人教版九年级全册Unit 8 It must belong to Carla Section B 1a-1d教学设计（表格式，含核心素养目标）

课题 Unit 8 It must belong to Carla. Section B (1a-1d) 班级 备课教师
课型 听说课 课时 4
核心素养与思政渗透 本课时的话题围绕“外星人事件”展开，通过一段路人的对话，进一步引导学生巩固学习四个情态动词must, may, might, can’t表示推测的不同用法，培养学生在真实的语境中灵活运用语言的能力。并能根据已有线索推测事情真相，提高其观察判断能力和分析推理能力。通过就语境中出现的问题表达不同推测和见解，培养学生的批判性思维，激发学生对英语的学习兴趣，并使其懂得科学对待陌生的新生事物，明白眼见为实的道理，做到不信谣，不传谣。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在谈论“外星人事件”的情境中正确使用新词汇和四个情态动词，以听、看、说等方式，根据已有线索推测事情真相；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升；
文化意识 能够懂得科学对待陌生的新生事物，明白眼见为实的道理，做到不信谣，不传谣；
思维品质 能够在听说活动中准确获取并清晰表达有关现有线索和推测等方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论“外星人事件”，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，主要通过讨论疑似外星人事件落实听说训练，在Section A的基础上进一步加强听力输入和拓展话题内容。活动1a看图写话，需要学生借助方框中的词汇，运用现在进行时对图片进行描述，这不仅为下面环节做了词汇和句型方面的铺垫，也为本单元目标语言的使用提供了更丰富的素材；1b-1c的听力内容主要是围绕外星人事件，进一步巩固情态动词表示推测的用法；1d是听力活动的延续，让学生根据听到的信息以角色扮演的形式进行语言运用，旨在培养学生从听力材料中提取单元语言和重要信息的能力。
重点 听懂并完成本课时的听力任务，理解并运用情态动词推测某人正在进行的动作；
难点 培养学生在真实语境中灵活运用语言的能力，使其能够运用目标语言展开话题讨论。
学情分析 用情态动词表示推测，学生已非常熟悉，只是有些学生缺乏丰富的想象力，所以在谈论1a图片时需要教师充分引导，使其能够积极主动思考并踊跃发言。在听力方面，九年级学生已经出现了两极分化，这就需要教师用心设计听力活动和任务，一步一步引导学生，逐步消除学生的听力障碍，使其能最大限度地参与到听说活动中来。
第 页
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Have a free talk with T and get to know some information about UFO. Sa: It might be in the books, or it could be in the report. Also, it may be in the movie. Read some materials and enjoy videos about UFO. Step 2. Pre-listening. Observe the pictures and try to answer the questions to guess what is happening based on them. Sa: It might be landing. Sb: It is catching the man. It might be... Sc: He could/might be running for/to... It could/might be ... Step 3. While-listening. Predicting. Look at the pictures in 1a. Then use the words in the box to write a sentence about each picture. Sa: Maybe it’s a UFO. Sb: It’s landing. Talk about their opinions and reasons. Sa: I think Picture B might come first because the man in Picture C is running, and in Picture B, we can see an alien is running after him. Work on 1b. Listen and number the pictures in 1a. Check if their predictions are right. Then write two or three sentences to finish the story. Sa: A woman was filming with a camera. Sb: They were making a movie. Work on 1c. Listen and complete the sentences. Check the answers by making sentences. Sa: They see a man running. The man says he might be late for work. The woman says he could be running for exercise. Step 4. Post-listening. Retelling. Try to complete the mind map with some key words. Sa: One day morning, a man and a women were walking in the street. ... Role-play. Work in pairs and make conversations. Sa: Why do you think the man is running Sb: He could be running for exercise. Sa: No, he’s wearing a suit. He might be running to catch a bus to work. Group work. Work with their group members and talk about the pictures. Sa: Hey, look, the old woman is making bread. Do you know why Sb: She might be hungry. Sc: Or she could be making it for her family. Step 5. Conclusion. Have a summary of what we have learned with the help of T. Talk about UFO with Ss. T: Do you believe in UFO T: Where can we know about them？ Play videos about UFO. T: Today, the spaceship is landing on the earth... Present some pictures and guide Ss to talk about the UFO and the alien. T: What might be the UFO doing T: What is the alien doing Why might the alien run after the man T: Why is the man running Who could be running after him T: What is the UFO going on Let Ss observe the pictures in 1a and encourage them to talk about them and write down their inferences. T: What’s this T: What’s it doing Lead Ss to guess the right order of the pictures. T: If these three pictures were from the same story, which one do you think might come first Why Play the recording and ask Ss to order the pictures and write new sentences according to the conversation. While checking answers, encourage them to share their sentences. Ask Ss to fill in the blanks based on what they can remember before playing the recording again. And then play the recording and get Ss to check their memory and complete the chart. Provide the structure of a mind map and let Ss complete it. Then ask Ss to work with partners and finish the short passage based on the mind map. Invite some Ss to share their passages later. Ask Ss to work with their partners and role-play the conversation between the man and the woman. Invite several pairs to act out their conversation. Provide a series of pictures and encourage Ss to tell a story in groups. 通过有关UFO的问题谈论和视频资料和图片的补充，直入本课外星人话题，激发学生的学习兴趣，拓宽视野增长知识。 创设UFO在地球着陆的情境，激发学生的学习兴趣和探索欲，通过问题导向,引导学生利用所提供图片和已有知识谈论和猜测正在发生的事情，激活并增加学生关于本话题下的背景知识储备，为后面的听力活动做信息铺垫。 在多媒体中一张一张播放图片，和学生谈论三幅图片中的内容，引导学生充分发挥观察力和想象力，各抒己见，预测故事内容，形成信息期待。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。听力第一、二遍要求学生初听掌握大意，获取简要信息为图片排序；不播放完整对话，不让学生过早地知道故事结尾，而是让其进行故事续写，培养积极动脑、动口的好习惯。 第三、四遍要求学生获取更多路人的推测细节信息，利用表格进行信息梳理，形成准确的表达，帮助学生巩固语言基础知识，获取并关注更多细节信息，挑战自我。 通过思维导图支架的构建，引导学生将所获取的信息进行有效利用，巩固目标语言，提高口语表达能力，促进逻辑性思维的发展。 通过同伴角色扮演，培养学生的合作交流意识，使得所有的学生都能参与到课堂教学实践中，从而巩固目标语言，提高语言运用能力。 借助一组图画，为学生创设运用重点句型进行口语表达的机会，让学生基于所学语言，大胆发挥想象力，表达自己的推测，在实践中内化语言知识。 总结提炼，情感渗透，帮助学生懂得“眼见为实”的道理。
第 页
课 时 达 标 检 测
Ⅰ.用所给单词的适当形式填空。 1.Monica is excited because the plane will (land) in ten minutes. 2.When he was 　 　(run) after his brother, the boy lost his balance and had a bad fall. 3.Men in this company usually wear 　　 　(suit) and ties at work. 4.You say those things are　 (alien) You must be kidding! 5.I ran all the way and 　　 　(catch) the bus. Ⅱ.用方框中所给单词的适当形式填空。 kid, camera, come, leave, sky 6.There are a lot of birds flying in the 　　 . 7.My father bought me a 　　　　 as a birthday gift last year. 8.Look! There are some students 　 out of the hall. 9.You got the book for two yuan You must be . 10.I can't find my bag. I must have 　 it in the library. Ⅲ. 单项选择。 (　)11．There is 　 　 with my computer. I'll get it repaired tomorrow. A.something wrong B.nothing wrong C.anything wrong (　)12.—I don't know the young woman 　 　an umbrella in her hand. —Oh, that's my aunt. A.about B.with C.of (　)13. He is 　 　 a white shirt today. A.putting on 　　　 B.wearing C.dressing (　)14.—Jane 　　 her mother. —Yes, they just look the same, like sisters. A.looks after 　 B.takes after C.takes off
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 It must belong to Carla. Section B (1a-1d)
作 业 设 计
Level A Work in pairs. Prepare a picture of you or others. Ask your partners to make inferences according to it with modal verbs. Write a short passage about your inferences.
Level B Suppose you are the man or the woman, write a short passage about what you saw and what you thought according to the conversation in 1b and 1c.
教 学 反 思
第 页