(共33张PPT)
Unit 8
It must belong to Carla.
Section A 1a-2d
Learning objectives
After learning this lesson, you can:
1. 学生能学会重点词汇以及目标语言。 （学习理解）
学生能够识记以下词汇：whose ,truck ,picnic , rabbit , attend , valuable , pink , anybody .
2. 学生能初步掌握用情态动词推测物品归属的句型。 （应用实践）
学生能根据已有线索推测事情真相，提高学生的观察判断能力 。 （迁移创新）
hat
dad
Whose hat is this
The hat is Dad .
’s
=
The hat Dad.
belongs to
Whose dress is this
The dress is .
Mom’s
=
The dress Mom
belongs to
Mom
dress
Whose is this
hair band
100%
It _____ be
Meiyangyang’
must
=
It _____ ______ ________ MeiYangyang.
must
belong to
book
Hemingway
is his favorite book
Whose is this
100%
It ____ be Wang Banqiang’s.
must
=
It _____ ______ _______ MeiYangyang.
must
belong to
toy car
kid
Whose is this
100%
It _____ be the kid’s.
must
=
It ____ ______ ___ the kid.
must
belong to
Look and say
What does she do
She could/might be a/an______.
nurse
What does she do
She could/might be a/an______.
teacher
What does he do
He could/might be a/an______.
doctor
What is the panda doing
It might /could be_______________.
reading a book
What is the bear
doing
It might /could be
_______________.
playing basketball
Summary:
情态动词must, might, could, can’t 后接动
词原形, 可以表示对现在的情况的推测.
must表示非常肯定的猜测。
might /could 表示有可能的猜测。
can’t 表示肯定不可能。
Look at the picture. Write the things in the correct columns in the chart.
1a
clothing Fun things Kitchen things
hat volleyball plate
jacket
T-shirt
CD
toy car
magazine
cups
book
1b Listen and match each person with a thing and a reason.
Person Thing Reason
Jane’s little brother Mary Carla Deng Wen Grace volleyball toy car magazine book CD J.K.Rowling is her favorite writer.
She loves volleyball.
He was the only little kid at the picnic.
She always listens to pop music.
He loves rabbits.
Practice making conversations.
A: Look! Whose toy car
is this
B: It must be Jane’s little
brother’s. Because he
was the only little kid
at the picnic.
A: Whose book is this
B: It must be Mary’s.
Because J.K.Rowling
is her favorite
writer.
A: Whose …is this
B: It must belong to xx.
Because …
Let’s practice and act.
Mary
Carla
Jane’s little brother
Deng Wen
Grace
2a Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag.
Things in the schoolbag
1. __________________________.
2. __________________________.
3. __________________________.
T-shirt
hair band
tennis balls
The person ________ go to our school.
The person ________ be a boy.
It ________ be Mei’s hair band.
The hair band _______ belong to Linda.
It ________ be Linda’s schoolbag.
can’t
could
might
must
2b Listen again. Fill in the blanks.
must
Use “must” to show that you think something is probably true.
Use “might” or “could” to show that you think something is possibly true.
Use “can’t” to show that you are almost sure something is not true.
must
could/might
can’t
nearly 100% probably true
20%-80% possibly true
0% almost not true
2c Work in pairs. Make conversations using the information in 2a and 2b.
A: Look! There’s a schoolbag here.
B: What’s inside
A: There’s a T-shirt,…
B: Then the person must/ might/ could/ can’t…
She is Linda.
She also lost her schoolbag.
Can you help her
2d How does Linda feel after losing her schoolbag
She feels really worried.
What things are in Linda’s schoolbag
What did Linda do yesterday
When did she leave the park
Her books, her pink hair band and some tennis balls.
She attended a concert and then went to a picnic.
She left early, before the rest of her friends.
Linda: Mom, I’m really worried.
Mom: Why What’s wrong
Linda: I can’t find my schoolbag.
Mom: Well, where did you last put it
Linda: I can’t remember! I attended a concert yesterday so it might
still be in the music hall.
Mom: Do you have anything valuable in your schoolbag
Linda: No, just my books, my pink hair band and some tennis balls.
Mom: So it can’t be stolen.
Linda: Oh, wait! I went to a picnic after the concert. I remember I had my
schoolbag with me at the picnic.
Mom: So could it still be at the park
Linda: Yes. I left early, before the rest of my friends. I think somebody
must have picked it up. I’ll call them now to check if anybody
has it.
Find the sentences with the modal verbs to make inferences and read them.
Linda: Mom, I’m really worried.
Mom: Why What’s wrong
Linda: I can’t find my schoolbag.
Mom: Well, where did you last put it
Linda: I can’t remember! I attended a concert yesterday so it might still be in
the music hall.
Mom: Do you have anything valuable in your schoolbag
Linda: No, just my books, my pink hair band and some tennis balls.
Mom: So it can’t be stolen.
Linda: Oh, wait! I went to a picnic after the concert. I remember I had my
schoolbag with me at the picnic.
Mom: So could it still be at the park
Linda: Yes. I left early, before the rest of my friends. I think somebody must
have picked it up. I’ll call them now to check if anybody has it.
.
Retell the conversation.
Work in pair
Make a conversation, using 2d as a model.
Where is my ear phone
Summary
情态动词 must, might, could, can’t 后接动词原形, 可以表示对现在的情况的 .
It can’t ( )…
It might/could ( ) …
It must ( ) …
+ be (cold/a CD/ sb’s)
It must
be sb’s （是…的）
belong to sb. (属于…)
不可能
可能
一定
Write something about your friends using might/could/
must/can’t.
Homework
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin中小学教育资源及组卷应用平台
Unit 8 It must belong to Carla.单元整体教学设计
单元主题意义 本单元的主题属于“人与社会、人与自我”范畴。话题取材于课标中的可能与不可能。该话题与学生日常生活紧密练习，内容主要围绕“推测物品的归属”展开，理解并掌握情态动词must,might ,could ,can’t 表推测的用法。
单元教学目标 通过本单元的学习，学生能够： 目标a：学生能够理解和领悟词语的基本含义、语法项目与语言形式的基本结构和常用表意功能。 目标b：80%学生能够听懂1b,2a,2b的对话，获取 “who,what ,why”的信息；80%能够能够利用预测、语调、重音、问题等来获取听力信息。 目标c：90%学生能够运用volleyball ,truck ,magazine , book ,CD，picnic,rabbit ,等词汇和“Whose ..is this It must be ..”语言形式达成1a,1c,4c对话交流，以及能够在活动中借助体态用英语交流。 目标d：90%学生能够选出3a最好的标题，能从文章中找出与3b同意的单词，认真读短文并写出人们是怎样认为奇怪声音的；根据上下文猜测生词happening ,uneasy 的意思，能连贯、流畅地朗读课文；能完成1-2篇课外阅读。 目标e:能够乐于参与英语活动，敢于用英语表达，积极与他人合作交流，体验自己的学习效果。 与核心素养的关系： 本单元给出了情态动词表推测的基本用法，新课程标准重在强调语言的实践性和应用性特点，在教学活动中，丰富的课程资源与评价方式相互组合，共同组成初中英语教育的新结构。并以此来培养学生的自主学习能力和跨文化意识，强调语言技能和学习能力在教学活动中的表达。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第八单元的内容，本单元内容主要围绕 “推测物品归属”展开，核心句型是用情态动词must,could ,might 和can't表示推测。并复习了与话题有关的物品名词，表达观点的动词，然后引入“神秘事件”这一话题，集中呈现与学习表示推断的相关词汇，接下来又疑似外星人事件的讨论逐步过渡到对巨石阵的介绍，是对前边所学知识的巩固、拓展与提高。 2.纵向知识关联： 功能： 情态动词表推测。 话题： 神秘的事物。 语言知识： 1. 能根据相关信息做推断。 2. 能正确运用must, might, could, 和can’t 进行推断。 3. 能正确使用下列词汇：truck, picnic, rabbit, noise, policeman, wolf , laboratory, coat, circle, leader, purpose, energy, position, victory, enemy, period, etc. 4. 能根据相关信息预测、推断或续写故事。能有效获取阅读信息，归纳主题。
3.横向知识关联： （1 ）复习七年级物品名词的相关词汇； （2 ）本单元出现情态动词的用法，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 初步掌握用情态动词推测物品归属的句型；根据已有的线索推测事情真相，提高学生的观察判断能力。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 学生能够跟随阅读任务获取必要信息，从而理解整篇文章；并能用开放型的语言，分角色表演课文内容。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1d 听说课 第三课时 掌握本课重点词汇和句型；并能运用情态动词推测某人正在进行的动作，并展开话题讨论。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 阅读课 第四课时 学生能够了解巨石阵的相关知识；并额能够掌握一定的 阅读技巧，提高阅读能力；拓展知识面，放眼看世界。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能够充分阅读文本材料，丰富语言输入；明确写作框架，运用本单元目标语言并发挥想象，完成写作任务。 通过书面表达的形式，评价学生写作的能力。
第1课时 教学设计
课题 Unit 8 It must belong to Carla .
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课，因这是本单元第一课时，其基础地位和铺垫作用应给予高度重视。 【why】 本课是本单元的第一课时，内容贴近学生的生活，句型都是日常生活中常用的，所以课堂任务应注重语言学习的实践和应用能力的提升。 【how】 首先通过图片来复习并学习新的物品名称，并创设语境输入“推测物品归属“的核心句型和重点词汇。
学情分析： 自然情况 关于用情态动词进行推测，前面早已涉及过，学生在学习这部分时一定会感到轻松。 （二）已有基础 初三学生学生学习英语的积极性比较高。
（三）存在问题
个别学生学习英语上出现了分化现象，有的学生英语基础薄弱，语言拓展的运用能力比较差，而且在学习过程中缺乏耐性。 （四）解决措施 作为老师要鼓励学生积极学习，激发学生学习的兴趣。同时辅以灵活多样的教学涉及和丰富的活动设计，鼓励学生深入语言实践，渗透学法指导并引导学生逐步养成或巩固原有的良好的学习习惯。
教学目标： 通过本课学习，学生能够： 学生能学会重点词汇以及目标语言。 （学习理解） 学生能够识记以下词汇：whose ,truck ,picnic , rabbit , attend , valuable , pink , anybody . 学生能初步掌握用情态动词推测物品归属的句型。 （应用实践） 学生能根据已有线索推测事情真相，提高学生的观察判断能力 。 （迁移创新）
9教学重难点 重点：掌握用情态动词must ,might ,could 和can’t来推测物品的归属。 难点：情态动词表示推测的可能性的大小。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in 1.Present some Pictures to ask and answer. Whose....is this 2 Guide students to answer: It must be sb’s or It must belong to sb . 3 Ask students it might belong to . Guide students to answer . 学生活动1 Make conversations . Ask and answer 活动意图说明： 通过让学生猜测物品的归属句型，引导学生用情态动词来推测物品的归属。这场景是我们日常生活中经常遇到的，能让学生结合日常生活经验用情态动词来推测物品的归属。为引入新课做热身，为后续活动作好准备。 环节二：Activity 2 教师活动2 Presentation Talk about the things in 1b and then put them in the correct columns in the chart of 1a . 学生活动2 Finish 1a . 活动意图说明： 到目前为止，学生已经学习了很多物品的名称，却也遗忘了很多，本环节对学过的某些物品进行复习，为接下来谈论物品的归属作好铺垫。 环节三：Activity 3 教的活动3 Work on 1b Before listening Ask students to read the instructions and then guess what the conversation might be about . Ask students to guess the owner of each thing and the reason . Ask students to read the words and sentences in the chart to get some useful information before listening . 学的活动3 Read instructions and guess Discuss . 活动意图说明： 通过浏览表格中的信息，进行大胆的预测，能为后表的听力做准备，同时又能形成信息期待。 环节四：Activity 4 教的活动4 While listening Ask students to listen and match the information . Listen again and check the answers . Listen and repeat for pronunciation and intonation . 学的活动4 Finish 1b Check the answers 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 通过听力的方式输入功能句型,在听的过程中先听后读，培养学生学习英语的良好习惯。 环节五：Activity 5 教的活动5 work on 1c Ask students to practice the conversation in pairs . The teacher moves around the classroom when the students are practicing . Give them some help if needed . Role-play the conversations . When talking about the owners of the things , they may use two ways : It must be .../It must belong to ... Ask several pairs to act out their conversations . 学的活动5 Finish 1c. Role-play the conversations . 活动意图说明： 引导学生运用合作学习的方法进行语言实践；鼓励学生大胆开口，养成 “学了就说”的良好习惯。让学生在语境中模仿感知所学语言，培养学生运用语言进行交际的能力。 环节六：Activity 6 教的活动6 Listening to 2a and 2b Before Listening to 2a , the teacher asks students :”What do you usually have in your schoolbag ” and let students list as many things as possible . The teacher says : “Last weekend , Bob and Anna found a schoolbag in the park .What are in the schoolbag Play the tape and write down the things in the schoolbag. Check the answer and then teh teacher says “There are three things in the schoolbag . Whose schoolbag is it Listen again . Fill in the blanks in 2b . Check the answers. Listen and repeat . Pay attention to the pronunciation and intonation . Work in groups of four . Discuss about the differences of the modal verbs in this listening and how to use them to make inferences . 学的活动6 Ask and answer . Answer the questions Listening Finish 2a and 2b . Work in groups . 活动意图说明： 在每次听之前都设置具体的任务，这样能让学生在听的时候有的放矢。还可以让学生在具体的语境中去感知和总结情态动词在表示推测可能性的大小。 环节七：Activity 7教的活动7 work on 2c and 2d Work in pairs . Make conversations using the information 2a and 2b . Ask several pairs to act out the dialogue . work on 2d Before reading The teacher says : “According to the text in 2b , we know that the schoolbag must be Linda’s . How could Linda feel after she lost her schoolbag ” Let students guess and give their own ideas . Make sure that they use modal verbs to make inferences. 学的活动7 Ask and answer . Guess and discuss. 活动意图说明： 2d对话是前边听力的延申，读前先让学生预测Linda丢了书包会是什么心情，然后让学生用情态动词进行推测，这样能激发学生的好奇心去读接下来的课文。 环节八：Activity 8教的活动8 While reading . Read the dialogue quickly and answer the question: How does Linda feel after losing her schoolbag Read the text again . Answer the following questions : What did Linda do yesterday When did she leave the park Find the sentences with the modal verbs to make inferences and read them . 学的活动8 Ask and answer . Answer the questions 活动意图说明： 读课文时设计一些问题，能让学生一步一步地获得一些关键信息，以达到理解课文的目的。让学生找出用情态动此表示推测的句子，是让学生进一步巩固本单元重点句型，同时又为下一步的输出做准备。 环节九：Activity 9教的活动 9 After reading Work in pairs to read the dialogue . Ask several pairs to act out the dialogue . 学的活动9 Work in pairs . 活动意图说明： 本环节是对前边活动的输出和检验。
板书设计 Unit 8 It must belong to Carla . Period 1 Section A 1a-2d Key words : whose , truck , rabbit , attend , valuable , pink , anybody . Sentences : Whose volleyball is this It must be Carla . /It must belong to Carla . Whose hair band is this It might be Mei’s /It could belong to Linda /It can’t be Tom’s . Make inferences : must , may , might , could , can’t .
分层作业设计 基础巩固： Recite the conversation in 2d 设计意图：熟记本课重点单词和短语。 能力提升: Write something about your friends using might/could/must/can’t. 设计意图： 巩固本课所学内容。
教学反思与改进 本节课的设计体现了任务型教学的设计理念，整个任务连均围绕某人遗失了物品来设计，根据层层线索，一步一步推测物品的主任或物品可能藏匿的地点。这种设计使学生觉得自己就像福尔摩斯一样，通过寻找蛛丝马迹，最终破获奇案，从而使学生获得极大的满足感，对于听力部分，在听之前都作了相关的渗透与铺垫，有利于培养学生学习英语的良好习惯。
21世纪教育网(www.21cnjy.com)
