Unit8-It-must-belong-to-Carla.-教学设计-教案 (3)

Unit 8 It must belong to Carla.（Section A 1a–1c）一、教材分析：本单元中心话题是“野炊”，谈论对事物的推测，主用法。

情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。

本节是本单元的第一节，本节的重点是使学生能运用情态动词。

might could must can’t对物品所属进行推测，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。

难点是区分belong to 和名词所有格表所属关系的运用。

利用反复操练的形式来突难教学难点。

二、Teaching aims（教学目标）1.熟练掌握以下词汇：truck, rabbit, whose, attend, valuable, pink, somebody, anybody2.掌握并正确表述猜测的句型：It must be Mary’s.The magazine must belong to Deng Wen.The person can’t be a boy.It could be Mei’s hair band.The hair band might belong to Linda.3.了解以下词组的含义：belong to, hair band, on a … team, pick up1. 能听懂表述推测的对话，并能就相关话题进行会话。

2. 学会根据相关的信息进行合理地推测。

通过根据相关信息进行推测，训练自己的逻辑推理能力，培养自己关爱社会，关爱他人的良好情操。

三。

、Difficulties（难点）：1.掌握以下词汇：truck, rabbit, whose, attend, valuable, pink, somebody, anybody2.掌握并正确表述猜测的句型：It must be Mary’s. The magazine must belong to Deng Wen.四、Teaching steps（教学步骤）1. Warm-up and revision（课堂热身和复习）Work on 1a.2. Listen and circle the things you hear.3. Work on 1b.A: Whose volleyball is this?B: It ______ be Carla’s. She loves volleyball.A: How about this toy truck?C: Hmm … that toy truck _______ belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must _______ ____ Deng Wen. He loves rabbits.B: Oh, look, someone left a book.C: That book must _________ Mary’s. J. K. Rowling is her favorite writer.A: OK … and how about his CD?C: Hmmm … The CD must belong to Grace. She always listens to pop music.5.跟读黑体句子，模仿语音和语调。

Unit 8 It must belong to Carla．The 3rd PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhappening , noise, policeman, wolf, uneasy.（2）Target LanguageI think it must be teenagers having fun.At first, I thought it might be a dog, but I couldn’t see a dog or anything else, either.One woman in the area saw something visiting the homes in our neighborhood.The noise-maker is having too much fun creating fear in the neighborhood.2．Ability Objects（1）Train students’ reading skill．（2）Train students’communicative competence using the target language．Ⅱ．Teaching Key Points1．Reading practice2．Oral practice using the target languageⅢ．Teaching Difficult Points1．Key vocabulary2．Target languageⅣ．Teaching Methods1．Practice method2．Pairwork3．A gameⅤ．Teaching AidThe blackboardⅥ．Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework．Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed．Then invite different students to say their sentences to the class．Step Ⅱ3a1. Read the article and decide which might be the best title.A.A Small and A Quiet Town.B.Strange Happenings in My Town.C.Animal in Our Neighborhood.2. Read the article again and find the key words and the key sentences.3. Explain the key words and the key sentencesStep Ⅲ3b1.Read the article and find words to match the meanings.2.Check the answers.Step Ⅳ3c1.Read the article carefully and write what people think about the strange noises.2.Check the answers.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony．And we’ve done much oral practice using the target language．Step ⅥHomework1．Read the letter in Activity 3a again for further understanding of the vocabulary words．2．Write the key sentences.。

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 thebox 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 heara 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 thechart 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 berunning for exercise. The womansays he might be late for work. Explain the meaning of the wordcreature 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 andother 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 thepairs work together, walk around the classroom listening in on variouspairs and offering help asneeded. 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 targetlanguage.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. Focusattention 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 thestudents check their answers：Ask students to make their own sentenceswith the words, preferably sentences that aremeaningful. Move around the room.Collect a few students' answers with mistakes on theblackboard.Step Ⅲ Part 2This activity provides reading, writing,listening and speaking practice using the targetlanguage.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-knownsaying that statesa general truth or gives advice.Read the first proverb to the class. Onefinger cannot lift a small stone. Elicit theinterpretation 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 tomake sure that students arediscussing the topic in English. Invite different students to say whattheythink each proverb means.There can be more than one interpretationfor each proverb. Check the answers by showingthe 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情态动词表示推测，其用法如下：1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。

Unit 8 It must belong to Carla. (Section A 3a-3c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：policeman, noise, wolf, happening, uneasy2) 学习掌握下列词组：used to, each other, around here, these days, call the policemen, next-door neighbor, see sb. doing sth., run away, too…to…, one’s own, have no idea, go away, have fun doing sth, too much…3) 学习掌握下列句型表达：There be…doing sth…., There+情态动词＋be…doing sth, 主语+情态动词＋be…doing sth2. 能力目标：1）阅读短文，能按要求获取相关的信息。

2)通过阅读训练来提高学生们的阅读能力。

3）学习运用情态动词表推测。

2. 情感态度价值观目标：面对身边暂时不可解释的现象，根据已有证据进行合理推测。

不信谣，不传谣。

二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。

通过阅读练习，来提高阅读能力。

2. 教学难点：1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学方法任务型语言教学法、合作学习法四、教学辅助：PPT五、教学过程Step I. Revision1. Check the phrases.2. Do some exercises about making inferences using must, might, could, and can’t.Step II. PresentationShow the picture to students and ask them: “What’s the woman in the picture doing? How is shefeeling now? Why?”Present the new words by having a free talk with students.Step III. Fast ReadingWork on 3a:1.Tell Ss to read the article and decide which might be the best title. Then check the answer.A.A Small and Quiet TownB.Strange Happenings in my townC.Animals in our neighborhood2. Ask them to read the passage quickly, and check the sentences “T”for true or “F” for false. Then check the answers.Step IV. Careful Reading1. Work on 3c: Ask students to read the passage carefully and write what people think about the strange noises. Then work in pairs or groups, discuss the answers. Check the answers with the students.2. Work on 3b: Ask students to skim the passage again, and find words to match the meanings.Step V. Summary and Exercises1. Go through the whole passage with students, ask them to find out some key phrases and sentences in the passage, then help them to have a summary.2. Do some exercises to consolidate what are learned in the passage.Step VI. Homework1. Make sentences with these words：used to, have no idea, too... to... ,see sb doing sth…2. Retell the story.七、板书设计Unit 8 It must belong to Carla. (Section A 3a-3c)1. 重点词汇：policeman, noise, wolf, happening, uneasy2. 重点短语：used to, each other, around here, these days, call the policemen, next-door neighbor,see sb. doing sth., run away, too…to…, one’s own, have no idea, go away,have fun doing sth, too much…3. 重点句型表达：There be…doing sth…., There+情态动词＋be…doing sth,主语+情态动词＋be…doing sth。

Unit 8 It must belong to Carla.Section A (3a-3c)老高川学校张姣一、教学目标：知识与技能1.Under the passage and finish the exercises2. Master the language points through the exercise3.Be able to further to understand how to make inferences using the modal verbs.过程与方法1.read the passage and finish the exercise2.Explain the language through the exercise in details. 情感、态度与价值观Cultivate students’ interest in English.二、教学重难点教学重点 1. Master the language points2.Be able to make inferences using the modal verbs.教学难点：How to make inferences using the modal verbs.三、教学过程Ⅰ. Leading inAsk students to look at the picture in 3a and describe her feeling.Ⅱ. Presentation理由：在多媒体的帮助下，带领学生学习知识更便捷。

Read the article and decide which might be the best title. (多媒体展示)理由：通过粗读文章，了解课文大意。

Ⅲ. Students work1.Read the article again and find words to match the meanings. （多媒体展示）nervous or worried _________ young people _________ person in the next house ____ area where people live _____ animal like a very large dog ____ person who makes noise ____理由：通过本题的词组搭配，让学生更好地理解文中主要的词汇。

Unit 8 It must belong to Carla教学设计Section A (Period1)1、知识目标a .掌握情态动词must; might; could; can’t的用法b.掌握目标语言Whose English book is this? It must be Carla’s.It has her name on it. .Whose volleyball is this ? It could /mig ht be Alice’s.She loves volleyball.Whose pen is this ? It might belong to Helen. It’s under her chair. Whose T-shirt is this ? I t can’t be John’s. It’s much too small for him.2、能力目标学生能用情态动词并根据相关信息对物品所属进行推测。

3、情感目标通过开展对物品的推论，培养学生的逻辑思维能力和推断能力。

4、教学重难点重点：学生能用情态动词并根据相关信息对物品所属进行推测。

难点：学会用自己的生活常识判断事物。

5 、教学过程设计Step 1 Language goal1、learn to make inference2、some important phrasesStep 2 Lead-inLook at some pictures,make conversationsStep 3 Learn by yourselfStep4 Discussion1. Fill in the blanks with must ,may, might, could, can’t2. Finish 2 cStep 5 SummaryStep 6 Choose the best answerStep7 GrammarStep8 HomeworkMake several sentences with can't , might , must , could , belong toStep9 Blackboard design。

Unit 8 It must belong to Carla.教学设计Section B 2一、教学目标：1. 语言知识目标：1）能掌握以下单词：UFO, alien, run after, suit, express, not only...but also..., circle, Britain, receive, leader, midsummer, medical, prevent, energy, position, burial, honor, ancestor, victory, enemy, period2）能掌握以下重难句子：①F or many years, historia ns believed Stonehe nge was a temple where an cient leaderstried to communicate with the gods.②The large stones were put together in a certain way.③As you walk there, you can feel the energy from your feet move up your body.2 •情感态度价值观目标：通过学习英国巨石阵，培养对事物的探索精神。

不信谣，不传谣。

二、教学重难点1. 教学重点：1）掌握本课时出现的生词及用法。

2）进行听力训练，提高综合听说能力。

3）阅读短文，获得相矣信息，提高学生们的综合阅读能力。

2. 教学难点1）听力训练2）阅读2b部分的短文并完成相尖要求。

三、教学过程I. Warming- up and revision1. Daily greeting.2. Let Ss recall the ideas of strange things.n . Lead inShow some pictures of the UFO and aliens•丿丨[.WritingWork on 1a1. Ss look at the pictures in 1 a. Try to understand wha'st happening.2. Let Ss write a sentenee about each picture.Possible answers:The alien is running after the man.The man is running.Work on 1b:1. Play the recording and number the pictures [1-3].2. Let Ss try to write more sentencesto finish the story. Then discuss with their partners.e.g. Finally, the alien caught the man and took him to the UFO. But luckily, they let him goback to the earth・ The man was scared.3. Let some Ss write their sentences on the Bb.IV. ListeningWork on 1c:1. Tell Ss to read the sentences in 1 c and try to understand the meaning of them.2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again andcheck the sentences Ss hear.3. Check the answers.V . Pair workWork in pairs. Divide two people into a group. Give a conversation example. Let Ss read it together. Then role-play the conversation between the man and the woman. A: Why do youthink the man is running?B: He could be running for exercise.A: No, he's wearing a suit. He might be running to catch a bus to work.B: Well, he might be late for work.A: He looks kind of afraid.~CPreparation for 2bWork on 2aMatch each linking word or phrase with its purpose. Then check the answers.VD. ReadingFast Read ing1. Tell Ss the following passage is the mystery of Stonehenge. Skim the article andun derli ne the senten ces with linking words or phrases.2 Check the an swers with the Ss.①Stonehenge,a rock circle, is not only one of Britain's most famous historical placesbut also one of its greatest mysteries.②People like to go to his place especially in June_as they want to see the sun rising onthe Ion gest day of the year.(3) However, historia n Paul Stoker thinks this can't be true because Ston ehe nge wasbuilt so many cen turies ago.④One of the greatest mysteries is how it was built because the stones are so big andheavy.Careful Readi ng1. T: Now let' work on 2c. First, let Ss read the article again. Then try to put the rightan swers into the chart・2. Check the an swers with the class.Post read ingWork on 2d1. Tell Ss to un dersta nd linking words in 2a aga in.2. The n use these words to complete the senten ces.3. Let some Ss say their an swers.4. Check their an swers with the class and tell Ss why.Work on 2e1. Show some pictures of the mystery places that are similar to Ston ehe nge.2. Let Ss discuss the follow ing questi ons:What do you know about these mysteries?What is mysterious about them?3. Let some Ss show their un dersta nding・Vffl . Language points1・express v.表达，表示expression n.表达，表示，表情e.g. It expresses my love for the no vel•这表达了我对这咅$小说的爱。

Unit 8 It must belong to Carla（第4课时）教学设计一. 教材分析Unit 8 It must belong to Carla（第4课时）是人教版新目标英语八年级上册的一篇课文。

本课主要讲述通过观察物品的特点，运用情态动词 must 表示推测的过程。

课文内容贴近学生生活，有利于激发学生的学习兴趣。

本课时将学习一般过去时的被动语态，以及如何运用情态动词 must 进行推测。

二. 学情分析八年级的学生已经掌握了情态动词 have 的基本用法，对一般过去时有一定的了解。

但学生在实际运用中，往往对时态和语态的掌握不够熟练。

因此，在教学过程中，教师需要引导学生通过观察、思考、实践来掌握一般过去时的被动语态和情态动词 must 的用法。

三. 教学目标1.知识目标：–学会一般过去时的被动语态结构：was/were done；–掌握情态动词 must 的推测用法；–能运用所学知识描述物品的归属。

2.能力目标：–提高学生的观察、分析、表达能力；–培养学生的团队合作精神。

3.情感目标：–增强学生对英语学习的兴趣；–培养学生关爱他人的品质。

四. 教学重难点•一般过去时的被动语态结构；•情态动词 must 的推测用法；•描述物品归属的句子结构。

•正确运用一般过去时的被动语态和情态动词 must 进行表达；•描述物品归属时的逻辑推理。

五. 教学方法1.任务型教学法：通过设定各种任务，引导学生参与课堂活动，提高学生的实践能力；2.情境教学法：创设生活情境，让学生在真实的环境中感受、体验语言；3.合作学习法：鼓励学生分组讨论，培养学生的团队合作精神。

六. 教学准备1.教师准备：–制作课件和教学素材；–设计教学活动和学习任务。

2.学生准备：–预习相关词汇和语法知识；–携带一些个人物品，用于课堂展示。

七. 教学过程1.导入（5分钟）–教师通过提问引导学生谈论日常生活中的物品归属问题，激发学生的学习兴趣。

Unit8-It-must-belong-to-Carla.-教学设计教学准备1. 教学目标1. 功能(1)能够听懂描述有关物品归属的对话。

(2)能够在听读信息输入中获取相关信息，并掌握情态动词must, could, might,can\'t表推测的用法。

2. 常用词汇和短语whose; truck; rabbit; valuable; belong to; at the picnic; attend a concert; pick up3. 学习策略正确运用情态动词进行推断，同时能根据相关信息预测、推断事情。

2. 教学重点/难点must表示推测“可能性”时，语气很强，较有把握，而could和might表示把握性不大的推测，意为“可能、也许”， might的可能性比could更小。

3. 教学用具4. 标签教学过程Step 1 Listening (1b)Prelistening activities1. Look at P57 and P58, and put the following sentences into Chinese orally.(1)—Whose book is this?—It must be Mary's. J．K. Rowling is her favorite writer.(2)That toy truck must belong to Jane's little brother.(3)Here is a hair band, so the person can't be a boy.(4)But then the schoolbag could belong to Rita.(5)She's always forgetting things.(6)Then it must be Linda's schoolbag.2. Put the following sentences into English orally, and then write them down without looking at the text.(1)它一定是卡拉的。

Unit 8 It must belong to Carla.Section A (3a-4c)一、教学目标：知识与技能1.Master the key words: laboratory, coat, sleepy.2.Be able to make inferences using the modal verbs.3.Improve students’ integrated skill.过程与方法1.Explain the grammar in details.2.Automomous and cooperative approach.情感、态度与价值观Cultivate students’ interest in English.二、教学重难点教学重点：1.Master the key words and phrases.2.Be able to make inferences using the modal verbs.教学难点：How to make inferences using the modal verbs.三、教学过程Ⅰ.Challenge yourselfFill in the blanks with must, might, could or can’t（多媒体展示）1. The notebook ___________ be Ming’s. It was on her desk.2. The homework ________ be Carol’s. She wasn’t at school today.3. The soccer ball ____________ be John’s or Tony’s. They both play soccer, don’t they?4. The French book _______ be Li Ying’s. She’s the only one that is studying French理由：通过填空练习复习及导入本节课内容。