九年级上册英语Unit5教案导学案教学设计文档格式.docx

九年级上册英语Unit5教案导学案教学设计文档格式.docx

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析

SectionA1a,1b,1c,2a,2b,2c

LanguageGoal:

Whosevolleyballisthis?

ItmustbeCarla’s.

Difficulties:

“must,could,might,can’t.”

实

施

过

程

设

计

1.Greeting:

Goodmorning,class.Whoseturnisittoday?

2.Warm-up

Collectsomethingsfromafewstudentsandputtheminabag.

T:

Whosepencilisthis?

S1:

IsitAnna’s?

ItcouldbeAnna’s.ItmightbeAnna’s.Let’saskher.

Anna,isthisyourpencil?

S2:

No,it’snotmine.

Itcan’tbeAnna’s.Shesaysit’snothers.

IsitBill’s?

Let’saskhim.Isthisyourpencil?

S3:

No,itisn’t.

Soit’snotBill’spencil.Anditcan’tbeMaria’spencil.

Shedidn’tgivemeapencil.Sowhosepencilisit?

Lee’s?

Itdoesn’tbelongtoAnnaorBillorMaria.ItmustbeLee’s.

·

Say,Whenwetalkaboutthingswe’renotsureof,weusethewordscould,might,can’tandmust.

Bb:

ItcouldbeAnna’s.20%~80%

ItmightbeAnna’s.20%~80%

Itcan’tbeMaria’spencil.0%

ItmustbeLee’s.100%

3.SectionA1a.Thisactivityintroduceskeyvocabulary

▪Pointoutthepicturesandask:

Whichitemsinthepicturedoyouknow?

hat,T-shirt,cups,book,CD,jacketWhichitemsarenewtoyou?

plate,volleyball,toycar,magazine,

Askstudentstorepeatthewords

▪Readtheinstructions.Clothing,Funthings,Kitchenthings

▪Askstudentstobeginfillingintheanswersontheirown.

▪Checktheanswers

Clothing:

hat,jacket,T-shirt

Funthings:

volleyball,CD,toycar,magazine,book

Kitchenthings:

plate,cups

4.1b.Thisactivitygivestudentspracticeinunderstandingthetargetlanguage.

▪Readtheinstructionstostudents.

Say,Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.

Thendrawanotherlinetomatchthethinginthesecondcolumnwiththereasoninthethirdcolumn.

▪Playtherecording.Checktheanswers

Jane’slittlebrother---toycar---Hewastheonlylittlekidatthepicnic.

Mary---book---Hemingwayisherfavoriteauthor.

Carla---volleyball---Shelovesvolleyball.

DengWen---magazine---Helovescats.

Grace---CD---Shealwayslistenstoclassicalmusic.

5.1c.Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

▪Readtheinstructions.Tellstudentstheywillbeworkingwithapartner.

▪Pointouttheexampleinthebox.Asktwostudentstoreadittotheclass.

▪Asksomestudentstosaytheirconversationstotheclass.

6.2a.Thisactivityprovideslisteningpracticeusingthetargetlanguage.

▪Readtheinstructionsandpointtothenumberedlist.

▪Playtherecording

▪Checktheanswers.1.T-shirt2.hairband3.tennisballs

7.2bThisactivityprovideslisteningandwritingpractice.

▪Readtheinstructions▪Playtherecording.

▪Checktheanswers:

1.must2.can’t3.could4.might5.must

▪Readtheeachexplanationtotheclass.

8.2cFillintheblankswithwordsfromtheunit.

Tellyourpartnerwhyyouchosethewords.

▪Checktheanswers.

1.must/might2.can’t3.might4.must5.might/must6.must7.can’t8.might

▪Askstudentstomaketheirownsentenceswiththewords.

Grammarfocus

Reviewthegrammarbox.Askstudentstosaythestatementsandresponses..

HomeworkCopygrammartwice

教学

反思

Postscript:

Unit5ItmustbelongtoCarlaThesecondperiod

1.Learnthenewwords:

land（v.）,alien,chase,sky,helicopter,

strange,creature,catch,

2.Beabletouse“could/might/must”tomakeinferences

SectionB:

1a,1b,2a,2b,2c

belateforworkmakeamovie

catchabus

Whydoyouthinkthemanisrunning?

Hecouldberunningforexercise.

No,he’swearingasuit.Hemightberunningtocatch.abus.

Goodmorning,class.

Whoseturnisittoday?

2.Revision.

Asktwostudentstoreadactivity3a

Asksomestudentstomakeguessesabouttheownerofthebackpack.

3.PresentationSectionB

1.Thisactivityreviewearliervocabularyandintroducessomenewwords.

▪Say:

Lookatthepicturesandask:

Whatcanyousee?

Readeachwordtotheclass.

▪Readtheinstructions.Askstudentstowriteasentenceabouteachpicture

ontheirown.

▪Doaquickcheck.Asksomestudentstowritetheirsentencesontheboard.

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

4.2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguage

inspokenconversation.

▪Readtheinstructions.Say:

Youwillhearaconversationaboutthesepictures.

Listenandnumberthepictures[1-3]intheboxesintheleftcorner.

▪Pointoutthesampleanswerandreadittotheclass.

Say:

Thisisthepictureyouwillhearaboutfirst.

▪Playtherecording.

▪Checktheanswers.[2,3,1]

▪Askstudentstocompletethestory.Answerswillvary.

5.2b.Thisactivitygivesstudentslisteningandwritingpracticeinthetargetlanguage.

▪Readtheinstructions.Thenpointtothechartandreadthesentencestarterstotheclass,explaininganythingthatstudentsdon’tunderstand.

Listentotherecordingagain.Nowcompleteeachofthesentences.

▪Askastudenttoreadthesampleanswersatthetopofthecharttotheclass.

▪Playtherecordingtwice.

▪Correcttheanswers.

▪LookatP.130,playtherecordingagainfortheclasstorepeat.

6.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage

▪Pointtotheexampleinthebox.

Asktwostudentstoreadthequestionsandanswerstotheclass.

Eachpairofstudentscanmakeaconversation

usinginformationfromthepicturesinactivity1.

▪Havestudentsworkinpairs.Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded.

▪Asksomepairstopresenttheirconversationstotheclass.

7.Summary

a.TheUFOislanding.2c.A:

b.Thealienischasingtheman.B:

Hecould/might/must…

c.themanisrunning.A:

No,…

2a.[2,3,1]Notes:

belateforwork/school/class/meeting

make/beamovie

2b.catchabus/train

2.ahelicopter,aUFOmissabus

3.analien,dreaming

4.fromtheTVnews,

makingamovie

反

思

Postscript:

Unit5ItmustbelongtoCarla.Thethirdperiod

unhappy,extremely,interview,noise,interview,wind,neighbor,footstep,garbage,mystery,director,monkey,escape,bark,smell,finger,lift,stone,ant,dishonest,pretend,useup,attempt

2.Thestudentscanusemust,might,couldandcan’tcorrectly.

3.Contents:

From3atoSelfCheck

SectionB3a,3b,3c,4,Self—check

Itmustbeteenagershavingfun.

Itmight/couldbethewind.

Keypoints:

Theuseofsomephrases:

escape…from…,intheneighborhood

Thetranslationoftheproverbs.

Step1.Greeting:

Step2.Revision

Teacher:

XiaoLiwaslateforschool.Doyouthinkwhyheislate?

StudentA:

Ithinkhemustbeill.

StudentB:

Ithinkhemight/couldgetuplate.

Step3.PresentationLearn3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

1.Pointtothepictureandaskstudentshowthepersoninthepictureisfeeling（confused,upset）.

2.Readtheinstructionstotheclass.Say,Underlinethethingsinthearticlethatmightbemakingthestrangenoises.

3.Askstudentstonoteanywordsorsentencesthattheydon’tunderstand.

4.Answers:

ananimal,teenagers,thewind,adog

5.Listentothetapeandreadafterit.

Step4.Learn3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

1.Readtheinstructions.Pointtothethreesetsofnotesandaskadifferentstudenttoreadeachonetotheclass.Askquestionstobesurethatstudentsunderstandwhateachsetofnotesisdescribing.Explain,demonstrateordrawontheboardanynewvocabularysuchascrying,sounds,holes,andgrass.

2.Askthestudentstowritetheirparagraphsontheirown.

3.Asksomestudentstoreadwhattheywrotetotheclass.

Step5.PairworkLearn3c

Thisactivityprovideswritingpracticeusingthetargetlanguage.

1.ReadtheinstructionsThenreadtheopeningsentencesofthearticleandanynewwords,suchasescaped.

2.Askstudentstomakealistofideasbeforetheyfinishthearticle.

3.Tellstudentstheycanusethearticleinactivity3aasamodel.

4.Correctasmanyofthearticlesasyoucaninclass.Askstudentstoreadtheirarticlestotheclass.

Step6.GroupworkInterview

Thisactivityprovidesoralandwritingpracticeusingtargetlanguage.

1.Readtheinstructionstotheclass.

2.Giveanexamplefromyourownexperience.

3.Askapairofstudentstomodelthesampledialogue.Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass.

Step7.Self—Check

1.Thisactivityfocusesonvocabularyintroducedintheunit.

a.Firstaskstudentstofindoutthemeaningsofeachword.

Thenaskthemtofillintheblankswiththesewords.

b.Checktheanswers.

c.Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.

2.Thisactivity