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Topic:Unit 8 It must belong to Carla.Period: Period 1Section A(1a-2c)Provider: C hen JinfeiTeaching aims:Knowledge aims:（1）Key vocabularies：whose，truck，picnic,rabbit（2）Key structures: ---Whose volleyball is this?---It must be Carla’s. She loves volleyball.---Whose book is this? ---It must be Mary’s. J.K. /It must belong to Mary.J.K. Rowling is her favorite writer.---What’s inside? --There’s a T-shirt and …Ability aims:(1)Students can know whose object(s) it is/they are.(2) Students can improve their communicative competence by using the target language. Emotional aims:Don’ｔthrow things everywhere. To bring litter back when we are on a picnic or out.Teaching important points:(1)Ss can learn whose thing(s) this is / these are .(2)Ss can grasp the usage of “belong to sb.” and “must, might, could, can’t be sb’s…”. Teaching difficult points:Ss can g rasp the usage of “must, might, could, can’t”Teaching aids:A tape recorder and CAITeaching procedures:Teacher’s activities Students’ activities PurposesStep1 Lead-in(1)Show some pictures of Yao Ming and guess: Who is he ? Lead in: He can’t be…/ He could/ might/ must be…(2) Show some pictures of football, toy truck，schoolbag, T-shirt to the students and teach: It /can’t /might /could /must be XXX’s. or It belong to XXX，because…To guess who he is by lookingat the pictures .To learn whose +object(s) it is.It can’t /might /could /mustbe XXX’s. or It belong to XXX，because…Show some pictures and learnsome new words. Ss canunderstand how to use: can’t,could, might, must.Step2 PairworkShow some pictures to the Ss and ask them to work in pairs. A:Whose book/bicycle/T-shirt is this? Ss do pairwork. To make sure Ss can use theModal verb correctly.B: It must/ can ’t/ might/ couldbelong to XX./ It must/ can ’t/might/ could be XX ’s .Because …．Step3 Listening(1)Look at the picture and work on 1a. Finish 1a(2)Play the tape, listen to theconversation and matcheach person with a thingand a reason. Work on 1b. (3)Ask Ss to talk about the persons in 1b, like: The volleybal l must be Carla ’sbecauseshe lovesvolleyball.(4)Work on 2a and 2b.Do exercise on 1a.Listen to the conversation and match.Ss talk about the persons in 1b and repeat the sentences.Listen and do 2a , 2b. Review the words. To improve the listening skills. To consolidate listening skills.To improve the listening skills. Step4 PairworkWork on 2c. Ask the Ss tomake conversations using theinformation in 2a and 2b. Do 2c in pairs:. A: Look! There ’s a schoolbag here.B: What ’s inside?A: There ’s a T -shirt, ...To practice the speaking skills. Step5 SummarySummarize the modal verb and whose + objects ...? Itmust/ could/ might/ can ’t be …It must/ could/ might/ can ’tbelong to …To learn and summarize the modal verb. To consolidate the grammar. Step6 ExerciseAsk the Ss to do the exercises.Ss do the exercises. To consolidate the grammar. Homework1.Oral homework: Read Section A 1b, 2aand 2b 2.Written homework: Make up at least five sentences with the structure “…must/ could (might)/ can ’ｔ动词原形because …”Bb designUnit 8 It must belong to Carla.Period 1 Section A (1a —2c)New wordsA: Whose book/toy truck/… is this? truckB: It must be Mary ’s. J.K. /It must belong to Mary. rabbit J.K. Rowling is her favorite writer.A: What ’s inside?B: There ’s a T-shirt and …。
It must belong to Carla教案第一章：引言1.1 目标：让学生理解并能够使用情态动词must的肯定句和否定句。
1.2 教学内容：引入情态动词must的用法。
学生通过观察和练习，理解must的肯定句和否定句的结构。
1.3 教学活动：通过提问引导学生思考，例如：“你确定它是Carla的吗？”来引入must的用法。
示例句子：“It must belong to Carla.”，让学生模仿并练习使用must的肯定句。
通过示例句子：“It cannot belong to Carla.”，让学生理解并练习使用must 的否定句。
1.4 练习：学生分组，互相练习使用must的肯定句和否定句。
教师提供一些物品，学生需要用must和cannot来判断物品的归属。
第二章：情景对话2.1 目标：让学生能够在实际情景中运用情态动词must。
2.2 教学内容：学习如何使用must来表达猜测和推断。
学生通过角色扮演和对话练习，能够在实际情景中运用must。
2.3 教学活动：提供一个情景：Carla丢失了一支笔，学生需要帮助Carla找到失物。
学生分组，轮流扮演Carla和帮助者，使用must来表达猜测和推断。
示例对话：“Carla：Do you think it belongs to me? 学生：Yes, it must belong to you.”2.4 练习：学生自主编写对话，使用must来表达猜测和推断。
教师选取一些对话进行展示和讨论。
第三章：语法讲解3.1 目标：让学生理解情态动词must的被动语态。
3.2 教学内容：学习情态动词must的被动语态结构：is/am/are + done。
学生通过例句和练习，理解并能够使用must的被动语态。
3.3 教学活动：解释情态动词must的被动语态结构，例如：“It must be belongs to Carla.”提供一些示例句子，让学生理解must的被动语态。
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。
It must belong to Carla教案一、教学目标1、语言知识目标学生能够掌握并正确运用“belong to”的用法及相关句型。
学生能够理解和运用与物品归属相关的词汇，如“owner”“possession”等。
2、语言技能目标学生能够通过阅读和听力理解有关物品归属的文本和对话。
学生能够用英语准确表达物品的归属。
学生能够在口语和书面语中正确运用“belong to”句型进行交流和描述。
3、情感态度目标培养学生观察和推理的能力，激发学生对英语学习的兴趣。
引导学生在交流中尊重他人的观点和意见，培养合作学习的精神。
二、教学重难点1、教学重点“belong to”的用法及相关句型。
与物品归属相关的词汇和表达方式。
2、教学难点区分“belong to”和“be ＋名词所有格/物主代词”的用法。
引导学生在实际情境中准确运用所学知识判断物品的归属。
三、教学方法1、情景教学法通过创设真实的情境，让学生在具体的情境中感受和理解“belong to”的用法。
2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中巩固所学知识，提高语言运用能力。
3、归纳总结法引导学生对所学知识进行归纳总结，帮助学生构建系统的知识框架。
四、教学过程（一）导入（5 分钟）通过展示一些物品的图片，如书包、自行车、手机等，询问学生这些物品可能属于谁，引导学生用英语进行猜测，如“It might belong to Tom” “It could be Mary's” 从而引出本节课的主题“It must belong to Carla”。
（二）词汇学习（10 分钟）1、展示与物品归属相关的词汇，如“owner”“possession”“belongings”等，通过图片、例句等方式帮助学生理解这些词汇的含义和用法。
2、进行词汇练习，如填空、选择等，让学生巩固所学词汇。
（三）“belong to”句型学习（15 分钟）1、讲解“belong to”的用法，强调其主语通常是物品，宾语是人，表示“属于某人”。
Topic:Unit 8 It must belong to Carla.Period: Period3SectionB(1a-1d)Teaching aims:Knowledge aims:（1）Key vocabularies：alien suit（2）Key structures：might/must/could/can’t +doingAbility aims:(1)Students can learn to understand and use must, might, could and can’t for making inferences.(2) Students can learn to write, listen and speak about what people might be doing if something strange happened.Emotional aims:The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Teaching important points:(1) The usage of “belong to sb.” and “must, might, could, can’t”.(2) The usage of the usage of “might/must/could/can’t +doing”.Teaching difficult points:Ss can distinguish the usage of “might/must/could/can,t+doing”and write, listen and speak about what people might be doing if something strange happenedTeaching aids:A tape recorder and CAITeaching procedures:Teacher’s activities Students’ activities PurposesStep 1:Revision To ask and answer by looking atthe pictures.S1:What does he/she do?S2: He/she must, might,could and can’t be…Show some pictures and revise the usage of must, might, could and can’tStep 2 Lead -in To ask and answer to learn thenew words and the structures of“might/must/could/can’t+doing”.by looking at thepictures..T:What is he/she/it doing?S: He/she/it must, might, couldand can’t be doing…learn the new words and the structures of “might/must/could/can’t+doing”.by looking at the pictures..Step3 work on 1a Look at the pictures. Then use thewords from the box to speak andwrite a sentence about eachpicture. To improve the speaking and writing skills.Step 4 1b Listen and number the pictures. Then write two or three sentences to finish the story. 1.Listen to the tape and numberthe pictures. and check theanswers.2write two or three sentences tofinish the story.To improve the listeningskills.To improve Ss’writingability.Step 5 1c Listen again. Complete the sentences. Listen again. write the words Sshear. And then check the answers.To improve listening skillsand writing and speakingskills.Step 6 Listen again and fill inthe blanks according to listening material. Listen again and fill in the blanksAnd then check the answers.To consolidate Ss’listeningand writing ability.Step 7 Pairwork1.Ask the students to dopair work. Ask somepairs to act out.2.Make the similarconversations and asksome pairs to act out.. Students work in pairs:A:? B: …Students Make the similarconversations and ask some pairsto act out..in pairs:A:? B: …To improve Ss’speakingability.Consolidate key sentences.Step 8 Homework Oral workRead and try to remember the newwords and phrases.Prepare for the newwords of reading.Written workWrite a report to according to 1C. It helps Ss to consolidate the knowledge we learned today.Bb designUnit 8 It must belong to Carla.Period 1 Section B (1a—1d) chase=run after an alienIt might be readingHe could be playing basketball.He could be playing basketball.He must be painting.He can’t be doing homework.小结：must /could/might/can’t be +doing表示“一定/可能/不可能正在做…”。
It must belong to Carla教案章节一：引言与情境设定教学目标：1. 让学生理解并掌握基本的情态动词“must”的用法。
2. 培养学生运用“must”进行猜测和判断的能力。
教学内容：1. 引入Carla 这个角色，让学生对她产生兴趣。
2. 通过图片和故事情境，引导学生猜测物品的主人。
教学步骤：1. 向学生介绍Carla，展示她的照片，并引导学生关注她身边的物品。
2. 让学生观察并描述Carla 身边的物品，引导学生猜测这些物品的主人。
3. 通过提问引导学生使用“must”进行猜测，例如：“Whose phone is it? It must belong to Carla.”练习活动：1. 学生分组，每组选择一张Carla 的照片，并尝试猜测她身边的物品的主人。
2. 每组轮流展示他们的猜测，并使用“must”进行说明。
章节二：基本用法与练习教学目标：1. 让学生掌握情态动词“must”的基本用法。
2. 培养学生运用“must”进行肯定和否定句的表达能力。
教学内容：1. 讲解“must”的基本用法，如：必须、肯定、猜测等。
2. 引导学生进行肯定和否定句的练习。
教学步骤：1. 通过例句讲解“must”的基本用法，例如：“I must go to school now.”、“It must be Carla's phone.”2. 让学生练习使用“must”进行肯定和否定句的表达，例如：“I must go.”、“I must not go.”练习活动：1. 学生分组，每组编写几个使用“must”的肯定和否定句。
2. 每组轮流展示他们的句子，并解释句子的含义。
章节三：情境练习与互动游戏教学目标：1. 让学生在实际情境中运用“must”进行交流。
2. 培养学生运用“must”解决实际问题的能力。
教学内容：1. 通过情境练习，让学生在实际情境中运用“must”。
2. 设计互动游戏，巩固学生对“must”用法的掌握。
学科English 课型 4 年级9年级课题Unit 8 It must belong to Carla.
教学要求1. Talk about consequences 2. Be able to use “If you do, you will be late.”
3. Master If you go to the party, you’ll have a great time.
教学重难点1．Listening practice 2．Writing practice1．
3.Write two or three sentences to finish the story.
4．Listen and complete the sentences.
教
法
五步教学法
3P教学法
分组活动法教学过程及教师活动学生活动设计意图
Step 1 Revision
1．Invite a student to read the thank-you message Linda wrote to Anna to the class. 2．Get different pairs of students to read the conversations in Activities 3b and 4. Step 2 Presentation
I. Part 1
This activity provides writing practice using the target language.
Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.
Check the answers on the blackboard.
II.2aThis activity gives students practice understanding and writing the target language in spoken conversation.
Read the instructions to the class. Point to the three pictures in Activity 1. Play the recording the first time.
Play the recording again.
Check the answers.
Encourage students to write two or three sentences to finish the story.
Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.
III.2b This activity gives students practice listening and writing the target language.. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause Read the message
and the
conversations.
Repeat the words
in the box
Look at the
pictures and
write a sentence
about each
picture.
Only listen.
Listen and number
the pictures.
Write two or three
sentences to
finish the story.
对上节课所学知
识进行复习。
训练学生的写作
能力。
听写结合，对听力
的要求更高一层。
把所学知识口语
化，时学生的记忆
更加深刻，使用更
button as necessary.Show the answers on the screen by a projector so that students can check the spelling and other details of
their answers.
Step3 Consolidation and extension
2c This activity provides oral practice using the target language.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help as needed.
Ask several pairs to say their conversations to the class.
Step4 Summary Start by reading
the conversation
in the box with
their partner.
Then role play conversations
using information
in Activity 2b.
加便捷。
作
业
布
置
Do xin kecheng on page 50-51.
教
学
反
思。
