人教版九年级全册Unit 8 It must belong to Carla Section A GF-4c教学设计（表格式，含核心素养目标）

课题 Unit 8 It must belong to Carla. Section A (GF-4c) 班级 备课教师
课型 语法课 课时 3
核心素养与思政渗透 在本课时中，观察、归纳、探究等活动的设计，能够帮助学生掌握运用情态动词must, could, might, can’t表示推测的不同用法，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在不同的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，并能根据已有线索合理推测事情真相并给出理由，提高其观察判断能力和分析推理能力，引导学生在生活学习中学会多观察、多思考，做生活中的有心人。
课标分析 新课标要求九年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；能发现语篇中事件的发展和变化，辨识信息之间的相关性，把握语篇的整体意义；能多角度、辩证地看待事物和分析问题；能针对语篇的内容或观点进行合理质疑；能依据不同信息进行独立思考，评价语篇的内容，说明理由；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在各种不同的语境中，通过观察归纳、同伴合作等方式，正确理解和使用情态动词must, could, might, can’t表示推测的不同用法，根据已有线索合理推测事情真相并给出理由；
文化意识 能够通过对事物的合理推测，提高观察判断能力和分析推理能力，学会在生活学习中多观察、多思考，做生活中的有心人。
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究情态动词must, could, might, can’t表示推测的不同用法，提高思维的逻辑性、批判性和创新性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，梳理、归纳了本单元的重要句式结构，通过一系列的活动，引导学生自主进行语法学习，巩固本单元的主要语法知识：情态动词must, could, might, can’t表示推测的不同用法。活动4a通过情态动词的选择练习，巩固情态动词在肯定、可能性、否定等方面的推测表达；活动4b是一个半控制性的语法练习，要求学生理解语境，对事件原因进行推测；活动4c设计的是一个两人结对活动，要求学生观察一副图片，推测图片中房间主人的性别、爱好等并给出理由，让学生在真实语境中运用恰当的情态动词进行合理推测。
重点 情态动词must, could, might, can’t表示推测的不同用法；
难点 根据不同情境灵活运用情态动词must, could, might, can’t表示推测的不同用法并准确理解其表意功能；
学情分析 本课时涉及多种情境下的事物推测，学生学习兴趣浓厚。通过前两个课时的学习，学生已感知并多次尝试使用情态动词must, could, might, can’t表示推测的用法对事物进行合理推测，具有一定的学习基础。教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到语法学习的探究和应用活动中来，创造更多的机会运用所学句式结构，通过小组合作学习降低学习难度，让他们体验成功的喜悦。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Read the conversations first and try to guess the missing words. Watch the video and write down the right words. Have a discussion about the usages of the modal verbs. Step 2. Presentation. Use “must, could, might, or can’t” to complete the conversation. Check the answers. Sa: Whose notebook is this Sb: It must be Mike’s. Look, his name is on it. Have some practice. Observe the examples and try to find out the rules. 1.情态动词+ do，表示对现在或将来情况的推测和判断 2.情态动词+ be doing，表示对现在或将来正在进行的情况的推测和判断。 3.情态动词+ have done，表示对过去情况的推测和判断。 4. 情态动词+ have been doing，表示对过去正在进行的情况的推测和判断。 Step 3. Practice. Work on 4a. Read the conversations first and make sure they can understand the meaning. Choose the best way to complete each sentence using the words in bracket. Work on 4b. Look through the sentences and write down their answers to complete these responses. After two minutes, exchange and correct their partners’ work. Ss are encouraged to talk about their reasons. Work on 4c. Look at the picture carefully and try to find out the things in the room. Ss: Guitar / volleyball / books / trousers / shirt... Have a discussion with their partners. Sa: It could be a girl’s room because it’s very tidy. Sb: I guess so. But it might be a boy’s room because the clothes look like boys’ clothes. Step 4. Conclusion. Present two conversations for Ss to try to fill in the blanks. Then play a video to help Ss check their predictions. Guide Ss to sum up the different usages and meanings of different modal verds. While checking answers, encourage Ss to analyze the evidence and talk about their reasons in pairs. Then guide Ss to order the modal verbs according to their usages of inference. Provide more examples for Ss to sum up different situations of the inferring usages of modal verbs. Remind Ss to find out the evidences in each conversation. Let Ss complete the conversation by themselves and then invite some pairs to read their dialogues aloud. Go over the instruction. Make sure Ss can understand what they should do. Ask several Ss to write on the blackboard. While Ss are writing, move around to offer help. Go over the instructions and make sure Ss can understand what they should do. T: What can you see from the picture T: How much can you tell about the person who lives here Is it a boy or a girl What are his / her hobbies Encourage Ss to imagine wildly and use the words: could, might, must and can’t. Invite some Ss to report their references. 通过读、看的活动方式，引导学生在具体的语境中感知和体验一些情态动词的推测用法，导入本课语法内容，激发学习兴趣，激活已有知识储备。 利用不同情境的例句引导学生观察并分析推断的依据，通过同伴合作进行情态动词表推测用法规则的探讨，再通过练习巩固强化，引导学生进行尝试与运用。 活动4a通过情态动词的选择练习，帮助学生巩固情态动词在肯定、可能性、否定等方面的推测表达，引导学生在语境中体会情态动词表推测的语用功能，并关注推断依据。 4b活动是一个半控制性的语法练习，旨在引导学生在理解语境的基础上，对事件原因进行推测。 活动4c要求学生观察一副图片，推测图片中房间主人的性别、爱好等并给出理由，让学生联系实际，发散思维，灵活运用所学语言，在真实语境中运用恰当的情态动词进行合理推测，在乐趣和合作中再一次巩固目标语言。
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Ⅰ. 选择题 (　)1. —I wonder if this glass is Tom's. —It be his. His was broken just now. A.mustn't 　　B.may not C.can't (　) 2.—Whose skirt is this —It be Carol's. She is the only girl in the team. A.might B.need C.must (　)3.—Is that Li Ming over there —It be him. He has gone to Zhenyuan for the Dragon Boat Festival. A.must B.mustn't C.can't (　)4.There is a knock at the door. It 　　 my mom. It's time for her to be back home. A.may be 　　B.may not be C.must be Ⅱ. 用所给单词的适当形式填空。 5.Two new 　 　　(laboratory) will be built in our school next year. 6.Don't stay up late, or you'll feel 　 　(sleep) in class. 7.Though it is cold, the children are playing (outdoor). 8.The winter holiday is coming. We are thinking of 　 (go) on a vacation in Hainan. 9.The kids took off their 　 (coat) and threw them on the floor. Ⅲ.根据汉语意思完成句子。 10.工作了一整天后,你现在肯定累了。 You 　　 tired now after a whole day's work. 11.那本法语书不可能是苏珊的,因为她根本不喜欢法语。 The French book 　 Susan, because she doesn't like French at all. 12.在过去,人们未能过上幸福的生活。 People 　　 a happy life in the past. 13.明天他们可能乘火车去北京,但我不确定。 They 　 take the train to Beijing tomorrow, but I'm . 14.“尼克,你父亲在哪里 ”“他可能正在公园里锻炼。” —Nick, where's your father —He in the park.
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 It must belong to Carla. Section A (GF-4c)
作 业 设 计
Level A Suppose you have made a new penfriend. The penfriend sent you a photo of his bedroom. How much can you tell about the penfriend according to the photo Please write a short passage beginning with “This penfriend may be a ... because...” (A photo should be added.)
Level B Do more exercises of the modal verbs.
教 学 反 思
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