课件35张PPT。
Section A (1a—2c)Unit8It must belong to Carla. What is it? Guess.1. 功能
使用 must, might, could and can’t 进行推断。
2. 掌握下列词汇、短语和句子
whose truck picnic rabbit belong to
--Whose book is this?
--It must be Mary’s. J.K. Rowling is her favorite writer.
3. 学习策略
能根据图和表格相关信息预测、推断。
能根据语言环境进行故事情节预测。
4. 情感态度
仔细观察、认真思考，以便做出正确判断。Teaching and Learning aimsIt must(一定) be a boy's pencilcase.
It must belong to (属于) a boy.It can’t(不可能) be a girl's.
It can’t belong to a girl.Whose(谁的) pencilcase is this?It could / might(可能) be Jim's/ Mike’s.
It could / might belong to Jim /Mike.
Whose pencilcase is this?
谁的
It must be a boy's pencilcase.
It must belong to a boy.
It can't be a girl's.
It can't belong to a girl.
It could / might be Jim's/Mike’s.
It could / might belong to Jim/Mike.
What words can help us to guess?The girl is Linda and she has long hair and likes playing tennis.
Her favorite animals are rabbits.The boy is Mike and he likes listening to music and playing sports .
He also likes being cool .
baseball capmagazineglasseshair band(发带)A: Look! Whose hair band is this?
Guess which things belong to Mike and which things belong to Linda. Here is an example.So it can't be Mike’s.
belong to Mike.Because she has long hair.B: It must be Linda’s.
belong to Linda.Because he has short hair. A:Whose ... is/are this/these？
B:It/They must be Mike’s/ Linda's.
can't belong toMike/Linda.
Because he/she likes ....
1a Look at the picture. Write the things you see in the correct columns in the chart.magazinetoy truckjacketbaseballcapT-shirtvolleyballplateCDbookcupT-shirtbaseball capmagazinebook toy truckCD cupplatevolleyballhatjacket 1b Listen and match each person with a
thing and a reason.e.g. The volleyball must be Carla's, because ….1b Listen again and fill in the blanks.
Girl1: Whose volleyball is this?
Boy1: It ______be Carla’s. She loves volleyball.
Girl1: How about this toy truck?
Girl2: Hmm… that toy truck must_______ ____ Jane’s little brother. He was the only little kid at the picnic. And the magazine_____ ______ ____ Deng
Wen. He loves rabbits.
Boy1: Oh, and look, someone left a book.
Girl2: That book _______ ___ Mary’s.
J.K.Rowling is her favorite writer.
Girl1: OK… and how about this CD?
Girl2: Hmm… The CD_____ ______ ____
Grace. She always listens to pop music. mustbelong tomust belong tomust bemust belong to 情态动词 must, can't, 后接动词原形,
可以帮助我们对现在的情况进行较为把握的 .What did you find?★推测不可能 有可能一定belong to (属于…) sb. 及时小结才能巩固所学知识I’m Lily. I like dancing.Lily ____________ be a dancer when she grows up.might/could? must?might/couldCan you use?It __________ be a white case(花瓶).
It also ___________be two faces. Can you use?could/mightcould/mightmight/could? must?There might / could be … in the schoolbag.What's in the
schoolbag?Whose
schoolbag is it?It must / can't be a girl's /boy's, because...Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag.
2ahair bandtennis balls1. The person ______ go to our school.
2. The person ______ be a boy.
3. It ______ be Mei’s hair band.
4. The hair band ______ belong to Linda.
5. It ______ be Linda’s backpack.mustcan’tcouldmightmustListen again. Fill in the blanks.2b2a Retell
Whose schoolbag is this? Here’s a school T-shirt. The person _______ ______to our school. Here is a hair band, so the person _____ ___a boy. It ______ ___Mei’s hair band. She has long hair. Or the hair band _______ _______ _____ Linda. She was at the picnic. Then the schoolbag ______ ______ ______Rita. She’s always forgetting things. There are also some tennis balls. Then it ______ _____Linda’s schoolbag. She has long hair and she’s on the tennis team.must gocan’t becould bemight belong tocould belong tomust bemustcan’t100%
probably true20%~80%
possibly true0%
almost not trueSummaryI. Fill the blanks with “ must, might, could,can’t ”.
1.The homework _______be Carol’s. She wasn’t at school today.
2.The soccer ball ______________be John’ s or Tony’s. They both play soccer, don’t they?
3.The French book ________be Li Ying’s. She’s the only one who’s studying French.
4.I can’t find my backpack. It _______________be still at school.
5.The photo ______be Lu’s. Those are his parents.can’tmight/ could mustmight / couldmustExercises:II. Translate Chinese into English..
1.它一定属于Carla。_______________________________
2.韩寒是她最喜爱的作家。
________________________________
3.那张光盘可能属于Tom。因为他喜欢听流行音乐。
________________________________
___________________________________
4.这本书一定是Mary的。_______________________________It must belong to Carla.Han Han is her favorite writer.The CD might belong to Tom.
Because he likes listening to pop music.
The book must be Mary’s.A guessing game:The rules:
You must use the key words given.
Your team can get 1 point if your sentences
are just right.
3.Your team can get 2 points if your guessing
is true.Whose notebook is this?It could/ might / must be ...’s.Who are those
two standing girls?They might /could/
must be ...and....They are Sun Xinyi and Zhang Qiongwen.Whose hair band?It is Bu Mengrui’s.can’t be…,must be…Who does
the bird belong to?…might/must belong to…The bird belongs to Yang Yawen.She can’t be in the classroom, she must be
in the teacher’s office.Where could she be?can’t be in…,…must be…Who’s she?must be… Zhang Xue Homework
1. Read Section A 1b and 2a
after the tape.
2. Preview Section A (2d).【教材分析】— Unit 8 It must belong to Carla. Section A_英语
?Unit?8是Go?for?it!?九年级的第八单元。Go for it!每个单元包括Section A, Section B 和 Self Check三个部分。它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。
Go for it!是以"英语课程标准"为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现："Learn by doing. Learn by using." 这一教学原则。
本单元的教学话题是对未知的事物作出推断，重点语法结构为情态动词must, might, could, can’t表示推测的用法。本单元的课文具有很强的故事性和神秘性，教师可利用学生的好奇心理来让学生作出推断，在具体的语言运用中巩固情态动词must, might, could, can’t表示推测的用法。让学生在实际生活中，能够就身边发生的事情作出自己的推断，并用英语流利地表达出来。
一、本单元的教学内容为：
1． 掌握本单元的重点单词、短语和句型。
2． 掌握情态动词must, might, could, can’t 表示推测时的用法。
3． 掌握so, as, because, or, not only...but also等连词的用法。
二、教学重点：
1. 掌握重点词汇：whose, truck, rabbit, attend, valuable, anybody, noise, sleepy, suit, express, circle, Britain, receive, leader, medical, purpose, prevent, energy, position, burial, honor, ancestor, victory, enemy, period, mystery
2. 掌握重点句型：Whose volleyball is this? It must be Carla’s. She loves volleyball. Whose hair band is this? It could be Mei’s hair band. Or it might belong to Linda. They both have long hair. What did you see that night? I’m not sure, but it can’t be a dog.
掌握情态动词must, might, could, can’t 表示推测时的用法。
掌握so, as, because, or, not only...but also等连词的用法。
教学难点：
1. 掌握情态动词must, might, could, can’t 表示推测时的用法，就有关话题展开讨论。
2. 掌握so, as, because, or, not only...but also等连词的用法。
四、教学目标：
A. 语言知识目标
1． 词汇: whose, truck, rabbit, attend, valuable, picnic, anybody
2． 句型：Whose volleyball is this? It must be Carla’s.It could be Mei’s hair band. Or it might belong to Linda.
B. 语言技能目标
能根据相关信息预测和作出推断或续写故事。
能有效获取阅读信息，归纳主题。
能通过相关的连接词理解句子间的逻辑关系。
C. 情感目标
培养学生在学习和生活中勇于发现、积极探索的精神。
2．训练学生的思维能力，提高对事物的推理和判断的能力。
五、教学策略
1．以趣激学：利用猜图的学习形式激发学生的参与热情。
2．以放促学：开放地处理教材，插入大量有趣的图片，充分利用学生自主搜集的图文信息，拓宽学生的视野，实现知识的整合。
3．以任务导学：以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。
六、学习策略
1． 交际策略：学会与他人合作交流，并能把语言材料用到真实的生活中去。
2． 资源策略：学会利用多种学习资源来获取更多的学习信息。
3． 认知策略：主动思考（观察力、注意力、想象力、逻辑推理能力等），大胆实践，及时反馈。
4． 调控策略：通过课堂反馈，明确自己的学习状况，不断调整自己的学习策略。
七、单元课时安排：
Period 1: Vocabulary （词汇和短语课）
Period 2: Section A 1a----2d （听说课）
Period 3: Section A 3a----4c（阅读课）
Period 4: Section B 1a----1d （听说课）
Period 5: Section B 1a----2e（阅读课）
Period 6: Section B3a----3b（写作课）
【课后反思】—— Unit 8 It must belong to Carla. Section A
本节课上完后，自己感触很多，学生热情高涨，学习效果较为明显，目标达成度较高。本课时我融入新课程理念，力求优化学习过程，加强过程性评价，使学生爱学乐学，在与同伴合作交流和竞争中体验成功。
本节课我采用本课时所涉及的PPT图片展示、录音或多媒体、role-playing、games等学习策略，学习新词汇和新句型。又通过Pair work,Group work 等口语交际活动使学生初步掌握用情态动词表示猜测的用法。
但是在实际的操作过程中个别环节有些许偏差，如刚开始的课堂导入环节较长，导致整个流程下来有些仓促。在时间上还需再注意，尽量做到合理分配时间，把每个活动的时间预设好。
为了使学生学有所用，在最后的竞猜环节中我采用了学生的真实的物品包括学生的部分特写，我都故意做了一定的遮挡，然而猜测预设有些难度，以致学生的积极性没有充分地调动起来。
总之，一节所谓的“好”课，一定是“磨”出来的，犹如那黄豆，只有经过遍遍打磨才会散发出扑鼻的香气，又如优秀的演员只有细细地琢磨各种人物的内心所在，才能真正打动观众 ，给人以真实立体的感受。我将不断努力让课堂生成的更好，更加高效，真正让课堂活起来！
Unit 8 It must belong to Carla.
Section A
（一）语言知识
1. 语言知识目标：
1).熟练掌握以下词汇和短语：whose,truck,picnic,rabbit
2).熟练掌握以下句型:
（1）Whose volleyball is this?
（2）It must /can't/might/could be....'s./ belong to ....
（二）语言功能
能用上述词汇、短语和句型就学生在实际生活中身边发生的事情作出自己的推断，并用英语流利地表达出来。
（三）学习策略
围绕单元话题进行听力和对话练习中巩固对知识的理解和运用。
（四）情感态度
训练学生的思维能力，提高对事物的推理和判断能力。培养学生在学习和生活中勇于发现、积极探索的精神。
Teaching and learning steps:
Step 1. Warm up
Get students to guess a picture freely.
T: First, I want to show you a picture. What does it look like? You can guess it freely.
2.T: Guess well. This “guess” is the key word of our class.We are going to learn to how to guess something.
（设计意图：看图猜测，引出本课的重点内容.）
Step 2. Presentation
1. Look at a picture of a pencilcase together, help students to guess the owner of it. Teach them to use “must/can’t be/belong to…”
2. Get the students to look at two pictures of two children.Then answer some questions about them.
3.The students look at the picture of 1a, get them to write the things in 1a.
4. Get Ss to listen to 1b for the first time.
5. Listen to it again,then fill in the blanks.
Get the Ss to practise the conversations according to 1b.
（设计意图：通过学生身边的物品来呈现，贴近学生的生活，调动了学生的学习积极性，让学生在轻松好奇的氛围中学习本节课的目标语言。）
Step 3. Presentation
1. Help Ss to use “could/might”.
2. Look at 2a, listen to the tape and answer the things in the schoolbag.
Listen to the tape again, then fill in the blanks.
（设计意图：听力环节重在培养学生们听寻大意和听寻细节信息的能力,内容由浅入深。)
Step 4. Post-listening activities
1.Listen to the tape and repeat.
2. Retell 2a.
Ask students to retell the passage in their groups first.
Then ask some students to talk about the picture .
Finally, retell 2a together.
（设计意图：听后复述，帮助学生进一步理解对话。）
Step 5 Summary
Help the Ss summary what they learnt.
Step6 Exercises
T: Look at the blackboard. What did we learn today?
“It must/can’t/ might/could be sb’s/belong to sb.”
Now let's do some exercises.
（设计意图：通过检测学生的学习情况，巩固学习内容，有助于以学定教。）
Step 7 A guessing game
Get the students to guess something using “must/ can’t/might/could”.
（设计意图：小组合作完成猜测游戏，学生初步操练目标语言，学会推测，培养学生在学习和生活中勇于发现、积极探索的精神。培养学生综合运用语言的能力。）。
Step 8. Homework
课堂自评：
The things I did
Evaluation
I played an active role in this class
5 4 3 2 1
I expressed myself in English very well
5 4 3 2 1
I followed my teacher well and took some necessary notes
5 4 3 2 1
I worked together with my partners very well.
5 4 3 2 1
I made some progress in this class
5 4 3 2 1
TOTAL SCORES
?
20-25： Excellent
15-19：Very good
10-14：Good
5-9： Just so so
1-4： Need to improve
