人教版九年級英語Unit 8 It must belong to Carla.教案

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1、 Unit 8 It must belong to Carla. Section A 1 (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞：truck, picnic, whose, pink, rabbit, magazine 能掌握以下句型： ① The person must go to our school. ② —Whose book is this? —It must be Mary's. /It must belong to Mary. 2) 能夠用情態(tài)動詞表推測. 2. 情感態(tài)度價值觀目標： 讓學生根

2、據(jù)已有事實推測可能性。 二、教學重難點 1. 教學重點： 1) 掌握本課時中出現(xiàn)的生詞truck, picnic, volleyball, whose, pink, rabbit, valuable, somebody, anybody 2) 學會描述表示物品所屬提問和回答： —Whose book is this? —It must be Mary's. 2. 教學難點： Whose .......is this? 句型 三、教學過程 Ⅰ. Finish 1a. 1. Look at the chart in 1a, then discuss wi

3、th your group mates. Try to fill in the chart with words to describe people. 2. Let some Ss say their answers. Let other Ss add more. Ⅱ. Presentation Present some pictures about the new words, then learn. Ⅲ. Listening 1. T： Here are some things belonging to those five people. Listen and m

4、atch each person with a thing and a reason. 2. Play the recording for the Ss to listen. 3. Ss listen and try to match the each person with a thing and a reason. 4. Check the answers. Ⅳ. Pair work 1. Look at the conversation in 1c and make conversations in pairs. 2. Let some pairs ask

5、and answer in pairs. e.g. A： Whose book is this? B： It must be Mary's. J.K. Rowling is her favorite writer. Ⅴ. Listening Work on 2a： T： Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. 1. Look at the chart in 2a. 2. Play the recording for

6、the Ss to listen and check the words they hear. 3. Play the recording again to check the answers. Work on 2b： 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to fill in the blanks with the right word

7、s. 3. Play the recording again to check the answers. Summary： 表推測的形容詞的用法 Ⅵ.Pair work 1. Tell Ss to make conversations about the schoolbag using the information in 2a. 2. Let some pairs act out their conversations before the class. e.g. A: Look! There's a schoolbag here. B: Wh

8、at's inside? A: There’s a T-shirt, … Ⅶ. Role-play 1. Read the conversations and Let Ss read after the teacher. 2. Explain some new words and main points in the conversation. 3. Ask Ss to role-play the conversation in groups. VIII. Language points 1. It must belong to Carla

9、. belong to 意為“屬于”，它一般不用于 進行時態(tài)和被動語態(tài)。如： The hair band belongs to Anna. (√) The hair band is belonging to Anna. (×) The hair band is belonged to Anna. (×) 此外, belong to sb. 通?？梢院兔~性物主代詞或名詞所有格(一般是’s 所有格)互相轉(zhuǎn)換。如： The blue jacket belongs to him / Jerry. →The blue jacket is his /

10、 Jerry’s. 2. Well, where did you last put it ? last adv. 上次; 最近的一次; 最后一次 last除用于句末外, 還常置于句子中間。 e.g. When I last saw her, she was working in Shanghai. 我上次見她時, 她在上海工作。 When did you see him last? 你最近見到他是什么時候? 3. I attended a concert yesterday so it might still be in the mus

11、ic hall. 辨析 join/take part in/attend join指加入某個黨派, 團體組織等, 成為其中一員, 意為“ 參軍, 入黨, 入團 ”。 e.g. join the Army/the Party/the League join sb. in (doing) sth. 和某人一道做某事 e.g. Will you join us in the picnic? 你參加我們的野炊嗎？ join in多指參加小規(guī)模的活動如“游戲, 比賽”, 口語中常用。 e.g. Join in the basketball game. 參加籃球賽。 t

12、ake part in 指參加會議或群眾性活動, 著重說明主語參加該項活動并在活動中發(fā)揮作用。 e.g. We’ll take part in the sports meeting/club. take an active part in 積極參加…… attend 正式用語 vt. 指參加會議, 婚禮, 葬禮, 典禮; 去上課, 上學, 聽報告等。 句子主語只是去聽, 去看, 自己不一定起積極作用。 e.g. I attended a night school. 我上夜校。 4. I think somebody must have picked it up. mu

13、st在此處表示推測, 意為“一定”。英語中當情態(tài)動詞后接have done時, 表達對過去的事情進行推測, 故must have done something表示“過去一定做過了”這樣的意思。 e.g. He’s playing outside. He must have finished his homework. 5. I’ll call them now to check if anybody has it. anybody pron. 任何人 常用于否定句或疑問句中; 當用于肯定句中時, 相當于any person, 意為“任何 人”。

14、 e.g. I will not tell anybody the secret. IX. Exercises X. Homework 1. Recite the conversations in 2d. 2. Finish the exercises in the workbook. 板書設計 教學反思 Section A 2 (3a-3c) 一、教學目標： 1. 語言知識目標： 1) 學習掌握下列詞匯： policeman, noise, wolf, happening, uneasy 2）閱讀短文，

15、能按要求獲取相關的信息。 3）通過閱讀訓練來提高學生們的閱讀能力。 4) 學習運用情態(tài)動詞表推測。 2. 情感態(tài)度價值觀目標： 面對身邊暫時不可解釋的現(xiàn)象，根據(jù)已有證據(jù)進行合理推測。不信謠，不傳謠。 二、教學重難點 1. 教學重點： 1) 掌握本部分出現(xiàn)的生詞和詞組，達到熟練運用的目標。 2) 閱讀短文，獲得相關的信息。通過閱讀練習，來提高閱讀能力。 2. 教學難點： 1) 閱讀短文，獲得相關的信息的能力。 2) 理解并運用所學的詞匯及表達方式。 三、教學過程 I. Revision 1. Have a dictation of the new words

16、learned in the last class. 2. Check the phrases. II. Presentation Present the new words in the dialogues. A: Do you hear strange noises 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: May

17、be it was a wolf, everyone in our town is feeling uneasy. III. Reading Work on 3a: 1. Tell Ss to read the article and decide which might be the best title. A. A Small and Quiet Town B. Strange Happenings in my town C. Animals in our neighborhood 2. 方法指導：先讀懂所給的三個句子的意思，明確標題大意。然后快速閱讀短文開頭和結(jié)尾，

18、爭取在較短的時間內(nèi)，確定課文大意。 3. 學生們，按老師指導的方法進行閱讀，確定課文大意。 4. 最后，教師讓部分說出自己的答案，并校對答案。 IV. Careful Reading 1. Work on 3b: 1. 學生們再次閱讀短文內(nèi)容，并完成3b中的內(nèi)容。 2. 學生們先讀3b中的單詞短語，理解其大意，然后仔細回讀短文，找到相同意思的單詞。 3. 讓學生們相互討論，并校對答案。 2. Work on 3c 1. Read the article carefully and write what people think about the strange

19、 noises. 2. Ss work in pairs. Let students discuss the answers. 3. Check the answers with the students. V. Language points 1. It used to be very quiet. used to do sth 曾經(jīng)，過去常常（現(xiàn)在不做了） be used to do sth. (=be used for doing sth.) 被用來做…… be used to doing sth 習慣于做…… 2. However, the

20、se days, something unusual is happening in our town. 構成：不定代詞+形容詞 (定語后置) e.g. 一些重要的事情something important un- 表示否定 usual 通常的 unusual 不平常的 happy 快樂的 unhappy 不快樂的 3. Victor, a teacher at my school, is really nervous. a teacher at my school 在句中作同位語。它指的是 Victor 。

21、 e.g. My sister, Helen, will have a picnic with me. 我的姐姐海倫將和我一起野餐。 4….but I couldn't see a dog or anything else, either. too “也” 肯定句。句末。 also “也”肯定句。句中，be后面,行為動詞前。 either “也”否定句。句末。 e.g. She is a singer, too. 她也是個歌手。 He can also sing the English song. 他也可以唱英文歌。 If you

22、don't go to the park, he won't go there, either. 如果你不去公園，他也不去。 5. One woman in the area saw something running away. see sb. doing sth. 看見某人正在做某事 （ 強調(diào)動作正在發(fā)生） see sb. do sth. 看見某人做某事 （強調(diào)發(fā)生的整個過程） e.g. I see mom cooking in the kitchen. 我看見媽媽正在廚房做飯。 Lucy said she saw

23、 me do the housework. 露西說她看見我做家務了。 6. The noise-maker is having too much fun creating fear in the neighborhood. have fun doing sth. 做某事玩得愉快。 =have a good time doing sth. =enjoy doing sth. e.g. I have fun flying kites. 我享受放風箏的樂趣。 VI. Homework 1. Make sentences with these words. used to,

24、have no idea, too... to... , see sb do sth，see sb doing sth 2. Review the article. 板書設計 教學反思 Section A 3 (Grammar Focus-4c) 一、教學目標： 1. 語言知識目標： 1) 學習掌握下列詞匯：laboratory, coat, sleepy, pocket 2）進行一步復習鞏固學習Section A 部分所學的生詞和詞組。 3）掌握情態(tài)動詞的用法和物體所屬的句型。 2. 情感態(tài)度價值觀目標： 面對

25、身邊暫時不可解釋的現(xiàn)象，根據(jù)已有證據(jù)進行合理推測。不信謠，不傳謠。 二、教學重難點 1. 教學重點： 1) 復習鞏固Section A 部分所學的生詞和詞組，達到熟練運用的目標。 2) 總結(jié)情態(tài)動詞的用法。 2. 教學難點： 1) 學習運用情態(tài)動詞的用法。 2) 掌握物體所屬的句型。 三、教學過程 Ⅰ. Revision Review some main phrases and sentences we learned in the last class. Ⅱ. Grammar Focus Fill in the blanks. 1. 這是誰的排球? ______

26、___ __________ is this? 這一定是卡拉的。她熱愛排球運動。It _________ be ______. She loves volleyball. 2. 這是誰的發(fā)帶？ _________ _________ is this? 它可能是梅的發(fā)帶?；蛘呖赡軐儆诹者_。她們兩人都是長頭發(fā)。 It _____ be Mei’s hair band. Or it ______ belong to Linda. They___ have long hair. 3. 那晚你看見了什么？ ______ did you see that night? 我不確定，但肯定不可

27、能是狗。它更大。我想也許是一頭熊或一匹狼。 I'm ____ _____, but it ____ _____a dog. It was bigger. I think it ____ _____ a bear or a wolf. Ⅲ. Try to Find 情態(tài)動詞表推測，可能性：must> can/could> may/might 一、must 表示可能性最大的肯定推測，意思是“一定、準是”。只能用于肯定句。如果要表示“一定不”，應該用can't。如果詢問可能性時，應該用can。 e.g. He must know the answers. 他肯定知道答案。 He

28、 can't know the answers. 他肯定不知道答案 Can he know the answer? 他知道答案嗎？ 二、can/could can表示推測“可能性”時，一般用于否定句或疑問句。can在疑問句中意思是“會，可能”。 e.g. He can’t pick her schoolbag up. 他不可能拿了她的書包。 could 用于表示某事有可能發(fā)生或可能是事實。 e.g. Don’t eat it. It could go bad. 不要吃它，可能壞了。 The plane could be put off by the storm. 這趟飛機可能

29、會因為暴風雨而推遲。 could可用于表示客氣、禮貌、委婉的請求語氣。 Could you please help me with my homework？你能幫我完成我的家庭作業(yè)嗎？ 3、 may/might may, might表示推測“可能性”時，意思是“可能”，“也許”。might不表示過去時態(tài)，語氣更委婉，可能性更小。may, might表推測時，可用于否定句，但不用于疑問句。 e.g. He may/ might not be at home, but I'm not sure. 他可能不在家，不過我也不確定。 四、推測時態(tài) 1. must: 推測現(xiàn)在/ 正在/ 過去

30、發(fā)生的動作。 e.g. He must have a car now. (現(xiàn)在) 他一定有一輛小汽車。 He must be finishing his homework at home. (正在進行) 他一定在家做作業(yè)。 He must have finished the work. (過去) 他一定已完成了工作。 2. can can/ can’t 后可接進行時/完成時，表示對現(xiàn)在發(fā)生的動作或過去發(fā)生的動作進行推測。 e.g. They can’t be reading in the library. 他們一定不在圖書館讀書。 He can’t

31、have gone to Shanghai because I saw him just now.他不可能去了上海，我剛看見他了。 3. may/ might May, might 可以推測現(xiàn)在正在發(fā)生的動作或過去發(fā)生的動作，還可以推測將來的情況。 e.g. He may/might be sleeping now. (現(xiàn)在) 他可能正在睡覺。 These people may/might have seen the film before. (過去) 這些人以前可能看過這部電影。 It may rain. There are some clouds. (將來)

32、可能會下雨。因為有一些烏云。 Ⅳ. Exercises Choose the correct answer. 1. — Excuse me. Is this the right way to the Summer Palace? — Sorry, I am not sure. It ________ be. A. might B. will C. must D. can 2. — Isn’t that Ann’s husband over there? — No, it ____ be him—I’m sure he doe

33、sn’t wear glasses. A. can’t B. must not C. won’t D. may not 3. You ______ be tired—you’ve only been working for an hour. A. must not B. won’t C. can’t D. may not 4. — Is John coming by train? —He should, but he ________ not. He likes driving his car. A

34、. must B. can C. need D. may Ⅴ. Practice Work on 4a. Choose the best way to complete each sentence using the words in brackets. 1. 讓學生們理解句子意思。 1. A: Where’s Jean? B: I’m not sure. She ______ (is/ might be/ must be) in the laboratory. 2. A: Everyone is going

35、 to the pool after school. B: Really? It _______ (must be / can’t be /could be ) hot outdoors. 3. A: That’s the phone. B: Hmm. I wonder who it _______ (must be / could be / should be). 4. A: I wonder if there are Jim’s glasses. B: They _______ (can’t be / might be / could be)

36、 his. He doesn’t wear glasses. 5. A: I hear water running in the bathroom. B: It _______ (could be / must be / can’t be) Carla. She was thinking of taking a shower. 2. 根據(jù)句意選擇正確的情態(tài)動詞。 3. 最后，通讀一遍句子，進行綜合理解，看句子內(nèi)容是否通順，合理。 4. Check the answers with the Ss. Keys: might be, must be, could

37、be, can’t be, must be 5. Explanation. (1) be sure (of/about sth/doing) 確信...，對...有把握 be sure to do sth “必定” ，“必然會”, "準會" (2) 表示“位移”的動詞用現(xiàn)在進行時態(tài)表將來，例如：go去，come來，leave離開，arrive到達，return 回來，fly 飛。 (3) wonder v. “想知道”（want to know） No wonder + 句子 “難怪.....” e.g. No wonder you are angry. 難怪你

38、覺得生氣。 (4) think of 想要；打算 e.g. I thought of playing basketball. 我想打籃球。 Work on 4b. Complete these responses. 1. Tell Ss to understand the sentences. 1. A: Many people are wearing coats. B: The weather must be ____. 2. A: Sally has been coughing a lot. B: She might be ____

39、___. 3. A: This restaurant is always very crowded. B: The food ________________. 4. A: Whenever I try to read this book, I feel sleepy. B: It can’t _____________________. 2. Let Ss write down possible answers as much as possible. 3. Let Ss check their answers with their partners. 4.

40、 Check the answers together. Keys: cold, sick/ ill, must be delicious, be interesting/ attractive Ⅵ. Group Work 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 c

41、ould 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. A：It could/ might/ can't be... because... B：I guess so/ I don’t think so. But it might/ could/ must be ... because ... Ⅶ. Homework Remember the Grammar. Fini

42、sh the exercise in 4c. 板書設計 教學反思 Section B 1 (1a-2e) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞：UFO, alien, run after, suit, express, not only...but also..., circle, Britain, receive, leader, midsummer, medical, prevent, energy, position, burial, honor, ancestor, victor

43、y, enemy, period 2) 能掌握以下重難句子： ① For many years, historians believed Stonehenge was a temple where ancient leaders tried 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. 情感態(tài)度價值觀

44、目標： 通過學習英國巨石陣, 培養(yǎng)對事物的探索精神。不信謠，不傳謠。 二、教學重難點 1. 教學重點： 1) 掌握本課時出現(xiàn)的生詞及用法。 2) 進行聽力訓練，提高綜合聽說能力。 3）閱讀短文，獲得相關信息，提高學生們的綜合閱讀能力。 2. 教學難點 1) 聽力訓練 2) 閱讀2b部分的短文并完成相關要求。 三、教學過程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. Let Ss recall the ideas of strange things. Ⅱ. Lead in Show some

45、pictures of the UFO and aliens. Ⅲ. Writing Work on 1a 1. Ss look at the pictures in 1a. Try to understand what’s happening. 2. Let Ss write a sentence about each picture. Possible answers: The alien is running after the man. The man is running. Work on 1b: 1. Play the recording and n

46、umber the pictures [1-3]. 2. Let Ss try to write more sentences to 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 go back to the earth. The man was scared. 3. Let some Ss write their sentences on the

47、 Bb. Ⅳ. Listening Work on 1c: 1. Tell Ss to read the sentences in 1c 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 and check the sentences Ss hear. 3. Check the answers. Ⅴ. Pair work Work in

48、 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 you think 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

49、to work. B: Well, he might be late for work. A: He looks kind of afraid. ...... Ⅵ. Preparation for 2b Work on 2a Match each linking word or phrase with its purpose. Then check the answers. Ⅶ. Reading Fast Reading 1. Tell Ss the following passage is the mystery of Stonehenge. Skim the art

50、icle and underline the sentences with linking words or phrases. 2. Check the answers with the Ss. ①Stonehenge, a rock circle, is not only one of Britain's most famous historical places but also one of its greatest mysteries. ②People like to go to his place especially in June as they want to

51、 see the sun rising on the longest day of the year. ③However, historian Paul Stoker thinks this can't be true because Stonehenge was built so many centuries ago. ④One of the greatest mysteries is how it was built because the stones are so big and heavy. ...... Careful Reading 1. T: Now

52、 let’s work on 2c. First, let Ss read the article again. Then try to put the right answers into the chart. 2. Check the answers with the class. Post reading Work on 2d 1. Tell Ss to understand linking words in 2a again. 2. Then use these words to complete the sentences. 3. Let some S

53、s say their answers. 4. Check their answers with the class and tell Ss why. Work on 2e 1. Show some pictures of the mystery places that are similar to Stonehenge. 2. Let Ss discuss the following questions: What do you know about these mysteries? What is mysterious about them? 3. Let so

54、me Ss show their understanding. Ⅷ. Language points 1. express v. 表達，表示 expression n. 表達 ，表示，表情 e.g. It expresses my love for the novel. 這表達了我對這部小說的愛。 an expression of support 表示支持 2. receive v. 接受；收到 e.g. Yesterday I received his gift, but I didn’t accept it so I re

55、turned it to him. 3. leader n. 領導，領袖 lead v. 帶領 e.g. Workers lead the leaders around the factory. 工人帶著領導參觀工廠。 4. midsummer n. 仲夏, 中夏 mid-autumn 中秋 midnight 午夜 e.g. It is said that the story happened in the midsummer. 據(jù)說故事發(fā)生在仲夏。 5. medical adj. 醫(yī)療的；醫(yī)學的 medicine n.

56、藥 e.g. Other people believe the stones have a medical purpose. 其他人相信石頭帶有醫(yī)療目的。 6. prevent v. 阻止；阻撓 prevent sb from doing 阻止某人做某事=stop sb from doing e.g. Nothing can?prevent?us from carrying out the plan. 什么也無法阻擋我們?nèi)嵤┻@個計劃。 7. energy n. 精力；力量 e.g. He is saving his energy for next week’s rac

57、e. 他正為下周的比賽養(yǎng)精蓄銳。 8. position n. 位置, 地方, 姿勢 e.g Tom raised himself to a sitting position. 湯姆坐了起來。 9. burial n. 埋葬；安葬 bury v. 埋 e.g. His body was brought back to England for?burial. 他的遺體已運回英國埋葬。 10. honor v. 尊重，表示敬意 n. 榮幸（=honour） e.g. It’s my honor to stand here to giv

58、e my speech. 我很榮幸能站在這兒作演講。 11. victory n. 勝利，成功 e.g. They celebrated their?victory?cheerily.? ?他們興高采烈地慶祝勝利。 12. enemy n. 敵人，仇人 e.g. be one’s own worst enemy是自己最大的敵人 13. period n. 一段時間；時期 e.g. the most difficult periods of history歷史上最艱難的時期 14. For many years, historians believed Stone

59、henge was a temple where ancient leaders tried to communicate with the gods. 此句中的where ancient leaders tries to communicate with the gods是由關系副詞where引導的一個定語從句，修飾名詞temple. 15. The large stones were put together in a certain way. in a certain way表示“以某種方式”，其中certain表示 “某一；某個；某些”的意思，用于名詞之前。 e

60、.g. The doctor is only at this hospital on certain days. 那位醫(yī)生只有在某些日子才在這所醫(yī)院。 16. As you walk there, you can feel the energy from your feet move up your body. 此句中的feel是感官動詞，其后可接賓語和不帶to的動詞不定式充當?shù)馁e語補足語，其用法與see, hear, watch等詞一樣。 e.g. We felt the house shake. Homework Find more information ab

61、out the mysterious things. 板書設計 教學反思 Section B 2 (3a-Self Check) 一、教學目標： 1. 語言知識目標： 1) 復習情態(tài)動詞表推測的用法，短語。 2) 學會用情態(tài)動詞來推測。 2. 情感態(tài)度價值觀目標： 讓學生根據(jù)已有事實推測可能性。面對暫時不可解釋的事情，不信謠不傳謠。 二、教學重難點 1. 教學重點： 1) 能根據(jù)上節(jié)所學短文，完成寫段落關鍵詞及短文填空的任務。 2) 掌握本單元所學情態(tài)動詞表推測的用法，并能正確運用此句型來進行表達。

62、3) 能綜合運用就本單元所學習的語言知識來寫作推測事件發(fā)展可能性。 2. 教學難點： 有條理地寫出事件發(fā)生過程和事件發(fā)展可能性。 三、教學過程 Ⅰ. Revision 1. Have a dictation of the new words and expressions. 2. Review the main phrases and sentences. 1) 屬于 belong to 2) 最喜愛的作家 favorite writer 3) 怎么啦? What’s wrong? 4) 參加音樂會 attend

63、a concert 5) 撿起 pick up 6) 不平常的事 something unusual 7) 奇怪的噪音 strange noises Important sentences: Stonehenge, a rock circle, is not only one of Britain's most famous historical places but also one of its greatest mysteries. However, historian Paul Stoker thinks this can't be

64、 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 3a 1. Tell Ss to read through the article in 3

65、a on page 59 again. And answer the following questions. What do you think the noise could be? Why do you think that? What could the noises be? Why do you think so? 2. Then talk with a partner about your inferences and reasons. 3. Let Ss tell out their answers. III. Writing Work

66、 on 3b 1. Tell Ss what they should do. Look at this newspaper headline and finish the article about the strange happenings. No More Mystery in the Neighborhood Last week, in a quiet neighborhood, something strange happened... We now know what was happening in the neighborhood... Now the mystery is solved. People in the neighborhood... Writing tips: First part: background information about the mystery Second part: how the mystery was solved Third part: how the people in the neighborhoo