Unit 8 You’re supposed to shake hands. Section A 教案 2024-2025学年人教版英语九年级全册

Unit 8 It must belong to Carla. Section A（1a-1c） Teaching Aims 1. 语言能力：能根据听力材料推断物品的归属者。 2.文化意识：能够用所学语言做推断，表达自己的价值取向。 3.思维品质：能够用must, might, could, can’t表示推断。 4.学习能力：能根据相关信息做推断。 Teaching Difficulties 能够用must, might, could, can’t表示推断。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · First, T shows the picture of an item to Ss. Then, T shows the pictures of two different people. Ask Ss to make inference about who this thing belongs to. (PPT P6-P9) (Tip: T can encourage Ss to make inference using different sentence structures, such as It must be … / They belong to … / It could belong to … / They might belong to … T also need to encourage Ss to explain the reason why they make such inferences.) Step 2 Presentation & Practice Pre-listening · Pair work Show the picture of 1a to Ss. Ask them to look at the picture and tell their partners the things they can see. 1a · Ask Ss to look at the picture, write things they see in the correct columns in the chart. Answers: While-listening · Before listen to the recording, show the chart of 1b to Ss. Ask them to read the chart and infer who these things belong to. (Tip: T should focus on the modal verb that Ss use and the reason that Ss given.) 1b · Play the recording, ask Ss to listen and match each person with a thing and a reason. Answers: Post-listening 1c · Ask Ss to practice the conversation in the picture. Then make conversations using the information in 1b. (Tip: To ensure that each S has an opportunity to ask and answer, tell Ss that they should decide beforehand, in their pairs, which two items each two will ask about. They should each ask two questions and answer two questions.) Optional Choice: · Guessing game Step 1: T prepares a small box. Step 2: T asks each S to put an item into the box. Step 3: T picks one item from the box randomly and asks Ss “Whose … is this?” (Tip: If necessary, T can show the sample conversation to Ss and tell them that they need to do this activity using the sample sentences.) Step 3 Language points learning belong to的意思是“属于”，其中belong是不及物动词，to是介词, 其后一般接名词或人称代词的宾格形式，没有被动语态。 ① belong to后面不能接名词性物主代词和名词所有格形式。 ② belong to不能用于进行时态和被动语态。 ③ belong to的主语通常是物。 whose是who的所有格形式，用来对物主代词及名词所有格进行提问。whose可作定语从句的引导词，在定语从句中作定语。 must可以表示命令，意思是“必须”；也可表示推测，意思是“一定”，用于肯定的推测。must引导的一般疑问句，肯定回答用must，否定回答用needn’t / don ’t have to。 must与have to的区别在于： must表示主观上认为有义务，有必要；have to着重表示客观上的需要。don’t have to表示“不必”。 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P25-26. Homework: · Preview the conversation in 2d. · Do the exercises in students’ book. Teaching Reflection This is the first period of the unit. The most important thing is to get the students to learn and practice making inference. We use real things to help practice speaking and make language situation for the students to learn and practice the target languages. We’d better teach new words and structures while listening，speaking and reading. We should learn the modal verbs by comparing them and getting the students to say them out. Unit 8 It must belong to Carla. Section A（2a-2d） Teaching Aims 1.语言能力：能根据文章内容的关键词对Linda的书包进行推断。 2.文化意识：能够用所学语言做推断，表达自己的价值取向。 3.思维品质：能够用must, might, could, can’t表示推断。 4.学习能力：能根据相关信息做推断。 Teaching Difficulties 能正确运用must,might,could和can’t进行推断 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up & Pre-listening 本节课的warm up就相当于pre-listening，二者可以用同一个活动。 · Pair work / Group work Step 1: Ask Ss to pair up (or work in a group of four) and share with their partner(s) of what they usually have in their schoolbags. Step 2: T can give Ss some examples (e.g. stationery, pencil bag, books, learning materials, homework). Step 2 Presentation & Practice 此处虽然列出了很多情态动词，但是可以告诉学生我们这一单元要重点学习的是must, might, could, can’t。 While-listening 2a · Play the recording, ask Ss to listen and write down the things in the schoolbag. (Tips: Before playing the recording, tell Ss that although this conversation is short, it contains a bit of information. Encourage them to take as many notes as possible. This will also be useful for them when they do activity 2c.) Answers: 1. T-shirt 2. hair band 3. tennis balls 2b · Before Ss attempt this exercise, ask them if they still remember what modal verbs are. Modal verbs show the condition of a verb — e.g. ability, necessity, possibility — and must always be used with a main verb. · Ask Ss to list all the modal verbs they can remember. e.g. may, might, must, will, would, can, could, shall, should, need, ought to · Get Ss refer to the modal verbs listed in the textbook. Take them through it before they attempt this exercise. · Play the recording again and ask Ss to fill in the blanks. Answers: 1. must 2. can’t 3. could 4. might 5. Must · Show PPT P11 and ask Ss to do the supplementary exercises. Post-listening 2c · Using the notes that they had taken in activity 2a, get pairs of Ss to create their own conversations. Step 3 Presentation & Reading Pre-reading · Show the picture of 2d to Ss. Tell them that Linda has lost her schoolbag, ask them to infer how Linda might feel. While-reading · Play the recording, ask Ss to listen and role-play the conversation. Post-reading · Create a context for Ss and ask them to make conversations. Suppose you and your friend find a book (or something else) in the cafeteria and you need to find the owner. Make a conversation and make inference about who the book belongs to. Step 4 Language points learning attend, join, join in和take part in的区别： attend常指参加或出席正式的活动或场合，如婚礼、会议等。 join多指参加某个组织、团体，并成为其中的一员。 join in多指参加活动、加入游戏等。 take part in指参加群众性活动、会议等，往往指参加者持有积极的态度，并起一定的作用。 valuable与worth的区别： valuable常指物质、金钱方面，强调物品贵重、珍贵。 worth既指物质上的， 也指精神上的， 强调价值。“be worth + 钱数”意为“值……钱”；be worth doing sth. 意为“值得做某事”。 valuable作表语时可与介词to构成短语be valuable to sb.，意思是“对某人来说有价值”。 pick up有很多意思，常见的有“拾起；捡起”“（开车）接人”。 pick up是典型的“动副型”短语，代词it / them作宾语时，要放在pick与up中间 Step 5 Summary & Homework Summary · Ask Ss to do the exercises from PPT P24-25. Homework: · Preview the passage in 3a. · Do the exercises in students’ book. Teaching Reflection The most important thing in this lesson is to get students to practice making inference and distinguishing the meaning of “must”, “could”, “might”, “can’t”. During the class, we need to ask students to pay attention to the sentences which used the modal verbs to make inferences. Besides, we need to create a context to help students practice the target language in the class. Unit 8 It must belong to Carla. Section A（3a-3c） Teaching Aims 1.语言能力：读懂关于神秘事件话题的语篇。 2.文化意识：能够用所学语言做推断，表达自己的价值取向。 3.思维品质：能够用must, might, could, can’t表示推断。 4.学习能力：能有效获取阅读信息，归纳主题。 Teaching Difficulties 能正确运用must,might,could和can’t进行推断 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up 导入部分先给学生听声音，让他们猜测这是什么声音，有可能正在发生什么事情（用情态动词表推测），然后过渡到有时候生活种我们会听到一些奇怪的声音，当听到奇怪的声音时你会有什么感觉。 · Group work Step 1: Divide Ss into several groups. Play the recording of the sound one by one. Step 2: Ask each group to discuss what the sounds are and what might be happening. Encourage Ss to give different answers. （sound 1: the sound of sawing wood, sound 2: the sound of playing ping-pong, sound 3: the sound of braking, sound 4: the sound of playing basketball / volleyball …） · Ask Ss to think about: How do you feel when you hear a strange sound? (Suggested answers: nervous, worried, scared, uneasy, curious, excited …) Step 2 Presentation & Reading Pre-reading · Show the picture of this article to Ss and ask them to think about the following questions (answers can be varied): 1. When is it? 2. What is the woman looking at? 3. How might the woman feel? Then, ask Ss to read the article and think about: What’s happening in the town. While-reading 3a · Ask Ss to read the article and decide which might be the best title. Answers: Strange Happenings in My Town While-reading 3b · Ask Ss to write down the words as many as they can based on the meanings. After all of them have finished, T can ask them to check their answers by reading the article again. (Tip: The goal of this exercise isn’t to get all the answers correct but to try to deduce the word from its meaning. This will also ensure that Ss truly understand the meaning of the words. So, give Ss a few minutes to fill in the answers before allowing them to read the article again.) · Show the table on PPT P14 to Ss, ask them to find out the person who gives opinion in each paragraph. Post-reading 3c · Ask Ss to read the article carefully and write what people think about the strange noises. (Tip: For stronger classes, T can ask Ss to fill in the answers without looking at the passage and only based on what they can remember from the first reading. Tell Ss that it is all right if they can’t remember a lot. Next, get Ss to share their answers with a partner to see how much each one remembers. Then, get Ss re-read the passage and go through the questions again.) Answers: · Group Work Divide Ss into several groups and ask them to discuss the following questions: 1. After reading the article, what do you think the strange noises are? Who is the noise-maker? 2. Have you ever heard any strange noise (or encountered any strange things) before? What was it? Step 3 Language points learning nothing / not much的意思是“没什么; 不多; 不怎么样”，一般用于否定句中，表示并不那么重要、有趣、好等。 unusual adj. 意为“特别的；不寻常的”，由否定前缀“un-”加形容词usual构成。否定前缀un-表示“不”。当其后加adj.时，构成原词的反义词。 noise n. 意为“声音；噪音”，其形容词形式为noisy,意为“吵闹的”，常用短语有make noise“制造噪音”。 noise, voice和sound的区别为： noise多指不悦耳的吵闹声、嘈杂声。 sound泛指各种声音，不带有任何感情色彩。 voice多指人说话、唱歌的声音，即人的嗓音。 There must be sb. / sth. doing sth. 的意思是“一定有某人 / 某物在做某事”。情态动词must和there be句型的连用，表示肯定推测。其中sb.和do之间是主动关系，用v-ing形式。 Step 4 Summary & Homework Summary · Ask Ss to do the exercise on PPT P23. Homework: · Preview the grammar points in U8. · Do the exercises in students’ book. Teaching Reflection In this period, we should practice making inferences with must, might, could and can’t in reading and the situation. Students must finish every activity by their own reading. The teacher should let the students feel how to use these modal verbs instead of teaching and explaining. Unit 8 It must belong to Carla. Section A（GF-4c） Teaching Aims 1.语言能力：正确运用must,might,could和can’t进行推断。 2.文化意识：能够用所学语言做推断，表达自己的价值取向。 3.思维品质：能根据图片推断信息之间的简单的逻辑关系。 4.学习能力：能通过对图片的观察获取信息，进行推断。 Teaching Difficulties 能正确运用must,might,could和can’t进行推断 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Review Show pictures relate to 1b (volleyball, Harry Potter, music CD, toy truck, magazines) to Ss. Ask them to think about who these things belong to and why. T can encourage Ss to use modal verbs to make inference. Step 2 Presentation & Practice Grammar Focus · Ask Ss to read the sentences in the box and tell them that we can make inferences using modal verbs. 情态动词表示推测 情态动词can, could, may, might, must可以用来表示对发生或存在的事情的推测。这里could和might不是过去时，推测的语气不如can, may强; must表示推测时语气最强，意为“肯定，断定”。 情态动词的推测程度为： may / might表示“有可能；大概”，might的语气比may要弱，相当于perhaps; can / could表示“或许”，其可能性比may / might要小，相当于possibly; must的可能性最强，语气较肯定。 表示对现在及将来状态、动作的推测 1.当表示对现在及将来状态的推测时，一般用can / could, may / might, must + 动词原形。 2.当对现在及将来正在发生的动作进行推测时，一般用can / could, may / might, must + be + doing（动词的进行时）。 表示对过去状态、动作的推测 1.当表示对过去的状态、动作推测时, must / may / might可用在肯定句中表示肯定的推测，一般用must / may / might + have done（现在完成时）表示。 2. can / could用在否定句中表示否定的推测，一般用can / could + not + have done（现在完成时）表示对过去的状态、动作的推测。此外，can / could还可用在疑问句中表示推测。 4a · Ask Ss to complete each sentence using the words in brackets. Answers: 1. might be 2. must be 3. could be 4. can’t be 5. could be / must be 4b · Ask Ss to read the conversations and complete each sentence. Answers: 1. getting colder / cold outside 2. having a sore throat / ill 3. must be delicious 4. be that boring 4c · Working in pairs, get Ss to share their ideas about the picture. What do they both agree on and why? What do they disagree on and why? (Tip: There are no right or wrong answers for this activity as much depends on how each S justifies what he / she sees with the inference he / she makes.) Optional choice: · Show Ss more pictures of different bedrooms, ask them to tell about the person in each room. Step 3 Summary & Homework Summary · Ask Ss to do the exercises from PPT P19-20. Homework · Preview Section B 1a-1e. · Do the exercises in students’ book. Teaching Reflection We always get the students to learn grammar by summing up the sentences they have learned. Students can practice grammar by using. After they know how to use these modal verbs to make inferences, the students should practice in different activities. And we give them some written work after speaking and reading. 1 学科网（北京）股份有限公司 $$