九年级英语 第八单元 · 教案 (全)·
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。
教师备课：九年级英语B2U8Unit8教案
教师备课：九年级英语B2U8 Unit 8教案九年级英语B2U8 Unit 8教案是针对九年级学生学习英语的一份教案，其主要目的是帮助学生掌握使用不同情态动词来表达健康建议和描述某人的情感或状态等语言技能，开阔学生的语言思维和英语应用能力，提升学生的综合素质和外语交际能力。
一、教学目标1.了解情态动词的用法和功能，并能准确运用于实际交流中2.能够描述和表达某人的情感和状态，并针对不同情况提出恰当的健康建议3.提高学生的听说读写能力，特别是口语表达和听力理解能力4.培养学生的自主学习能力和问题解决能力，增强学生的自信心和英语兴趣二、教学内容1.语音练习：情态动词的发音2.词汇学习：情感和状态形容词的用法和搭配3.语法讲解：情态动词的用法、意义、语调及其相互转化4.句型训练：以情态动词为核心的句子结构及其用法5.阅读理解：短文阅读，理解并运用文中所涉及到的语言点和知识点6.听力训练：听取对话或简短的文章，获取信息，回答问题或完成阅读7.口语表达：个人或小组互动，运用相关语言点进行口头表达和互动交流8.写作练习：根据所学知识，进行写作训练，例如情感和状态描述、健康建议等三、教学方法1.组织全班或小组集体讲解及演示，帮助学生理解和掌握相关语言技能2.采用听、说、读、写等多样化教学手段，充分激发学生学习兴趣和积极性3.引导学生独立思考、自主学习及团体合作，培养学生各方面的综合素质4.重视学生个体差异，根据不同学生的学习情况和需求，进行个性化教学5.配合多种教学资源，包括课本、多媒体PPT、绘画、手工、游戏等元素四、教学步骤1.预习：教师先让学生根据课本内容或其他资料预习本课的语言知识与技能点2.介绍情态动词：教师引导学生了解情态动词的基本概念、语法结构和语言功能3.练习发音：教师示范情态动词常见的发音，学生跟读发音练习，熟悉语音规律4.讲解语法：教师通过举例、讲解、操练等形式，介绍情态动词的不同用法和意义5.口语互动：教师提出情态动词的应用场景，鼓励学生互相用英语进行口语交流6.阅读理解：教师选取一篇与本课相关的短文，让学生阅读并理解其意思和语言点7.听力训练：教师播放相关录音材料，学生听取内容并回答与听力相关的问题8.写作训练：教师给出不同的写作题目，让学生独立或小组完成相关写作练习9.作业布置：教师为学生布置相关的课外作业，通过反馈和检查，促进学生深度学习五、教学评估教师通过课堂教学、成绩考核、口语表达、写作练习等方式，对学生进行评估和反馈。
人教版英语九年级全册Unit8 SectionB(2a-Self Check) 名师教案
T:Work in groups of four , complete the chart and report the answers to the class.
1.学生通过速读，迅速获取文章大意或中心思想。
1.听录音，模仿。学生获得最正确语音、语调。
2.通过原文填空的方式，促使学生掌握文中重点语法点，让学生进一步加深对文本的记忆。
3.学生四人一组进展讨论，让学生尽可能多进展语言输出训练。
1.学生是否已经理解文本内容。
2.学生是否能基于已学知识进展适当拓展。
DELC6
3
深度加工知识
Step 6
Writing
3.Work on 2d complete the sentences using the words from the chart in 2a on page 62.
4.Work on 2e.
T:Can you think of any other mysteries, either in China or another part of the world, that are similar to Stonehenge? What do you know about thesemysteries? What is mysteries about them? Discuss them with your group.
活动3b要求学生根据报纸标题和所给的写作提示结合3a所列内容为报纸写一篇新闻报道。
【通过本单元的学习学生需掌握哪些综合技能】
通过本单元的学习使学生学会谈论物品的归属及神秘事件，掌握教材所呈现的与本话题相关的单词和情态动词进展推断的用法，培养运用目标语言进展听、说、读、写等技能。
九年级英语全册 Unit 8 It must belong to Carla(第3课时)教案 (新版
Read the conversation in pairs.
Make new conversations.
Read the words.
Look and read the conversation.
Work in pairs and fill the chart.
复习。
注重学生的观察和表达能力。
掌握句型结构，用所学知识解决实际问题。
Practice the pronunciation of these words and explain the meaning of each word.
Step3 Consolidation and extension
Part 4
This activity provides oral practice using the target language.
1．Reading practice2．Ora1 practice using the target language.
3.Key vocabulary4．Target language
教
法
五指教学法
合作学习法
教学过程及教师活动
人教版英语9年级全册Unit8_SectionA(Grammar_Focus-4c)教案
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.
新人教版九年级全一册英语 Unit8 第1课时 教案(教学设计)
Unit 8 It must belong to Carla.Section A (1a-2d)单词whose，truck，picnic，rabbit，attend，1.学习本课时的重点短语和句型。
2.学习must，might，could和can’t 表示推测的用法。
学习must，might，could和can’t 表示推测的用法。
Step 1复习:谈论在学校允许做和不允许做的事。
Step 2情景导入:(Come to a student，and pick up a pen)T：The pen is Huang Ming’s. We can also say，“The pen belongs to Huang Ming.”Now please make sentences with your school things like this.环节说明：该环节过渡自然，介绍词组belong to的用法。
Step 3完成教材1a-1c中的任务:1.在1a表格中相应的栏目下补充更多你看到的物品。
2.听录音，根据对话内容，将1b表格中的人物、物品和原因相匹配。
3.再听一遍录音，并跟读对话。
4．两人一组练习1c中的对话，然后根据1b中的信息仿照1c的形式编新的对话。
5.小结训练根据汉语意思完成句子（1）走了这么远的路，你一定饿了。
You hungry after all that walking.（2）这个卡车玩具属于鲍勃。
The toy Bob.（3）这是谁的自行车？is this?答案：（1）must be（2）truck belongs to (3)Whose bike1.— model plane is this?—I think it’s Jim’s. Look, his name is on it.A.WhoB.WhatC.WhoseD.Where答案：C who意为“谁”;what意为“什么”;whose意为“谁的”;where意为“哪里”。
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。
人教版初中初三九年级英语第八单元unit8教学设计-教案 (2)(11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. 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。
人教版九年级英语全册教案：Unit8ItmustbelongtoCarla.SectionA(Grammar-4c)
备课序号：上课班级：（九年）教材内容Unit 8 It must belong to Carla.Section A(Grammar－4c)上课时间月日第节教具PPT 课型新授教学目标[来源:学优高考网]知识与技能[来源:学优高考网]知识目标:Key words:boratory2. coat n.3.sleepyExpressions：1. in the laboratory 在实验室2. wear glasses 戴眼镜3. take a shower 淋浴4．feel sleepy 感到困倦[来源学优高考网gkstk]Sentences:[来源学优高考网]1. ---Whose band is this?---It could be Mei’s hair band, or it might belong to Linda. They both havelong hair.2. ---What did you see that night?---I’m not sure. But it can’t be a dog. It was bigger. I think it might be a bear or a wolf.3. ---Where is Jean? ---I’m not sure. She might be in the laboratory.4. ---Every one is going to the pool after school.---Really? It must be hot outdoor.5. ---That’s the phone.---I wonder who it could be.6. --I wonder if these are Jim’s glasses.--They can’t be his. He doesn’t wearglasses.技能目标:To improve Ss’ ability of using grammar to solve problems.[来源学优高考网gkstk]过程与方法By group work and discussion情感态度价值观To make students express their feelings freely.教学重点1．重点短语和句型2．情态动词表推测教学难点1．重点短语和句型2．情态动词表推测教学内容与过程教法学法设计Step 1情景导入上课前，教师可以要求学生准备一些他们亲戚或者同班学生的一些照片，然后上课时，要求学生去猜他们都是谁。
人教版九年级英语第八单元教案
九年级英语教学设计Teaching content Unit 8 It must belong toCarla .Section A( 1a—2d )课时安排共6 课时主备教师第1 课时授课人Knowledgeaims 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.Ability aims 1. Train students’listening ski ll.2. Train students’communicative competence using the target language.Emotionalaims When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Key points 1. Key vocabulary2. Target languageDifficult points 1. Listen for the target language2. Oral practice using the target languageTeaching methods 1. Scene teaching method2. Listening method3. PairworkTeaching tools A tape recorder and powerpointsTeaching procedures 个人意见修订Teaching steps:Step I: ReviewKey Vocabularywhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.Step II :New lesson1.Presentation：Show the pictures of football, backpack, violin . Ask Whose --- is it ?Lead in “It might be \ must belong to \ could be . Then show apicture of T-shirt Ask “Is this T-shirt yours ?”lead in “can’t be”2. PractiseShow pictures of football, hat , watch, glasses, etc make studentspractise in pairs with the follow sentences “whose ---is it \are they?It might be \ must belong to \ could be---. Is the --- yours? No It can’t be mine . It could be---“3. 1a Please look at the picture and write the things you see in thecorrect columns in the chart. Point out the sample answers. Gets tudents to complete the task on their own. Show the correct answers:二次备课三次备课Clothing Things Fun things Kitchenhat volleyball platejacket CD cupsT-shirt toy carmagazinebook4.1b. Listen and match each person with a thing and a reason.Check the answers.5.1c.Practice the conversation in the picture above. Then make conversations using the information in 1b.S A: Whose volleyball is this?S B: It must be Carla’s. She loves volleyball.Point out the conversation in the box. Invite another pair of students to say it to the class.S A : Whose book is this?S B: It must be Mary’s. J. K. Rowling is her favorite writer.6. 2a and 2bBob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. Play the recording. The students listen and write down , check the answers with the whole class. Then listen again and fill in the blanks of 2b. check the answers with the whole class.Explain how to use “might be \ must belong to \ could be and can’t be”again7.2c Make conversations using the information in 2a and 2b.A: Look! There is a schoolbag here .B: What’s inside ?A: There is a T-shirt,……8. 2d. Role –play the conversation .Step III: Practice:I.英汉互译1.被允许做_____________2. attend a concert____________3. 做出选择___________4.something valuable__________5. 做兼职的工作____________6. in the end_______________7. 实现我的梦想______________ 8. pick up_______________9. 属于___________________ 10. keep off ___________II.单项选择1.The teacher _____be in the office because the light is off .A. mightB. can’tC. mustn’tD. may2.----Whose Chinese book is this ? ---- It could be _______. He九年级英语教学设计Teaching content Unit 8 It must belong toCarla .Section A( 3a—3c )课时安排共6 课时主备教师第2 课时授课人Knowledgeaims 1. Key Vocabulary happening noise policeman wolf uneasy2. Target LanguageWhat did you see that night ? I’m not sure. But it can’t be a dog . It was bigger. I think it might be a bear of a wolf .Ability aims 1. Train students’reading skill.2. Train students’writing skill.Emotionalaims用情态动词推测身边发生的神秘事物Key points 1. Key vocabulary2. Reading practice3. Writing practiceDifficult points 1. Reading practice2. Writing practiceTeaching methods 1. Reading2. GroupworkTeaching tools A tape recorder and powerpointsTeaching procedures 个人意见修订Teaching steps:Step I: Review1.Key Vocabulary ：happening noise policeman wolf uneasy2. practice : Whose book is this?It must be Mary’s. J.K. Rowling is her favorite writer…….Step II :New lesson1. Presentation：Show the picture and ask students. How is the person fee ling? Helpstudents to answer. He is confused and upset.2.3a. Read the article carefully and underline what people find andwhat people think could be causing the strange things . Then read thearticle again and decide which might be the best title . After this , getstudents to discuss any words or sentences they don’t know in 3a .3. 3b. Read the article again and find words to match themeanings.Nervous or worried ______ area where people live __________Young people ________ animal like a very large dog _________二次备课三次备课九年级英语教学设计九年级英语教学设计Teaching content Unit 8 It must belong toCarla.SectionB ( 1a----1d)课时安排共6 课时主备教师第4 课时授课人Knowledge aims 1. Key Vocabulary land alien suit run after wear a suit something strange run for exercise catch a bus to work in the skya woman with a camera2. Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.Ability aims 1.Train students’listening skill.2. Train students’writing skill.Emotional aims The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Key points 1. Key vocabulary2. Train students’listening skill.3. Train students’writing skill.Difficult points 1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Teaching methods 1. Listening method2. Writing method3. PairworkTeaching tools ppt and tapesTeaching procedures 个人意见修订Teaching steps:Step I: ReviewKey Vocabulary ：land alien suit run after wear a suitsomething strange run for exercise catch a bus to work in the sky awoman with a cameraStep II :New lesson2.Presentation：回顾语法重点.A: Who is he/ she?B: He/ She can’t be ______, because _______. / He/ she could/ might be ________, because________. / He/ She must be _________, because _______2.1a. Look at the pictures . Then use the words in the box to write asentence about each picture.Check the answers .a. The UFO is landing.二次备课三次备课b. The alien is chasing the man.c. The man is running.Read the instructions to the class. Point to the th ree pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events. Point out the sample answer in the box of the 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 and number the pictures.Check the answers. 2,3,1Encourage students to write two or three sentences to finish the story.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Listen again and fill in the blank of listening, try to use Target Language.3. 1c Listen again and complete the sentences.Play the recording once or twice, using the Pause button as necessary. Show the answers so that students can check the spelling and other details of their answers.The man says…1. He could be running for exercise.2. It could be a helicopter.3. It must be an Alien.4. She could be from the TV news.The woman says…He mig ht be late for work.It must be a UFO.I must be dreaming.They must be making a movie4. 1d. Role-play a conversation between the man and the woman.Point out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Then ask students to work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 1c.Step III: Practice:句型转换1. This sweater must be Li Ming’s .(同义句转换)This sweater _______ ______ _______ Li Ming .2. That new car is my cousin’s . (同义句转换)九年级英语教学设计九年级英语教学设计九年级英语上册期末试卷学校____________________ 姓名__________________ 准考证号__________________听力理解(共30分)一、听对话，从下面各题所给的A、B、C三个选项中选择与对话内容相符的图片。
九年级英语全册 《Unit 8 It must belong to Carla1》教案
Unit 8 It must belong to Carla〔第1课时〕一、教材分析本单元以“A picnic〞为话题设计教学内容。
以“It must belong to Carla〞为主线围绕谈论某东西属于某人等语言功能展开一系列的任务活动。
本节课主要是属于教学内容的第一局部，要求学会如何进行推测，了解、学会根本句型的应用。
教材内容从根本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
二、三维目标：1、知识目标：本单元通过学习情态动词，学会正确运用must, might, could和can’tbelong to与be在使用中的区别。
2、能力目标：对本单元中的生词做到会读，会写，会用，培养学生听说读写的能力和观察事物的能力。
3、情感目标：培养学生关心他人的情感。
三、教学重点1. 情态动词must,could,might和can’t表推测判断的用法。
2. belong to 短语的应用。
四、教学难点1、情态动词must,could,might和can’t表推测判断的用法。
. 2、 belong to sb 与be sb’s的区别。
五、教学策略：归纳总结情态动词can, may, must表推断的用法，比拟它们的用法区别。
在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。
六、教学准备：PPT，一些常见学习用品，录音机七、教学环节1、课堂导入1〕.猜单词，用一些常见实物(碟子、石头、书、CD等)或者用图片、单词卡让学生表达以下单词，先给一名学生看，让他用英语来描述，其他学生猜。
2〕.教学引出本课重点：must，might，could，can’t，belong to1．利用课件中的图片内容进行以下教学活动。
中的教师展示一些学生很熟悉的东西，可以有学生天天带在身边的钥匙、文具盒、笔，发带，或者是其他老师的衣服、饰物。
人教版九年级英语全册第八单元教案
自主学习方案1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
（见学案中预习检测的内容）3.读记后完成预习检测作业。
课堂导学方案Step 1情景导入Question:Teacher:Whose (pencil) is this?Students:1.Anna’s.2.No,it isn’t.环节说明：通过课前的一个师生问答互动游戏，调动了课堂气氛，同时使学生对表示推测的情态动词用法有了基本认识。
Step 2完成教材1a~1c的任务1.要求学生翻开课本P57，迅速浏览所给的图片，然后把图片中所给的物品填入到所给的栏目中。
2.检查答案，要求2~3名学生使用“Whose volleyball is this?”句型，给出各自的答案，并把收集的答案列举在黑板上。
参考案例:Teacher:Whose volleyball is this?Students:It must/can’t be Carla’s.（1）She loves volleyball.（2）She doesn’t play volleyball at all.3.要求学生听第一遍录音，并完成1b的听力任务。
4.要求学生听第二遍录音，并逐句进行跟读。
5.完成教材1c的任务，要求学生根据上面所给的图片使用1b表格中的信息编写对话进行练习，然后要求2~3对学生上台表演。
环节说明：通过学习锻炼了学生的判断力、听力以及口头表达能力，同时巩固了对情态动词must表推测的认识。
Step 3 小结训练1.这一定是王斌的，上面有他的名字。
It Wang B in’s.It has his name on it.2.这个卡车玩具属于鲍勃。
The toy Bob.3.这是谁的自行车？is this?答案：1.must be 2.truck belongs to 3.Whose bikeStep 4 完成教材2a~2d的任务1.要求学生迅速完成2a任务，播放录音一遍，完成2b的听力任务。
人教版九年级英语第八单元教案
人教版九年级英语第八单元教案and Speaking1.Play the recording for the students to listen and repeat the words.2.Play the recording again and let the students fill in XXX.3.Play the recording for the third time and let the students check their answers.4.Pair work: Let the students ask and answerXXX "Whose_________ is this?" and "It must be/belong to_________." using the new words they have learned. Ⅳ。
Reading1.Ask the students to read the passage in 2a andXXX the words they don't know.2.Explain the new words to the students.3.Ask the students to read the passage again and XXX.Ⅴ。
Writing1.Ask the students to write a short paragraphdescribing a lost item and who it might belong to.2.Let some students share their paragraphs withthe class.教学反思本节课主要通过听说读写的方式，让学生掌握了本单元的单词和句型，同时也让学生学会了用情态动词进行推测。
在教学过程中，通过小组合作研究和讲练结合的教学方法，让学生更好地理解和掌握了知识。
九年级英语第八单元阅读课教案
point out表示的是给某人指示方向、要点或错误等，意为“指出”，out是副词。
（4）. prevent illness预防疾病
preventv.阻止；阻挠
receive a letter from sb.意思为__________________相当于hear from sb.
receive与accept的区别
receive表示客观上收到某物，而accept则表示主观上的接收。例如：
I received an expensive gift from my friend yesterday, but I did not accept it.昨天我收到了朋友的一件贵重礼物，但我并没有接受它。
2）、They think the stones can prevent illness and ________ people________.他们认为这些石头能够预防疾病并且使人保持健康。
3）、No one is ________ ________ Stonehenge was ________ ________，but most agree that the position of the stones ________ be for a special purpose.没有人可以肯定巨石阵究竟是用来做什么的，但大多数人认为这些石头的摆放位置肯定有一个特殊的目的。
2)Who is Paul Stocker
_____________________________________________
人教版九年级英语第八单元教案
人教版九年级英语第八单元教案一、教学目标1. 知识目标：掌握本单元的词汇和短语，理解并运用相关句型。
2. 能力目标：能够运用所学知识进行口头和书面表达，提高阅读和写作能力。
3. 情感态度和价值观目标：培养良好的学习习惯，树立正确的学习态度，激发学习英语的兴趣。
二、教学内容本单元主要围绕“旅行”这一主题展开，涉及旅行的方式、目的、计划等方面。
通过学习，学生能够掌握与旅行相关的词汇和短语，理解并运用相关句型进行口头和书面表达。
三、教学重点与难点重点：掌握本单元的词汇和短语，理解并运用相关句型。
难点：运用所学知识进行口头和书面表达，提高阅读和写作能力。
四、教学方法与手段1. 教学方法：采用情景教学法、任务型教学法、合作学习等多种教学方法，以激发学生的学习兴趣和主动性。
2. 教学手段：运用多媒体、实物展示等多种教学手段，提高教学效果。
五、教学过程1. 导入新课：通过展示一些旅行照片或视频，引导学生进入本单元的主题“旅行”。
2. 新课学习：讲解本单元的词汇和短语，让学生通过例句理解并运用相关句型。
同时，结合课文内容，引导学生了解旅行的方式、目的、计划等方面。
3. 课堂练习：通过小组讨论、角色扮演等方式，让学生运用所学知识进行口头和书面表达。
同时，进行阅读和写作训练，提高学生的阅读和写作能力。
4. 课堂小结：对本节课所学内容进行总结，强调重点和难点。
同时，布置课后作业，让学生巩固所学知识。
5. 课后作业：要求学生完成课后练习题，巩固所学知识。
同时，鼓励学生进行课外拓展阅读，提高阅读水平。
六、教学评价与反馈1. 教学评价：采用多种评价方式，包括课堂表现、作业完成情况、考试成绩等，全面评价学生的学习情况。
2. 教学反馈：根据教学评价结果，及时调整教学方法和手段，提高教学效果。
同时，关注学生的个体差异，因材施教，促进学生的全面发展。
湖北省罗田县李婆墩中学九年级英语全册 Unit 8 It must belong to Carla(第1课时)教案
Unit 8 It must belong to Carla（第1课时）一、Teaching aims：1. Knowledge aims：1) words：truck, picnic, whose, pink, rabbit, magazineSentence patterns：① The person must go to our school.②—Whose book is this?—It must be Mary's. /It must belong to Mary.2) Learn to use modal verbs.2. Ability aims：Enable students to master listening skills.二、Teaching important and difficult points1. Important points：1) Master the words:truck, picnic, volleyball, whose, pink, rabbit2) Learn to describe by using the sentences：—Whose book is this? —It must be Mary's.2. Difficult points：Sentence patterns：—Whose ... is this?—It must be Mary's. /It must belong to Mary.三、Teaching proceduresⅠ. Warming up1.Present some pictures about the new words, then learn and read.2.Guessing games. Ask students to guess whose book/pen/pencil/pencil-box is this in our class to lead in modal verbs, such as, must, can’t, might, could.Ⅱ. Finish 1a.1. Look at the chart in 1a, then discuss with group mates. Try to fill in the chart .2. Let some Ss say their answers. Let other Ss add more.Ⅲ. Listening1. T: Here are some things belonging to those five people. Listen and match each person with a thing and a reason.2. Play the recording for the Ss to listen.3. Ss listen to the tape and try to match them.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. ExtensionUse the modal verbs to guess the sentences according to the pictures.Ⅵ.Summary情态动词 must, might, could, can’t 后接动词原形, 可以表对现在的情况的推测。
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1.Presentation：
Show the pictures of football, backpack, violin . Ask Whose --- is it ? Lead in“It might be \ must belong to \ could be . Then show a picture of T-shirt Ask“Is this T-shirt yours ?”lead in“can’t be”
3. Pairwork
Teaching tools
A tape recorder and powerpoints
Teaching procedures
个人意见修订
Teaching steps:
Step I: Review
Key Vocabulary
whose. truck.Picnic .rabbit. attend. valuable.Pink . anybody.
3. 1aPlease look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get s tudents to complete the task on their own. Show the correct answers:
九年级英语教学设计
Teaching content
Unit 8 It must belong to Carla .Section A( 1a—2d )
课时
安排
共6课时
主备教师
第1课时
授课人
Knowledge aims
1.Key Vocabulary
whose. truck.Picnic .rabbit. attend. valuable.Pink . anybody.
Emotional aims
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Key points
1. Key vocabulary
2. Target language
2.Target Language
Whose book is this?
It must be Mary’s. J. K . Rowling is her favorite writer.
Ability aims
1.Train students’listening ski ll.
2.Train students’communicative competence using the target language.
Explain how to use“might be \ must belong to \ could be and can’t be”again
7.2cMake conversations using the information in 2a and 2b.
2. PracБайду номын сангаасise
Show pictures of football, hat , watch, glasses, etc make students practise in pairs with the follow sentences“whose ---is it \are they?It might be \ must belong to \ could be---. Is the --- yours? No It can’t be mine . It could be---“
Clothing Things Fun things Kitchen
hat volleyball plate
jacket CD cups
T-shirt toy car
magazine
book
4.1b.Listen and match each person with a thing and a reason.
SB: It must be Carla’s. She loves volleyball.
Point out the conversation in the box. Invite another pair of students to say it to the class.
SA: Whose book is this?
SB: It must be Mary’s. J. K. Rowling is her favorite writer.
6.2a and 2b
Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. Play the recording. The students listen and write down , check the answers with the whole class.Then listen again and fill in the blanks of 2b. check the answers with the whole class.
Difficult points
1. Listen for the target language
2. Oral practice using the target language
Teaching methods
1. Scene teaching method
2. Listening method
Check the answers.
5.1c.Practice the conversation in the picture above. Then make conversations using the information in 1b.
SA: Whose volleyball is this?