最新201X學年九年級英語全冊Unit8ItmustbelongtoCarlaSectionA教學設(shè)計（新版）人教新目標版

1、Unit 8 It must belong to Carla設(shè)計思路英語課程標準明確指出：課程要從學生的學習興趣、生活經(jīng)驗和認知水平出發(fā)，倡導(dǎo)體驗、實踐、參與、合作與交流的學習方式，發(fā)展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態(tài)度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。教材以“物品歸屬”為話題，以“談?wù)撏茢唷睘榻浑H功能，重點在這些語境中學習和運用情態(tài)動詞進行推斷。它和上單元情態(tài)動詞的被動語態(tài)相得益彰，拓展了情態(tài)動詞的應(yīng)用領(lǐng)域。材料分析本部分內(nèi)容主要圍繞“推測物品的歸屬”展開，并進一步引入“神秘事件”這一話題，集中呈現(xiàn)與學習表示推測的相關(guān)詞匯。還復(fù)習了

2、與話題有關(guān)的物品名詞，表達觀點的動詞等。本部分的核心句型是用情態(tài)動詞表推測。1a-1c為本單元的導(dǎo)入部分。1c 讓學生結(jié)對操練，利用1b的聽力信息和主題圖進行控制性的語言輸出：體驗情態(tài)動詞must在肯定推測中的作用。2a-2d 部分的重點是聽說教學。圍繞Linda 在野餐中遺忘的書包，對本單元重點話題進行補充。2b要求學生關(guān)注情態(tài)動詞must，might，could，cant的不同表達。3a-3c部分為閱讀板塊。學情分析教學目標1. 語言知識目標：學習掌握下列詞匯：truck, picnic, whose, pink, rabbit, magazine ，policeman, noise, w

3、olf, happening, uneasy2. 能力與發(fā)展目標1）閱讀短文，能按要求獲取相關(guān)的信息。2）通過閱讀訓(xùn)練來提高學生們的閱讀能力。3) 學習運用情態(tài)動詞表推測。3. 情感態(tài)度價值觀目標：讓學生根據(jù)已有事實推測可能；面對身邊暫時不可解釋的現(xiàn)象，根據(jù)已有證據(jù)進行合理推測。不信謠，不傳謠。1. 教學重點：1) 掌握本部分出現(xiàn)的生詞和詞組，達到熟練運用的目標。2) 閱讀短文，獲得相關(guān)的信息。通過閱讀練習，來提高閱讀能力。難點：1)掌握情態(tài)動詞must，could，might，cant表示猜測的正確使用。2) 閱讀短文，獲得相關(guān)的信息的能力;通過閱讀訓(xùn)練來提高學生們的閱讀能力。教學方法歸納總

4、結(jié)情態(tài)動詞can, may, must表推斷的用法，比較它們的用法區(qū)別。在選擇它們進行運用時，要多角度，全方位地思考，根據(jù)句子語境明確句子的含義，選擇正確的情態(tài)動詞。教學資源PPT, handouts, MP3, video 教學過程教學環(huán)節(jié)教師活動學生活動設(shè)計意圖情景導(dǎo)入老師上課前先準備一個大紙袋，上課時讓四位同學頭向后，不能看到你在做什么；然后，從四位同學的桌上分別拿幾樣不同的東西放入你的袋子里；然后讓他們回頭看著老師，你從袋子里取出一樣?xùn)|西，然后提問：Questions:Teacher:Whose (pencil) is this?/Is it Annas?Students:_Annas

5、.No,it isnt.環(huán)節(jié)說明:通過課前的一個師生問答互動游戲,調(diào)動了學生的課堂氣氛，同時隨著游戲的深入，使學生對表示推測的情態(tài)動詞用法有了基本認識。1a-1c1.要求學生翻開課本P57，迅速瀏覽所給的圖片，然后把圖片中所給的物品填入到所給的欄目中。2.檢查答案，先要求全班一起給出答案并檢查討論。然后要求2-3名同學就圖片中所給的物品，使用“Whose volley is this?”句型，給出各自的答案，并把收集的答案列舉在黑板上。參考案例Teacher:Whose volley is this?Students:It must / cant be Carlas.She loves vol

6、leyball.She doesnt play volleyball at all.3.要求學生聽第一遍錄音，并完成課本上1b的聽力任務(wù)。4.要求學生聽第二遍錄音，并逐句進行跟讀。1c的任務(wù)，要求學生根據(jù)上面所給的圖片，使用1b表格中的信息編寫對話進行練習，然后要求2-3位學生上臺表演。1.Students read 1a and give the answer . tudents give their own answerork in groups and talk about how to use “情態(tài)動詞表推測.”isten to 1b and give the right answe

7、r.roup work : work with the partner to make a dialogue環(huán)節(jié)說明:通過學習1a，使學生能夠正確的判斷物品所屬；通過1b，鍛煉學生的聽力及抓取關(guān)鍵信息的能力；通過1c的訓(xùn)練鍛煉學生的口頭表達能力，同時鞏固了對情態(tài)動詞must表推測的認識。2a-2c1.要求學生翻開課本P50。要求學生聽第一遍錄音，完成2a。2.要求學生聽第二遍，完成2b。2c的任務(wù)，要求學生模仿聽力內(nèi)容，使用“should be allowed to”進行對話練習。并邀請2-3對同學當堂進行演示。4.播放2d的對話錄音，讓學生找出問題的答案。What are they goin

8、g to do ?5. Group work :find out the important phrases6.然后讓學生分角色表演2d的對話。isten and do 2aisten and do 2bork in groups and act4.Listen to 2d and answer the question Group work :find out the important phrases6.Role-play 2d環(huán)節(jié)說明:通過學習2a-2c，使學生對should be allowed to結(jié)構(gòu)有所了解；同時鍛煉學生的聽力及抓取關(guān)鍵信息的能力；鍛煉學生的口頭表達能力，鞏固對含

9、情態(tài)動詞的被動語態(tài)的結(jié)構(gòu)的認識。3a-3c1.Lead in教師可事先選取一種奇特的聲音，如：砰的一聲，某人尖叫或咳嗽的聲音，貓或狗跑過的聲音等。教師通過問題：What might be happening? Who is the noise-maker? 引導(dǎo)學生運用情態(tài)動詞進行合理推測并給出適當理由。師生對話示例：T:Did you hear anything unusual? What might be happening?2.While-reading1)scanning1.What happened to the people in the small town?2.What mig

10、ht it be?3.How does everyone feel?2)careful readingDo 3c Read carefully and write what people think about the strange noises.3) After-reading短文內(nèi)容鞏固練習。教師可給出一篇改寫了的短文，將一些重點的表達方式空出。讓學生在規(guī)定的時間內(nèi)補全短文。然后邀請若干同學給出自己的答案。Our neighborhood used to be very quiet.However,these days,strange things are happening.Every

11、 night,we hear strange noise outside our window.Someone thinks it could be a wolf,but some think that it must be teenagers having fun.My parents called the police.They think it might be the wind.I dont think so.Every one in our town is feeling uneasy,there must be something visiting the homes in our

12、 neighborhood.Most people hope that this animal or person will simply go away.The noise-maker is having too much fun creating fear in the neighborhood.1.Lead inS1: It might be a car crash.S2: I think something must be broken.S3: It could be some books falling on the floor.2.While-reading1).scanning2

13、)careful readingStudents do 3c3) After-reading環(huán)節(jié)說明:通過快速閱讀短文，并能回答所給的問題，能幫助學生更加全面地理解文章，訓(xùn)練學生的閱讀能力及分析問題的能力，為后面的學習做好鋪墊。環(huán)節(jié)說明:將聽、說、讀、寫的任務(wù)結(jié)合起來不僅鍛煉了學生的語言綜合運用能力，還鞏固了學生對目標語言的學習、識記和運用。板書設(shè)計 Unit 8 It must belong to Carla My wife thinks that it could be an animalThey think it might be the wind.I thought that it m

14、ight be a dog.教學反思1、利用游戲的形式引入生詞，吸引學生的興趣，同時讓學生練習口語和聽力。2、通過多媒體課件展示出的豐富多彩的圖畫，刺激學生的視覺感官，避免了枯燥乏味的說教，激發(fā)了學生的學習積極性，讓學生在輕松好奇的氛圍中學習本節(jié)課的目標語言。背景材料尼斯湖水怪 The Loch Ness Monster, or Nessie, is an aquatic being which reputedly inhabits Loch Ness in the Scottish Highlands. It is similar to other supposed lake monster

15、s in Scotland and elsewhere, and is often described as being large in size, with a long neck and one or more humps protruding from the water. Popular interest and belief in the creature has varied since it was brought to worldwide attention in 1933. Evidence of its existence is anecdotal, with a few

16、 disputed photographs and sonar readings. 尼斯湖水怪（Nessie）是一種傳說的水生生物，據(jù)說它棲息在蘇格蘭高地的尼斯湖（Loch Ness）。 它與蘇格蘭和其他地方的其他所謂的湖怪類似，通常被描述為體型龐大，脖子長而且有一個或多個從水中突出的隆起。 自1933年引起世人關(guān)注以來，人們對這種生物的產(chǎn)生了多種多樣的興趣和信念。它存在的證據(jù)是軼事，有一些有爭議的照片和聲納讀數(shù)。 The creature commonly appears in Western media where it manifests in a variety of ways. Th

17、e scientific community regards the Loch Ness Monster as a being from folklore without biological basis, explaining sightings as hoaxes, wishful thinking, and the misidentification of mundane objects. 這種生物通常出現(xiàn)在西方媒體中，以各種方式表現(xiàn)出來。 科學界認為尼斯湖水怪是一種沒有生物學根據(jù)的民間傳說，把目擊說成是惡作劇，一廂情愿的想法，以及對世俗的誤認。課堂達標一單項選擇1.Have you d

18、ecided which senior high school to choose? Not yet. I _ go to Sunlight School. A. need B. must C. may D. should2.Is this coat Johns ? No, it _ his. His is much smaller. A. can be B. must not be C. maybe D. should be3. The book _ be Jims. It has his name on it.A. must B. should C. cant D. may4. - Som

19、eone is knocking at the door. Who can it be? It _ be Tom. He is still in the school. A. cant B. may C. must not D. maybe5. Whose is the pencil box? It _ be Toms . But Im not so sure.A. can B. may C. must D. need6. Four hundred dollars for a pair of shoes？ You _ be joking.A. may B. can C. need D. mus

20、t7. This French book _ be Candys because only she knows French in our class.A. need B. cant C. must D. should not8. Listen! Is that Ann playing the piano in the room?No, it _ be her. She has gone to London with her parents.Amay not Bneedn't Cmustn't Dcan't9. Jim has bought a large house

21、with a swimming pool.It _ be very expensive. I never even dream about it.Amust Bmight Ccan't Dshouldn't10. He _ in his office. I phoned to his office just now, but no one answered.Amay be Bcan't be Cmustn't be Dneedn't be11. John _ be at home because he has just phoned me from a nearby town.Amustn't Bis not able to Ccan't Dmay not12. Where is Jim, please? He _ be in the reading room. I saw him reading there a moment ago.Awill B. need Cwould Dmust13. Excuse me. Is this the right way to the Summer Palace? Sorry, I am not sure. I