bikes and give them away.2. Ability Objects(1) Train the students’ reading,writing, speaking and listening skills with the target language.(2) Train the students to use the new phrasal verbs.3. Moral ObjectCome up with a good idea to help others. It will bring you much enjoyment. Ⅱ. Teaching Key Points1. Train the students’ reading, writing, speaking and listening skills with the target language.2. Teach the students to use the new phrasal verbs properly.Ⅲ. Teaching Difficult PointTeach the new phrasal verbs.Ⅳ. Teaching Methods1. Making up sentences2. Listening3. PairworkⅤ. Teaching AidA. tape recorder.Ⅵ. Teaching ProceduresStep I Revision1. Revise the contents of the article in Activity 3a. Section A by asking some questions like these.Questions1. What does Li Huiping love to do?And what does she do as a volunteer?2. What does Lan Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working?3. What about Zhu Ming? Say something about Zhu Ming.4. What do they say about their volunteer work?5. What do they plan to do?2. Check the homework by asking some students to read the conversations they wrote. Correct any mistakes they might have made. Let them hand in their homework.Step Ⅱ 1aThis activity introduces new target language.Read the instructions to the students.Make sure that each one knows what to do.Let the students look at the sentences in the left column first. Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences. Say to them like this:Please look at the sentences on the left column. Let’s get the meanings of them.Let’s see the first one. I’ve run out of itHere, run out of is a phrasal verb. It means reach an end of, use up or become short of. I’ve run out of it, means I’ve used it up, nothing left.Explain the other sentences in the same way like this.2. I take after my mother.take after——be like sb. or be similar to sb.I take after my mother. ——I am like my mother.3. I fixed it up.fix up——install, fit together and place in position, repair, renewI fixed it up. ——I installed it, or I repair it.4. I gave it away.give away——make a present of, donateI gave it away.——I donated it. I gave it to someone without money.After explaining the sentences, read each sentence in the box and ask the students to repeat.Then ask several students to explain the sentences with letters in front of them.Tell them to explain them in their own sentences. For example, Sentence a, the student might respond. My bicycle was broken. I couldn’t ride it. I got new tires and a new seat. Now it works fine.Read the instructions again and ask the students to match the sentences with similar meanings.Say, Now match the numbered sentences with the lettered sentences in the box.Write the letter of one sentence in front of the number of the matching。

人教版九年级英语全册Unit8ItmustbelongtoCarla整单元优秀教学案例

5.个性化辅导：针对不同学生的学习需求，进行有针对性的辅导，使他们在课堂上充分参与，提高学习效果。个性化辅导有利于关注每个学生的学习情况，满足他们的个体差异，提高教学效果。
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

人教版英语9年级全册Unit8_SectionA(Grammar_Focus-4c)教案

3.Students read the sentences in Grammar Focus and pay attention to the ones they made mistakes just now.
4.Students work in pairs, use these sentences ask and answer.
本单元以“物品归属”为话题，以“谈论推断”为交际功能，重点让学生在这些语境中学习和运用情态动词进行推断。
【本单元重点掌握目标】
1.掌握情态动词must, might, could, can’t表示推测的用法。
2.能够根据相关的信息进行合理推测。
【教材内容拆分分析】
本课时Grammar Focus梳理、归纳本单元的重要句式结构，通过一系列的活动，引导学生自主进行语法学习，巩固本单元的主要语法知识：情态动词must, could, might. can’t表示推测的不同用法。“语法聚焦”部分以表格的形式罗列了如何运用whose询问及表达物品所属的典型句式型，为学生操练语言提供了示范。该部分还呈现了各种表示推测的句型，通过各种句型的对比练习，让学生掌握情态动词表推测的用法并丰富其表达方式。
Teacher write the words on the blackboard.
T：Now please tell me how to use these.
3.Teacher explain the usage of the modal verbs.
4.Do some exercises.
1.学生画出情态动词为后面的语法总结做准备。
A：It could be a girl's room because it's very tidy.

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。

人教版初中初三九年级英语第八单元unit8教学设计-教案 (3)(16页)备课教案教学设计教学反思导学案

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。

人教版英语九年级全册-Unit8单元教学计划

Unit 8 It must belong to Carla.一、单元教材分析：本单元以“A picnic”为话题，共设计了四大部分的内容。

以“It must belong to Carla”为主线，围绕着谈论XX东西属于某人等语言功能展开一系列的任务活动，要求学会如何进行推测，并了解、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。

Section A内容上侧重情态动词的用法，学生要学习、训练相关的语言内容和技能。

学生要重点掌握并能熟练、正确地运用情态动词来表推测的方法。

Section B在Section A谈论推测的基础上，在话题上，反复演练不同情态动词的用法；在语言上，巩固和丰富了话题词汇；在技能上，将听、说能力综合，突出阅读训练，由读促写；在策略上，引导学生关注优秀学生的学习方式，并借鉴运用；在情感上，鼓励学生不信谣，不传谣，积极探索事实真相，不断追求真理，还原真相。

二、单元教学目标：三、单元教学过程与方法在课堂上引导学生掌握知识点的细节，为学生标记重点知识，并对学生之前学到的相关的知识点进行回顾和强调。

四、情感态度与价值观了解国外的文化背景，培养阅读的兴趣爱好，掌握严密的英语逻辑思维。

五、单元重点和难点：1、学会运用情态动词来表推测。

2、学会描述表示物品所属提问和回答3、阅读短文，获得相关的信息。

通过阅读练习，来提高阅读能力。

六、单元考试重点及知识拓展：（一）、辨析join/take part in/attendjoin指加入某个党派, 团体组织等, 成为其中一员, 意为“ 参军, 入党, 入团”。

e.g. join the Army/the Party/the Leaguejoin sb. in (doing) sth. 和某人一道做某事e.g. Will you join us in the picnic? 你参加我们的野炊吗？join in多指参加小规模的活动如“游戏, 比赛”, 口语中常用。

人教版go for it九年级英语 Unit8 Section A 1 (1a-2d)教案

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：whose, truck, picnic, rabbit, attend, valuable, pink, anybody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whose, truck, picnic, rabbit, attend, valuable, pink, 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 the chart with words todescribe people.2. Let some students say their answers. Let other students 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 each person with a thingand a reason.2. Play the recording for the students to listen.3. Students 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 favorite 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 students to listen and check the words they hear.3. Play the recording again to check the answers.Work on 2b:1. Let students read the sentences below. Explain some main sentences for the students. Make sure theyknow what to do.2. Play the recording for the students 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 students 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 students read after the teacher.2. Explain some new words and main points in the conversation.3. Ask students 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。

英语人教版九年级全册Unit8教案

九年级Unit8 教案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 .......is this? 句型三、学情分析：经过两年的学习，九年级的学生已具有一定的英语综合能力，也积累了一定的词汇。

但由于是基础不一样的学生，部分学生对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心，失去了兴趣，有大多数学生英语基础相对薄弱，针对这种情况，我们在教学中不能过多、过深地展开，教学时需要注意在备课中增加趣味性，从而提高学生对英语学习的兴趣。

四．教学过程Ⅰ. Finish 1a.1. Look at the chart in 1a, then discuss with your group mates. Try to fill in the chart 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 each pers on 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 t he 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. 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 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。

Unit8大单元整体教学设计人教版英语九年级全册

Section B通过对疑似外星人事件的讨论，过渡到对巨石阵的介绍，语言输入量较大，是对Section A的巩固、拓展和提升。这部分的重点是进一步巩固和拓展情态动词表推测的用法及连接词的正确运用。难点是连接词在语言输出活动中的恰当使用，在教学中要多提供范例，供学生体会、模仿和参考。
核心素养
单元教学
目标
3.通过学习英国巨石阵，培养对神秘事物的探索精神。
1.重点：
(1)重点短语和句型。
(2)运用适当的阅读策略完成相应的阅读任务。
2.难点：学会正确表示推测，并正确使用连接词。
Period ⅤSection B(3a～Self Check)
1.学习用书面语言写关于神秘事件的新闻。
2.复习本单元学习的重点词汇和语言结构。
1.学会用情态动词来推测。
2.让学生根据已有事实推测可能性。面对暂时不可解释的事情，不信谣不传谣。
1.重点：
(1)能根据上节课所学短文，完成写段落关键词及短文填空的任务。
(2)掌握本单元所学情态动词表推测的用法，并能正确运用此句型来进行表达。
(3)能综合运用就本单元所学习的语言知识来写作推测事件发展可能性。
思维
品质
1.通过听力活动练习，能精准预测并提取关键信息，锻炼思维的逻
辑推理能力。
2.通过语篇学习，进行合理推测，提升思维的逻辑性，准确获取不明事物信息。总结情态动词表推测的用法，提高思维的批判性和逻辑性。培养学生关爱社会、关爱他人的良好情操。
3.通过小组合作，能够使用所学目标语言，根据图片信息，推断故事的情节发展。提高思维的批判性和逻辑性。
3.通过连接已知经验，能够预测听力内容，听懂相关话题的简短对话，提高运用策略的意识。通过谈论未解之谜，激发对英语学习的兴趣，并能正确识别、连接词等英语阅读策略进一步提升阅读理解能力。

人教版新目标英语九年级上册(新)unit8 It must belong to Carla 说课稿

人教版新目标英语九年级上册(新)unit8It must belong to Carla 说课稿The students in Grade 9 of Go For It。

are the target audience for this lesson。

They are at a stage where they need to develop their language skills of XXX。

They may have some basic knowledge of modal verbs。

but this lesson will help them to apply this knowledge in a more practical way.Part Two: XXXXXX activities: the Guessing Game。

Listening Practice。

and Dialogue。

The Guessing Game will be used to introduce the topic of the lesson。

while the Listening Practice will help the students to XXX。

the Dialogue will allow the students to practice using modal verbs in a real-life context.Part Three: Blackboard DesignXXX blackboard design for this lesson will be focused onXXX points。

This will include the modal verbs used in the lesson。

as well as any new vocabulary that the students will need to learn.Part Four: XXXAfter the lesson is complete。

人教版新目标九年级英语Unit8单元教案

Unit 8It must belong to Carla.Section A (1a－2d)1．重点单词：whose，truck，rabbit，attend，valuable，pink，picnic，anybody2．重点短语：belong to，at the picnic，pick up3．重点句式：—Whose volleyball is this?—It must be Carla's.She loves volleyball.The hair band might belong to Linda.It can't be stolen.It could be Mei's hair band.1．重点短语和句型2．must，might，could和can't 表示推测的用法must，might，could和can't 表示推测的用法一、预习课本P57－58新单词并背诵，完成下面的汉译英。

1．谁的________ 2.卡车________3．野兔________ 4.出席________5．贵重的________ 6.粉红色________7．野餐________ 8.任何人________二、认真预习1a－2d找出下列短语和句型。

1．属于________________________________________________________________________ 2．参加野餐________________________________________________________________________ 3．捡起________________________________________________________________________ 4．—这是谁的排球？—它一定是卡拉的。

她喜欢排球。

________________________________________________________________________ ________________________________________________________________________ 5．这个发带可能是琳达的。

人教版九年级英语全册Unit8ItmustbelongtoCarlaSectionA1a2c教学设计

4.注重课后巩固和拓展，提高学生的学习效果。
a.设计富有针对性的课后作业，帮助学生巩固所学知识。
b.推荐相关的学习资源，鼓励学生自主拓展学习，提高英语素养。
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一幅失物招领处的图片，引导学生关注失物招领的场景，激发学生的好奇心和兴趣。
2.提问学生：“If you find a lost item, how can you find its owner?”让学生思考并尝试用英语回答，为新课的学习做好铺垫。
4.学习动机方面：九年级学生面临升学压力，部分学生对英语学习产生焦虑和恐惧情绪。教师应关注学生的心理状态，采用生动有趣的教学方法，激发学生的学习兴趣和积极性。
5.合作学习方面：学生在小组活动中，可能存在分工不均、合作效果不佳等问题。教师应引导学生学会合作，培养他们的团队精神和沟通能力。
三、教学重难点和教学设想
（二）过程与方法
1.通过听力练习，让学生掌握寻找关键信息和解决问题的方法。
2.利用小组合作和角色扮演的形式，让学生在实际语境中运用所学知识，提高口语交流能力。
3.通过对文章内容的分析和讲解，培养学生对语境的理解和推理能力。
4.鼓励学生自主学习和探究，激发学生的学习兴趣，提高学习效率。
（三）情感态度与价值观
3.能够理解并运用本节课的重点句型，如"It must be belong to...", "Is this your...?", "No, it isn't. It's..."等。
4.提高听力技能，能通过听懂对话内容，获取关键信息，判断物品的归属。
5.提高口语表达能力，能够就物品归属进行问答和讨论。