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Unit3 SectionB（3a-Self Check）精品教案一、教学目标：1. 语言知识目标：1) 复习情态动词表推测的用法，短语。
2) 学会用情态动词来推测。
2. 情感态度价值观目标：让学生根据已有事实推测可能性。
面对暂时不可解释的事情，不信谣不传谣。
二、教学重难点1. 教学重点：1) 能根据上节所学短文，完成写段落关键词及短文填空的任务。
2) 掌握本单元所学情态动词表推测的用法，并能正确运用此句型来进行表达。
3) 能综合运用就本单元所学习的语言知识来写作推测事件发展可能性。
2. 教学难点：有条理地写出事件发生过程和事件发展可能性。
三、教学过程Ⅰ. Revision1. Have a dictation of the new words and expressions.2. Review the main phrases and sentences.1) 属于 belong to2) 最喜爱的作家 favorite writer3) 怎么啦? What’s wrong?4) 参加音乐会 attend a concert5) 捡起 pick up6) 不平常的事 something unusual7) 奇怪的噪音 strange noisesImportant sentences:Stonehenge, a rock circle, is not only one o f Britain's most famous historical places but also one of its greatest mysteries. However, historian Paul Stoker thinks this can't be true because Stonehenge was built so many centuries ago.…, but most agree that the position of the stones must be for a special purpose.Most historians believe it must be almost 5,000 years old.And perhaps we might never know, ...II. Work on 3a1. Tell Ss to read through the article in 3a on page 59 again. And answerthe following questions.What do you think the noise could be?Why do you think that?2. Then talk with a partner about your inferences and reasons.3. Let Ss tell out their answers.III. WritingWork on 3b1. Tell Ss what they should do.Look at this newspaper headline and finish the article about the strange happenings.Writing tips:First part: background information about the mysterySecond part: how the mystery was solvedThird part: how the people in the neighborhood now feel2. 写作指导：[单元话题分析]根据一些依据或者现象进一步判断出一个结论。
Unit 3 It must belong to Carla.1．教材分析本单元以It must belong to Carla为话题，共设计了三部分的内容：Section A该部分有3个模块：第一模块围绕Whose volleyball is this? 这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕上一模块中的话题进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕前两个模块中的“making inferences”展开训练。
11. Teaching procedures and ways 教学过程与方式Language goals 语言目标1.Words & expressions 生词和短语picnic, author, belong, belong to2.Key sentences 重点句子Whose volleyball is this? (P34)It must be Carla’s. (P34)Ability goals 能力目标Enable the students to infer the owners of the thing s using “must”, “might”, “could”, and “can’t”.Emotion & attitude goals 情感和态度目标Learn to infer the owners of the things purposefully.Strategy goals 策略目标Listen and match each person with a thing.Culture awareness goals 文化意识目标Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”. Teaching important points教学重点Learn to make inferences using “must”, “might”, “could” and “can’t”.Teaching Procedures and ways 教学过程与方式Step I Revision and Lead-inAsk the students to do a game guessing the owners of things.T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something and don’t know who the owner is, what would you doSs: We would try to guess who the owner is, then give it to him/her.T: Now, boys and girls, close your eyes.Collect some books from the students and put them together, asking the students to guess whose books they are.T: OK, open your eyes, please.Hold up one of the books.T: Whose book is this?S1: Bill’s ?T: It might be Bill’s. Let’s ask him. Bill, is this your book?S2: No, it’s not mine.T: Well, it isn’t Bill’s. He says it’s not his.S2: Is it Anna’s?T: Let’s ask her. Anna, is this your book?S3: No, it isn’t.T: So it’s not Anna’s book. And it can’t be Maria’s. Because I didn’t take hers. Then whose book is it?S1: Is it Lee’s?T: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s.Step II Brainstorming (1a: P 34)T: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be Maria’s. It must be Lee’s. Now, look at 1a on Page 34. What can you see in the picture?S: W e can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.T: It isn’t hard for us to judge wh o the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Then ask the students to read their answers.S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.Step III Listening and speaking (1b: P 34)Ask the students to read the instruction in 1b.T: Read the instructions and find out what you are asked to do.S1: To match each person with a thing and a reason.T: As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to match the thing in the second column with the reason in the third column.Ask the students to listen to the recording for the first time. T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.Point out the sample answer.T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing th ey are talking about. And the word volleyball in the second column connected with the sentence S he loves volleyball. in the third column.Ask the students to listen to the recording again.T: Now listen to the conversation again. This time connect the items in the three columns.Play the recording again.T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better readthe example in the boxAsk the students to make dialogues after the model.T: Now work with a partner and practise making conversations. Sample dialogue 1:S1: Look! Whose toy car is this?S2: It must be Jane’s little brother’s. Because he was the only little kid in the picture.Sample dialogue 2:S3: Look! Whose book is this?S4:It must be Mary’s. Because Hemingway is her favorite author.Sample dialogue 3:S3: Whose CD is this?S4: It must be Grace’s. Because she always listens to classical musi c.Step IV Homework1.Ask the students to do more practice as required in 1c on Page 34.2.Ask the students to prepare for the next period: If you are not sure of something, how do you make inferences?。
Unit 3 It must belong to Carla。
The Fifth Period Grammar Focus / Writing / Self CheckTeaching aims（教学目标）知识目标：1．口、笔头掌握以下句型：1）Whose volleyball is this?2）It must be Carla’s。
She loves volleyball。
3）It could be Mei’s hair band。
4）I’m not sure, but it can’t be a dog。
2。
熟练掌握以下词汇: laboratory, coat, sleepy, pocket技能目标：1。
通过对本单元语法的复习和巩固,学会归纳与总结。
2。
通过对写作内容和写作方法的分析完成写作任务。
情感态度：通过对奇怪现象的分析和真相的思考,养成爱思考的习惯。
（本节课的生词较少,而且单词的拼写比较简单,所以学生学起来不会感到困难,如果班级学生的水平较高,可以鼓励学生当堂掌握。
）Difficulties（难点）：对本单元语法的复习和巩固,学会归纳与总结。
Teaching steps（教学步骤）1。
Work on 4c。
Look at this picture of a room。
How much can you tell about the person who lives here? Is it a boy or a girl? What are his/her hobbies? Discuss your ideas with a partner。
A: It could be a girl’s room because it’s very tidy。
B: I guess so。
But it might be a boy’s room because the clothes look like boys’ clothes。
鲁教版英语九年Unit 3 It must belong to Carla Section A 1a-2d 教学设计一. 教材分析鲁教版英语九年Unit 3 It must belong to Carla Section A 1a-2d 主要讲述了在学校的失物招领处，学生们在寻找自己丢失的物品。
本节课的主要语言目标是让学生能够运用情态动词 must 表示猜测，并能够运用一般过去时描述过去发生的事情。
本节课的内容与学生的生活紧密相连，能够激发学生的学习兴趣。
二. 学情分析九年一班的学生们英语水平参差不齐，但大部分同学对英语学习有浓厚的兴趣。
在学习情态动词 must 的时候，学生们可能对 must 的用法和语境有些困惑。
而对于一般过去时的运用，部分同学可能还不够熟练。
因此，在教学过程中，需要关注学生的个体差异，有针对性地进行教学。
三. 教学目标1.知识目标：学生能够掌握情态动词 must 的用法，能够运用一般过去时描述过去发生的事情。
2.能力目标：学生能够通过听力、口语、阅读和写作等多种方式，运用所学知识进行交流。
3.情感目标：学生能够培养对英语学习的兴趣，增强团队合作意识。
四. 教学重难点1.重点：情态动词 must 的用法和一般过去时的运用。
2.难点：情态动词must 在不同语境中的运用和一般过去时的准确运用。
五. 教学方法1.情境教学法：通过设定学校失物招领处的情境，让学生在实际语境中学习英语。
2.任务型教学法：通过小组合作完成任务，激发学生的学习兴趣，提高学生的参与度。
3.交际法：通过听力、口语、阅读和写作等多种方式，培养学生的英语交际能力。
六. 教学准备1.教学材料：教材、多媒体课件、录音机、磁带、实物等。
2.教学环境：教室、座位排列便于交流和互动。
七. 教学过程1.导入（5分钟）教师向学生展示学校失物招领处的图片，引导学生谈论自己在学校丢失物品的经历，激发学生的学习兴趣。
2.呈现（5分钟）教师通过多媒体课件呈现情境，让学生听录音，回答问题。
Unit3 SectionA（3a-3c）精品教案一、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）阅读短文，能按要求获取相关的信息。
3）通过阅读训练来提高学生们的阅读能力。
4) 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、教学过程I. Revision1. Have a dictati on of the new words learned in the last class.2. Check the phrases.II. PresentationPresent the new words in the dialogues.A: Do you hear strange noise s outside our window?B: Yes, something unusual is happening in our town.A: My father called the policeman, but he couldn’t find anything strange.B: Maybe it was a wolf, everyone in our town is feeling uneasy.III. ReadingWork on 3a:1.Tell Ss to read the article and decide which might be the best title.A.A Small and Quiet TownB.Strange Happenings in my townC.Animals in our neighborhood2. 方法指导：先读懂所给的三个句子的意思，明确标题大意。
鲁教版英语九年Unit 3 It must belong to Carla Section B 3a-Self Check 教学设计一. 教材分析鲁教版英语九年Unit 3的主题是“It must belong to Carla”，主要讲述了一个关于丢失物品和推测物品归属的故事。
本节课的重点是让学生掌握情态动词must的用法，学会用情态动词must提问和回答物品归属的问题。
通过本节课的学习，学生能够正确运用情态动词must进行推测，提高他们的语言运用能力。
二. 学情分析九年一班的学生英语水平整体较高，他们对情态动词的用法有一定的了解。
大部分学生能够熟练运用情态动词can和may进行简单的问答。
但是，对于情态动词must的用法，部分学生可能还存在一定的困惑。
因此，在教学过程中，需要针对性地进行讲解和操练，帮助学生掌握情态动词must的用法。
三. 教学目标1.知识目标：学生能够掌握情态动词must的用法，学会用情态动词must提问和回答物品归属的问题。
2.能力目标：学生能够正确运用情态动词must进行推测，提高他们的语言运用能力。
3.情感目标：通过小组合作和讨论，培养学生的团队协作精神和积极参与的态度。
四. 教学重难点1.重点：情态动词must的用法，学会用情态动词must提问和回答物品归属的问题。
2.难点：正确运用情态动词must进行推测，并在实际情境中灵活运用。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实际操作中学会运用情态动词must。
2.情境教学法：创造各种情境，让学生在真实的环境中感受和理解情态动词must的用法。
3.小组合作学习：鼓励学生进行小组讨论和合作，提高他们的团队协作能力和语言运用能力。
六. 教学准备1.教学PPT：制作含有图片、情境和任务的PPT，辅助教学。
2.教学道具：准备一些丢失的物品，用于创设情境。
3.教学音频：准备一些与情态动词must相关的音频材料，帮助学生更好地理解和学习。
Unit 3 It must belong to Carla.The Third Period Section A 3a–3cTeaching ai ms（教学目标）一、熟练掌握以下词汇: noise, policeman, wolf了解以下词组的语音、语义：each other, have fun, too much二、口、笔头掌握下列句型：1. My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun.2. They think it might be the wind.3. There mu st be something visiting the homes in our neighborhood.三、学习掌握情态动词must, might, could 和can’t与现在进行时的连用。
四、通过对一些奇怪现象的推测和最后真相的思考，培养讲科学，信科学的思想。
（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。
）Difficulties（难点）：本课重点句型的掌握。
Teach ing ste ps（教学步骤）1.新课导入。
观察图片，并结合自己的实际情况表达一下自己周围的环境1. What problems do you have in your neighborhood?2. Our neighborhood教学设计说明：利用图片导入新课，能更好的调动学生的积极性。
2. SkimmingLook through the passage quickly to find the main idea without having to read every word. Task 1 Eve ryone in our neighborhood is uneasy. Why?Task 2 Work on 3a.Read the article and decide which might be the best title.A. A Small and Quiet TownB. Strange Happenings in My TownC. Animals in Our Neighborhood教学设计说明：利用快速阅读的方法，了解文章大意。
