Unit-8-It-must-belong-to-Carla教学设计

It Must Belong to Carla教案一、教学目标1. 让学生掌握情态动词must的用法，理解其表示推测和必须的含义。

2. 培养学生运用情态动词must进行口语交流的能力。

3. 提高学生对人物外貌特征的观察能力。

二、教学内容1. 情态动词must的用法。

2. 描述人物外貌特征的词汇。

三、教学重点与难点1. 重点：情态动词must的用法。

2. 难点：用情态动词must进行人物外貌特征的描述。

四、教学方法1. 情景教学法：通过设置情景，让学生在实际语境中学习情态动词must的用法。

2. 任务型教学法：通过完成任务，培养学生运用情态动词must进行口语交流的能力。

五、教学过程1. 导入：展示一张Carla的照片，让学生观察并描述Carla的外貌特征。

2. 新课内容：介绍情态动词must的用法，举例说明其表示推测和必须的含义。

3. 情景练习：设置一个情景，让学生运用情态动词must描述人物外貌特征。

4. 小组讨论：学生分组，用情态动词must描述自己组内成员的外貌特征。

5. 课堂游戏：设计一个游戏，让学生通过观察外貌特征，猜测卡片上的人物是谁。

6. 总结与反馈：教师对学生的表现进行点评，指出不足之处，给予鼓励。

7. 课后作业：让学生运用情态动词must描述自己或朋友的外貌特征，并写在日记中。

六、教学评价1. 通过课堂表现、小组讨论和课后作业，评价学生对情态动词must 的掌握程度。

2. 观察学生在口语交流中运用情态动词must的准确性and confidence.七、教学拓展1. 引导学生运用情态动词must编写小故事，展示对知识的深入理解。

2. 组织学生进行角色扮演，模拟实际场景中使用情态动词must的情况。

八、教学资源1. Carla的照片。

2. 描述人物外貌特征的词汇卡片。

3. 情态动词must的练习题。

九、教学步骤1. 展示Carla的照片，引导学生描述她的外貌特征。

2. 讲解情态动词must的用法，举例说明。

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 /migh t 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 ? It 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。

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。

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。

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。

Unit8 It must belong to Carla.(The First Period( Section A 1a~1c))Ⅰ. Teaching Aims1. Knowledge Objects(1) Key V ocabularybelong to, whose, picnic, rabbit(2)Target Language-Whose volleyball is this?-It must belong to Carla. She loves volleyball.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ speaking skill.(3) Learn to make inference by using must, might, could & can’t. 3. Moral ObjectDon’t put off today’s work for tomorrow. Today’s work must be done today.Ⅱ. Teaching Key Points1. Improve listening and speaking skills.2. Make inferences by using the target language.3. Master the usages of must, might, could and can’t.Ⅲ. Teaching Difficult PointMake inferences by using the target language.Ⅳ. Teaching Methods1. Task-based method (Pair work & Group work)2. Guessing gameⅤ. Teaching Aids1. A tape recorder2. A Power Point FileⅥ. Teaching ProceduresStep I Warming up & Lead in1. Teacher come into classroom with a book. And ask the students: I have a book. But it isn't mine. Whose book is this, do you know? we can guess and make inferences. But how to make inferences? Today we will learn how to make inferences by using must, might, could & can’t. Unit 8 It must belong to Carla.(创设真实情景，导入新课。