【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit 8 It must belong to Carla. section A

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【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 8 Section A
Unit 8　It must belong to Carla.
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
导入一　情境导入:
利用课堂中的实际物品,让学生判断它们是属于谁的。学习“It must belong to…” “It must be…” “It might/can't/could…”等句型,从而自然地导入新课。
导入二　图片导入:
Show two photos of a boy and a girl. Tell the students the boy is Tom and he likes listening to music and playing soccer. The girl is Lucy and she has long hair and likes playing tennis. They are both learning English.
　　Then show the students the following things: a CD, a soccer, a hair band, a tennis ball and an English book. Tell the students these things are Tom's and Lucy's.
　　Let the students guess which things belong to Tom and which things belong to Lucy.
导入三　对话导入:
T: Look at the picture on P57. Can you find out all the things
Ss: Yes.
T: Please write the things in the correct columns in 1a. Do you want to know their owners
Ss: Yes.
T: How can we make inferences(推断)
Ss: According to their hobbies, habits and personalities…
T: Right. Let's listen to 1b.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1b　Listening
1. 引导学生关注1b表格中所列物品,为听力做好准备,让学生推测物品所属,并陈述理由。
2. 播放录音,引导学生听关键词,要求学生将物品、主人姓名以及理由相互匹配,检测与自己的推测是否一致。
3. 再次听录音,要求学生核对答案。
活动 2d　Role-play
1. 教师根据前面的听说活动,询问“How might Linda feel ”,引导学生对故事的后续发展进行合理推测,激发学生学习对话的兴趣。
2. 学生先整体阅读对话,把握对话的大意,验证自己的推测是否准确。
3. 要求学生再次阅读对话,回答下列问题:
(1)When did Linda attend a concert
(2)What did she do after the concert
(3)Who left the park early
4. 要求学生找出其中表示推测的句子。
…it might still be in the music hall. So it can't be stolen. So could it still be at the park I think somebody must have picked it up.
5. 教师播放录音,学生跟读,然后要求学生两人一组练习并表演对话。教师鼓励学生关注朗读技巧,声情并茂地表演对话。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
活动 2a-2b (有一定难度,增设听力训练题)
听录音,完成下列表格。(听力原文:Section A　2a, 2b )
Mei She has 1. 　long　 hair.
Linda She was at the 2. 　picnic　. She has long hair and she is on the 3. 　tennis　 team .
Rita She is always 4. 　forgetting　 things.
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学
Read the article in 3a carefully and write what people think about the strange noises.
Who gave opinions What are the opinions
Victor's wife She thinks that it could be an animal.
Victor and his friends
The policemen
Helen
One woman in the area
The writer himself
突破二　辅助教学
Retell the article with the help of the key words in the form below.
Who What did they find or feel What did they think it was
Victor's wife strange noises outside their window could be an animal
Victor strange noises outside their window must be teenagers having fun
The policemen nothing strange might be the wind
Helen couldn't see a dog or anything else can't be a dog
One woman in the area something running away a bear or a wolf
Everyone uneasy, own ideas there must be something…
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
情态动词表示推测的用法
【观察】
Our teacher must be in the office because the light is on.
He left yesterday. He should be home by now.
Don't play football in the street, or a car may hit you.
They saw something in the sky last week. It could/might be a UFO.
He can't be at home because he has gone to Beijing.
It is still early, so he might not have come back yet.
【探究】
1.表示肯定推测的情态动词
情态动词 用法
must 表示很大的可能性,意为“一定;必定”,只用于肯定句中。
should 用于肯定句中,意为“很可能,应该”,指按常理推测。
can 用于肯定句中,表示理论上的可能性。
may 用于肯定句中,表示把握不大的推测,意为“也许”。
could/might 但在某些场合下,为了使语气更缓和、更委婉,常用could/might代替can。
2.表示否定、疑问推测的情态动词
否定推测 can't/couldn't表示否定推测,语气强烈,指“不可能”,带有惊讶、怀疑的感彩。
may not/might not表示否定推测,语气不是很肯定,意为“可能不,也许不”。
疑问推测 can/could常用于疑问句中表推测,意为“可能”。
Step 2　练习巩固 (教材P60课文4a, 4b, 4c)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
There are three conversations about making inferences. The first conversation speculates who the items belong to; the second speculates about the owner of the bag; and the third discusses the loss of the item and makes a reasonable inference based on the facts.
Why:
1a reviews the nouns that represent objects by having students sort objects according to their requirements and elicits the language expression must be used to speculate about the ownership of objects. 1b-2c are a chain of listening tasks, with the listening activities designed on a gradient. 2d presents students with an authentic context to talk about items that are missing.
How:
The unit topic “Make inferences” is centered around the questions “To whom do objects belong ” “Whose objects are they ” “Where are someone's objects ” and “Where is someone's item ” The language and listening training will be developed. In terms of grammatical structure, introduce the use of modal verbs to express different degrees of speculation; in terms of language structure, train the attribution discussion sentence structure.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1. To be able to learn and master the usage of the vocabulary: picnic, belong to, anything valuable, possibly.
2.To be able to learn how to use the modal verbs “must, could, might and can't” in a speculative way.
3.To be able to master the use of English listening skills and to complete listening exercises quickly and accurately.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to proficiently use modal verbs “must, might, could and can't” to speculate about the ownership of objects.
2.To be able to master the modal verbs indicating the degree of probability of speculation.
Teaching Difficulty:
To be able to master the modal verbs indicating the degree of probability of speculation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up(guessing game)
T: Look at the picture. Can you guess what this is
S1: It must be a train.
T: Quite right. Then what's this
S2: It must be a volleyball.
T: What is this
S3: It must be a toy truck.
T: What is this
S4: It must be a CD.
T: Good job!All of you did a good job! Let's look at the picture in 1a and guess what happened.
Purpose To stimulate students' interest by presenting pictures.
Step 2　Presentation—Prediction (1a)
Get the students to look at the picture in 1a and ask (1)“Where are they ” (2)“What happened ”.
◎Key: (1)In a park./In the open air.
(2)They might be a little worried, because they want to find the owners of these things.
Purpose To get students to have a good prediction of the text content.
Step 3　Presentation—Fill in the blanks (1a)
Get the students to look at the things in 1a and write the things they see in the correct columns in the chart.
◎Key: Clothing: hat, T-shirt, baseball cap, jacket
Fun things: volleyball, toy truck, book, CD, magazine
Kitchen things: plate, cup
Purpose To check whether students have a good observation of the picture in 1a.
Step 4　Presentation—Listening prediction (1b)(详见课件资源)
Get the students to look at the picture in 1a and the chart in 1b and try to make predictions.
Purpose To get the students to have a good prediction of the listening materials.
Step 5　Presentation—Listening (1b)
Get the students to listen and match each person with a thing and a reason.
Check the answers.(For example)
T: Who has the toy truck
S1: Jane's little brother.
T: Why do you think so (Can you tell me the reason )
S1: Because he was the only little kid at the picnic.
Step 6　Pair-work (1c)
1.Ask the students to practice the conversation in the picture. Then make conversations using the information in 1b.
(Target sentence structures)
A: Whose…is this
B: It must…because…
2.Check their work with several pairs.
Purpose To check whether students master target sentences well in 1a and 1b and give students more practice in using the target language in natural speech.
Step 7　Listening (2a)
Listen and write down the things in the schoolbag.
◎Key: T-shirt, hair band, tennis balls
Step 8　Listening (2b)
Let's do a little bit challenge work! Listen again and fill in the blanks.
◎Key: 1.must　2.can't　3.could　4.might　5. must
Purpose To practice students' listening skills and consolidate the usage of the modal verbs.
Step 9　Pair-work (2c)
1.Ask the students to practice the conversation in 2a and 2b. Then make conversations using the information in 2a and 2b.(For example)
A: Look! There's a schoolbag here.
B: What's inside
A: There's a hair band.
B: It could be Yu Mei's. She has long hair.
2.Check their work with several pairs.
Purpose To give students more practice in using the target language in natural speech and check whether students master the target sentences well in 2a and 2c.
Step 10　Role-play (2d)
1.Ask and answer the questions:
(1)How does Linda feel
(2)What's in Linda's schoolbag
(3)Where did Linda last put her schoolbag
(4)Do you think that Linda will find her schoolbag Why
◎Key: (1)She's really worried.
(2)Her books, her pink hair band and some tennis balls.
(3)At the park.
(4)Yes. Because she'll call her friends now to check if anybody has it.
Purpose To have students know the conversations in 2d quickly by answering the questions.
2.Boys are Linda and girls are Mom. Role-play the conversation.
Step 11　Group-work
T: Boys and girls, take out your own things and work in groups of four.You can use the following structure.
A: Whose…is this
B: It might/could be…because…
C: It can't belong to…because…
D: I agree. It must belong to…because…
Purpose To give students more practice in using the target language in the natural speech.
Step 12　Language points
belong to, picnic, attend, valuable
Step 13　Homework
1.Required: Read and recite 2d.
2.Optional: Make a conversation with your classmates.
第二课时(3a-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This is a mystery article about strange noises at night in a small town. It describes the circumstances under which the strange noises occur and what different people think about it.
Why:
3a is designed to train students' skimming skills to find out the theme of the text according to its content; 3b is designed to train the scanning (searching) strategy to be flexible in different expressions of the language; 3c is a literacy synthesis that guides students to pay more attention to the details of the text and to sort out the speculations made by the many characters in the text about the strange noises.
How:
Through the scenario creation introduction, attract and organize students to actively participate in reading training; through the prediction, fast reading, searching for reading and reading strategies, guide students to observe, think, communicate, cooperate and complete the task of this lesson. While mastering the basic reading skills, students are prompted to summarize the inductive reasoning.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to read short texts and be able to obtain relevant information effectively as required.
2.To be able to understand information about events from multiple perspectives.
3.To learn to use modal verbs to express speculation.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Master skimming and close reading strategies.
2.Master the sentence pattern of modal verbs' speculative usage.
Teaching Difficulty:
Use reading skills to quickly grasp clues in the text and retell ideas in the text using keyword information.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
The teacher plays a recording and asks the questions.
1.Did you hear anything unusual
2.What might happen
3.How do you feel when you hear a strange noise
Purpose To arouse students' interest in the class.
Step 2　Pre-reading
Let students look at the picture of this passage, and guess two questions.
1.What can you see in the picture
2.What can we know about the woman
◎Key: 1.There is a woman looking out of the window.
2.She might be a little uneasy.
Purpose Predict the main information of this article through the picture before reading to reduce the difficulty of reading, stimulate students' reading curiosity, and maintain their interest in continuing to read the article.
Step 3　While-reading
1.Read for the best title.
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
◎Key: B
2.Read for the main ideas of each paragraph.
Para.1　 People's ideas about the strange noises.
Para.2 The writer's opinion about the noises.
Para.3 Something unusual is happening in our town.
Purpose Set up a matching exercise for the main idea of each paragraph to deepen the understanding of the reading text as well as to further develop students' ability to grasp key information.
3.Careful-reading: Let students read Para. 1 carefully and fill in the chart.(详见课件资源)
4.Careful-reading: Let students read Para. 2 and answer the questions.
(1)How many people heard the noises in Para. 2 Who are they
(2)What does Helen think of it
(3)What does the woman think of it Why
◎Key:
(1)Two. Helen and a woman.
(2)At first she thought it might be a dog. But then she thought it couldn't be a dog.
(3)She thought it was a bear or a wolf. Because it was too big to be a dog.
5.Careful-reading: Let students read Para. 3 and answer the questions.
(1)How do the people feel about it
(2)Do they know what it is
(3)What does the writer think of it
◎Key: (1)They feel uneasy.
(2)No, they don't.
(3)The noise-maker is having too much fun creating fear in the neighborhood.
6.3b. Careful-reading: Read the article again and find words to match the meanings.
◎Key: uneasy, teenagers, (next-door) neighbor, neighborhood, wolf, noise-maker
7.3c. Careful-reading: Read the article carefully and write what people think about the strange noises.
◎Key:
Who gave opinions What are the opinions
Victor's wife She thinks that it could be an animal.
Victor and his friends They think it must be teenagers having fun.
The policemen They think it might be the wind.
Helen She guesses it can't be a dog.
One woman in the area She thought it was too big to be a dog. She thought that maybe it was a bear or a wolf.
The writer himself He thinks the noise-maker is having too much fun creating fear in the neighborhood.
Purpose To develop students' reading skills, conform to the type of exam questions, and develop certain test-taking skills.
Step 4　Post-reading
1.Finish the mind map.(详见课件资源)
2.Group-work:
(1)After reading the article, what do you think the strange noises are Why
(2)If something strange happens in our neighborhood, what should we do
Purpose To further deepen the understanding of knowledge points and consolidate the understanding of the content of the article.
Step 5　Language points
noise/voice/sound, also, too, as well, either, see, there be, fear
Step 6　Exercise(详见课件资源)
Step 7　Homework
1.Required:
(1)Remember the words and phrases in this lesson.
(2)Retell the passage with the help of the key words.
2.Optional:
Draw a mind map and retell the passage.
第三课时 (Grammar Focus-4c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This grammar lesson is about making inferences. Grammar Focus is that one person asks the owner of the objects and another person uses different modal auxiliaries to convey inferences of different certainties. Besides, the focus is also about what one person sees and his/her inferences.
Why:
The value intended in this lesson is that students learn to express their inferences in their lives, understand others' inferences, and develop a sense of making inferences in lives.
How:
The grammar material about making inferences is unfolded by dialogues. First, it's about asking the ownership of objects and asking the things people see. The answers show different levels of certainties by using the modal auxiliaries.From certainty to uncertainty, they are must, can, should be, could be, and might be.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
At the end of the lesson, students will be able to:
1.Summarize and synthesize the grammar focus of making inferences, notice and understand the use of modal auxiliaries which are from certainty to uncertainty.
2.Internalize and utilize the use of modal auxiliaries in making inferences, and appreciate the meaning of using inference grammar.
3.Learn to infer others' intention, attitudes and opinions and form a sense of inference in the real daily context.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
Students can learn the grammar terms and meanings of making inferences and use them.
Teaching Difficulty:
Students cultivate an awareness of making inferences when necessary and infer others' opinions during the conversation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
Get students to have a guessing game.
Use the sentence structure:
I think it might be/must be/could be…
Purpose To arouse students' interest in learning the sentence structure.
Step 2　Let's read
1.Students read the sentences of Grammar Focus and find out the rules of the usage of modal auxiliaries.
2.Fill in the blanks with the modal auxiliaries.(详见课件资源)
Step 3　Let's summarize
Match the words with their possibilities.
Purpose To further reinforce the basic structure of the modal auxiliaries by using the structures in the Grammar Focus examples.
Step 4　Let's practice (4a)
Students choose the best way to complete each sentence using the words in brackets.
1.A: Where's Jean
B: I'm not sure. She 　might be　 (is/might be/must be) in the laboratory.
2.A: Everyone is going to the pool after school.
B: Really It 　must be　 (must be/can't be/could be) hot outdoors.
3.A: That's the phone.
B: Hmm. I wonder who it 　could be　 (must be/could be/should be).
4.A: I wonder if these are Jim's glasses.
B: They 　can't be　 (can't be/might be/could be) his. He doesn't wear glasses.
5.A: I hear water running in the bathroom.
B: It 　could be/must be　 (could be/must be/can't be) Carla. She was thinking of taking a shower.
Step 5　Let's complete (4b)
1.A: Many people are wearing coats.
B: The weather must be 　getting colder/cold outside　.
2.A: Sally has been coughing a lot.
B: She might be 　having a sore throat/ill　.
3.A: This restaurant is always very crowded.
B: The food 　must be delicious　.
4.A: Whenever I try to read this book, I feel sleepy.
B: It can't 　be easy/be that boring　.
Step 6　Let's discuss (4c)
Here is a 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
Step 7　Summary(详见课件资源)
Step 8　Language points(详见课件资源)
Step 9　Homework
1.Required: Grammar exercises.
2.Optional: Make a conversation about 4c.
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