Unit 8 It must belong to Carla. （5课时教案）

Unit
8　It
must
belong
to
Carla.
Section
A(1a－2d)
【教学目标】
1.学生能识记以下词汇：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：
—Whose
volleyball
is
this
—It
must/might/could/can’t
be
Carla’s.
—It
must/might/could/can’t
belong
to
Carla.
3.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。
【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。
【课前准备】
1.搜集一些日常物品。
2.准备好录音机，制作多媒体课件，制作教案和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
( http: / / www.21cnjy.com )1：Lead in1.Prepare
a
pink
pen
( http: / / www.21cnjy.com )cil case.Put
it
under
a
student’s
desk
before
class.2.After
class
begins，
( http: / / www.21cnjy.com )pick
it
up
and
ask
students：“I
found
a
pencil case
on
the
floor.Whose
pencil case
is
it？Is
it
a
boy’s
or
a
girl’s？”3.Guide
students
to
a
( http: / / www.21cnjy.com )nswer：“It
must
be
a
girl’s
pencil case
because
it’s
pink.”4.Ask
which
g
( http: / / www.21cnjy.com )irl
it
might
belong
to.Guide
students
to
answer：“It
must/might/could/can’t
be
sb.’s.Or
it
must/might/could/can’t
belong
to...”设计意图：设置具体语境：老师无意中在地板上发现一个粉色铅笔盒，询问它是谁的，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，也为后续活动做好准备。
　　二、展开过程，探究新知Step
2：PresentationTalk
about
the
th
( http: / / www.21cnjy.com )ings
in
1b
and
then
put
them
in
the
correct
columns
in
the
chart
of
1a.设计意图：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。Step
3：Listening
to
1bBefore
listening
Ask
students
to
r
( http: / / www.21cnjy.com )ead
the
instructions
and
then
guess
what
the
conversation
might
be
about.设计意图：通过浏览表格中的信息，并进行大胆的预测，能为后边的听力做准备，同时又能形成信息期待。While
listeningAsk
students
to
listen
and
match
the
information.设计意图：通过听的方式输入本课功能句型。在听的过程中先听后读，培养学生学习英语的良好习惯。After
listeningStep
4：Work
on
1c1.Ask
students
to
prac
( http: / / www.21cnjy.com )tice
the
conversation
in
pairs.The
teacher
moves
around
the
classroom
when
the
students
are
practicing.Give
them
some
help
if
needed.2.Role play
t
( http: / / www.21cnjy.com )he
conversations.When
talking
about
the
owners
of
the
things，they
may
use
two
ways：It
must
be.../It
must
belong
to...3.Ask
several
pairs
to
act
out
their
conversations.设计意图：引导学生运用合
( http: / / www.21cnjy.com )作学习法进行语言实践；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，培养学生运用目标语言进行交际的能力。Step
5：Listening
to
2a
and
2b1.Before
listening
( http: / / www.21cnjy.com )to
2a，the
teacher
asks
students：“What
do
you
usually
have
in
your
schoolbags？”and
let
students
list
as
many
things
as
possible.2.The
teacher
says：
( http: / / www.21cnjy.com )“Last
weekend，Bob
and
Anna
found
a
schoolbag
at
the
park.What
are
in
the
schoolbag？”3.Play
the
tape
and
write
down
the
things
in
the
schoolbag.4.Check
the
answe
( http: / / www.21cnjy.com )rs
and
then
the
teacher
asks：“There
are
three
things
in
the
schoolbag.Whose
schoolbag
is
it？”5.Listen
again.Fill
in
the
blanks
of
2b.6.Check
the
answers.7.Listen
and
repeat.
( http: / / www.21cnjy.com )Pay
attention
to
the
pronunciation
and
intonation.8.Work
in
groups
o
( http: / / www.21cnjy.com )f
four.Discuss
about
the
differences
of
the
modal
verbs
in
this
listening
and
how
to
use
them
to
make
inferences.设计意图：在每次听之前都设置具体的任务
( http: / / www.21cnjy.com )，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时可能性的大小。After
listeningStep
6：Work
on
2c1.Work
in
pairs
( http: / / www.21cnjy.com ).Make
conversations
using
the
information
in
2a
and
2b.2.Ask
several
pairs
to
act
out
the
dialogue.Step
7：Work
on
2dBefore
readingThe
teacher
asks：“A
( http: / / www.21cnjy.com )ccording
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
an
( http: / / www.21cnjy.com )d
give
their
own
ideas.Make
sure
that
they
use
modal
verbs
to
make
inferences.设计意图：2d对话是前边听力
( http: / / www.21cnjy.com )的延伸，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。While
reading1.Read
the
dialogue
quickly
and
answer
the
question：How
does
Linda
feel
after
losing
her
schoolbag 2.Read
the
text
again.Answer
the
following
questions：What
things
are
in
Linda’s
schoolbag What
did
Linda
do
yesterday When
did
she
leave
the
park 3.Find
the
sentence
( http: / / www.21cnjy.com )s
with
the
modal
verbs
to
make
inferences
and
read
them.设计意图：读课文时设计一些问题，能让学
( http: / / www.21cnjy.com )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词表示推测的句子，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。After
reading1.Work
in
pairs
to
read
the
dialogue.2.Ask
several
pairs
to
act
out
the
dialogue.设计意图：本环节是对前边活动的输出和检验。
　　三、布置作业
假设你最喜爱的
( http: / / www.21cnjy.com )手表丢了，请你和好朋友回忆一下当天你们曾经去过哪些地方，做过什么，以此来推测手表可能存在的地点，并按照线索去寻找，说明寻找的结果。请把这个过程编成一段对话，用合适的情态动词表示推测。
┃教学小结┃
【板书设计】
Unit
8　It
must
belong
to
Carla.
Section
A(1a－2d)
Key
words：whose，truck，picnic，rabbit，attend，valuable，pink，anybody
Sentences：
(1)—Whose
volleyball
is
this
—It
must
be
Carla’s./It
must
belong
to
Carla.
(2)—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
Section
A(3a－4c)
【教学目标】
1.巩固用情态动词推测物品归属的句型。
2.学生能跟随阅读任务获取必要信息，从而理解整篇文章。
3.学生能用开放性的语言，分角色表演课文内容。
【教学重难点】
重点：巩固运用情态动词表示推测的用法，丰富学生的语言表达。
难点：运用开放性语言及合理的想象分角色表演课文内容。
【课前准备】
课本，制作多媒体课件，制作导学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in
Play
a
guessing
game：P
( http: / / www.21cnjy.com )lay
some
strange
sounds，such
as
the
sound
of
wind，rain，train
or
a
cat...and
then
ask
students：Who
is
the
noise
maker What
might
it
be
happening Guide
students
to
guess
and
tell
the
reason.设计意图：读前播放各种各样的声音，既
( http: / / www.21cnjy.com )可以让学生练习一下用情态动词进行推测，又可以让学生有一种神秘感，从而激发学生学习本课的兴趣，为下一步的阅读做好准备。
　　二、展开过程，探究新知Step
2Ask
students
to
rea
( http: / / www.21cnjy.com )d
3a
quickly
and
then
answer
this
question：What’s
happening
in
the
town 设计意图：从Step
1的各种怪声引入3a，让学生回答问题是为下一步学生选择本文标题做好准备。Step
3：Work
on
3a1.Ask
students
to
re
( http: / / www.21cnjy.com )ad
the
article
quickly
and
choose
the
best
title
from
A，B
and
C.2.Check
the
answer
and
ask
students
to
tell
the
reason.Step
4：Work
on
3bRead
the
article
again
and
find
words
to
match
the
meanings.Step
5：Work
on
3c1.Read
the
article
carefully.Fill
in
the
chart.2.Work
in
groups
to
discuss
the
answers
in
3c.Step
6：Retell
the
articleAsk
students
to
r
( http: / / www.21cnjy.com )etell
the
story
according
to
3c.Use
their
own
words
as
much
as
possible.设计意图：训练学生获取有效阅读信息、
( http: / / www.21cnjy.com )归纳主题的能力，然后由浅入深，层层推进。通过3c表格让学生把握文章的具体细节；根据表格复述课文既是检验对课文的掌握程度，也是一种语言的输出。Step
7：Make
a
conversationWork
in
groups
of
s
( http: / / www.21cnjy.com )even.One
acts
as
a
reporter，and
the
other
six
act
as
different
residents
in
the
neighborhood.Role play
the
text.Try
to
use
their
own
imagination
and
make
their
new
conversation.设计意图：七人一组，每组以记者采访报道的方式重现文本内容，既可以将输入转换为输出，又可以让小组成员发挥自己的想象，补充相关内容。
　　三、布置作业口头作业：1.听、读、模仿3a内容，要求语音语调准确优美。2.用自己的话将3a课文复述一遍。书面作业：1.抄写3a课文中用情态动词表推测的句子。2.将小镇居民关于怪声的讨论内容改编成对话写下来。
┃教学小结┃
【板书设计】
Unit
8　It
must
belong
to
Carla.
Section
A(3a－4c)
something，anything，nothing
Something
unusual
is
happening
in
our
town.
They
couldn’t
find
anything
strange.
There’s
nothing
special
in
today’s
newspaper.
There
be
sb.doing—There
must/might/
could
be
sb.doing
There
must
be
something
visiting
the
homes
in
our
neighborhood.
Section
B(1a－1d)
【教学目标】
1.学生能掌握本课重点词汇：land，alien，run
afer，suit。
2.学生能学会以下句型：He
( http: / / www.21cnjy.com )
could
be
running
for
exercise./I
must
be
dreaming./They
must
be
making
a
movie.
3.学生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。
【教学重难点】
重点：理解并运用情态动词推测某人正在进行的动作。
难点：能运用目标语言展开话题讨论。
【课前准备】
课本，制作多媒体课件，录音机和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inA
guessing
gameShow
some
pic
( http: / / www.21cnjy.com )tures
of
a
man
doing
something，cover
half
of
the
pictures，and
then
ask
students
to
guess
what
the
man
might
be
doing.Guide
them
to
guess
with
modal
verbs—must/could/may/can’t.设计意图：展示一些部分被遮挡的图片，让学生猜测图中人物正在进行的动作，能迅速激发学生的兴趣，同时又能练习本课重要句型，真正做到了在玩中学。
　　二、展开过程，探究新知Step
2：Presentation1.Show
the
picture
c
in
1a
and
talk
about
it
with
students.2.Show
the
picture
b
and
talk
about
it
with
students.3.Show
the
picture
a
and
talk
about
it.设计意图：先在多媒体中一张一张播放图片，和
( http: / / www.21cnjy.com )学生谈论三幅图片中的内容，引导学生充分发挥想象力和观察力，各抒己见，预测故事内容。为后边的听力作信息铺垫。Step
3：Listening
to
1b
and
1cBefore
listeningAsk
students
to
predict
the
order
of
these
three
pictures.设计意图：听前预测图片顺序，能培养学生根据自己理解的逻辑顺序编造合理故事的能力，鼓励学生大胆地表达，只要能自圆其说就可以。While
listening1.Listen
for
the
first
( http: / / www.21cnjy.com )
time
and
check
if
their
predictions
are
right.(Don’t
play
the
recording
completely.Stop
at“And
the
alien
is
running
after
the
man！I
must
be
dreaming.”)2.Ask
students
to
disc
( http: / / www.21cnjy.com )uss
in
groups
of
four
to
make
up
the
rest
of
story.Each
group
makes
up
one
story.3.Ask
some
groups
to
share
their
stories
with
the
class.4.Listen
again
( http: / / www.21cnjy.com )
and
work
on
1c(This
time
playing
the
whole
recording).Ask
students
to
try
filling
in
the
blanks
based
on
what
they
can
remember
before
playing
the
recording
again.And
then
play
the
recording.Get
students
to
fill
in
the
blanks
again.5.Check
the
answers.6.Listen
for
the
third
time，and
then
repeat.设计意图：第一遍时没有播放完整的
( http: / / www.21cnjy.com )对话，就是不让学生过早地知道故事的结尾，而让学生分组讨论并续写故事，培养学生积极动脑、动口的好习惯。然后再完整地听一遍对话，让学生对照自己所编的故事结尾与对话中的结尾，看看哪一个更好，更出乎预料。After
listeningStep
4：Work
on
1d1.Ask
several
pairs
o
( http: / / www.21cnjy.com )f
students
to
read
the
listening
text.Ask
them
to
pay
attention
to
their
pronunciation
and
intonation.2.Role play
the
con
( http: / / www.21cnjy.com )versation
between
the
man
and
the
woman.Tell
them
that
they
shouldn’t
only
recite
the
sentences
in
the
listening
text.They
can
use
their
own
words.设计意图：听完之后让学生扮演听力课文中的人物，在全班展示表演。教师还可以要求该组学生提问其他学生，使学生学会倾听，人人参与活动。
　　三、布置作业1.听录音并跟读听力课文两遍。2.抄写听力课文中用情态动词表示推测的句子。3.观看一部动画片的几个片段，发挥想象，用情态动词推测故事后续可能发生的情况。不少于100词。
┃教学小结┃
【板书设计】
Unit
8　It
must
belong
to
Carla.
Section
B(1a－1d)
Key
words
and
phrases：
land，alien，run
af
( http: / / www.21cnjy.com )ter，something
strange，see
a
man
running，a
woman
with
a
camera
Sentences：
What
might
the
man
be
doing
He
could
be
running
for
exercise.
It
must
be
a
UFO.
I
must
be
dreaming.
They
must
be
making
a
movie.
Section
B(2a－2e)
【教学目标】
1.学生能够了解巨石阵的相关知识。
2.学生能够掌握一定的阅读技巧，提高阅读能力。
3.学生能够掌握本节课的重点词汇和重要句型。
4.学生能够拓展知识面，放眼看世界。
【教学重难点】
重点：理解并运用所学词汇和用情态动词进行推测的句型简单介绍巨石阵的未解之谜和曾经的用途。
难点：在简述课文时用上恰当的连接词，使内容更加连贯。
【课前准备】
课本，录音机，制作多媒体课件。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inTalk
about
some
( http: / / www.21cnjy.com )famous
historical
places
in
the
world.Ask
students
some
questions
about
these
places
to
see
how
much
they
know
about
them.设计意图：谈论一些世界各地的名胜古迹，拓展学生的视野，了解世界各地文化，为新课文的学习作好铺垫。
　　二、展开过程，探究新知Ste
( http: / / www.21cnjy.com )p
2：PresentationTalk
about
the
picture
in
2b.设计意图：用图片导入新课，既形象又直观。谈论图片，既可以检查学生课前所查资料的情况，又可以使学生对即将阅读的文章产生亲切感。Step
3：Reading1.Read
2b
quickly
and
answer
these
questions
about
Stonehenge：Stoneheng
Where：　　　　　　　　
Shape：　　　　　　
How
old：　　　　　　　　
The
number
of
visitors
every
year：　　　　　　　　
When
and
why
people
come
here：　　　　　　　　2.Read
quickly
again
and
find
the
answers
to
these
questions：(1)Who
built
it (2)What
was
it
used
for (3)How
was
it
built From
the
answers
we
can
know
that
Stonehenge________________.3.Read
the
passage
carefully
and
choose
T
or
F
according
to
the
text.(1)Paul
Stoker
thought
Stonehenge
was
a
temple
before.(2)Stonehenge
can
k
( http: / / www.21cnjy.com )eep
people
healthy
because
when
you
walk
there，you
can
feel
the
energy
from
your
feet
move
up
your
body.(3)People
put
the
stones
together
without
any
purpose.(4)It’s
easy
to
build
another
Stonehenge.Then
we
can
sum
up
the
main
idea
of
this
passage：________________4.Work
on
2a.5.Underline
the
l
( http: / / www.21cnjy.com )inking
words
and
phrases
in
the
passage
and
guess
their
meanings
according
to
the
context.6.Fill
in
the
blanks
with
proper
linking
words.Stonehenge
is
a
fa
( http: / / www.21cnjy.com )mous
historical
place
in
Britain，________every
year
more
than
750,000
visitors
go
to
this
place.They
go
there
on
midsummer’s
morning
to
see
the
sun
rising
________this
day
is
the
longest
day
of
the
year.Most
historians
thi
( http: / / www.21cnjy.com )nk
Stonehenge
was
a
temple，________Paul
Stoker
doesn’t
think
so.Some
people
believe
that
the
stones
can
prevent
illness
________
keep
healthy.Some
think
it
might
be
a
place
to
bury
________
honor
ancestors.________，others
think
it
was
built
to
celebrate
a
victory
over
an
enemy.设计意图：通过两遍快速阅
( http: / / www.21cnjy.com )读然后又进行细读，学生自己归纳总结出巨石阵的特点，并找出本文的中心句。让学生了解巨石阵有哪些未解之谜以及关于巨石阵曾经用途的推测。最后找出文中的连接词，并根据上下文理解连接词的意思。通过如此反复阅读，让学生对整篇文章有了准确而细致的了解。Step
4：After
readingWork
on
2e设计意图：了解了巨石阵之后，让学生根据自己已有的知识，分组讨论他们所知的未解之谜。让学生依靠集体的力量，拓宽自己的知识面。使学生了解世界各地与众不同的文化。
　　三、布置作业口头作业：1.听录音并跟读2b课文，要求语音语调准确优美。2.把2b课文复述给家长听。书面作业：1.将2b的复述写下来。2.写一篇关于世界其他神秘地方的作文，可以从以下几方面写：name，place，facts，mysteries，the
experts’
ideas.(不要写上课时本组讨论过的，自己写一篇或者是写别的组在课上汇报的。)
┃教学小结┃
【板书设计】
Unit
8　It
must
belong
to
Carla.
Section
B(2a－2e)
so
as，because，since
but，however，though
not
only...but
also
when，while
Section
B(3a－Self
Check)
【教学目标】
1.学生能充分阅读文本材料，丰富语言输入。
2.学生能明确写作框架，从而降低写作难度。
3.学生能运用本单元目标语言并发挥想象，完成写作任务。
【教学重难点】
重点：学生明确写作框架。
难点：运用本单元目标语言完成写作任务。
【课前准备】
课本，多媒体课件，制作导学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in1.Ask
studen
( http: / / www.21cnjy.com )ts
to
read
the
article
in
3a
on
Page
59
again
to
refresh
their
memories.2.Read
3c
on
Page
( http: / / www.21cnjy.com )
59
and
review
where
the
residents
of
the
neighborhood
think
the
noises
come
from.设计意图：重温课文，回忆细节，为下边的写作打好基础。
　　二、展开过程，探究新知Step
( http: / / www.21cnjy.com )2：PresentationWork
in
groups
o
( http: / / www.21cnjy.com )f
four
and
divide
the
four
students
into
two
parts.Three
students
act
as
the
residents
in
the
neighborhood.They
will
give
their
new
ideas
about
where
the
noises
may
come
from.The
other
one
acts
as
a
reporter
and
thinks
about
how
to
give
the
story
an
unusual
ending.Part
1
Three
students
talk
about
where
the
noises
may
come
from：1.Get
them
to
act
( http: / / www.21cnjy.com )
as
the
residents
of
the
neighborhood
and
try
to
come
up
with
various
ideas
about
what
might
have
caused
the
noises.2.Tell
studen
( http: / / www.21cnjy.com )ts
that
they
can
let
their
imagination
run
wild.The
only
condition
is
that
they
need
to
be
able
to
give
a
reason
why
they
think
something
made
the
noises.3.Tell
students
( http: / / www.21cnjy.com )
that
they
should
think
of
more
practical
reasons
rather
than
something
mystical.Part
2
One
student
thi
( http: / / www.21cnjy.com )nks
about
how
to
give
the
story
an
unusual
ending.1.Make
sure
the
ending
is
beyond
all
expectations.2.The
reporter
writes
down
the
ending.3.Fill
in
the
following
chart
of
3a.设计意图：四人一组，再将四人分成两组
( http: / / www.21cnjy.com )，三名同学扮演小区居民，就小区噪音的来源进行大胆地推测，并说明他们如此判断的依据，为下边的写作作充分铺垫。一名同学就最终噪音的来源作大胆想象，给故事一个出人意料的结尾，并向全班同学报告。为下边的写作提供充足的素材。Step
3：WritingWork
in
groups
of
six
and
finish
writing
the
article
together.1.Give
students
some
questions
to
help
them.2.Guide
students
to
read
the
writing
frame
in
3b
on
Page
64.3.Write
the
( http: / / www.21cnjy.com )story
together
and
make
sure
every
one
of
them
takes
part
in
it.4.Hand
out
a
( http: / / www.21cnjy.com )
piece
of
paper
to
each
group.Get
students
to
think
about
how
to
lay
out
the
article
as
a
newspaper
article.
Remind
students
that
English
newspaper
articles
usually
follow
a
column
format，and
the
stories
usually
have
an
accompanying
picture.5.Ask
students
to
finish
this
article.设计意图：前边对噪音来源和故事结局两
( http: / / www.21cnjy.com )方面进行了充分的讨论，再给学生一个可行的写作框架，相信学生已经是迫不及待，跃跃欲试了。因为这是一篇新闻报道，所以还要要求学生按照新闻报道的格式来写。Step
4：After
writing1.Ask
the
reporters
( http: / / www.21cnjy.com )
of
some
groups
to
read
their
articles
in
class.They
can
vote
for
which
story
they
like
best.2.Select
two
or
thre
( http: / / www.21cnjy.com )e
well written
articles
to
put
up
on
the
classroom
notice
board.设计意图：和全班同学分享本组的作品，既是一次相互学习的机会，也是一次相互纠错的机会。把好作品张贴在教室的布告栏上，可以让一部分学生把它们当作范文一样学习背诵。
　　三、布置作业口头作业：背诵两篇范文。书面作业：看动画片《猫和老鼠》的一个片段，用英语将你所看的片段内容写下来，然后发挥自己的想象力，续写故事。
┃教学小结┃
【板书设计】
Unit
8　It
must
belong
to
Carla.
Section
B(3a－Self
Check)
1.What
was
the
sound
2.Who
heard
the
sound
3.What
did
people
think
it
was
caused
by
4.What
were
the
feelings
they
had
when
they
heard
the
sound
5.What
actually
caused
the
sound？