2019-2020年九年级英语全册 Unit 5 It must belong to Carla The Second Period教案 人教新目标版.doc

2019-2020年九年级英语全册 Unit 5 It must belong to Carla The Second Period教案 人教新目标版Teaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：band, hair band(2) Target Language：Whose notebook is this?It must be Mings. 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.2Ability Objects(1) Train students listening skill.(2) Train students writing skill.(3) Train students ability to deduce.3Moral Object：Use your mind, then make inferences correctly.Teaching Key Points1Listening and writing practice using the target language.2Make inferences using the target language.Teaching Difficult Point：Make inferences using the target language.Teaching Methods：1Practice method 2A gameTeaching Aids：1A tape recorder 2Real objectsTeaching ProceduresStep RevisionRevise the conversations in 1b. Get different pairs of students to talk about who each thing might belong to and give a reason.Step 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.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time. Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers：1T-shirt 2hair band 3tennis ballsStep 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 ing to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or cant. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1The person must go to our school.2The person cant be a boy.3It could be Meis hair band.4The hair band might belong to Linda.5It must be Lindas backpack.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.Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “cant” to show that you are almost sure something is not true. 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.Step 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. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Mings. It was on her desk) .Get students to plete 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.AnswersThe notebook must/might be Mings. It was on her desk.The homework cant be Carlas. She wasnt at school today.The soccer ball might be Johns or Tonys.They both play soccer, dont they?The French book must be Li Yings. Shes the only one whos studying French.I cant find my backpack. It might/must be still at school.The photo must be Lus. Those are his parents.The red bicycle cant be Hus. She has a blue bicycle.The ticket might be my aunts or uncles.They are both going to the concert.Step Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.SA: Whose notebook is this?SB: It must be Nings. It has her name on it.SA : Whose French book is this?SB: It could be Alis. She studies French.SA: Whose guitar is this?SB: It might belong to Alice. She plays the guitar.SA: Whose T-shirt is this?SB: It cant be Johns. Its much too small for him.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.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this?S1: It could be Li Leis.T: Li Lei, is this your pen?L: No, it isnt.T: It cant be Li Leis. He says its not his.S2: It might be Wu Juns.T: Wu Jun, is this your pen?W: Yes, it is.T: He says its his. The pen must be Wu Juns.(Holding up a notebook) Whose notebook is this?S3: It must be Li Nas. I gave it to her as a birthday present.Repeat the process with the other items.Step SummarySay, In this class, weve done some listening and writing practice using the target language. And weve learned how to make inferences using the words must, might, could and cant.Step HomeworkMake two sentences each using the words must, could, might and cant.Step Blackboard Design