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人教版九年级英语（全）册
《 Unit 8 It must belong to Carla 》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一　情境导入： 利用课堂中的实际物品，让学生判断它们是属于谁的。学习“It must belong to…， It must be...， It might/can't/could...”等句型，从而自然地导入新课。 导入二　图片导入： 展示一个男孩和一个女孩的两张照片。告诉学生这个男孩是汤姆，他喜欢听音乐和踢足球。这个女孩叫露西，她留着长发，喜欢打网球。他们都在学习英语。 然后给学生看以下东西：一张CD、一个足球、一条发带、一个网球和一本英语书。告诉学生这些东西是汤姆和露西的。 让学生猜测哪些东西属于汤姆，哪些东西属于露西。 导入三　对话导入： T: Look at the picture on P57. Can you find out all the things S: Yes. T: Please write the things in the correct columns in 1a. Do you want to know their owners S: Yes. T: How can we make inferences(推断) S: According to their hobbies, habits and personalities... T: Right. Let's listen to 1b.
课堂活动设计 （一）听说训练 活动 1　Listening Step 1: 引导学生关注1b表格中所列物品，为听力做好准备，让学生推测物品所属，并陈述理由。 Step 2: 播放录音，引导学生听关键词，要求学生将物品、主人姓名以及理由相互匹配，检测与自己的推测是否一致。 Step 3: 再次听录音，要求学生核对答案。 活动 2　Role play Step 1: 教师根据前面的听说活动，询问“How might Linda feel？”，引导学生对故事的后续发展进行合理推测，激发学生学习对话的兴趣。 Step 2: 学生先整体阅读对话，把握对话的大意，验证自己的推测是否准确。 Step 3: 要求学生再次阅读对话，回答下列问题： (1)When did Linda attend a concert (2)What did she do after the concert (3)Who left the park early Step 4: 要求学生找出其中表示推测的句子。 …it might still be in the music hall. So it can't be stolen. So could it still be at the park I think somebody must have picked it up. Step 5: 教师播放录音，学生跟读，然后要求学生两人一组练习并表演对话。教师鼓励学生关注朗读技巧，声情并茂地表演对话。 （二）语法突破设计 情态动词表示推测的用法 【观察】 It is still early, so he might not have come back yet. He left yesterday. He should be home by now. Don't play football in the street, or a car may hit you. He can't be at home because he has gone to Beijing. Our teacher must be in the office because the light is on. They saw something in the sky last week. It could/might be a UFO. 【讲解】 1. 表示肯定推测的情态动词 情态动词用法must表示肯定推测，意为“准是，一定”。后接动词原形，表示很有把握的推测should用于肯定句中，意为“很可能，应该”，指按常理推测can用于肯定句中，表示理论上的可能性may用于肯定句中，表示把握不大的推测，意为“也许”could/might但在某些场合下，为了使语气更缓和、更委婉，常用could/might代替can
2. 表示否定、疑问推测的情态动词 否定推测疑问推测can't/couldn't表示否定推测，语气强烈，指“不可能”，带有惊讶、怀疑的感彩can/could常用于疑问句中表推测，意为“可能”may not/might not表示否定推测，语气不是很肯定，意为“可能不，也许不”
Section B
课程导入设计 导入一　图片导入： 使用PPT课件展示关于UFO和外星人的不同图片，要求同学们利用一句话对图片内容进行简要介绍，导入新课。 Help the students review UFO and alien according to the pictures. And ask: What do you think of them Do you like them Ask the students to write a sentence about each picture. 导入二　对话导入： T: Why do you think the man is running S1: He could be running to catch the bus. He might be late for work. S2: Someone might be running after him. T: What could be running after him S3: A dog might be running after him. Or an alien might be running after him. ...
课堂活动设计 （一）听说训练 活动1　看图说话 Step 1: 教师展示一幅某人正在进行体育运动的图片，遮挡部分内容，引导学生用could/might be doing对图片进行描述。 Step 2: 要求学生分组讨论1a中的图片，用方框中的词汇描述图片，然后在全班分享相关内容。 Step 3: 针对图片C进一步提问，引导学生发挥想象，预测故事内容。 活动2　看动画片推测 Step 1: 学生观看动画片《猫与老鼠》的几个片段。 Step 2: 学生以小组为单位预测可能会发生的情况。 Step 3: 预测的可能性最多以及最准确的小组获胜。 （二）阅读能力突破设计 Step 1: 引导学生观察活动2b的配图，通过问题 Do you know the name of this place 引导学生从标题中找出Stonehenge。教师要求学生快速阅读文章(skimming),把握文章大意。 Step 2: 结合活动25b,要求学生再次快速阅读文章，引导学生关注连接词的使用，标出含有连接词的句子，尝试理解句意，思考并体会连接词在句子中的作用。 Para 1:not only ...but also, as Para 2: however, because Para 3: while, as, but Para 4: because,and, but Step 3: 学生再次细读文章,教师帮助学生整理、概括每段大意。 Para 1: Stonehenge is not only a famous historical place, but also a great mystery. Para 2: Historians have different ideas about what Stonehenge was built for. Para 3: Different ideas about the purpose of Stonehenge. Para 4: Who built Stonehenge, when it was built and how it was built are still mysteries. Step 4: 学生再读课文，回答问题:What are the mysteries about Stonehenge 然后归纳Stonehenge的神秘之处。 They think the stones can prevent illness while keeping people healthy. Some think it might be a burial place, or a place to honor ancestors. Others think it was built to celebrate a victory over an enemy. Step 5: 四人小组合作完成2c填表任务。完成后，组员相互提问,最后以小组为单位向全班汇报。
二、单元导航
主要内容 Section A部分内容主要用“推测物品的归属”展开并讲一步引入“神秘事件”话题，集中呈现与学习表示推断的相关词汇。本部分还复习了与话题有关的物品名词、表达观点的动词等。本单元的功能结构是情态动词表示推断。本部分的教学目标是学生能够听懂有关物品归属的对话;能够通过听和读获取相关信息，理解并掌握情态动以could, might, can't表推测的用法。 Section B部分内容通过对疑似外星人事件的讨论逐步过渡到对巨石阵的介绍，语言输入量大，是对Section A所学知识的巩固、拓展与提升。Section B部分的重点是进一步巩固和拓展情态动词表推测的用法及连接词的正确运用。本部分的教学难点是连接词在语言价出活动由的恰当使用。教师在教学时，可多提供范例，供学生体会、模仿、参考。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： (1)掌握本单元的重点单词和短语。 (2)掌握谈论某物归属的句型。 —Whose book is this —It must be Mary's./It must belong to Mary. (3)学会准确用情态动词进行推测。 2. 能力目标：能够听懂描述有关物品归属的对话；能根据短文内容，提取关键信息；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；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. 德育目标：理性思考，科学解释各种奇怪的现象，而不能迷信或靠自己的主观臆测去判断、理解。面对身边暂时不可解释的现象时，能根据已有证据进行合理推测。不信谣，不传谣。还要培养探索精神。
教学重、难点 重点： 1. 掌握谈论某物归属的句型： —Whose book is this —It must be Mary's./It must belong to Mary. 2. 使用连接词使对事件的描述自然、合理。 难点： 用情态动词进行推测。
词汇和常用表达 1. 能够正确使用下列词汇 truck, picnic, rabbit, noise, policeman, wolf, laboratory, coat, suit, circle, Britain, leader, purpose, energy, position, victory, enemy, period, whose, valuable, pink, sleepy, medical, attend, land, express, receive, prevent, anybody 2. 能够正确使用下列常用表达 run after, at the same time, belong to, thousands of 3. 能够认读下列词汇 happening, uneasy, outdoors, alien, mystery, historian, midsummer, burial, honor, ancestor
学习策略 1. 能根据相关信息预测、推断或续写故事； 2. 能有效获取阅读信息，归纳主题； 3. 能通过相关的连接词理解句子间的逻辑关系。
文化知识 了解英国巨石阵的相关信息
个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 【知识与技能】 1. 能掌握下列词汇： whose; truck; rabbit; valuable; belong to; at the picnic; attend a concert; pick up 2. 能掌握以下句型： —Whose book is this —It must be Mary's./It must belong to Mary. 3. 能学会以下技能： (1)能够听懂描述有关物品归属的对话。 (2)能够在听读信息输入中获取相关信息，并掌握情态动词must、could、might、can't表推测的用法。 【情感、态度与价值观】 让学生根据已有事实推测可能性。
教学重点 1. 如何询问及描述物品归属。 2. 情态动词must、could、might、can't表推测的用法。
教学难点 1. 询问物品的归属； 2. 正确使用情态动词进行推测。
教学准备 1. 音频、课件。 2. 学生各自准备一些物品，并在物品上粘贴姓名标签。 3. 准备一张调查物品所属的表格。
教学过程
教学过程 Step 1: Leading in The teacher shows a picture first. And then show the others one by one. A: Whose school uniform is this B: Zhang Hao's A: I don't think so. It might be Tong Yao's. Let's ask her. Tong Yao, is this your school uniform C: No, it's not mine. Is it Zhang Ping's A: Let's ask her. Zhang Ping, is this your school uniform D: No, it isn't. A: So it's not Zhang Ping's school uniform. And it can't be Wang Qian's. Because she doesn't wear it. Then whose school uniform is it E: Is it Xu jinmeng's A: Yes, it doesn't belong to Zhang Ping, Zhang Hao or Tong Yao. So it must be Xu Jinmeng's. He washes his clothes every week, so his uniform is the cleanest. Step 2: Warming up 1. Look at the chart in 1a, and then discuss with your group mates. Try to fill in the chart with words to describe people. 2. Let some students say their answers. Let other students add more. Step 3: Listening 1. Listen and repeat. Let the students listen to the tape and repeat after listening to get their pronunciations right. 2. Practice the conversation in the picture. Then make conversations using the information in 1b. A: Whose…is this B: It must be… …is her favorite… Step 4: Pair work 1. Look at the conversation in 1c and make conversations in pairs. 2. Let some pairs ask and answer in pairs. ※ A: Whose book is this B: It must be Mary's. J.K. Rowling is her favourite writer. Step 5: Listening 1. Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. (1)Look at the chart in 2a. (2)Play the recording for the students to listen and check the words they hear. (3)Play the recording again to check the answers. 2. Let students read the sentences below. Explain some main sentences for the students. Make sure they know what to do. (1)Play the recording for the students to fill in the blanks with the right words. (2)Play the recording again to check the answers. 3. Make conversations using the information in 2a and 2b. Step 6: Pair work 1. Tell students to make conversations about the schoolbag using the information in 2a. 2. Let some pairs act out their conversations before the class. A: Look! There's a schoolbag here. B: What's inside A: There’s a T-shirt. Step 7: Role-play 1. Read the conversations and let students read after the teacher. 2. Explain some new words and main points in the conversation. 3. Ask students to role-play the conversation in groups. Step 8: Language points belong to (1)belong to意为“属于”，一般不用于进行时态和被动语态。 The hair band belongs to Anna. (√) The hair band is belonging to Anna. (×) 这条发带属于安娜。 The hair band is belonged to Anna. (×) (2)belong to sb.通常可以和名词性物主代词或名词所有格(一般是’s 所有格)互相转换。 The blue jacket belongs to him/Jerry. →The blue jacket is his/Jerry’s. 2. last last作副词时，可意为“上次；最近的一次；最后一次”，除用于句末外，还常置于句子中间。 When I last saw her, she was working in Shanghai. 我上次见她时, 她在上海工作。 When did you see him last 你最近见到他是什么时候 3. join、take part in与attend (1)join指加入某个党派、团体组织等，成为其中一员，意为“参军，入党，入团”。join sb. in (doing) sth. 表示“和某人一道做某事”；join in多指参加小规模的活动，如游戏、比赛，常用在口语中。 Will you join us in the picnic 你参加我们的野炊吗？ Join in the basketball game. 参加篮球赛。 (2)take part in 指参加会议或群众性活动，着重说明主语参加该项活动并在活动中发挥作用。 We’ll take part in the sports meeting. 我们将参加运动会。 (3)attend是正式用语，指参加会议、婚礼、葬礼、典礼或去上课、上学、听报告等。句子主语只是去听、去看，自己不一定起积极作用。 I attended a night school. 我上夜校。 4. must must可以表示推测，意为“一定”。英语中当情态动词后接have done时，表达对过去的事情进行推测。must have done something表示“过去一定做过了某事”。 He’s playing outside. He must have finished his homework. 他在外面玩。他一定已经完成了家庭作业。 5. anybody anybody意为“任何人”，常用于否定句或疑问句中；当用于肯定句中时，相当于any person。 I will not tell anybody the secret. 我不会告诉任何人这个秘密。 Is there anybody in the office 办公室里有人吗？
课堂作业 1. 口头作业：复述2d中的对话内容。 2. 书面作业：Collect some things that belong to your classmates and mix them up. Then using the target language “It must be… It might/could be… It can't be…” PersonThingReason
板书设计 Unit 8 It must belong to Carla. Section A（1a～2d）
Countable nouns: truck（s） picnic（s） rabbit（s） valuable adj. → value n. 情态动词： must 肯定；一定、肯定 might/could 肯定；或许、可能 can't 否定；一定不 must have done 一定已经做了某事 Key sentences： 1. 询问归属： Whose book is this 2. 回答： It must be Mary's. It must belong to Mary. 3. I attended a concert yesterday so it might still be in the music hall. 4. I think somebody must have picked it up.
教学反思 这节课最重要的是让学生练习推理和区分“必须”、“可以”、“可能”、“不能”的含义。在课堂上，我们需要让学生注意使用情态动词进行推理的句子。此外，我们需要创造一个情境来帮助学生在课堂上练习目标语言。
个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1. 掌握以下词汇和短语： happening, noise, policeman, wolf, uneasy, have fun, at first, run away, in our neighborhood, laboratory, coat, sleepy 2. 熟练掌握以下句型： (1)It used to be very quiet. (2)My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun. (3)One woman in the area saw something running away, but it was dark so she is not sure. (4)There must be something visiting the homes in our neighborhood, but what is it 3. 掌握本单元语法： 使用情态动词表推测 【情感、态度与价值观】 在生活中，人们会遇到很多奇怪的事情，这就要求我们理性思考，科学解释各种奇怪的现象，而不能迷信，或靠自己的主观臆测去判断、理解。面对身边暂时不可解释的现象时，能根据已有证据进行合理推测。不信谣，不传谣。
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。 3. 学习运用情态动词的用法。
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。 3. 准确把握情态动词的用法。
教学准备 音频和课件。
教学过程
教学过程 Step 1: Warming up 1. Divide students into several groups. Play the recording of the sound one by one. 2. Ask each group to discuss what the sounds are and what might be happening. Encourage students 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 Ask the students to think about: How do you feel when you hear a strange sound (Suggested answers: nervous, worried, scared, uneasy, curious, excited …) Step 2: Presentation Show the picture of this article to students and ask them to think about the following questions: 1. When is it 2. What is the woman looking at 3. How might the woman feel Then, ask students to read the article and think about: What’s happening in the town. Step 3: Reading 1. While reading 3a, ask students to read the article and decide which might be the best title. 2. Ask students to write down the words as many as they can based on the meanings. After all of them have finished, ask them to check their answers by reading the article again. (Attention: 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 students truly understand the meaning of the words. So, give students a few minutes to fill in the answers before allowing them to read the article again.) 3. Ask students to read the article carefully and write what people think about the strange noises. (Attention: For stronger classes, ask students to fill in the answers without looking at the passage and only based on what they can remember from the first reading. Tell students that it is all right if they can’t remember a lot. Next, get students to share their answers with a partner to see how much each one remembers. Then, get students re-read the passage and go through the questions again.) Step 4: Group work Divide students into several groups and ask them to discuss the following questions: 1. After reading the article, what do you think the strange noises are 2. Who is the noise-maker 3. Have you ever heard any strange noise before What was it Step 5: Review 1. Show pictures relate to 1b (volleyball, Harry Potter, music CD, toy truck, magazines) to students. Ask them to think about who these things belong to and why. 2. Encourage students to use modal verbs to make inference. Step 6: Grammar points 一、情态动词表推测，可能性：must> can/could> may/might 1. 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。 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？ 2. can/could (1)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”。 He can’t pick her schoolbag up. 他不可能拿了她的书包。 (2)could 用于表示某事有可能发生或可能是事实。 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。 (3)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。 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。 二、情态动词推测时态 1. must推测现在/正在/过去发生的动作 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’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。 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。 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。 Step 7: Practice 1. Work on 4a. Choose the best way to complete each sentence using the words in brackets. (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. Choose the right modal verb according to the sentence meaning. 3. Finally, read the sentence through and have a comprehensive understanding to see if the content is smooth and reasonable. 4. Check the answers with the students. (Keys: might be, must be, could be, can’t be, must be)
课堂作业 1. 复习今天学的新单词和表达方式。 2. 复述3a的课文。 3. 使用情态动词进行推测，完成4a、4b的题目。
板书设计 Unit 8 It must belong to Carla. Section A（3a～4c）
New words： happening n. → happen v. policeman n. → policewoman n. uneasy adj. → easy adj. wolf n. → 复数：wolves sleepy adj. → sleep v. & n. Key sentences： 1. It used to be... 2. My wife thinks that it could be..., but my friends and I think it must be... 3. There must be something... Grammar： 情态动词推测可能性： must>can/could> may/might 1. must 可能性最大 肯定推测 2. can/could 一般用于否定句或疑问句 3. may/might 可能，也许 可能性小
教学反思 我们总是通过总结学生所学的句子来让他们学习语法。学生可以通过使用来练习语法。在知道如何使用这些情态动词进行推理后，学生应该在不同的活动中练习。我们在演讲和阅读后给他们一些书面作业。
个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 【知识与技能】 1. 能掌握以下词汇： land, alien, run after, suit, express, at the same time, not only...but also..., circle, Britain, receive, historian, leader, midsummer, medical, prevent, energy, position, burial, honor, ancestor, victory, enemy, period 2. 能掌握以下句型： (1)Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. (2)For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods. (3)The large stones were put together in a certain way. 4)As you walk there, you can feel the energy from your feet move up your body. 【情感、态度与价值观】 认识到大千世界无奇不有，有很多奥秘等待着我们去探索、去发现。我们要放眼全世界乃至全宇宙，培养探索精神。
教学重点 1. 掌握本课时出现的新词汇。 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。
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。
教学准备 1. 设计并制作本课时所涉及的图片、教学幻灯片或准备实物。 2. 本课的音频。
教学过程
教学过程 Step 1: Leading in 1. Show some pictures of the UFO and aliens and let them talk about them. UFO: unidentified flying object alien: a creature from another world 2. Discuss: What are these How do you like them Step 2: Writing 1. Work on 1a. (1)Students look at the pictures in 1a. Try to understand what’s happening. (2)Let students write a sentence about each picture. 2. Work on 1b. (1)Play the recording and number the pictures [1-3]. (2)Let students try to write more sentences to finish the story. Then discuss with their partners. (3)Let some students write their sentences on the blackboard. Step 3: Listening 1. Tell students to read the sentences in 1c and try to understand the meaning of them. 2. Play the recording for the students. students just listen for the first time. Play the recording again and check the sentences students hear. 3. Check the answers. Step 4: Pair work Work in pairs. Divide two people into a group. Give a conversation example. Let students 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. Step 5: Preparation for 2b 1. Match each linking word or phrase with its purpose. Then check the answers. 2. Ask four questions about Stonehenge and let students know a little about Stonehenge according to the questions. (1)Is Stonehenge in the Great Britain or the U.S.A (2)How does Stonehenge look like (3)When was the Stonehenge built and who built it (4)What else do you know about the Stonehenge Step 6: Fast Reading 1. Tell students 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 students. (1)Stonehenge, a rock circle, is not only one of Britain's most famous historical places but also one of its greatest mysteries. (2)People like to go to his place especially in June as they want to see the sun rising on the longest day of the year. (3)However, historian Paul Stoker thinks this can't be true because Stonehenge was built so many centuries ago. (4)One of the greatest mysteries is how it was built because the stones are so big and heavy. Step 7: Careful Reading 1. Work on 2c. (1)Let students read the article again. (2)Try to put the right answers into the chart. (3)Check the answers with the class. 2. Work on 2d. (1)Tell students to understand linking words in 2a again. (2)Then use these words to complete the sentences. (3)Let some students say their answers. (4)Check their answers with the class and tell students why. 3. Work on 2e. (1)Show some pictures of the mystery places that are similar to Stonehenge. (2)Let students discuss the following questions: What do you know about these mysteries What is mysterious about them (3)Let some students show their understanding. Step 8: Language points 1. not only...but also... not only...but also...意为“不但……而且……”。 She not only wrote the text but also drew the pictures. 她不仅写了正文，而且画了图。 2. receive receive是动词，意为“接受；收到”。与之相对应的词是give，意为“给予”。 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 leader是名词，意为“领导，领袖”，对应的动词lead意为“带领”。 Workers lead the leaders around the factory. 工人带着领导参观工厂。 4. medical medical是形容词，意为“医疗的；医学的”。名词medicine意为“药”。 Other people believe the stones have a medical purpose. 其他人相信石头带有医疗目的。 5. prevent prevent意为“阻止；阻挠”，常用于以下结构： prevent sb. from doing sth.(=stop sb from doing sth.) 阻止某人做某事 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。 6. honor honor作动词时意为“尊重，表示敬意”，还可以作名词，意为“荣幸”。 It’s my honor to stand here to give my speech. 我很荣幸能站在这儿作演讲。 7. enemy enemy意为“敌人，仇人”，复数形式是enemies。 8. period period是名词，意为“一段时间；时期”。 the most difficult periods of history历史上最艰难的时期
课堂作业 1. 用自己的语言复述2b的课文内容。 2. 用英语介绍自己听说过或见过的神秘事物。 3. 做本节PPT课件末尾的练习。
板书设计 Unit 8 It must belong to Carla. Section B（1a～2e）
Key words： express v. → expression n. receive v. → 反义词：get historian n. → history 历史 leader n. → lead v. enemy n. → 复数：enemies Key sentences： 1. ...is not only...but also... 2. For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods. 3. As you walk there, you can feel the energy from your feet move up your body.
教学反思 本节课最重要的是阅读。在阅读时，学生应该学会尽快抓住主要和最重要的想法。他们必须学习一些新单词和新的语言项目。他们练习使用连词。他们需要在阅读文章中学习一些长句。阅读后，我们做一些口头练习，并讨论一些问题，以检查学生从文章中学习的情况。
个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 【语言知识目标】 1. 复习本单元所学习的单词和短语。 2. 复习情态动词表推测的用法。 【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。
教学重点 1. 能根据短文内容，提取关键信息。 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。
教学难点 使用所学的情态动词有条理地写出事件发生过程和事件发展可能性。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1: Revision 1. Tell students 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 students tell out their answers. Step 2: Writing 1. Look at this newspaper headline and finish the article about the strange happenings. No More Mystery in the NeighborhoodLast week, in a quiet neighborhood, something strange happened... We now know what was happening in the neighborhood... Now the mystery is solved. People in the neighborhood...
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 (Attention: Allow students to do this activity as a group project. Ask students to brainstorm on how to complete the article. Once they finished writing the article as a group, get students to think about how to lay out the article as a newspaper article. If possible, provide each group a large-enough sheet of paper so they can write their article on it. Remind students that English newspaper articles usually follow a column-format, and bigger news stories have an accompanying pictures.) 2. 写作指导： (1)单元写作解读： ①本单元以“Mysteries”为话题，该话题的写作命题通常采用“Guided Writing”形式，有的给出中文或英文内容提示，根据提示内容写作；也有的给出图画提示，根据图画内容，发挥合理想象，描述图片内容并连接成一个小故事。 ②本单元的写作要求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。 ③学会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。 ④本单元话题涉及多种时态，因此要注意时态的正确使用。 (2)常用句型： It must be... 它必定是…… It might be… 它可能是…… It could belong to… 它可能属于…… It could/can't be… 它可能是/不可能是…… 3. Students try to write a short article. Step 3: Self Check 1. Let students read the sentences in Self check 1. Then students 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. Tell students to write sentences for the things below. They should write sentences by using the chart. NameLikesDislikesJessicatake photosrunToddplay the pianoeat sweet foodMikeplay tenniswatch moviesAnniereadcook
Understand the example. Students 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 students read their sentences to the class. 4. Correct the mistakes they have. 5.Give some possible sentences. Step 5: Summary 本节课我们主要学习了Section B 3a~Self Check的内容，基本上是对整个单元内容的复习与巩固。我们从词汇、句型和语法等多方面对本单元进行了全面的复习，同时也让我们的学习上升了一个台阶，把所学的内容运用到我们的生活实际中来。
课堂作业 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。请根据下面表格中的信息写一篇80词左右的短文。 人物猜测原因Alicea UFOIt flew very fast.Jacka kite which can give off lightIt didn’t fly high.Antonioa planeIts sound liked a plane sound.
板书设计 Unit 8 It must belong to Carla. Section B （3a~Self Check） Key words： whose, attend, anybody, noise, sleepy, suit, express, receive, prevent, period Key sentences： 1. Whose...is this 2. What’s wrong with... 3. There must be...doing... 4. Not only...but also...
教学反思 本节课以复习和写作练习为主，旨在帮助学生复习单元，并告诉他们如何写故事。在学生写作之前，他们谈论这个故事，以便有足够的表达方式。然后他们学习文章的第一、第二和第三部分。那就是让学生写出他们在听、说和读中所学到的东西。教他们如何使用连词来使句子变长。

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