2019-2020年九年级英语Unit5 It must belong to Carla教案 人教新目标版.doc

2019-2020年九年级英语Unit5 It must belong to Carla教案 人教新目标版. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students imagination and improve students ability to deduce. Either less or more advanced students will be active in the activities in class. So its useful to improve students spoken English and municative petence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and cant.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students cant help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, Its helpful to arouse students learning interest and improve students listening and speaking skills.(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and cant.(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and cant.(2) Ability ObjectsTo train students listening, speaking, reading and writing skills.To train students ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Well benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and cant.4. Teaching Difficult PointsTo train students listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and cant.5. Studying WayTeach students how to make inferences using must, might, could and cant. Language FunctionMake inferences. Target LanguageWhose volleyball is this?It must be Carlas. She loves volleyball.It could be Teds. Structuremust, might, could and cant. Vocabularypicnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious. Learning Strategies 1. Sequencing 2. Deducing. Teaching Time Six periodsNo.20The First PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Marys. Wanda Wilbur is her favourite author.2. Ability Objects (1) Train students listening skill. (2) Train students municative petence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Teaching Key Points(教学重点)1. Key vocabulary2. Target language. Teaching Difficult Point(教学难点)1. Listen for the target language2. Oral practice using the target language. Teaching Methods(教学方法)1. Scene teaching method2. Listening method3. Pairwork. Teaching Aid(教学工具)1. Blackboard drawings2. A tape recorder3. A projectorVI. Teaching Procedures(教学过程)Step I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 1214 of the workbook.Step 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to plete 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.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy car magazine bookStep lbThis activity gives students practice in understanding the target langugage in spoken conversation.Call students attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because thats the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.AnswersJanes little brothertoy carHe was the only little kid at the picnic.MarybookWanda Wilbur is her favourite author.CarlavolleyballShe loves volleyball.Deng WenmagazineHe loves cats.GraceCDShe always listens to classical music. Tapescript Girl 1:Whose volleyball is this? Boy 1:It must be Carlas. She loves volleyball. Girl 1: How about this toy car? Girl 2: Oh, that toy car must belong to Janes little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats. Boy 1: Oh, and look, someone left a book. Girl 2: Oh, yeahThis book must be Marys. Wanda Wilbur is her favourite author. Girl 1: OKand how about this CD? Girl 2: HmmmmmThe CD must belong to Grace. She always listens to classical music.Step 1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.SA: Whose volleyball is this?SB: It must be Carlas. She loves volleyball.Point out the conversation in the box. Invite another pair of students to say it to the class.SA : Whose book is this?SB: It must be Marys. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now 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 who each thing might belong to and give a reason. 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.Step SummarySay, In this class, weve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step Homework (1) Say and remember the spelling of the vocabulary words. (2)Say the conversations in Activity 1c to get a further understanding of the target language.Step Blackboard Design VI. Teaching Procedures(教学过程)Unit 5 It must belong to Carla. Section AThe First Period1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n.2. Target language: Whose book is this? It must be Marys. WandaWilbur is her favourite author. Teaching Methods(教学后记)Unit 5 It must belong to Carla.No.21The Second PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target Language What do you think anxious means? Well, it cant mean happy. It might mean worried. Oh, yes, she is worried because of her test. Here are some earrings. The owner cant be a boy. Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects (1) Train students reading skill. (2) Train students municative petence using the target language. Moral Object When you are in trouble, send an e-mail message to your friends to ask for help. Teaching Key Points（教学重点）1.Reading practice2.Oral practice using the target language. Teaching Difficult Points（教学难点）1. Key vocabulary2. Target language. Teaching Methods（教学方法）1. Practice method2. Pairwork3. A game. Teaching Aid（教学手段）The blackboard. Teaching Procedures（教学过程）Step I RevisionRevise the usage of the words must, might, could and cant by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step 3aThis activity provides reading practice using the target language.Call students attention to the picture.Ask students to tell whats happening in the picture.T: Whats the girl doing?Ss: She is using the puter to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you dont know.Dont worry too much about them. Just circle them. Well talk about what they mean later.Get students to plete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is Im really anxious, because I cant find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep 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.SA: What do you think anxious mean?SB: Well, it cant mean happy.SA: It might mean worried.SB: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words cant, must, could or might as in the sample.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.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxious worriedcuilarc crucialaegarbl Step 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.SA: Here are some earrings. The owner cant be a boy.SB: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sentence.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 plete 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.Note: Answers to the chart will vary.Step SummarySay, In this class, weve learned some vocabulary words, such as drop, symphony.And weve done much oral practice using the target language.Step Homework 1. Read the letter in Activity 3a again for further understanding of the vocabulary words. 2. Read the conversations in Activities 3b and 4 again for further understanding of the target language. 3. Finish off the exercises on pages 1516 of the workbook.Step Blackboard Design（板书设计）Unit 5 It must belong to Carla.Section AThe Second Period1.Vocabulary words: drop v. symphony n. optometrist n. appointment m algebra n. crucial adj. count v. because of Chinese-English dictionary Oxford University2. Target language:(1)A: What do you think anxious mean?B: Well, it cant mean happy.A: It might mean worried.B: Oh, yes. She is worried because of her test.(2) A: Here are some earrings. The owner cant be a boy. B: Welt, it could be a boy. The earrings might be a present for his mother.VII. Teaching Methods(教学后记)No.22The Third PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects (1) Key Vocabulary chase, creature (2) Target Language Why 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.2. Ability Objects (1)Train students listening skill. (2)Train students writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future. Teaching Key Points（教学重点）1. Listening practice2. Writing practice. Teaching Difficult Points(教学难点)1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and plete the sentences. Teaching Methods(教学方法)1. Listening method2. Writing method3. Pairwork. Teaching Aids（教学手段）1. A tape recorder2. A projector. Teaching Procedures（教学过程）Step Revision 1. Invite a student to read the thank you message Linda wrote to Anna to the class. 2. Get different pairs of students to read the conversations in Activities 3b and 4. 3. Check answers to the exercises on pages 1516 of the workbook.Step Part lThis 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. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to plete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Answers a. The UFO is landing. b. The alien is chasing the man. c. The man is running. Step 2a This 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. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.Check the answers.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street. I wonder whats happening.Woman: He could be running for exercise.Man: But hes wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! Whats that?Man: Where?Woman: Theres something in the sky.Man: It could be a helicopter.Woman: No, it cant be a helicopter. Its too big. It must be a UFO.Man: A UFO? Whats going on?Woman: Look, now the UFO is landingMan: And theres a strange creature getting out. It must be an alien.Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police. (pause) Hey, wait a minute. Whats that?Woman: Where?Man: Over there.Woman: Its a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They must be making a movie.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.A sample versionMan: Thats right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Step 2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see The man says and The woman saysSay, You are to listen to the same recording again. And plete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. 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 1. He could be running for exercise. 2. It could be a helicopter. 3. It must be an Alien. 4. She 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 movieStep 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.SA: Why do you think the man is runn