Unit8 It must belong to Carla 教学设计 2024-2025学年人教版九年级英语全册

Unit8 It must belong to Carla. Period II Section A (3a-4c) 教学内容 1．复习已学过的表达奇异事物的词汇。 2．学习和练习情态动词must，might，could，can＇t表示推断时的用法。 3．总结含有情态动词的句子的被动语态的用法。 教学目标 1．能够熟练掌握情态动词must，might，could，can＇t的用法，并理解它们在句子中的含义。 2．能够在适当的语境中正确使用情态动词：must，might，could,can't。 3．对情态动词表示推断的情况进行总结和应用。 4．能够用情态动词must，might，could，can＇t对各种情况进行推断，培养学生的判断能力和逻辑思维能力。 重点难点 读懂短文，并理解其中用情态动词 must，might，could，can＇t 表示推断的用法。 教学思路 本课首先要反复阅读短文的大意，从而理解用情态动词表示推断的用法；再进行语言积累方面的训练，增加对情态动词表示推断的理解和运用。 教学准备 教师准备与阅读短文相关的实物、图片或教学幻灯片；表示特定情景的图片（例如，雨中打伞）；以及其他巩固练习的幻灯片、多媒体等。 教学过程 Step I Revision & Leading in 教师向学生展示一张试卷，并让学生根据试卷的特征猜测它是谁的，引导学生使用下列句型回答教师的问题： It must be...because only...get full marks. It might/could be...because her handwriting is beautiful. It can't belong to...He can't write so badly. 设计意图：Review the grammar students have learned and lead in the new lesson. Step II The Mystery of Déjà Vu(3a) 1.Point to the picture and ask studentsto describe it. 2. Make students understand the meaning of the instruction of 3a. 3. Invite a student to read the passage to the class. 4.Get students to choose the best title and give the reasons. 5.Have the students read the passage again,remind them to find the language points and try to understand them with the help of the other students or the dictionary. Then the whole class have a summary,such as: （1）不定代词 常用不定代词有：some（something，somebody，someone），any (anything,anybody,anyone),no(nothing,nobody,no one),every (everything,everybody,everyone),all,each,both, much,many,（a）little，（a）few，other（s），another，none，one，either，neither等。本课短文中出现的不定代词有：some，something，most。 (2)familiar ①adj.熟悉的；常见到的；通晓的；随便的 to look／sound／taste familiar 看／听／尝起来熟悉 familiar with sth.通晓／熟悉某事物 He's a familiar figure in the neighborhood. 他在这个地区是大家熟悉的人物。 Are you familiar with the computer software they use? 你熟悉他们使用的计算机软件吗？ ②n.常客；密友 familiar face 熟悉的面孔 She looked around for a familiar face. 她环顾四周想寻找一个熟人。 ③反义词：unfamiliar adj.不熟悉的；陌生的；不认识的；无······的知识（或经验） unfamiliar to sb.对某人陌生；不熟悉某人；不认识某人unfamiliar with sth.无······的知识（或经验） Please highlight any terms that are unfamiliar to you. 请把你们不熟悉的用语都标示出来。 She felt uneasy in the unfamiliar surroundings. 她在陌生的环境中感到局促不安。 (3)even though ·even though意为“虽然，即使”，引导让步状语从句，相当于 even if。在实际语言运用中，even if与even though有时也可不加区别地混用。如： Even if/Even though she laughs at him,he likes her. 尽管她嘲笑他，他还是很喜欢她。 ·虽然even though和even if 均可用于引导让步状语从句，但二者是有细微区别的： ①even if 引导的从句是往往是假设性的，相当于汉语的“即使”“纵然”“就算”“哪怕”。如： I'll get there, even if I have to walk. 我就是走也要走到那儿去。 They'll stand by you even if you don't succeed. 即使你不成功，他们也会支持你。 Even if it rains tomorrow, we won't change our plan. 即使明天下雨，我们也决不改变计划。 For my part, I plan to go to the party even if you decide not to go. 至于我，即使你决定不去参加晚会我也会去的。 Even if you saw him pick up the money, you can't be sure he stole it. 就算你看见是他拾起的钱，你也不能肯定钱就是他偷的。 正因为even if从句的内容通常是假设性的，所以有时还可用于虚拟语气；这样用的even if与单独使用的if比较接近。如： Even if he had the money, he wouldn't buy it. 他即使有钱也不会买它。 I would have married her even if she had been penniless. 即使她身无分文，我也会和她结婚。 ②even though引导的从句内容往往是真实的，主要用于引出不利用于主句情况的信息，相当于汉语的“尽管”“虽然”。如： She went out even though it was raining. 尽管在下雨，她还是出去了。 Even though it's hard work, I enjoy it. 虽然工作艰苦，我还是很喜欢。 He's the best teacher even though he has the least experi-ence. 他尽管经验最少，但教得最好。 Even though I didn't know anybody at the party, I had a nice time. 尽管这次聚会上我谁也不认识，我也玩得挺痛快。 ·这样用的 even though与though或although的意思比较接近，许多时候可以互换（注意：英语可以说 though和 even though，但不能说even although）。如： Even though/Thought I felt sorry for him, I was secretly pleased that he was having difficulties. 虽然我为他感到惋惜，但对他的困难却暗自高兴。 Even though/Thought we all tried our best, we lost the game. 虽然我们已尽了最大的力量，但还是输了 （4）come from 来自；出身于；出生于 They come from totally different cultures. 他们来自完全不同的文化。 Correct ideas come from social practice. 正确的思想来自社会实践。 Where did you come from? 你打哪儿来？ ·come的常见短语： come about 产生；发生 come across偶然发现；使产生······印象 come along 一起来；赶快 corne around／round 拜访；探访；改变观点；（按照预期）发生；苏醒 corne back 回忆起；重新流行 come back to 回到（话题等）上来 come down（成本、水平或数量）下降，降低；落下；降落 come in进来吧；到达；加入，参与 come on加把劲；（疾病、头疼）开始 come out 出版，发行；结果是；到头来 come up with 想出，提出（计划、想法等）；设法拿出（所需钱款） come upon 偶然碰到（或发现） 设计意图：This activity provides students with reading prac-tice using the target language. And students can learn the lan-guage points during the learning. Step III Answer the questions(3b) 1.Ask students to read the passage again in 3a. 2.Ask several students to read the questions in 3b. 3. Have students discuss these questions in groups. 4. Get students to write down the answers of these five ques-tions. 5.Check the answers together. Step IV What do you think about déjà vu?(3c) 1. Ask students to read the passage again in 3a. 2.Let students share their experiences or ideas about déja vu with a partner. 3.Have students communicate their experiences or ideas in groups. 4. Ask a volunteer from each group to present in front of the class. 设计意图：This activity provides students with reading and writing practice using the target language. Step V Grammar Focus 1.Ask different students to read the sentences. Write them on the blackboard. 2. Ask a student to go to the front to circle the model verbs. 3. Ask students to find the usage of the model verbs. 4．补充被动语态的一个重要项目-辨析几组表示推测的情态动词： ·can和could can表示推测时，可能性比较大，常用于疑问句或否定句中，不用于肯定句中，表示一种有把握的推测。表示否定时，can＇t语气最强。例如： It can't be Mr. Li. He has gone to Nanjing already. 那不可能是李先生，他已经去南京了。 They can't know the answer. Let me explain it to them. 他们不可能知道答案。我给他们解释一下吧。 could表示推测时，可以用于否定句中，也可以用在后面跟动词原形的肯定句中。表示可能性不大的推测，意思相当于may／might。例如： It could be true. But I still doubt it. 也许这是事实，但是我仍表示怀疑。 ·may 和might may／might表示一种可能性很小的推测。多用在肯定句或否定句中，might用在疑问句中表示“可能”，语气最弱。例如： My English teacher may be correcting our exercises in her office，我们的英语老师很可能在办公室改作业呢。 My sister may not be in her room at this moment. 我妹妹现在可能不在她的房间里， Might the scientists be discussing the pollution problem? 那些科学家们可能正在讨论污染问题吗？ *在表示推测的情态动词中，must的把握性最大，意为“一定；肯定”。表示对一般情况的肯定推测。例如：must You sister must be a doctor,isn't she? 你姐姐一定是个医生，对吧？ The boys must be playing football on the playground,aren't they？男孩子们一定正在操场上踢足球呢，是吧？ ·would 和should 英语中，情态动词would并不一定与过去的时间有关，其所表示的可能性比will弱。例如： A man of good sense would not laugh in such a case. 一个具有高品位的男人是不会在这种情形下发笑的。 should表示推测时，表示确定或可能有的未来或期望。例如： It's nearly seven o'clock. Jack should be here at any moment. 大概七点了，杰克随时都能到这儿。 -When can I come for the photos? I need them tomorrow afternoon，我什么时候可以来取照片呢？我明天下午要用。 -They should be ready by 12：00．十二点前能准备好。 设计意图：让学生自己对所学语法进行总结，并用实例练习这些语法。 Step VChoose the best way(4a) 1． 在情景中学习生词和短语：laboratory，in the laboratory。 2． 帮助学生理解4a的要求，完成4a。 3． 核对答案。 设计意图：练习用情态动词进行推断。 Step TI Complete these responses(4b) 1． 创造情景学习生词：coat，sleepy。 2． 帮助学生理解4b的要求，书面完成4b。 3． 拓展练习：教师呈现更多表示特定情景的图片（例如：雨中打伞的场景），让学生根据图片推断情景。 Step VI The person who lives here(4c) Point out the sample conversation in the box. Invite a pair of students to read it to the class. Get students to work in pairs. As the pairs work together,walk around the classroom offering help when necessary. Period IIISection B(1a-2b) 教学内容 1． 复习已学过的关于UFO和外星人的表达方法。 2． 学习连接词的使用。 3． 通过阅读学会用情态动词进行推断，描述更广泛的宇宙奥秘。 教学目标 1． 能够通过听、说学习与UFO和外星人有关的词汇，并会对相关的现象进行推测。 2． 能够用扫读的方式进行阅读，通过阅读，理解连接词的用法。 重点难点 学习阅读短文中连接词的使用 教学思路 本节课的教学内容分成两部分，第一部分是复习UFO、外星人和世界其他奇观，并对该现象进行推断；第二部分是通过阅读进一步理解和掌握情态动词进行推断的用法。由于本课阅读短文中的短文较长，所以建议以清晰、明了、简单的节奏迅速完成第一部分，把重点放到对第二部分阅读短文的理解和用情态动词表示推断的句子描述更广泛的宇宙奥秘上去。 教学准备 教师准备本课时教材中所涉及的UFO、外星人和世界其他奇观的图片；阅读短文所涉及的相关图片、录音或者是多媒体；阅读短文中语言点的幻灯片、多媒体等。 教学过程 Step I Revision & Leading in 1．教师展示一张姚明投篮的图片，篮球刚出手向篮筐飞去，并提问：What do you think about the basketball？ Wll it get into the hoop or just hit the board? Why do you think so? 2．学生根据自己的判断用 must，might，could，can＇t这些词进行描述。例如： Yao Ming is playing basketball on the playground. He is throwing the ball to the hoop. Some players are trying to stop him. I am sure the ball must be able to get into the hoop because they can't stop him. 设计意图：通过复习情态动词表推断的用法，使学生对所学的语言和话题能够准确熟练地掌握，并能灵活运用。以问题导入新课。 Step II About UFO and alien(1a) 1.Read the instructions to the class. Read the words in the box and have students repeat them several times. Invite different students to explain the meaning of each word in their own words.Especially pay attention to the words:UFO and alien. 2.Get students to look at the three pictures carefully. Ask a student to give the sample answer to the class. Get students to complete the activity individually. As students work,the teacher walks around the classroom offering language support when it is needed. 3.Check the answers on the blackboard. 设计意图：This activity provides students with writing prac-tice to use the target language. Step III Finish the story(1b) 1. Read the instructions to the class. Point to the three pic-tures in Activity 1. 2.Play the recording for the first time. Students only listen. 3.Play the recording a second time. Students listen and circle the things in the picture that they hear. 4.Check the answers. 5. Encourage students to write two or three sentences to finish the story. 6.Answers will vary. Write a sample version on the black-board. Ask students to use it as a model. 设计意图：This activity gives students practice to understand the target language in spoken conversation. Step IV Complete the sentences(1c) 1.Explain the meaning of the word "creature" to thestudents. 2.Play the recording once or twice again, using the pause button as necessary. Students listen to the recording and complete the sentences. 3. Show the answers on the screen by a projector so that students can check the spellings and other details of their answers. 设计意图：This activity gives students listening and writing practice to use the target language. Step V Role-play a conversation(1d) 1. Ask two students to read the sample conversation to the class. 2.Divide the class into groups of three. Students discuss with their group members. 3. As the groups work together,the teacher walks around the room offering help as needed. Ask some groups to act out their conversations to the class. 设计意图：This activity provides students with oral practice using the target language. Step VI Know about linking words(2a) 1. Invite one of the students to read one of the linking words. All the others try to make sentences with this linking word until the whole class understand its meaning and usage.Then the next word. 2.Finish 2a. 设计意图：This activity provides the explanation of linking words. Step VI Stonehenge(2b) 1. Read the instructions of the passage. Make sure that students understand it. 2. Read the title of the passage to the class. Then point to the picture and ask students:What do you think of Stonehenge there?Call students' attention to the article. 3.Get studets to complete the task individually. As they work,the teacher walks around the classroom offering help as needed. 4.Check the answers. 5.Get students to read the passage again and discuss some words or sentences they don't know. If students fail it,the teacher should help them. After the discussion,they should learn: (1)circle ·n.圆圈；圈子；包厢 A square has four sides but a circle has no sides. 正方形有四条边，而圆形没有边。 He has a large circle of friends.他有一个大的朋友圈。 We've booked seats in the circle. 我们预订了楼厅包厢的座位。 ·v.画圈；包围；盘旋；环绕 Someone had circled the next paragraph in red. 有人将下一段画了一个红圈。 The plane circled the airport before landing. 飞机在着陆之前在机场上空盘旋。 （2）not only．．．but also．．．不仅······而且······ 用于连接两个表示并列关系的成分，着重强调后者，其意为“不仅······而且·····”；其中的also有时可以省略。例如： She not only plays well,but also writes music. 她不仅很会演奏，而且还会作曲。 Not only men but also women were chosen. 不仅仅是男的，女的也有被选中的。 He works not only on weekdays but on Sundays as well. 他不仅平时工作，星期日也工作。 ·若连接两个成分作主语，其谓语的单复数通常与其较靠近的主语的单复数保持一致。例如： Not only you but also he has to leave. 不只是你，他也得离开。 Not only the students but also their teacher is enjoying the film.不仅学生们在欣赏这部影片，他们的老师也在欣赏这部影片。 （3）reccive v．接到；收到；接待 Neither John nor I am to fecrive the award. 约翰和我谁都不会接到奖赏。 I was on vacation last week and didn't receive your fnx. 上星期我正在度假，没有收到你们的传真。 He was reccived as an honoured visitor. 他以贵宾的身份受到款待。 ·词语辨析： receive与aoxpt的区别：meive意为“收到”，表示客观的，nc cpt意为“接受”，表示主观的。当aoxptagift时，表示接受了礼物，不会再退回，而mxive agift时，只是收到了礼物，可能还会退回。 receive只是一时的动作，因此不能说：I have received yourlet ter for 3 days．应该改为：It is 3 days since I received your letter． （4）medical adj．医疗的；医学的；医药的；内科的 This is the best medical team in the country. 这是该国最好的医疗队伍。 Great advances have been made in medical science. 医疗科学方面已经取得巨大的进展。 Her medical course was completed ahead of time. 她的医学课程提前完成了。 This medical handbook helps a lot.这本医药手册很有用。 ·medicine n.药；医学 I have a stomachache. May I have some medicine? 我胃痛，能给我开点药吗？ The best medicine for you now would be a good holiday. 目前对你来说，一个愉快的假期就是一剂良药。 ·常见短语： medical college 医学院 medical examination 身体检查 medical journal 医学期刊 medical skill 医术 medical society 医学协会 medical treatment 医疗 (5)purpose ·n.目的；决心；意图；议题 What is the purpose of your visit？你来访的目的是什么？ He was a man of purpose.他是一个意志坚强的人。 I am sure that he comes here with ill purpose. 我敢断定，他这次来意图不轨。 ·v.打算；决意 He purposed to visit South America.他计划去南美。 We purpose making another trial/to make anothertrial. 我们打算再试一下。 （6）position n．位置；职位；立场；状态 Can you find our position onthis map? 你能在这幅地图上找到我们的位置吗？ The position of manager is still open.经理职位仍然空缺。 (7)honor ·vt.尊敬；使荣幸；对······表示敬意；兑现 November 11th is Veterans Day, when Americans honor those who served in the military，11月11日是美国老兵纪念日，是美国人表达其对军人尊敬的日子。 Would you honor me by dining with me tonight? 今晚你能赏光与我共进晚餐吗？ Mrs. Dodd wanted a special day to honor her father,William Smart.多德夫人希望能用一个特殊的日子向她父亲-威廉·斯马特先生表示敬意。 ·ㇽ.荣誉；荣幸；尊敬；信用；正直；贞洁 I consider it a great honor to be invited to dinner. 我认为能被邀请参加晚宴是很大的荣幸。 He won honor for his cournge.他以勇气赢得大家的尊敬。 （8）victory n．胜利；成功 The soldiers exulted at their victory. 战士们为取得胜利而欢跃。 I have every reason to be confident of our victory. 我有充分的理由坚信胜利是属于我们的。 （9）mystery n．谜，神秘；奥秘；秘密；神秘的人或事物；推理小说（戏剧） The mystery has now come to light. 这个秘密现在已被揭开了。 Why he went there is a mystery to me. 他为什么到那里去，这对我来说是个谜。 6.Let students read the passage again and try to underline the sentences with the grammar they have learned these days. 设计意图：This activity provides students with reading prac-tice to use the target language. Step VII Homework 画出短文2b的思维导图。 设计意图：提高用思维导图分析阅读的能力，为下节课奠定基础。 Period IVSection B 2c-Self Check 教学内容 1．学习用书面语言写关于神秘事件的新闻。 2．掌握并运用阅读短文中的重点词汇和语言结构。 3．复习本单元学习的重点词汇和语言结构。 教学目标 1．进一步加强对阅读短文的理解，并对其中的重点词汇和语言结构进行运用。 2．能够用书面语言写关于神秘事件的新闻。 重点难点 用书面语言写关于神秘事件的新闻。 教学思路 本节课的教学活动有三条线索：首先对阅读短文的理解，并对其中的重点词汇和语言结构进行运用；其次写关于神秘事件的新闻；最后在具体语境中复习巩固本单元学习的重点词汇和句型。其中前两个环节是循序渐进的，教学中一定夯实第一个环节，为第二个环节奠定基础。 教学准备 教师准备本课时教材中所涉及的写作话题的幻灯片、多媒体等。 教学过程 Step I Revision & Leading in 1.Divide the class into groups. Each group is asked to present the group members' mind maps to the others and make a new mind map. Then present the new mind map to the whole class. 2. Collect pictures from students on the teacher's desk.Hold up one at a timne and ask students to describe it by using the tar-get language introduced in the previous classes. For example: T:(Hold up a picture with a boy reading books.)What do you think is happening to the person in the picture? S1:He must be a student. S2:He might like reading books. S3:... 设计意图：Go over 2b with the help of the mind maps．Lead in the new lesson. Step II Complete the chart(2c) 1.Point to the chart beneath the instruction. Elicit the first answer from the class. 2.Ask students to read the article again and complete the chart individually. 3. As students work, the teacher moves around the classroom.When students have finished 2c,the teacher asks questions orally and ask students to answer them. 4.Check the answers. 设计意图：This activity provides students with reading and writing practice using the target language. Step Il Complete the sentences(2d) 1. Make students read the sentences in 2d. Make sure students understand the meanings of the sentences totally. 2. Ask students to finish 2d individually. 3.Check the answers together. 设计意图：This activity provides students with writing prac-tice using the target language. Step IV Discuss with your partners(2e) 1.A debate between boys and girls about the topic:What other mysteries are there in the world? Why do you think they are mysteries? The team which lists the most answers is the win-ner. 2. Get students to complete theactivity of 2e in pairs. As the pairs work together,the teacher walks around the room offering support as needed. 3.Ask some groups to show their conversations. 设计意图：This activity provides oral practice using the tar-get language. Step V Who or what do you think took the lunch basket?(3a) 1. Draw the form on the blackboard: Who or what took the lunchbasket? Why do you think so? 2.Help students fill in the first line of the blank as an example 3. Get students to complete the activity individually. As they work,the teacher walks around the room offering support as nee-ded. 4.Ask some students to show their notes. 设计意图：This activity gives students an opportunity to practice writing and speaking skills using the target language. Step V Finish the story(3b) 1.Read the beginning of the story in 3a to the class. 2. Invite a student to read the expressions to the class.Make sure students understand them quite well. 3. Invite a student to read the opening sentences to the class. 4. Ask students to refer to the expressions to help them to finish the story. 5. As students are writing the article, the teacher moves around the classroom offering help as needed.Ask some students to read their articles to the class. 设计意图：This activity gives students an opportunity to practice writing skills using the target language. Step V Self Check 1 1. Focus attention on the box. Invite a student to read the vo-cabulary words at the top. 2. Ask students to fill in the blanks on their own. 3. Check the answers. Five students each read a sentence to-gether,the rest of the students listen and see whether these sen tences are right ornot. Step Vl Self Check 2 1. Focus attention on the information in the chart.Make sure students understand the listed persons' likes or dislikes. 2. Ask students to finish Self Check 2 individually. 3. Check the answers. Step I Homework Do a project on the things in the lost and found case. Write about their possible owners and givethe reasons. 学科网（北京）股份有限公司 $$