Grade 9 unit 8.docx

Grade 9 unit 8.docx

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Grade9unit8

Unit8ItmustbelongtoCarla.

TheFirstPeriod（SectionA1a—2d）

TeachingAims

KnowledgeObjects

1.Masterthekeywords:

whose,truck,rabbit,attend,valuable,pink,picnic,anybody.

2.Masterthesentences:

Whosevolleyballinthis?

ItmustbeCarla’s.Shelovesvolleyball.

3.Beabletoguessandanalyzeakindofstateandgivethereasons.

4.Beabletousemodalverbscorrectly.

5.Trainstudent’slisteningskillandcommunicativecompetence.

MoralObjects

Useyourmind,andthenmakeinferencecorrectly.

ProcessesandMethods

1.Learnthenewwordsthroughwordcardsandconversations.

2.Learnthestructure“must/might/could/can’t/belongto/be”throughlisteningandspeakingpractice.

3.Autonomousandcooperativeapproach.

TeachingKeyPoints

1.Masterthekeywordsandtargetlanguage.

2.Masterthestructure“must/might/could/can’t/belongto/be”

3.Improvestudents’listeningandspeakingskills.

TeachingDifficultPoints

Howtoimprovestudents’abilitytolistenandspeakbylearningmodalverbs.

TeachingAids

Ataperecorder,aproject,somepicturesandhandouts.

TeachingProcedures

Step1Warm-up

Havestudentsdothewordscompetitionwiththewordcards.

Dividestudentsintotwoparts.Onestudentdescribestheword,letothersguessandpronouncethewordquicklyandcorrectly.Afterthegame,checkwhowinsthegame.

Step2Presentation

1.Teachactivity1a&1b.

Thesetwopartsaredesignedtointroducesomenewwordsandprovidestudentswithlisteningpractice.

Callstudents’attentiontothepictureandreadtheinstructionstotheclass.Thenhavestudentswritedownwhattheyseeinthepictureintheblanks.

Getstudentstolookatthedialogueinthepicture,andinviteapairofstudentstoreaditout.Thenexplaintheword“belong”totheclass.

Callstudents’attentiontothe“Person”,“Thing”and“Reason”columns.

Readtheinstructionstotheclass.Playthetapetwice,studentsmatcheachpersonwithathingandareason.Afterstudentsfinishthistask,readthecompletedsentencesagain.

2.Teachactivity1c.

Thispartisdesignedtotrainstudents’listeningandspeakingskillsbypracticingthedialogue.

Inviteapairofstudentstoreadthesampledialogue.Thenreadtheinstructiontotheclass.

Havestudentsworkinpairstomakenewdialoguesusingtheinformationin1b.

Intheend,askseveralstudentstoactouttheirconversationstotheclass.

Step3Practice

1.Teachactivities2a&2b.

Thesetwopartsaredesignedtotrainstudents’listeningskillbylearningmodelverbs.

Readtheinstructionstotheclassandplaythetape.Studentswritethethingstheyhearintheblanks.

Callstudents’attentiontothenotesintherightbox.Thenplaythetape,studentslistenandfillintheblankswiththemodalverbs.

Askstudentstodothisworkindividually.

Later,inviteastudenttoreadhisorhercompletesentencestochecktheanswers.Correctmistakesifany.

2.Teachactivity2c.

Thispartisdesignedtohelpstudentstopracticemakingconversationsusingthetargetlanguage.

First,leadstudentstoreadthesampledialogueintheboxtoknowhowtodothisactivity.

Then,putstudentsintopairstomakeconversationslikethisusingtheinformationin2aand2b.

Astheywork,movearoundtheroomcheckingtheprogressandofferinglanguagesupportasneeded.

Finally,inviteseveralpairstoactoutforthewholeclass.

Step4Consolidation

Teachactivity2d.

Thisactivityaimstohelpstudentsconsolidatethetargetlanguagethroughaconversationandteachthemhowtomakeinferences.

First,askstudentstoreadtheconversationsilentlytogetthemainidea.

Thenleadstudentstoreaditsentencebysentence,explainsomelanguagepointsatthesametime.

Afterthat,askstudentstopracticerole-playingtheconversationinpairs.

Givethemenoughtimetodoit.Encouragethemtomakenewconversations.

Finallyinviteseveralpairstoperformforthewholeclass.

Step5Summary

Inthisperiod,we’vemainlylearnedtomakeinferencesusingmodalverbs.Throughsomelisteningandspeakingpractice,weconsolidatedthetargetlanguageanddevelopedourlisteningandspeakingskills.

Step6Homework

1.Practicereadingtheconversationinactivity2d.

2.Finishtheexercisesintheworkbook.

3.Previewthenextperiod.

BlackboardDesign

Unit8ItmustbelongtoCarla.

TheFirstPeriod（SectionA1a—2d）

Words:

whose,truck,rabbit,attend,valuable,pink,picnic,anybody

Sentences:

Whosevolleyballinthis?

ItmustbeCarla’s.Shelovesvolleyball.

Exercise

根据首字母提示完成单词。

1.ThebeautifulblueBMWcarbtomyuncle.

2.Tomlikesreadingnovels.Hemingwayishisfavoritea.

3.Let’sgoforaptogether.

4.Mybrotherdoesn’tlikeEnglishatall.Mathsishisfsubject.

5.LilyandLucyarebothgoingtothec.

教学反思：

Unit8ItmustbelongtoCarla.

TheSecondPeriod（SectionA3a—3c）

TeachingAims

KnowledgeObjects

1.Masterthekeywords:

noise,policeman,wolf.

2.Beabletomakeinferences.

3.Improvestudents’readingandcomprehensiveskills.

MoralObjects

Cultivatestudents’imagination.

ProcessesandMethods

1.Learnthetargetlanguagebyareadingmaterial.

2.Autonomousandcooperativeapproach.

TeachingKeyPoints

1.Masterthekeywordsandphrase.

2.Beabletomakeinferencesusingthemodalverbs.

TeachingDifficultPoints

Learntousethetargetlanguageindailylife.

TeachingAids

Aprojectorandhandouts.

TeachingProcedures

Step1Warm-up

1.Greettheclassasusualandcheckthehomework.

2.Revision.

Showsomepicturestotheclass,andaskstudentstodescribethemusingthetargetlanguagelearnedinlastclass.

Step2Presentation

Teachactivity3a.

Thispartisdesignedtotrainstudents’readingskillbylearninganarticleaboutastrangeevent.

First,askstudentstolookatthepicturein3aanddescribeherfeelings.

S:

Shelooksworried.Shemighthavesometrouble.

Playthetape,studentslistenandgetthemainidea.

Readtheinstructiontotheclass.Thenhavestudentsgothroughthearticleandfinishthetaskasfindoutthesuitabletitle.

Askstudentstopracticereadingthepassageindividually.Payattentiontothepronunciationandintonation.

Finally,invitesomestudentstoreadit,eachoneaparagraph.

Step3Practice

1.Teachactivity3b.

First,leadstudentstoreadtheinstructiontoknowwhattodointhisactivity.

Havestudentsreadthearticleagaintofindoutthecorrectwordstomatchthefollowingmeanings.

Askthemtodothisworkindividually.

Laterinviteastudenttochecktheanswers.

2.Teachactivity3c.

T:

Asweknowthereissomethingstrangehappenedinthewriter’sneighborhood,thepeopleinthetownhavedifferentopinions.Whataretheiropinions?

Now,youhavetoreadthearticleagaintofindouttheiropinionsandwritethemdowninthechart.Later,I’llasksomeofyoutochecktheanswers.

Givestudentsseveralminutestodothiswork.

Later,invitesomestudentstochecktheanswers.

Step4Consolidation

Givestudentsseveralminutestoreadthearticleagaincarefullyandtrytoretellthestoryintheirtownwords.

Astheywork,movearoundtheroomcheckingtheprogress.

Later,invitesomestudentstoretellthestory,callattentiontothetenseandtheuseofmodalverb.

Choosethestudentwhodoesbest,praisehimorher.

Step5Summary

Inthisperiod,we’vemainlylearnedhowtomakeinferencesthroughareadingmaterial.Throughthepassage,wemasteredtheuseofmodalverbsanddevelopedourreadingandcomprehensiveskills.

Step6Homework

1.Finishtheexercisesintheworkbook.

2.Previewthenextperiod.

BlackboardDesign

Unit8ItmustbelongtoCarla.

TheSecondPeriod（SectionA3a—3c）

noise,policeman,wolf,callthepoliceman

anythingstrange,therebesb./sth.doingsth.

Exercise

用所给词的适当形式填空。

1.Taiwan（belong）toChinabefore.

2.Itmustbelongto（I）.

3.Thehomeworkmustbe（she）.Shewasn’tatschooltoday.

4.Lilymightplaytheguitarverywell.Ithinkit’s（possible）true.

5.—（who）bookisthis?

—ItmustbeMary’s.

教学反思：

Unit8ItmustbelongtoCarla.

TheThirdPeriod（SectionA4a—4c）

TeachingAims

KnowledgeObjects

1.Masterthekeywords:

laboratory,coat,sleepy.

2.Beabletomakeinferencesusingthemodalverbs.

3.Improvestudents’integratedskill.

MoralObjects

Cultivatestudents’interestinEnglish.

ProcessesandMethods

1.Explainthegrammarindetails.

2.Autonomousandcooperativeapproach.

TeachingKeyPoints

1.Masterthekeywordsandphrases.

2.Beabletomakeinferencesusingthemodalverbs.

3.Improvestudents’integratedskill.

TeachingDifficultPoints

Howtomakeinferencesusingthemodalverbs.

TeachingAids

Aprojectorandhandouts.

TeachingProcedures

Step1Warm-up

1.Greetings.

T:

Goodmorning,class.

Ss:

Goodmorning,teacher.

T:

Nicetomeetyou.

Ss:

Nicetomeetyou,too.

T:

Welcomeback.

2.Revision.

Checkthehomework.Askstudentstoreadthepassagein3atogether,pointoutpronunciationandrhythmmistakesifany.

Step2Presentation

GrammarFocus.

Thispartisdesignedtoexplainthegrammarlearnedinthisunitindetails.

First,askstudentstogothroughthequestionsandanswersinthebox.Thenhavestudentsworkinpairstodemonstratethemoutintheformofconversations.

Afterthat,explainthegrammarindetails.

Askstudentstomakeconversationsusingstructure“should/shouldn’tbeallowedtodosth.”totalkabouttherulesatschoolandhome.

Givestudentsseveralminutestopractice.

Astheywork,movearoundtheroomcheckingtheprogressandofferinglanguageassistanceasneeded.

Step3Practice

1.Teachactivity4a