新课改单元整体教学设计人教版九年级Unit8 It must belong to Carla（表格式 5课时）

中小学教育资源及组卷应用平台
单元设计
单元名称 Unit8 It must belong to Carla
1.单元教学设计说明 本单元以“神秘的事物(mysteries)”为核心话题，围绕本单元语言交际功能项目“做推断（Make inference）”，逐步展开各项听、说、读、写活动，让学生根据提供的信息材料，运用猜测的句型，对发生的事情做出判断和推测。首先教材从谈论“郊游野餐”入手，围绕郊游中的某些物品属于谁，以及原因等展开一系列听说的任务活动，同时呈现了本单元新的目标学习语言：用情态动词must、might、could和can’t表示推测。这样既复习了以前学过的单词和重点短语，也学会了如何用英语进行推测。教材内容从基础语言知识入手再到综合语言知识，层层递进，以一种循序渐进的程序学习。教师引导学生在活动中有目的地加强听说练习，逐步提高学生的口语交际能力。然后根据教材提供的一些图片和阅读材料等教学内容，通过谈论周围地区奇怪的声音和巨石阵的神秘之处，激发学生学习兴趣，进一步训练情态动词表示推测的结构，巩固本单元所学语法知识，引导学生运用情态动词进行推测，锻炼了学生的写作能力。
2.学情分析 爱因斯坦曾说过：“兴趣是最好的老师。”兴趣是学习自觉性的起点，是智慧灵感的源泉。所以我在教学过程中非常注重对学生学习兴趣的培养，让他们保持强烈的好奇心和旺盛的求知欲。在教学过程中我采用新颖，丰富多彩的教学手段来激发他们的学习兴趣。由于九年级学生两级分化严重，为了调动绝大多数学生的积极性，我特意设置了一些通俗易懂的猜测游戏，选取了众所周知的名人图片和学生感兴趣的实物来让广大学生参与互动。
3.单元目标与重点难点 语言能力： To learn must,might,could and can’t for making inferences. To listen and speak making inferences. 思维品质： 在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。 同时要学会对某一事物表明自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，在餐厅吃饭时，不要乱扔垃圾等，来保持环境的整洁与干净。 学习能力： 有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。归纳总结情态动词 must , might, could 和 can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。并让学习学会查字典。 文化意识： 认识语言和语用的文化要素，体验跨文化交际。 教学重点： New vocabulary:belong to,authoe,picnic,hair band,possibly 教学难点： To listen and speak making inferences.
4.单元整体教学思路 本单元围绕“神秘的事物(mysteries)”这一核心话题，训练 “做推断（Make inference）” 的语言交际功能项目。教学从学生实际生活的物品入手，呈现并训练本单元新的目标学习语言：用情态动词must、might、could和can’t表示推测。通过各项听、说、读、写活动，让学生能够根据提供的信息材料，运用猜测的句型，对发生的事情做出判断和推测。本单元教学内容贴近学生的实际生活，学生对谈论的话题有着浓厚的兴趣。教师可以利用图片、视频等设置各项任务活动，巧妙创设学生熟悉、感兴趣的情境引导他们进行探究学习。以多种训练方式帮助学生掌握关键结构，练习日常交际用语，完成目标语言的输入。使他们能在实际生活之中对各种事物和情况进行合理想象，使用情态动词进行推测和判断。通过本单元学习，鼓励他们大胆预测，进一步激发学生探索大自然和未知事物的兴趣。 思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，围绕“做推断（Make inference）”这个语言功能项目，通过使用实物和图片“谈论物主”引出情态动词表示推测的结构。采用合作探究学习的方式，巧妙设计的各项听说任务活动，通过结对练习、小组讨论、角色表演等形式进行大量的听力和口语交际活动。要求学生能在创设的情境中反复操练情态动词表示推测的结构。然后通过对周围奇怪的声音的不同推测和对神秘的巨石阵的谈论，让学生在合作学习的过程中体会情态动词表示推测的用法，学会运用情态动词表示推测的结构对生活中各种事物和情况进行推测。 思路二：对本单元的语法教学，采用情景教学法，设置情景呈现单元语法结构，利用“猜猜他们在做什么”、“寻找主人”等各种任务活动，采用合作探究学习的方式，训练目标语言和语法结构。通过结对练习、小组讨论、采访活动等形式进行口语交际活动和大量的听力训练，学习情态动词表示推测的结构。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用情态动词表示推测的结构对生活中各种事物和情况进行推测，对不了解的神秘事物做出合理猜测，让学生在听说的基础上，熟练掌握目标语言。 思路三：本单元阅读教学有两个重点：一是理解和掌握运用情态动词表示推测的结构；二是连词和连接短语的用法。在进行阅读教学时，首先，要求学生能够找到短文中使用情态动词表示推测的的句子，理解不同情态动词在文中表达的不同推测。另外阅读前弄清连词和连词短语的用法，然后通过阅读短文体会这些连词在文中的作用，进一步帮助理解阅读材料的主要意义。阅读过程中注意对学生进行阅读策略的引导，帮助他们运用listen、guess、skim、scan等各种阅读技巧理解短文内容，了解人们对发生的情况以及神秘事物的推测，体会作者的观点，激发学生对未知事物探索的兴趣，鼓励他们大胆预测，学好知识，将来对神秘的大自然和广袤的宇宙进行探索。 教材课时分配： Period 1 Section A (1a-2d) Period 2 Section A (3a-4c) Period 3 Section B ( la - le ) Period 4 Section B(2a－2e) Period 5 Section B(3a－3b) & Self Check
课时教学设计
课题 It must belong to Carla. Period 1 Section A (1a-2d)
授课时间： 课型：听说课 课时：1
1.教学目标 语言能力： 1.To learn must,might,could and can’t for making inferences. 2.To listen and speak making inferences. 思维品质： 在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。 同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，在餐厅吃饭时，不要乱扔垃圾等，来保持环境的`整洁与干净。 学习能力： 有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。归纳总结情态动词 must , might, could 和 can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。并让学习学会查字典。 文化意识： 认识语言和语用的文化要素，体验跨文化交际。
2.教学重点： 1. Key vocabulary: whose, truck, picnic, rabbit, attend, valuable, pink, anybody... belong to, be sure, attend a concert, anything valuable, pick up... 2. Key sentences: a. -Whose volleyball is this - It must be Carla's.She loves volleyball. b. I attended a concert yesterday so it might still be in the music hall. c. I think somebody must have picked it up. d. I’ll call them now to check if anybody has it. 3. Structure： must/could/might/can't+v(原形) 教学难点： To make inferences with modal verbs.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一： Warming-up
师生活动： 1. Show some pictures and ask Ss to guess what the picture shows. Can you guess what the picture shows Learn to guess with the sentences: It could be.... 二次备课：
活动意图：用It could be..../It can be.... 表达猜测的内容。导入1a。
环节二： Presentation
师生活动： Work on 1a. 1. Ask Ss to look at the picture and write the things they see in the correct columns in the chart. 2. Read the sentences. -Whose volleyball is this -It must be colors. She loves volleyball.
活动意图：看图片，完成表格，为1b听力做准备。
环节三： Listening
师生活动： Work on 1b,1c. 1. Play the tape for Ss to listen and match each person with a thing and a reason. 2. Make Ss listen again and write down the owners. 3. Ask Ss to work in pairs to practice the conversation in the picture. Then make conversations using the information in 1b. A: Whose book is this B: It must be Mary’s. J.K. Rowling is her favorite writer. 4.Show more pictures for Ss to talk about the owners of the things.
活动意图：听1b完成两个听力任务，大声朗读这些听力信息。熟练运用 must be/must belong to表达猜测。 训练学生的口语表达能力，为2a和2b听力做铺垫。
环节四： Listening &Pair work
Work on 2a, 2b,2c. 1. Play the tape for Ss to listen and write. Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. 2. Make Ss listen again and check answers. 3. Paly the tape once again and make Ss listen again, then fill in the blanks. 4. Ask Ss to fill in the blanks with “must, might, could or can’t”. 5. Ask Ss to work in pairs to 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:The person must go to...
活动意图：听2a和2b完成各自的听力任务。学生利用2b的对话信息进行交谈。熟练It could be..../It can be..../It must be表达猜测的基本句型。
环节五：Role -play
师生活动： 1.Play the tape for Ss to listen to the conversation in 2d. 2. Play the tape again for Ss ti repeat. 3. Make Ss read the conversation and write the key words down. 4. Ask Ss to have a pair work to practice the conversation. 5.Call some pairs to present in class. 1. Explain the usages of whose, last,attend, valuable. 2. Explain the usages of belong to, must + have + v(ed). 3. Read the words and phrases.
环节六：Language points
师生活动： 1. Explain the usages of whose, last,attend, valuable. 2. Explain the usages of belong to, must + have + v(ed). 3. Read the words and phrases.
活动意图：讲解本单元的重点词汇以及句型，使学生掌握这些重点结构的用法。
环节七：Exercises
师生活动： 1.Show some exercises to practice the key words, the target language and key sentences. 2. Check the answers one by one.
活动意图 通过短语互译、选词、翻译句子、单选等形式练习所学的重点词汇、短语以及情态动词表可能性的用法。
5.作业设计 1. Role-play the conversation in 2d. 2. Make a conversation to talk about things and their owners.And give the reasons of your inferences.
6. 板书设计 Unit 8 It must belong to Carla. Section A (1a-2d) 1. -Whose volleyball is this -It must be Carla's.She loves volleyball. 2. must/could/might/can't＋be＋somebody's must/could/might/can't＋belong to＋somebody 3.I attended a concert yesterday so it might still be in the music hall. 4. So could it still be at the park 5. I think somebody must have picked it up. 。
7.教学反思与改进
课时教学设计
课题 It must belong to Carla. Section A (3a-4c)
授课时间： 课型：听说课 课时：2
1.教学目标 语言能力： 1.To learn must,might,could and can’t for making inferences. 2.To listen and speak making inferences. 思维品质： 在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。 同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，在餐厅吃饭时，不要乱扔垃圾等，来保持环境的`整洁与干净。 学习能力： 有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。归纳总结情态动词 must , might, could 和 can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。并让学习学会查字典。 文化意识： 认识语言和语用的文化要素，体验跨文化交际。
2.教学重点： 1. Key vocabulary: laboratory, outdoors, coat, sleepy... belong to, in the laboratory, think of, take a shower... 2. Key sentences: a. It could be Mei’s hair band. b. It might belong to Linda. c. I wonder if these are Jim’s glasses. d. I wonder who it could be. e. Whenever I try to read this book, I feel sleepy. 3.Structure: modal verb+be 教学难点： Learn to use must, can,could, may,might to make inferences.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一： Lead-in
师生活动： 1. Make Ss translate the phrases to review the key points of last lesson. 2. Show some pictures to Ss to look and then make some inferences. 二次备课：
活动意图：复习上节课所学的重点短语，观察这些图片并作出推测， 导入本课时的语法。
环节二： Presentation
师生活动： 教师活动： ①Play a piece of sound and ask： Did you hear anything unusual？What might be happening？ Then ask：How do you feel when you hear a strange noise ②Ask：What's happening in the town？Read the passage about the town quickly and choose the title for the passage. ③Ask the students toread the passage and mark the language items they don't understand.Then learn them.Finish the task in 3b. ④Ask the students to read the passage again carefully.Then finish the task in 3c.Write what people think about the strange noises.Then discuss the opinions and give their reasons. ⑤Ask the students to Retell the story about the small town with the help of contents in 3c. 学生活动： ① Students making inferences and talk about the feelings ②Read the passage about the town quickly and choose the title for the passage. ③Read the passage and mark the language items they don't understand.Then learn them.Finish the task in 3b. ④Read the passage again carefully.Then finish the task in 3c.Write what people think about the strange noises.Then discuss the opinions and give their reasons. ⑤Retell the story about the small town with the help of contents in 3c.
活动意图： 阅读理解在考试中占比是比较大的， 因此对于阅读技巧与能力的提升是要落实到每单元的教学中。教师引导学生在明确问题的前提下学会快速阅读与仔细阅读相结合，以解决问题为导向，由易到难由浅入深让学生不断找到成就感，培养自信。
环节三： Grammar Focus
师生活动： 教师活动： (1) The teacher reads the grammar (2) The students are asked to circle and understand the modal verbs in the grammar (3) The students are asked to unblock the general meaning of the sentences themselves (4) The students are asked to read the grammar aloud 学生活动： (1) Students follow along and read it by themselves (2) Circle modal verbs and listen to the teacher (3) Students answer the teacher to revise (4) Read grammar aloud
活动意图： 语法是单元非常重要的部分， 反复朗读的基础上进行讲解，学生的接受效果较好，由于第一课时的学习，很多基础句子学生以熟读，因此教师引导由学生疏通大意，充分调动学生学习的积极性，发挥学生在课堂的主体性地位。
环节四： Exercises
Work on 4c. 1. Ask Ss to read the instructions in 4c and look at the picture. 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 2. Work in groups.Make inferences and give reasons. Discuss with partners. 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. 3. Call some groups to report. 4. Show another two pictures and ask Ss to make inferences. Encourage them to express their inferences.
活动意图：对四个情态动词表示推测的不同用法进行学习，学生学会用不同句式表达物品所属关系，侧重于理论的讲解；大量练习题，可以让学生将理论与实际相结合来理解复杂的知识点，有利于学生接受。
5.作业设计 1. Interview more students about the room in activity 4c. 2. Write their inferences and reasons. 3. Preview Section B (1a-1d).
6. 板书设计 Unit 8 It must belong to Carla. Section A (3a-4c) 1. It could be Mei’s hair band. 2. It might belong to Linda. 3. I wonder who it could be. 4. It could be a girl's room because… 5. It might be a boy's room because…
7.教学反思与改进
课时教学设计
课题 It must belong to Carla. Section B ( la - le )
授课时间： 课型：听说课 课时：3
1.教学目标 ①语言能力 At the end of the class, the students will be able to: 1. learn the words and expressions. 2. learn to listen for the details. 3. learn to use might/must/could/can’t to write and speak about what is happening. ②文化意识 了解中外审美的差异，形成自己的审美观，展示个性，了解中西方关于青少年的不同文明准则。 ③思维品质 通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德。 ④学习能力: 运用目标语言表达自己，进行听和说。
2.教学重点: A1. Key vocabulary: land, alien, suit... run after, wear a suit, catch a bus... 2. Key sentences: a. They must be making a movie. b. He could be running for exercise. c. He might be running to catch a bus to work. 3. Structure: modal verb+be 教学难点： To learn to make inferences about what is happening.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一： Lead-in
师生活动： 1. Show some exercises to Ss to review the grammar. 2. Show the pictures of UFO and introduce it. Lead to 1a. Have you heard about UFO or aliens How do you think of them Do you like them 二次备课：
活动意图：复习上节课所学的句子，借助图片了解UFO，导入1a。
环节二： Presentation
师生活动： Work on 1a. 1. Ask Ss to read the instruction in 1a. 2. Make Ss read the words in the box, then look at the pictures. Try to describe them . 3. Then ask Ss to use the words in the box to write a sentence about each picture. 4. Encourage Ss to come up with their inferences bravely.
活动意图：观察图片，将1a的单词连成句子推测正在发生的事情。
环节三： Listening
师生活动： Work on 1b,1c. 1. Talk with Ss about the three pictures in 1b. 2. Play the tape for Ss to listen and number the pictures[1-3]in 1a. 3. Make Ss listen again and ask: What might happen next Get Ss to use target language to predict the following things of the story. Write two or three sentences to finish the story. Share their views in class. 4. Play the tape for Ss to listen again and complete the sentences. 5. Check answers in class.
活动意图：听力练习，使学生理解听力材料， 并完成两个听力任务，帮助学生在运用中达到巩固所学的目的。
环节四： Practice
1.Work on 1d. Ask Ss to read the conversation between the man and the woman first then make conversations like that in 1d. Role play the conversation. 2. Work in pairs. Look at the pictures and have a discussion with your group like this: A: Why do you think the man looks scared B: There might be something strange. A: Yes, there is an alien in front of the car. Use the patterns: could / can/ must/ may/ might be doing
活动意图：编对话， 可以利用所给的句型，进行愉快的口语训练。用could / can/ must/ may/ might be doing对现在正在发生的事情进行推测。
环节五： Language points
师生活动： 1. Explain the usage of land,suit. 2. Ask Ss to read them.
活动意图：解决本节课的难点, 学生在语境中感受和体验短语的用法。
环节六： Exercises
师生活动： Show some exercises to practice the key words, the target language and key sentences.
活动意图：通过完成句子和选词填空等形式练习所学的重点词汇和句型。
环节七：中考链接
师生活动： Practice the usage of must, might, can’t..
活动意图：精选中考题练习must, might, can’t的用法。
5.作业设计 1. Make conversations about the UFO and make an end. 2. Write a few new sentences about the story. 3. Preview the new words of 2a-2e.
6. 板书设计 Unit 8 It must belong to Carla. Section B (1a-1d) UFO land, take off run after, catch could/might/must+be+doing 1. They must be making a movie. 2. He could be running for exercise. 3. He might be running to catch a bus to work.
7.教学反思与改进
课时教学设计
课题 It must belong to Carla. Section B(2a－2e)
授课时间： 课型：听说课 课时：4
1.教学目标 语言能力： 1.To learn must,might,could and can’t for making inferences. 2.To listen and speak making inferences. 思维品质： 在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。 同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，在餐厅吃饭时，不要乱扔垃圾等，来保持环境的`整洁与干净。 学习能力： 有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。归纳总结情态动词 must , might, could 和 can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。并让学习学会查字典。 文化意识： 认识语言和语用的文化要素，体验跨文化交际。
2.教学重点： 1. Key vocabulary: express, circle, Britain, receive, leader, medical, purpose, prevent, energy, position, victory, enemy, period... at the same time, communicate with..., put together, in a certain way... 2. Key sentences: a. Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. b. Another popular idea is that Stonehenge might be a kind of calendar. c. They think the stones can prevent illness and keep people healthy. d. Most historians believe it must be almost 5,000 years old. 3. Structure: modal verb+be 教学难点： Practice making inferences and the use of linking words.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一： Lead-in
师生活动： 1. Show the phrases to Ss to translate into English . Review waht we learnt last lesson. 2. Make Ss do some exercises to review the usage of could / can/ must/ may/ might +be/do. 3. Show some sentences to Ss. Make them read them. Remind Ss to pay attention to the underlined parts. Explain the linking words. Lead in 2a. 二次备课：
活动意图：通过做练习复习上节课所学的短语、情态动词表推测的用法以及连词所表达的目的，导入2a。
环节二： Presentation
师生活动： Work on 2a,2b. 1. Make Ss read the instruction in 2a, make sure they know the meaning. 2. Ask Ss to match each linking word or phrase with its purpose.Then check answers. 3. Have a free talk about Stonehenge like the following: Have you ever heard of Stonehenge Where is it Why is it famous Learn something about Stonehenge. 4. Ask Ss to read the article in 2b and underline the linking words and phrases.Check answers in class.
活动意图：通过连线引导学生学习连词的用法，讨论巨石阵导入2b课文。本课阅读策略：在阅读时理解连词使用的目的。
环节三： While-reading
师生活动： Careful reading. Make Ss read the article carefully, and complete the following tasks: 1. Read the article and match every paragraph with the main idea. 2. Read the article again and answer the questions. 3. Read paragraph 1 and complete the general introduction of Stonehenge. 4. Read Paragraph 2,3 and complete the mind map. 5. Read paragraph 4 and complete the following sentences. 6. Check answers one by one.
活动意图：为了让学生更深刻的理解每一段所表达的段落大意和深层内涵，本课时设计课文细读部分的阅读任务，让学生带着问题阅读。从而提高他们的英语阅读能力以及分析解决问题的能力。
环节四： Post-reading
After reading 2b, make Ss complete the passage with some key words.
活动意图：阅读之后改写课文， 将2b的关键词填入文中。
环节五： Practice
师生活动： Work on 2c,2d,2e. 1. Ask Ss to work in group of three to read the article again and complete the chart. Check answers. 2. Ask Ss to complete the sentences using the words from the chart in 2a. Make them do it individually, then work in pairs to share their answers. Check answers in calss. 3. In groups of four, get Ss to discuss any mysteries that they know of. Encourage Ss to contribute different mysteries. Can you think of any other mysteries, either in China or another part of the world, that are similar to Stonehenge What do you know about these mysteries What is mysterious about them Discuss them with your group. Show Ss some mysteries in the world.
活动意图：阅读课文之后,完成2相关题目，仔细体会该文中的连接词分别表达什么目的，这是本课时的阅读策略。之后通过讨论开阔学生的思维和视野，这是阅读之后的输出。
环节六： Summary
师生活动： Summarize the key words, target languages of this class.
活动意图：培养学生把握重点的能力。
环节七：Exercises
师生活动： Ask Ss to do some exercises to practice the language points.
活动意图：通过填单词、完成句子和单选等形式练习所学的语言点。
环节八：中考链接
师生活动： Do the exercises to practice purpose,prevent.
活动意图：精选中考题练习 purpose和prevent 的用法。
5.作业设计 1. Read aloud the article in 2b fluently and learn the new words and expressions in it. 2. Make sentences with the linking words in 2a.Write them in the exercise books. 3. Retell the article of 2b.
6. 板书设计 Unit 8 It must belong to Carla. Section B (2a-2e) not only... but also… however, but, though because, as, since while, when or so 1. Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. 2. Another popular idea is that Stonehenge might be a kind of calendar. 3. They think the stones can prevent illness and keep people healthy.
7.教学反思与改进
课时教学设计
课题 It must belong to Carla. Section B(3a－3b) & Self Check
授课时间： 课型：写作、复习课 课时：5
1.教学目标 语言能力： 运用目标语言围绕功能语言项目进行写和说的练习。 思维品质： 在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。 同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力 学习能力： 归纳总结情态动词 must , might, could 和 can’t 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。并让学习学会查字典。 文化意识： 认识语言和语用的文化要素，体验跨文化交际。
2.教学重点: 1. Key vocabulary: background information, such colorful clothes, at work, right now. 2. Key sentences: a. That sweater must be Carla’s. b. I’m not sure if he likes rock music. 3. Structure: modal verb+be 教学难点： Use the modal verbs to make inferences in writing about a mystery.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一： Review
师生活动： 1. Ask Ss to translate the phrases to review what they learnt in 2b. 2. Make Ss read and remember them. 3. Show Ss some pictures to make inferences in pairs. 二次备课：
活动意图：复习2b课文的重点短语并且朗读背诵；观察图片进行推测，导入3a。
环节二： Presentation
师生活动： Work on 3a. 1. Ask Ss to read the instruction in 3a and make sure they know the meaning. 2. Make Ss read through the article in 3a on page 59 again. What do you think the noises could be List all your ideas. 3. Ask Ss to write down their inferences about the strange noises.Then share with partners. 4. Check answers in class.
活动意图：熟练基本的句型，分组讨论对2b课文的猜测，为3b的写作提供素材。
环节三： Writing
师生活动： Work on 3b. 1. Ask Ss to read the instructions. 2. Make Ss look at this newspaper headline and finish the article about the strange happenings. Remind them to use the given structures to write the passage. 4. Choose one of the good passages and show it to other Ss. 5. Underline the good sentences and correct the errors.
活动意图：运用3b所提供的句式、文章结构写出短文，并进行短文点评， 指出经典句子。
环节四： Self Check
Task1 1. Ask one student to tell how to use these modal verbs and review the grammar. 2. Make Ss fill in the blanks on their own. 3. Ask some Ss to read out the complete sentences. Task 2 1. Ask Ss to read the instructions and look at the chart. 2. Review “be one's” and “belong to sb.” 3. Ask some Ss to read aloud their sentences. 4. Check the exercises one by one.
活动意图：训练学生熟练运用所学的重点单词和重点句型。
环节五： Summary
师生活动： Summarize the usage of must, might, could, can’t.
活动意图：总结情态动词must, might, could, can’t 表推测的用法。
5.作业设计 1.Review Unit 8 and write the phrases. 2.Finish off the composition.
6. 板书设计 Unit 8 It must belong to Carla. Section B (3a-Self Check) Sample No More Mystery in the Neighborhood Last week, in a quiet neighborhood, something strange happened. happened.Residents heard noises in the night but no one knew why.Victor Smith thought that it was teenagers having fun while Mrs.Smith and their neighbor, Helen Jones, blamed it on animals. We now know what was happening in the neighborhood.A ranger’s station was being built in the nearby forest. Trees had to be cut down to make space for the station. This affected some animals living in the forest. A raccoon family lost their home and had problems finding food.The raccoons discovered food in the neighborhood’s garbage bins, so they came back every night. Now the mystery is solved. People in the neighborhood feel sorry for the raccoons and they are trying to help them.
7.教学反思与改进
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