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1、Book3 Unit5 It must belong to Carla.项目集 体 备 课个人修改单元内容分析话题：Talk about imaginary situations,and make inferences.功能：围绕单元话题所设置的语言活动，给学生提供了想象空间，鼓励他们大胆表达自己的观点，对相关信息进行合理的想象或推论，根据一定的背景或前提对未来的发展趋势信心预测和续写，培养学生的综合分析能力和逻辑推理能力，在Self-check部分设置的英语谚语知识，让学生学习和了解相关的英语文化。结构：从sectionA的“Finding the owner of the things”,
2、到sectionB的阅读材料“Making inferences to the end of the story”,到Self-check的英语谚语知识的学习，都提供了广阔的空间，让学生学会猜测和推理，了解并掌握情态动词“must,can,could,might”的用法。 学情分析本单元的语言结构和语言功能相对比较简单。从语言结构上看，学生已经在八年级上下册分别学过情态动词“must,can,could,might”的用法，本单元将集中学习这组情态动词表示猜测的用法。同时，学生已经积累了许多相关物品名称的单词，能与同伴流畅地开展寻找物品主人的活动。从语言功能上看，通过学习八年级下册第一单元“m
3、ake predictions”和九年级第四单元“Talk about imaginary situations”的话题，学生的想象力和推测力得到了培养，有能力完成本单元的语言活动。单元教学目标知识目标：能够让学生掌握重点的词汇和语言结构：1、掌握whose引导的特殊疑问的用法；2、掌握情态动词“must,can,could,might”表示猜测的用法；3、了解并正确区别情态动“must,can,could,might”表示猜测的异同。能力目标：培养学生听、说、读、写能力和观察事物的能力：1、能根据相关信息进行合理想象或推论，培养分析综合能力；2、能根据一定的背景或前提进行预测或续写。情感目标
4、：培养学生在外野营时，不能乱扔。乱丢垃圾的良好习惯，以确保环境的干净和清洁。单元教学重点1、教学重点： (1)重点词汇：picnic,possbily,drop,final,worried,owner,sky catch,interview,niose,wind,neighbor,directormonkey,smell,finger,lift,stone,ant,ocean;(2)重点句型:Whose notebook is this?It must be Nings./It must belong to Ning. It has her name on it.Whose French bo
5、ok is this?It could/might belong to Alice. She studies French.Whose T-shirt is this?It cant be Susans. She never wears a T-shirt.单元教学难点1.了解并掌握情态动词：“must,can,could,might”表示猜测的用法；2.能根据的相关信息进行推论，作出预测或续写。课时安排分为五或六个课时第一、二课时：Section A （1a-2c）第三课时：Section A （3a- 4）第四课时：Section B （1-2c）第五课时：Section B （3a-4）
6、第六课时：Self-check分课时教案课次Period 1-2(1a-2c)教学目标(1) Key words and expressions: belong, author, picnic,possibly, belong to,hair band, go to the concert (2) Key sentences: It must belong to Carla.-Whose notebook is this?-It must be Mings.It has her name on it.It cant be Johns. Its much too small for him.To
7、 learn must, might, could and cant for making inferences.教学重点(1) Understand the usages of modal verbs: can, could, may, might and must(2)How to differ:belong to someone.and be someones教学难点(1)How to use: can, could, may, might and must(2)How to use belong to someone.and be someones properly教学准备A tape
8、 recorder and some photos过程建议：Step 1 Lead-in1.Greet with students.2. Guessing games:(1)Ask all but four students in the class to close their eyes,meanwhile, collect one item each from the four students. T:（Show a book）Whose book is this? Guess! S1: Bills ?T: It might be Bills. It could be Bills.(Wri
9、te “might” and “could” on the blackboard.) Lets ask him. Bill, is this your book?S2: No, its not mine.T: Well, it cant be Bills. He says its not his.(Write “cant” on the blackboard.)S2: Is it Annas?T: Lets ask her.(to Anna ) Anna, is this your book?S3: No, it isnt.T: So its not Annas book. And it ca
10、nt be Marias. Because I didnt take hers. Then whose book is it?S1: Is it Lees?T: Well, the book doesnt belong to Bill, Anna or Maria. So it must be Lees. (Write “must ”on the blackboard.)(Then write the sentences about “might, could, must and cant on the blackboard.)Go on with the other three things
11、. (3) (2) Look and guess, using “might, could, must and cant for making infTerences.Step 2 Pre-task (1a: P 34) T: We have helped the four things find their owners.Last weekend Lee and his fiends went for a picnic.They took a lot of things there. Now, look at 1a on Page 34. What can you see in the pi
12、cture? S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.T: It isnt hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Finish 1a.
13、Then ask the students to read their answers. Help to say: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.Step3 While-taskTask1: Listening(1
14、) T:Whose are these things? Can you guess? Why do you think so?Help the students to read the instruction in 1b. Then play the tape twice.T: Please listen and match each person with a thing and a person. (1b)Then check the answers.(2) Pairwork(1c)Practice the conversation in the picture on page 34 of
15、 the studentsbook. Then make conversations using the information in the chart in 1b.Sample dialogue 1:A: Look! Whose book is this?B: It must be Marys./ It must belong to Mary Because Hemingway is her favorite author.Ask students to find out the differences between be someones and belong to someone(3
16、)Go on listening practice (2a)T: Well done! Just now we have helped many things find their owners. Bob and Anna found a backpack outside their school gate.Whats in it? Do you want to know? Now listen to their conversation and write down the things in 2a. Play the tape twice .Students finish 2a. Then
17、 check the answers.T: Whose backpack is this? Can Bob and Anna find the owner? Students listen to the tape again and fill in the blanks in 2b. Then check the answers.(4) Post-listeningEncourage the students to say the differences of themodal verbs :cant, could, might and must.Then teacher make the c
18、onclusion:Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “cant ” to show that you are almost sure something is not true.Next finish 2c and check the answers.Task2 Guessing whose the things could be Show the st
19、udents a picture about some things and their owners. T: Whose things are these? Make a conversation with your partners. Using the words must , could , might , and cant.A: Whose _ is this/are these? Why?B: It/They might /could/must/cant be _. Because-Step4 Post-task Go over the modalverbs: must , cou
20、ld , might , and cant for making inferences.(2) For each thing, encourage the students to say at least three sentences.Step5 Homework(1) Fill in the blanks with must ,may, might, could, cant(2)Make several sentences with cant , might , must , could , belong to , you can choose the things from Task 2
21、. Students must write at least three sentences for each thing.(3) Finish off the Wb exercises.个人修改：教 后 反 思 分课时教案课次Period 3(Section A 3a-4)教学目标(5) Key words and expressions: drop,symphony,optometrist,appointment,crucialfinal,anxious,worried,owner,make up,because of, Oxford University(6) Key sentences
22、: If you have any idea where it might be,please call me.I think I dropped it during the concert so it might still be in the symphony hall .-What do you think “ anxious” means?-Well, it cant be mean “happy”.(7) To learn must, might, could and cant for making inferences个人修改：教学重点(1) Understand the usag
23、es of modal verbs: can, could, may, might and must(2)How to differ:He must /could /might /cant be doing.教学难点(1)How to use: can, could, may, might and must(2)根据一定的情景，学会使用“can, could, may, might and must”猜测单词的意思。教学准备A tape recorder and PPT过程建议：Step 1 Warming up1.Greeting.2.Revision:(1)Ask all students
24、：What did we learn yesterday?Ss:. (Write “must,might,could” on the blacboard.3. Guessing Game:T: Next,lets play a game.（Show a picture）What does she do? Can you guess?(Help students say: She must /could / might / be a(an) . .)S1: She might be a (an) . .(Write “She might be a (an). .” on the blackboa
25、rd.)T: Well done.So she isnt a writer.(Write “She cant be a writer.” on the blacboard.)What does he do?S2: He might be a (an) . .T: Well done.So she isnt a policeman. (Write “He cant be a policeman.” on the blacboard. Next, what might the tiger be doing?(Help students to say: The tiger might be slee
26、ping.) Ss: He might be . .T: Wonderful! So he isnt playing basketball.(Write “He cant be playing basketball.” on the blackboard). Then what might Mr.Panda be doing?S2: He might be . .T: No, please turn around and ask your classmate:“What might he be doing?”S3: He might/could be . . What might Mr.Pan
27、da be doing? S4: He might/could be . . What might Mr.Bear be doing?S5: He might/could be .?T: Well, next one is Mr.Lion. S5: What might Mr.Lion be doing?S6: Mr.Lion might be. . (Then write the sentences about “might, could, must and cant be doing ”on the blackboard.)Go on with the other two things.
28、Step 2 Pre-task (3a: P 36) T: There is a beatiful girl on your textbook. What might be this girl doing in the picture? Now, look at 3a on Page 36.and guess.(Teacher ask some students to guess.)Ss: She might be . .T: (She might be writing a thank-you letter to Anna.)Step 3 While-task Task1 Reading (1
29、) Read the message in 3a, number the parts in order,circle the words students dont know and guess their meanings in the context.(Finish 3a).Task2 Discussion(2) Discuss the words students dont understand using “It must, might, could, and cant mean.” in groups. Use the conversation in 3b as a model. T
30、ask3 Pairwork(3b)T: Practice the conversation in the picture on page 36 of the studentsbook. Then make conversations using the information on the blackboard.Sample dialogue(3b, P36 of students book.) (8) Check the answers, then teach the exact meanings in the message and new words.Step 4 Post-task (
31、4)Task4 Guessing the owner of the backpack in 4. (1)Show the students a picture about some things and their owners. T: What can you see in the pictures? Ss: We can see an Chinese-English dictionary, a T-shirt, keys, a note-book, earings, gloves, and flowers.(2)T: (Good!)Please talk about in grous of
32、 4 to 6 to discuss whose things these are.Using the words It must , could , might , and cant be . .Why do you think it must belong to his or hers. (3)Then write their guesses down in the chart of activity 4.(Finish 4 on P36).Sample conversations(4:P36)1. A: Here is a Chinese-English dictionary. It c
33、ould belong to Mary. I know she has one. B: I dont think so. It cant be Marys. This one is new, but hers is old.Step5 Make a reportT: Next, please give a report using the information of 4. You can begin like this:Our group has talked about the owner of the backpack.xxx thinks it cant be a kid becaus
34、e He/She thinks it might be Step6 Homework(1)Write five sentences by using“ .must/might/could/cant be doing.”（2）Write a short passage about the guess of your own in activity 4 using the four models and the reasons.教 后 反 思 分课时教案课次Period 4（Section B 1-2c）教学目标1. 学习并掌握下列词汇与短语.chase,sky,helicoperter,crea
35、ture,catch, a woman with a camera, run for exercise, wear a suit, catch a bus2. 掌握下列重点句子并能在情景中运用。(1) He might be late for school.(2) He could be running for exercise.(3) He might be running to catch for a bus.3. 继续学习用must,might,could, cant 对各种情况（如正在发生的事情）进行推测，培养判断能力和逻辑思维能力。 教学重点掌握用must,might,could,
36、cant对各种情况（如正在发生的事情）进行推测，培养判断能力和逻辑思维能力。教学难点掌握could/might be running的真实含义及用法。教学准备录音机，PPT过程建议：Step 1 Lead-in1.Greet with students.2. Guessing games: T:（Present PPT）There are some interesting pictures. Let me show them to you.Can you guess what they are?For example: It might be a cat. It also could be a
37、 house.T: Well.Next, what is it?S2: It might be . . S3:It also could be . .Go on with the next picture.T: OK! Look at the picture, which one is bigger, A or B?Could A be bigger than B?(Ask some students to say.)Ss:Yes. / No.Ss: A could be bigger than B.Ss: B could be bigger than A.Ss: A and B must b
38、e the same size.T: There is a handsome boy. Can you guess who he is?S4: He cant be _.S5: He could/might be_.T:Where might he be?(You can say: He must/can /could/might/cant be .)(Ask some students to say.)Ss: .T: Well, What might he be doing?(You can say: He might be playing basketball.)(Write “He mi
39、ght be playing basketball.”on the blackboard.)(Ask some students to say.)Ss: He must/can/could/cant be doing.(Then write “must/can/could/cant”on the blackboard.)Go on with the other three pictures. （P4）T: Who is it?What might Miss Wu be doing?(Ask some students to say.)Why is Miss Wu laughing ?(You
40、can guess like this:You must /could(might)/cant be laughing for . happy.)T: You are so clever!(Show the picture of helicopter and the UFO )Let me tell you.I am laughing for seeing a helicopter and the UFO.Then teach new words: helicopterStep 2 Pre-task (1a,1b: P 37)(1)T:Look,what is the UFO doing?Ss
41、: The UFO is landing.T: Can you guess what happening is next?Ss: An alien is coming out.T: Yes, an alien is coming out. The alien is a creature.(2)Then teach new words: creatureT: Now, what is the creature is doing?Ss: The alien is chasing(追逐) the man.(3)Then teach new words: chase-chasing(4)Go on w
42、ith the last picture.(5)Ask students to write down the sentences in students book.(6)T:Everyone,look at the man running down street. Why do you think he is running ? Can you guess ?(7)Show a sample conversation :A: Why do you think he is running ?B: He could be running for fun.A: But he looks kind o
43、f scared.B: Well, he might be running to catch a bus.C: -Then teach new words: catch a bus(8)Ask students to make a similar conversation like this.Step3 While-taskTask1: Listening(1) T:A man and a woman are seeing the UFO landing, and they are talking about it.(2) Ask the students to read the instru
44、ction in 2a. (3) Then play the tape twice and finish numbering the pictures in 1(4) Check the answers.(5) Ask students to read 2b, then listen again and complete the sentences in 2b. Check the answers.(6) Combine the pictures and the sentences in 2b to write two or three sentences to finish the stor
45、y in 2a. Answers will vary.Step4 Pairwork(2c)Role play the conversation between the man and the woman according to 2c.Ask students to find out the differences between be someones and belong to someoneStep5 Writing practice Write a story about the pictures with your partners.Using the information in
46、2a and 2b. Offer students the beginning:My friend Tom and I are walking in the street, Suddenly a man is running fast. He looks scared. I guess that he could be running for exercise. But Tom disagrees. He thinks that he might be late for work because is wearing a suit.Then we see.Step 6 Homework(A)Finish the story(B)Do a survey-What are they doing?(1)T:Do you really know about your teacher? Do you know what they are doing now? Please give some reasons.(show a chart for students
