Unit
8
It
must
belong
to
Carla（第1课时）
一、教材分析
本单元以“A
picnic”为话题设计教学内容。以“It
must
belong
to
Carla”为主线围绕谈论某东西属于某人等语言功能展开一系列的任务活动。本节课主要是属于教学内容的第一部分，要求学会如何进行推测，了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
二、三维目标：
1、
知识目标：本单元通过学习情态动词，学会正确运用must,
might,
could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确.掌握belong
to与be在使用中的区别。
2、能力目标：对本单元中的生词做到会读，会写，会用，培养学生听说读写的能力和观察事物的能力。
3、情感目标：培养学生关心他人的情感。
三、教学重点
1.
情态动词must,could,might和can’t表推测判断的用法。
2.
belong?to?短语的应用。
四、教学难点
1、
情态动词must,could,might和can’t表推测判断的用法。
.
2、
belong
to
sb
与be
sb’s的区别。
五、教学策略：
归纳总结情态动词can,
may,
must表推断的用法，比较它们的用法区别。在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。
6、
教学准备：PPT，一些常见学习用品，录音机
七、教学环节
1、课堂导入
1）.猜单词，用一些常见实物(碟子、石头、书、CD等)或者用图片、单词卡让学生表达下列单词，先给一名学生看，让他用英语来描述，其他学生猜。
2）.教学引出本课重点：must，might，could，can’t，belong
to
1．利用课件中的图片内容进行以下教学活动。
?中的
教师展示一些学生很熟悉的东西，可以有学生天天带在身边的钥匙、文具盒、笔，发带，或者是其他老师的衣服、饰物。
例：在上课时，教师展示自己的手表。
3）．教师板书本课句型：
The
watch
must
be
the
teacher’s.
3．利用其他的东西进行提问，引出might，could，can’t，通过反复的练习，让学生归纳总结，谈谈他们对这几个情态动词的理解。
2.课堂讲授:
首先，教师归纳总结对某事判断的肯定程度，并板书：
must：100％
could，might：20％～80％?
can’t：0％
然后，在学生掌握的基础上，利用下面两个句子引出新词组：belong
to
The
watch
must
be
Helen’s.=The
watch
must
belong
to
Helen.
老师通过实物列举几个例子，让学生体会belong
to和be的区别。
3.课堂练习:Fill
in
the
blanks
with
must,
might
/could,
can’t,
belong
to.
1).Whose
earrings
are
these?
They
__________
be
Mary’s.
She
never
wears
earrings.
2).The
telephone
is
ringing,
but
nobody
answers
it.
He
____________
be
out.
3).－
“Whose
is
this
book?
Oh,
it________
be
Mary’s.
Her
name
is
on
the
back.”
－
“No,
it
_________________
me,
she
gave
it
to
me
yesterday.”
4、课堂活动：
1）小组活动，教师通过多媒体课件展现几样东西，让学生猜测东西属于谁。通过练习体会情态动词表示推测的用法。
2）以小组为单位讨论并且总结情态动词must，might，could，can’t表推测用法的区别。
3）听力训练，通过课堂上听1b,2a,2b的内容，无论是完成表格题还是连线题，目的都在于训练学生听力能力。
4）对话练习，两个人为一组，练习对话2d,培养学生的口头表达能力和语言运用能力。
5、课堂小结
1）情态动词must,
might,
could,
can’t
表示推测的含义与用法。情态动词must,
might,
could,
can’t
后面都接动词原形，都可以表示对现在情况的揣测或推断，但他们的含义有所不同：
must
一定，肯定 （100%的可能性）
might,
could
有可能，也许 （20%~80%的可能性）
can’t
不可能，不会 （可能性几乎为零）
2）belong
to
someone
和
be
someone’s
belong
to
someone
和
be
someone’s
含义基本相同，都表示“属于某人，归某人所有”，但要注意用法上的区别。
belong
to ＋ 名词或宾格代词。
be
someone’s意思是be
+
名词所有格或名词性物主代词
The
English
book
must
belong
to
Tom.
The
English
must
be
Tom’s
(
English
book).
6、作业布置
Fill
in
the
blanks
with
must
,may,
might,
could,
can’t
1）Whose
earrings
are
these?
They
_____
be
Mary’s.
she
wears
earrings
sometimes.
2）Gina
______
come
to
the
party
tonight,
but
I’m
not
sure.
3）The
telephone
is
ringing,
but
nobody
answers
it.
He
______
be
at
home.
4）Is
this
Lan
Qiang’s
boxing
glove?
Yes,
it
_____
be
his.
There
is
his
name
on
the
back.
5）You’d
better
take
an
umbrella.
It
______
rain
this
afternoon.
八、板书设计
Unit
8
It
must
belong
to
Carla
Whose
…
is
this
?
It
can’t(不可能)
be
sb’s
/belong
to
sb
It
could/might
(可能)
be
sb’s/
belong
to
sb
It
must
(一定)
be
sb’s/belong
to
sb’s
九、教学反思:
1、利用游戏的形式引入生词，吸引学生的兴趣，同时让学生练习口语和听力。
2、通过多媒体课件展示出的丰富多彩的图画，刺激学生的视觉感官，避免了枯燥乏味的说教，激发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。
PAGE
1Unit
8
It
must
belong
to
Carla（第2课时）
一、教学目标：
1.
语言知识目标：
学习掌握下列词汇：
policeman,
noise,
wolf,
happening,
uneasy
2.
能力与发展目标
1）阅读短文，能按要求获取相关的信息。
2）通过阅读训练来提高学生们的阅读能力。
3)
学习运用情态动词表推测。
3.
情感态度价值观目标：
面对身边暂时不可解释的现象，根据已有证据进行合理推测。不信谣，不传谣。
二、教学重难点
1.
教学重点：
1)
掌握本部分出现的生词和词组，达到熟练运用的目标。
2)
阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2.
教学难点：
1)
阅读短文，获得相关的信息的能力。
2)
理解并运用所学的词汇及表达方式。
三、教学过程
I.
Revision
1.
Have
a
dictation
of
the
new
words
learned
in
the
last
class.
2.
Check
the
phrases.
II.
Presentation
Present
the
new
words
in
the
dialogues.
A:
Do
you
hear
strange
noises
outside
our
window?
B:
Yes,
something
unusual
is
happening
in
our
town.
A:
My
father
called
the
policeman,
but
he
couldn’t
find
anything
strange.
B:
Maybe
it
was
a
wolf,
everyone
in
our
town
is
feeling
uneasy.
III.
Reading
Work
on
3a:
1.
Tell
Ss
to
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
2.
方法指导：先读懂所给的三个句子的意思，明确标题大意。然后快速阅读短文开头和结尾，争取在较短的时间内，确定课文大意。
3.
学生们，按老师指导的方法进行阅读，确定课文大意。
4.
最后，教师让部分说出自己的答案，并校对答案。
IV.
Careful
Reading
1.
Work
on
3b:
1.
学生们再次阅读短文内容，并完成3b中的内容。
2.
学生们先读3b中的单词短语，理解其大意，然后仔细回读短文，找到相同意思的单词。
3.
让学生们相互讨论，并校对答案。
2.
Work
on
3c
1.
Read
the
article
carefully
and
write
what
people
think
about
the
strange
noises.
2.
Ss
work
in
pairs.
Let
students
discuss
the
answers.
3.
Check
the
answers
with
the
students.
V.
Language
points
1.
It
used
to
be
very
quiet.
used
to
do
sth
曾经，过去常常（现在不做了）
be
used
to
do
sth.
(=be
used
for
doing
sth.)
被用来做……
be
used
to
doing
sth
习惯于做……
2.
However,
these
days,
something
unusual
is
happening
in
our
town.
构成：不定代词+形容词
(定语后置)
e.g.
一些重要的事情something
important
un-
表示否定
usual
通常的
unusual
不平常的
happy
快乐的
unhappy
不快乐的
3.
Victor,
a
teacher
at
my
school,
is
really
nervous.
a
teacher
at
my
school
在句中作同位语。它指的是
Victor
。
e.g.
My
sister,
Helen,
will
have
a
picnic
with
me.
我的姐姐海伦将和我一起野餐。
4….but
I
couldn't
see
a
dog
or
anything
else,
either.
too
“也”
肯定句。句末。
also
“也”肯定句。句中，be后面,行为动词前。
either
“也”否定句。句末。
e.g.
She
is
a
singer,
too.
她也是个歌手。
He
can
also
sing
the
English
song.
他也可以唱英文歌。
If
you
don't
go
to
the
park,
he
won't
go
there
,either.
如果你不去公园，他也不去。
5.
One
woman
in
the
area
saw
something
running
away.
see
sb.
doing
sth.
看见某人正在做某事
（
强调动作正在发生）
see
sb.
do
sth.
看见某人做某事
（强调发生的整个过程）
e.g.
I
see
mom
cooking
in
the
kitchen.
我看见妈妈正在厨房做饭。
Lucy
said
she
saw
me
do
the
housework.
露西说她看见我做家务了。
6.
The
noise-maker
is
having
too
much
fun
creating
fear
in
the
neighborhood.
have
fun
doing
sth.
做某事玩得愉快。
=have
a
good
time
doing
sth.
=enjoy
doing
sth.
e.g.
I
have
fun
flying
kites.
我享受放风筝的乐趣。
1.The
notebook_____
be
Ming’s.It
was
on
her
desk.
2.The
homework
be
Carol’s.She
wasn’t
at
school
today.
3.The
soccer
ball
_____
be
John’s
or
tony’s.They
play
soccer,don’t
they?
4.The
French
book
_____be
Li
Ying’s.
She’s
the
only
one
who’s
studying
French.
5.I
can’t
find
my
backpack.It_____
be
still
at
school.
6.The
photo____be
Lu’s.Those
are
his
parents.
7.The
red
bicycle_____be
Hu’s.She
has
a
blue
bicycle.
8.This
ticket______be
my
aunt’s
or
uncle’s.They’re
both
going
to
the
concert.
VI.
Homework
1.
Make
sentences
with
these
words.
used
to,
have
no
idea,
too...
to...
,
see
sb
do
sth，see
sb
doing
sth
2.
Review
the
article.
板书设计
Unit
8
It
must
belong
to
Carla
Whose
…
is
this
?
It
can’t(不可能)
be
sb’s
/belong
to
sb
It
could/might
(可能)
be
sb’s/
belong
to
sb
It
must
(一定)
be
sb’s/belong
to
sb’s
课后反思
本节课教学过程自然、紧凑，学生学习氛围活跃，成功之处在于巧妙运用游戏激起学习兴趣，充分发挥了主体作用，教学重难点也在教师的引导和实践中被攻破，使学生在轻松愉快的环境中学到知识和初步运用语言的。
PAGE
1Unit
8
It
must
belong
to
Carla（第4课时）
一、教学目标：
1.
语言知识目标：
1)
能掌握以下单词：UFO,
alien,
run
after,
suit,
express,
not
only...but
also...,
circle,
Britain,
receive,
leader,
midsummer,
medical,
prevent,
energy,
position,
burial,
honor,
ancestor,
victory,
enemy,
period
2)
能掌握以下重难句子：
①
For
many
years,
historians
believed
Stonehenge
was
a
temple
where
ancient
leaders
tried
to
communicate
with
the
gods.
②The
large
stones
were
put
together
in
a
certain
way.
③As
you
walk
there,
you
can
feel
the
energy
from
your
feet
move
up
your
body.
2．能力与发展目标
1)
进行听力训练，提高综合听说能力。
2）阅读短文，获得相关信息，提高学生们的综合阅读能力。
3.
情感态度价值观目标：
通过学习英国巨石阵,
培养对事物的探索精神。不信谣，不传谣。
二、教学重难点
1.
教学重点：
1)
掌握本课时出现的生词及用法。
2)
进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2.
教学难点
1)
听力训练
2)
阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ.
Warming-
up
and
revision
1.
Daily
greeting.
2.
Let
Ss
recall
the
ideas
of
strange
things.
Ⅱ.
Lead
in
Show
some
pictures
of
the
UFO
and
aliens.
Ⅲ.
Writing
Work
on
1a
1.
Ss
look
at
the
pictures
in
1a.
Try
to
understand
what’s
happening.
2.
Let
Ss
write
a
sentence
about
each
picture.
Possible
answers:
The
alien
is
running
after
the
man.
The
man
is
running.
Work
on
1b:
1.
Play
the
recording
and
number
the
pictures
[1-3].
2.
Let
Ss
try
to
write
more
sentences
to
finish
the
story.
Then
discuss
with
their
partners.
e.g.
Finally,
the
alien
caught
the
man
and
took
him
to
the
UFO.
But
luckily,
they
let
him
go
back
to
the
earth.
The
man
was
scared.
3.
Let
some
Ss
write
their
sentences
on
the
Bb.
Ⅳ.
Listening
Work
on
1c:
1.
Tell
Ss
to
read
the
sentences
in
1c
and
try
to
understand
the
meaning
of
them.
2.
Play
the
recording
for
the
Ss.
Ss
just
listen
for
the
first
time.
Play
the
recording
again
and
check
the
sentences
Ss
hear.
3.
Check
the
answers.
Ⅴ.
Pair
work
Work
in
pairs.
Divide
two
people
into
a
group.
Give
a
conversation
example.
Let
Ss
read
it
together.
Then
role-play
the
conversation
between
the
man
and
the
woman.
A:
Why
do
you
think
the
man
is
running?
B:
He
could
be
running
for
exercise.
A:
No,
he's
wearing
a
suit.
He
might
be
running
to
catch
a
bus
to
work.
B:
Well,
he
might
be
late
for
work.
A:
He
looks
kind
of
afraid.
......
Ⅵ.
Preparation
for
2b
Work
on
2a
Match
each
linking
word
or
phrase
with
its
purpose.
Then
check
the
answers.
Ⅶ.
Reading
Fast
Reading
1.
Tell
Ss
the
following
passage
is
the
mystery
of
Stonehenge.
Skim
the
article
and
underline
the
sentences
with
linking
words
or
phrases.
2.
Check
the
answers
with
the
Ss.
①Stonehenge,
a
rock
circle,
is
not
only
one
of
Britain's
most
famous
historical
places
but
also
one
of
its
greatest
mysteries.
②People
like
to
go
to
his
place
especially
in
June
as
they
want
to
see
the
sun
rising
on
the
longest
day
of
the
year.
③However,
historian
Paul
Stoker
thinks
this
can't
be
true
because
Stonehenge
was
built
so
many
centuries
ago.
④One
of
the
greatest
mysteries
is
how
it
was
built
because
the
stones
are
so
big
and
heavy.
......
Careful
Reading
1.
T:
Now
let’s
work
on
2c.
First,
let
Ss
read
the
article
again.
Then
try
to
put
the
right
answers
into
the
chart.
2.
Check
the
answers
with
the
class.
Post
reading
Work
on
2d
1.
Tell
Ss
to
understand
linking
words
in
2a
again.
2.
Then
use
these
words
to
complete
the
sentences.
3.
Let
some
Ss
say
their
answers.
4.
Check
their
answers
with
the
class
and
tell
Ss
why.
Work
on
2e
1.
Show
some
pictures
of
the
mystery
places
that
are
similar
to
Stonehenge.
2.
Let
Ss
discuss
the
following
questions:
What
do
you
know
about
these
mysteries?
What
is
mysterious
about
them?
3.
Let
some
Ss
show
their
understanding.
Ⅷ.
Language
points
1.
express
v.
表达，表示
expression
n.
表达
，表示，表情
e.g.
It
expresses
my
love
for
the
novel.
这表达了我对这部小说的爱。
an
expression
of
support
表示支持
2.
receive
v.
接受；收到
e.g.
Yesterday
I
received
his
gift,
but
I
didn’t
accept
it
so
I
returned
it
to
him.
昨天我收到了他的礼物，但是我没有接受并且退回去了。
3.
leader
n.
领导，领袖
lead
v.
带领
e.g.
Workers
lead
the
leaders
around
the
factory.
工人带着领导参观工厂。
4.
midsummer
n.
仲夏,
中夏
mid-autumn
中秋
midnight
午夜
e.g.
It
is
said
that
the
story
happened
in
the
midsummer.
据说故事发生在仲夏。
5.
medical
adj.
医疗的；医学的
medicine
n.
药
e.g.
Other
people
believe
the
stones
have
a
medical
purpose.
其他人相信石头带有医疗目的。
6.
prevent
v.
阻止；阻挠
prevent
sb
from
doing
阻止某人做某事
=stop
sb
from
doing
e.g.
Nothing
can?prevent?us
from
carrying
out
the
plan.
什么也无法阻挡我们去实施这个计划。
7.
energy
n.
精力；力量
e.g.
He
is
saving
his
energy
for
next
week’s
race.
他正为下周的比赛养精蓄锐。
8.
position
n.
位置,
地方,
姿势
e.g
Tom
raised
himself
to
a
sitting
position.
汤姆坐了起来。
9.
burial
n.
埋葬；安葬
bury
v.
埋
e.g.
His
body
was
brought
back
to
England
for?burial.
他的遗体已运回英国埋葬。
10.
honor
v.
尊重，表示敬意
n.
荣幸（=honour）
e.g.
It’s
my
honor
to
stand
here
to
give
my
speech.
我很荣幸能站在这儿作演讲。
11.
victory
n.
胜利，成功
e.g.
They
celebrated
their?victory?cheerily.?
?他们兴高采烈地庆祝胜利。
12.
enemy
n.
敌人，仇人
e.g.
be
one’s
own
worst
enemy是自己最大的敌人
13.
period
n.
一段时间；时期
e.g.
the
most
difficult
periods
of
history历史上最艰难的时期
14.
For
many
years,
historians
believed
Stonehenge
was
a
temple
where
ancient
leaders
tried
to
communicate
with
the
gods.
多年以来，历史学家们认为巨石阵是古代首领用来与神灵沟通的一座神庙。
此句中的where
ancient
leaders
tries
to
communicate
with
the
gods是由关系副词where引导的一个定语从句，修饰名词temple.
15.
The
large
stones
were
put
together
in
a
certain
way.
这些大块的石头以某种方式被摆放在一起。
in
a
certain
way表示“以某种方式”，其中certain表示
“某一；某个；某些”的意思，用于名词之前。
e.g.
The
doctor
is
only
at
this
hospital
on
certain
days.
那位医生只有在某些日子才在这所医院。
16.
As
you
walk
there,
you
can
feel
the
energy
from
your
feet
move
up
your
body.
当你走到那儿，你能感觉到能量从你的双脚上升到你的身体里。
此句中的feel是感官动词，其后可接宾语和不带to的动词不定式充当的宾语补足语，其用法与see,
hear,
watch等词一样。
e.g.
We
felt
the
house
shake.
Exercises
根据首字母提示填空
1.
It
e__________
my
love
for
the
novel.
2.
Yesterday
I
r_______
his
gift,
but
I
didn’t
accept
it
so
I
returned
it
to
him.
3.
Workers
lead
the
l______
around
the
factory.
4.
It
is
said
that
the
story
happened
in
the
m__________.
5.
Other
people
believe
the
stones
have
a
m_______
purpose.
Homework
Find
more
information
about
the
mysterious
things.
板书设计：
Unit
8
UFO,
alien,
run
after,
suit,
express,
not
only...but
also...,
circle,
Britain,
receive,
leader,
midsummer,
medical,
prevent,
energy,
position,
burial,
honor,
ancestor,
victory,
enemy,
period
教学反思：
通过来完成一个任务．让学生运用所学内容，既巩固了本课所学的语言目标，又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，真正达到了新课标提出的培养学生综合运用语言的能力。
PAGE
1Unit
8
It
must
belong
to
Carla（第5课时）
一、教学目标：
1.
语言知识目标：
1)
复习情态动词表推测的用法，短语。
2)
学会用情态动词来推测。
2.
能力与发展目标：
1)
掌握本单元所学情态动词表推测的用法，并能正确运用此句型来进行表达。
2)
能综合运用就本单元所学习的语言知识来写作推测事件发展可能性。
3.
情感态度价值观目标：
让学生根据已有事实推测可能性。面对暂时不可解释的事情，不信谣不传谣。
二、教学重难点
1.
教学重点：
1)
能根据上节所学短文，完成写段落关键词及短文填空的任务。
2)
掌握本单元所学情态动词表推测的用法，并能正确运用此句型来进行表达。
3)
能综合运用就本单元所学习的语言知识来写作推测事件发展可能性。
2.
教学难点：
有条理地写出事件发生过程和事件发展可能性。
三、教学过程
Ⅰ.
Revision
1.
Have
a
dictation
of
the
new
words
and
expressions.
2.
Review
the
main
phrases
and
sentences.
1)
属于
belong
to
2)
最喜爱的作家
favorite
writer
3)
怎么啦?
What’s
wrong?
4)
参加音乐会
attend
a
concert
5)
捡起
pick
up
6)
不平常的事
something
unusual
7)
奇怪的噪音
strange
noises
Important
sentences:
Stonehenge,
a
rock
circle,
is
not
only
one
of
Britain's
most
famous
historical
places
but
also
one
of
its
greatest
mysteries.
However,
historian
Paul
Stoker
thinks
this
can't
be
true
because
Stonehenge
was
built
so
many
centuries
ago.
…,
but
most
agree
that
the
position
of
the
stones
must
be
for
a
special
purpose.
Most
historians
believe
it
must
be
almost
5,000
years
old.
And
perhaps
we
might
never
know,
...
II.
Work
on
3a
1.
Tell
Ss
to
read
through
the
article
in
3a
on
page
59
again.
And
answer
the
following
questions.
What
do
you
think
the
noise
could
be?
Why
do
you
think
that?
2.
Then
talk
with
a
partner
about
your
inferences
and
reasons.
3.
Let
Ss
tell
out
their
answers.
III.
Writing
Work
on
3b
1.
Tell
Ss
what
they
should
do.
Look
at
this
newspaper
headline
and
finish
the
article
about
the
strange
happenings.
Writing
tips:
First
part:
background
information
about
the
mystery
Second
part:
how
the
mystery
was
solved
Third
part:
how
the
people
in
the
neighborhood
now
feel
2.
写作指导：
?
[单元话题分析]根据一些依据或者现象进一步判断出一个结论。本单元的重点就是谈论猜测和判断。
?
用情态动词表达猜测或判断,常见的有:
must,
may,
might,
could和can't等词。情态动词表示推测，可能性从小到大依次为：can't,
might,
may,
could,
must.
?
本单元话题涉及多种时态，因此要注意时态的正确使用。
3.
Ss
try
to
write
a
short
article.
IV.
Self
Check
Work
on
Self
Check
1
1.
Let
Ss
read
the
sentences
in
Self
check
1.
Then
Ss
try
to
fill
in
the
blanks
with
the
correct
words
in
the
box.
Fill
in
the
blanks
with
must,
might,
or
can't.
1)
That
bright
light
________
be
a
UFO-there's
no
such
thing!
2)
I’m
still
waiting
for
the
bus,
so
I
_______
be
a
bit
late
for
the
party.
3)
That
sweater
_____
be
Carla’s.
She’s
the
only
one
who
wears
such
colorful
clothes.
4)
Tony
______
want
to
go
to
the
concert.
He
likes
music,
but
I'm
not
sure
if
he
likes
rock
music.
5)
The
person
you
saw
at
the
supermarket
_____
be
Susan.
I
just
talked
to
her
on
the
phone
and
she’s
at
work
right
now.
2.
Let
some
Ss
read
their
answers.
Check
the
answers
with
the
Ss.
Work
on
Self
check
2
1.
Tell
Ss
to
write
sentences
for
the
things
below.
They
should
write
sentences
by
using
the
chart
on
Students’
book.
2.
Understand
the
example.
Ss
try
to
complete
the
sentences
by
themselves.
1)
DVD
It
can't
be
Mike's.
He
doesn't
like
to
watch
movies.
2)
bowl
of
ice-cream
_________________________________
3)
camera
_________________________________
4)
cookbook
_________________________________
5)
tennis
ball
_________________________________
6)
running
shoes
_________________________________
3.
Let
some
Ss
read
their
sentences
to
the
class.
4.
Correct
the
mistakes
they
have.
5.Give
some
possible
sentences.
Exercises:
1).Whose
earrings
are
these?
They
__________
be
Mary’s.
she
never
wears
earrings.
2).The
telephone
is
ringing,
but
nobody
answers
it.
He
____________
be
out.
3).－“Whose
is
this
book?
Oh,
it________
be
Mary’s.
Her
name
is
on
the
back.”
－“No,
it
_________________
me,
she
gave
it
to
me
yesterday.”
Homework
Write
a
passage.
昨晚天空中有不明飞行物体。对此，你的同学有不同的猜测。请写一篇80词左右的短文。
板书设计：
Section
B
2
(3a-Self
Check)
What
do
you
think
the
noise
could
be?
Why
do
you
think
that?
must,
may,
might,
could和can't
bowl
of
ice-cream
camera
cookbook
tennis
ball
教学反思：
通过多媒体课件展示出的丰富多彩的图画，刺激学生的视觉感官，避免了枯燥乏味的说教，激发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。
PAGE
1Unit
8
It
must
belong
to
Carla（第3课时）
一、教学目标：
1.
语言知识目标：
1)
学习掌握下列词汇：laboratory,
coat,
sleepy,
pocket
2）进行一步复习巩固学习Section
A
部分所学的生词和词组。
3）掌握情态动词的用法和物体所属的句型。
2.
能力与发展目标：
让学生用情态动词编写表示推测的句子。
3.
情感态度价值观目标：
面对身边暂时不可解释的现象，根据已有证据进行合理推测。不信谣，不传谣。
二、教学重难点
1.
教学重点：
1)
复习巩固Section
A
部分所学的生词和词组，达到熟练运用的目标。
2)
总结情态动词的用法。
2.
教学难点：
1)
学习运用情态动词的用法。
2)
掌握物体所属的句型。
三、教学过程
Ⅰ.
Revision
Review
some
main
phrases
and
sentences
we
learned
in
the
last
class.
Ⅱ.
Grammar
Focus
Fill
in
the
blanks.
1.
这是谁的排球?
_________
__________
is
this?
这一定是卡拉的。她热爱排球运动。
It
_________
be
______.
She
loves
volleyball.
2.
这是谁的发带？
_________
_________
is
this?
它可能是梅的发带。或者可能属于琳达。她们两人都是长头发。
It
_____
be
Mei’s
hair
band.
Or
it
______
belong
to
Linda.
They___
have
long
hair.
3.
那晚你看见了什么？
______
did
you
see
that
night?
我不确定，但肯定不可能是狗。它更大。我想也许是一头熊或一匹狼。
I'm
____
_____,
but
it
____
_____a
dog.
It
was
bigger.
I
think
it
____
_____
a
bear
or
a
wolf.
Ⅲ.
Try
to
Find
情态动词表推测，可能性：must>
can/could>
may/might
一、must
表示可能性最大的肯定推测，意思是“一定、准是”。只能用于肯定句。如果要表示“一定不”，应该用can't。如果询问可能性时，应该用can。
e.g.
He
must
know
the
answers.
他肯定知道答案。
He
can't
know
the
answers.
他肯定不知道答案
Can
he
know
the
answer?
他知道答案吗？
二、can/could
can表示推测“可能性”时，一般用于否定句或疑问句。can在疑问句中意思是“会，可能”。
e.g.
He
can’t
pick
her
schoolbag
up.
他不可能拿了她的书包。
could
用于表示某事有可能发生或可能是事实。
e.g.
Don’t
eat
it.
It
could
go
bad.
不要吃它，可能坏了。
The
plane
could
be
put
off
by
the
storm.
这趟飞机可能会因为暴风雨而推迟。
could可用于表示客气、礼貌、委婉的请求语气。
Could
you
please
help
me
with
my
homework？你能帮我完成我的家庭作业吗？
3、may/might
may,
might表示推测“可能性”时，意思是“可能”，“也许”。might不表示过去时态，语气更委婉，可能性更小。may,
might表推测时，可用于否定句，但不用于疑问句。
e.g.
He
may/
might
not
be
at
home,
but
I'm
not
sure.
他可能不在家，不过我也不确定。
四、推测时态
1.
must:
推测现在/
正在/
过去发生的动作。
e.g.
He
must
have
a
car
now.
(现在)
他一定有一辆小汽车。
He
must
be
finishing
his
homework
at
home.
(正在进行)
他一定在家做作业。
He
must
have
finished
the
work.
(过去)
他一定已完成了工作。
2.
can
can/
can’t
后可接进行时/完成时，表示对现在发生的动作或过去发生的动作进行推测。
e.g.
They
can’t
be
reading
in
the
library.
他们一定不在图书馆读书。
He
can’t
have
gone
to
Shanghai
because
I
saw
him
just
now.
他不可能去了上海，我刚看见他了。
3.
may/
might
may，might
可以推测现在正在发生的动作或过去发生的动作，还可以推测将来的情况。
e.g.
He
may/might
be
sleeping
now.
(现在)
他可能正在睡觉。
These
people
may/might
have
seen
the
film
before.
(过去)
这些人以前可能看过这部电影。
It
may
rain.
There
are
some
clouds.
(将来)
可能会下雨。因为有一些乌云。
Ⅳ.
Exercises
Choose
the
correct
answer.
1.
—
Excuse
me.
Is
this
the
right
way
to
the
Summer
Palace?
—
Sorry,
I
am
not
sure.
It
________
be.
A.
might
B.
will
C.
must
D.
can
2.
—
Isn’t
that
Ann’s
husband
over
there?
—
No,
it
____
be
him—I’m
sure
he
doesn’t
wear
glasses.
A.
can’t
B.
must
not
C.
won’t
D.
may
not
3.
You
______
be
tired—you’ve
only
been
working
for
an
hour.
A.
must
not
B.
won’t
C.
can’t
D.
may
not
4.
—
Is
John
coming
by
train?
—He
should,
but
he
________
not.
He
likes
driving
his
car.
A.
must
B.
can
C.
need
D.
may
Ⅴ.
Practice
Work
on
4a.
Choose
the
best
way
to
complete
each
sentence
using
the
words
in
brackets.
1.
让学生们理解句子意思。
1.
A:
Where’s
Jean?
B:
I’m
not
sure.
She
______
(is/
might
be/
must
be)
in
the
laboratory.
2.
A:
Everyone
is
going
to
the
pool
after
school.
B:
Really?
It
_______
(must
be
/
can’t
be
/could
be
)
hot
outdoors.
3.
A:
That’s
the
phone.
B:
Hmm.
I
wonder
who
it
_______
(must
be
/
could
be
/
should
be).
4.
A:
I
wonder
if
there
are
Jim’s
glasses.
B:
They
_______
(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
/
can’t
be)
Carla.
She
was
thinking
of
taking
a
shower.
2.
根据句意选择正确的情态动词。
3.
最后，通读一遍句子，进行综合理解，看句子内容是否通顺，合理。
4.
Check
the
answers
with
the
Ss.
Keys:
might
be,
must
be,
could
be,
can’t
be,
must
be
5.
Explanation.
(1)
be
sure
(of/about
sth/doing)
确信...，对...有把握
be
sure
to
do
sth
“
必定”
，“
必然会”,
"准会"
(2)
表示“位移”的动词用现在进行时态表将来，例如：go去，come来，leave离开，arrive到达，return
回来，fly
飞。
(3)
wonder
v.
“想知道”（want
to
know）
No
wonder
+
句子
“难怪.....”
e.g.
No
wonder
you
are
angry.
难怪你觉得生气。
(4)
think
of
想要；打算
e.g.
I
thought
of
playing
basketball.
我想打篮球。
Work
on
4b.
Complete
these
responses.
1.
Tell
Ss
to
understand
the
sentences.
1.
A:
Many
people
are
wearing
coats.
B:
The
weather
must
be
____.
2.
A:
Sally
has
been
coughing
a
lot.
B:
She
might
be
_______.
3.
A:
This
restaurant
is
always
very
crowded.
B:
The
food
________________.
4.
A:
Whenever
I
try
to
read
this
book,
I
feel
sleepy.
B:
It
can’t
_____________________.
2.
Let
Ss
write
down
possible
answers
as
much
as
possible.
3.
Let
Ss
check
their
answers
with
their
partners.
4.
Check
the
answers
together.
Keys:
cold,
sick/
ill,
must
be
delicious,
be
interesting/
attractive
Ⅵ.
Group
Work
Look
at
this
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?
Discuss
your
ideas
with
a
partner.
A：It
could
be
a
girl's
room
because
it's
very
tidy.
B：I
guess
so.
But
it
might
be
a
boy's
room
because
the
clothes
look
like
boys'
clothes.
A：It
could/
might/
can't
be...
because...
B：I
guess
so/
I
don’t
think
so.
But
it
might/
could/
must
be
...
because
...
Ⅶ.
Homework
Remember
the
Grammar.
Finish
the
exercise
in
4c.
教学反思：
为了提高课堂教学的有效性，充分调动学生学习的积极性，培养他们自主学
习和探究合作的能力。本节课围绕目标语言，坚持“以生为本”的教学理念，以个
别提问，小组合作，课堂检测等形式来展开教学，使学生在深入理解和活运用的基础上掌握本节课的知识点。取得了良好的课堂效果。
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