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最新资料推荐Unit 5 It must belong to Carla学科English课型fresh年级9课题Unit 5 It must belong to Carla 1/6教学媒体A tape recorder , CAI教学目标知识技能1. Key Vocabularybelong, belong to, plate. author, toy, picnic2. Target LanguageWhose book is this?It must be Marys. Wanda Wilbur is her favorite author.过程方法According to designing some tasks, train students listening skill and communicative competence using the target language.情感态度When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.教学重点1Key vocabulary2Target language教学难点1Listen for the target language2Oral practice using the target language教学内容及教师活动学生活动设计意图Step 1 warm upShow some new words in this unit.Step 2 PresentationI.1aThis activity introduces the key vocabulary.Focus attention on the picture. Have students point to each item and say its name. Get students to complete the task on their own, As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.II.1bThis activity gives students practice in understanding the target language in spoken conversation.Call students attention to the chart. Set a time limit of two minutes. Play the recording the first time. Play the recording again. Step3 Consolidation and extension 1cThis activity provides oral practice using the target language.Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class.Point out the chart in Activity 1 b. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step4 SummaryRepeat after teacher.Look at the picture and write the things you see in the correct columns in the chart.Read the persons, the things and the reasonsOnly listen.Listen and match each person with a thing and a reason.Work with a partner. Start by reading the conversations in the picture and in the box. Then make conversations using the information in the chart in Activity 1b. Talk about whom each thing might belong to and give a reason.为学习新句型做好准备。对词汇的进一步复习。将知识点融入实际生活，便于实用。板书设计 Unit 5 It must belong to Carla1. Key Vocabularybelong, belong to, plate. author, toy, picnic2. Target LanguageWhose book is this?It must be Marys. Wanda Wilbur is her favorite author.教学反思学科English课型fresh年级9课题Unit 5 It must belong to Carla 2/6教学媒体A tape recorder , CAI教学目标知识技能1. Key Vocabularyband, hair band2. Target LanguageWhose notebook is this?It must be Nings. It has her name on it.Whose French book is this?It could be Alis. She studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It cant be Johns. Its much too small for him.过程方法According to designing some tasks, train students listening skill and writing skill.情感态度Use your mind, then make inferences correctly.教学重点1Listening and writing practice using the target language.2Make inferences using the target language.教学难点Make inferences using the target language.教学内容及教师活动学生活动设计意图Step 1 RevisionRevise the conversations in 1b. Get different pairs of students to talk about who each thing might belong to and give a reason.Step 2 Presentation I.2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band. Point to the numbered list with blank lines after each number.Play the recording the first time. Play the recording a second time. Check the answers.II. 2bThis activity provides listening and writing practice using the target language.Call students attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Play the recording.Check the answers.Point to the box that contains the explanations of how to use the words must, might, could and cant. Read the explanations to the class.And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Leis. He likes reading English magazines very much.III.2cThis activity provides writing practice using vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. Elicit the first answer from the class (The notebook must/might be Mings. It was on her desk) .Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.IV.Grammar FocusAsk students to say the questions and answers in pairs.Invite a student to underline the words must, could, might and cant and then write them in a list on the blackboard.Ask students, what does it mean when you, say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent?When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and cant.Step3 SummaryLook at the picture and say . Only listenStudents write the correct words in each blank.Students listen and fill in the blanks.Make new sentences.Fill in the blanks with the words from this unit.Work in pairs, ask and answer.Answer the questions.通过复习，使学生对上节课所学知识进行温习。检测学生的听力水平。 让学生参与，对本节内容的实际运用进一步理解。板书设计Unit 5 It must belong to Carla1. Key Vocabularyband, hair band2. Target LanguageWhose notebook is this?It must be Nings. It has her name on it.Whose French book is this?It could be Alis. She studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It cant be Johns. Its much too small for him.教学反思学科English课型fresh年级9课题Unit 5 It must belong to Carla. 3/6教学媒体A tape recorder , CAI教学目标知识技能1. Key Vocabularysymphony, optometrist, appointment, algebra, crucial, because of, Chinese-English Oxford University2. Target LanguageWhat do you think “anxious” means?Well, it cant mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.过程方法According to designing some tasks, train students reading skill and communicative competence using the target language.情感态度When you are in trouble, send an e-mail message to your friends to ask for help.教学重点1Reading practice2Ora1 practice using the target language教学难点1Key vocabulary2Target language教学内容及教师活动学生活动设计意图Step 1 RevisionRevise the usage of the words must, might, could and cant by checking homework.Step 2 PresentationI. 3aThis activity provides reading practice using the target language.Call students attention to the picture.Ask students to tell whats happening in the picture.Point to the parts of the e-mail message.Check the answers.II.3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.Get students to talk about the circled words in Activity 3a. Use the words cant, must, could or might as in the sample. circled words might includeanxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v. symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word.Step3 Consolidation and extension Part 4This activity provides oral practice using the target language.Call students attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.Focus attention on the chart with the headlines Cant, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Step4 SummaryLook and say.Read the parts carefully and Number them in order.Circle the new words.Read the conversation in pairs.Make new conversations.Read the words.Look and read the conversation.Work in pairs and fill the chart.复习。注重学生的观察和表达能力。掌握句型结构，用所学知识解决实际问题。通过此环节，既培养了学生口语，也让学生慢慢掌握如何解决阅读过程中的生词问题。通过此活动，让学生对本课内容进一步掌握。板书设计Unit 5 It must belong to Carla.Section AThe Third Period1Vocabulary words:drop v.symphony n.optometrist n.appointment n.algebra n.crucial adj.count v.because ofChinese-English dictionaryOxford University2Target language:A: What do you think “anxious” mean?B: Well, it cant mean “happy”.教学反思学科English课型fresh年级9课题Unit 5 It must belong to Carla. 4/6教学媒体A tape recorder , CAI教学目标知识技能1. Key Vocabularychase, creature2. Target LanguageWhy do you think the man is running?He could be running for exercise.No, hes wearing a suit. He might be running to catch a bus.过程方法According to designing some tasks to train students listening skill and writing skill.情感态度The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.教学重点1Listening practice2Writing practice教学难点1Write two or three sentences to finish the story.2Listen and complete the sentences.教学内容及教师活动学生活动设计意图Step 1 Revision1Invite a student to read the thank-you message Linda wrote to Anna to the class.2Get different pairs of students to read the conversations in Activities 3b and 4.Step 2 PresentationI. Part 1This activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.II.2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Play the recording the first time. Play the recording again. Check the answers.Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.III.2bThis activity gives students practice listening and writing the target language. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so that students can check the spelling and other details of their answers.The man says 1He could be running for exercise.2It could be a helicopter.3It must be an Alien.4She could be from the TV news.The woman says He might be late for work.It must be a UFO.I must be dreaming.They must be making a movie.Step3 Consolidation and extension 2cThis activity provides oral practice using the target language.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 listening in on various pairs and offering help as needed. Ask several pairs to say their conversations to the class.Step4 SummaryRead the message and the conversations.Repeat the words in the boxLook at the pictures and write a sentence about each picture.Only listen.Listen and number the pictures.Write two or three sentences to finish the story.Listen and complete the sentences.Start by reading the conversation in the box with their partner. Then role play conversations using information in Activity 2b.对上节课所学知识进行复习。训练学生的写作能力。听写结合，对听力的要求更高一层。把所学知识口语化，时学生的记忆更加深刻，使用更加便捷。板书设计Unit 5 It must belong to Carla.Section BThe Fourth Period1Answers to Activity 1:a. The UFO is landing.b. The alien is chasing the man.c. The man is running.2Target language:A: Why do you think the man is running?B: He could be running for exercise.A: No, hes wearing a suit. He might be running to catch a bus.教学反思学科English课型fresh年级9课题Unit 5 It must belong to Carla. 5/6教学媒体A tape recorder , CAI教学目标知识技能1.Key Vocabularyextremely, garbage, mystery, director, escape, 2. Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means youre afraid of too much homework!过程方法According to designing some tasks to train students reading skill、writing skill and integrating skills.情感态度教学重点1Reading practice2Writing practice教学难点1Reading practice2Writing practice教学内容及教师活动学生活动设计意图Step 1 RevisionCollect pictures from students on the teachers desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student.S2: He could be having a dream.S3: He might like reading books.S4: Step 2 PresentationI.3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.extremely adv. 极其；非常worried adj. 烦恼的；焦虑的neighbor n. 邻居；邻人garbage n. 垃圾；废料mystery n. 神秘的事物；不可思议的事物；谜director n. 决策者；董事；导演escape v. 逃跑；逃走ocean n. 大海；海洋Read the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. Call students attention to the article.Read it to the class. Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.Check the answersII.3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they dont know in Activity 3a with one another. Call students attention to the three sets of notes. Ask different students to read them to the class.Ask students to write another paragraph about Bell Town using these notes. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class.Write the sample version on the blackboard.III.3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery.Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Ask students to finish the article about the strange events in Bell Tower. Use the ideas they discussed along with original ideas of their own to complete the article.As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Step3 Consolidation and extension Part 4This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.Ask students to think of a dream they had recently and tell their classmates about it. Let classmates guess what the dream might mean. Ask different pairs to tell the class about their dream and what they may mean.Step4 SummaryLook and answer the questions.Read the words after the teacher.Answer the questions.Read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower.Read the article again and discuss any words or sentences they dont know in Activity 3a with one another.Write paragraphHave a discussion.Do 3cLook 、think and read.Work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language.对上节课所学知识进行复习。解决生词，为学生更好理解文章做好准备。培养学生集体合作精神，积极思考，敢于发问。仿写是训练写作的很好途径。此活动可大大激发学生兴趣，对教学的实施和知识的记忆有很大帮助。板书设计Unit 5 It must belong to Carla.Section BThe Fifth PeriodA sample version to Activity 3b:These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, s
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