人教版英語(yǔ)九全 Unit 8 It must belong to Carla. Section A（3a-3c）教案

1、九年級(jí)英語(yǔ)Unit 8 It must belong to CarlaSection A 3a-3c 教學(xué)設(shè)計(jì) 一、教學(xué)目標(biāo)1. Languagegoal:Theuseofmodalverbsformakinginferences.2. Ability goal: Enable students to understand the story, use modal verbs to make inferences, and write an ending for the story.3. Emotiongoal:Arousestudentsawarenessofbeingcareful,pat

2、ientandcreative.二、教學(xué)重點(diǎn) 1. Reviewtheusageof“mustmightcouldcant”2. Keywords:uneasy, noise-maker, wolf, policeman.3.Use targetlanguages to makeinferenceaboutthemysteries三、教學(xué)難點(diǎn)Learntousemodalverbsformakinginferences:mustbe,canbe,maybe,couldbe,mightbe,andcantbebyreading,writingandcooperating.四、教學(xué)過程1. War

3、ming-up Start the class with a guessing game, a competition between two groups. Let students listen to sounds of a dog, a cat, a horse, a tiger, a wolf, a dolphin and a monkey. Ask students to guess what it can be. They are guided to answer by using must be、could be、and might be.2. Pre-reading Go on

4、 the game, let students guess who is he? He is Conan. And then the game is over. Teacher will say “you are all excellent、careful、patient and creative, just like Conan. What do you think of Conan? And do you want to be him? So I think you are going to be him in this class, because there is a mystery

5、that needs your help.” Introduce the reading task to the students by looking at the picture: What can you see in the picture? And what happened? They are going to read about something strange happening in the neighborhood. They are supposed to be detectives just like Conan, trying to read the whole

6、story carefully and collect clues patiently.3While-readingStep1. Skimming and scanning (1) Get students to read and decide which might be the best title.First, help students to choose the best title by watching the key words of the titles and then skim the whole text quickly.(2) Draw a mind map, ask

7、 students to scan certain parts of the text carefully and find out what are the strange happenings, and then let students read the three strange happenings together.Step2. Word studyWe all know what the strange happenings are, in order to get more information, lets look at some key words. Get studen

8、ts to match the key words with their meaning in English, in order to get a better understanding of the story.Step 3: PairworkAsk students to read the article carefully, discuss with their partners and write down what people think about the strange noises, and then check the answers.4. Post-reading：D

9、iscussing, writing and sharingStep1.I think the situation is terrible, we still dont know what happened? So ask students to infer the truth to the strange happenings in groups of four according to the clues and then write it down. They should try to use the modal verbs for making inferences.Step2. H

10、elp students to review the model verbs for making inference, let them look at the chart. Then give them a sample to guide them to write.Step3.Get some groups to share their endings in class.5Homework Ask students to reread the story after class, and try to retell it with their own endings. Remind them to be careful, patient and creative.6. Conclusion At the end of the class, I wa