人教版新目标九年级英语教案Unit 5 It must belong to Carla.docx

人教版新目标九年级英语教案Unit 5 It must belong to Carla.docx

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人教版新目标九年级英语教案Unit5ItmustbelongtoCarla

Unit5ItmustbelongtoCarla．

The1stPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

belong,belongto,plate,author,toy,picnic

（2）TargetLanguage

Whosebookisthis?

ItmustbeMary’s．WandaWilburisherfavouriteauthor．

2．AbilityObjects

（1）Trainstudents’listeningskill．

（2）Trainstudents’communicativecompetenceusingthetargetlanguage．

3．MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy．

Ⅱ．TeachingKeyPoints

1．Keyvocabulary

2．Targetlanguage

Ⅲ．TeachingDifficultPoints

1．Listenforthetargetlanguage

2．Oralpracticeusingthetargetlanguage

Ⅳ．TeachingMethods

1．Sceneteachingmethod2．Listeningmethod3．Pairwork

Ⅴ．TeachingAids

1．Blackboarddrawings2．Ataperecorder3．Aprojector

Ⅵ．TeachingProcedures

StepIRevision

Checkhomework．Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook．

StepⅡ1a

Thisactivityintroducesthekeyvocabulary．

Writethekeyvocabularywordsontheblackboard．

Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic．

Belongmeanstobeownedbysomebody．

Anauthorisawriterofabookoraplay．

Apicnicisamealeatenoutofdoors．

Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy．

Focusattentiononthepicture．Havestudentspointtoeachitemandsayitsname．Callstudentsattentiontothechartwiththeheadlinesclothing．Funthingsandkitchenthingsatthetop．Invitedifferentstudentstoexplainthemeaningsofthecolumnheads．

Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart．Pointoutthesampleanswers．Getstudentstocompletethetaskontheirown．Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave．

Showthecorrectanswersonthescreenbyaprojector．

ClothingFunthingsKitchen

Things

hatvolleyballplate

jacketCDcups

T-shirttoycar

magazine

book

StepⅢlb

Thisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation．

Callstudents’attentiontothechart．Setatimelimitoftwominutes．Studentsreadthepersons,thethingsandthereasons．

Say,Youwillhearaconversation．Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn．Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn．

Pointoutthesampleanswer．Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout．Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn．

Playtherecordingthefirsttime．

Studentsonlylisten．Playtherecordingagain．Thistimestudentslistenandmatcheachpersonwithathingandareason．

Checktheanswers．

Answers

Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic．

Mary—book—WandaWilburisherfavouriteauthor．

Carla—volleyball—Shelovesvolleyball．

DengWen—magazine—Helovescats．

Grace—CD—Shealwayslistenstoclassicalmusic．

Tapescript

Girl1:

Whosevolleyballisthis?

Boy1:

ItmustbeCarla’s．Shelovesvolleyball．

Girl1:

Howaboutthistoycar?

Girl2:

Oh,thattoycarmustbelongtoJane’slittlebrother．Hewastheonlylittlekidatthepicnic．AndthemagazinemustbelongtoDengWen．Helovescats．

Boy1:

Oh,andlook,someoneleftabook．

Girl2:

Oh,yeah…ThisbookmustbeMary’s．WandaWilburisherfavouriteauthor．

Girl1:

OK…andhowaboutthisCD?

Girl2:

Hmmmmm…TheCDmustbelongtoGrace．Shealwayslistenstoclassicalmusic．

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage．

PointtothepictureinActivitylb．Invitepairofstudentstosaytheconversationinthespeechbubbles．

SA:

Whosevolleyballisthis?

SB:

ItmustbeCarla’s．Shelovesvolleyball．

Pointouttheconversationinthebox．Inviteanotherpairofstudentstosayittotheclass．

SA:

Whosebookisthis?

SB:

ItmustbeMary’s．WandaWilburisherfavouriteauthor．

Writetheconversationontheblackboard．

PointoutthechartinActivity1b．Say．

Nowworkwithapartner．Startbyreadingtheconversationsinthepictureandinthebox:

ThenmakeconversationsusingtheinformationinthechartinActivity1b．Talkaboutwhoeachthingmightbelongtoandgiveareason．Getstudentstopracticeinpairs．Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded．

Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity．Getdifferentpairsofstudentstosaytheirconversationstotheclass．

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage．

StepⅥHomework

（1）Sayandrememberthespellingofthevocabularywords．

（2）SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage．

StepⅦBlackboardDesign

Unit5ItmustbelongtoCarla．

SectionA

TheFirstPeriod

1．Keyvocabulary:

belongv．

belongto

platen．

authorn．

toyn．

picnicn．

2．Targetlanguage:

Whosebookisthis?

ItmustbeMary’s．

WandaWilbur

isherfavouriteauthor．

Unit5ItmustbelongtoCarla．

The2ndPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

band,hairband

（2）TargetLanguage

Whosenotebookisthis?

ItmustbeNing’s．Ithashernameonit．

WhoseFrenchbookisthis?

ItcouldbeAli’s．ShestudiesFrench．

Whoseguitaristhis?

ItmightbelongtoAlice．Sheplaystheguitar．

WhoseT-shirtisthis?

Itcan’tbeJohn’s．It’smuchtoosmallforhim．

2．AbilityObjects

（1）Trainstudents’listeningskill．

（2）Trainstudents’writingskill．

（3）Trainstudents’abilitytodeduce．

3．MoralObject

Useyourmind,thenmakeinferencescorrectly．

Ⅱ．TeachingKeyPoints

1．Listeningandwritingpracticeusingthetargetlanguage．

2．Makeinferencesusingthetargetlanguage．

Ⅲ．TeachingDifficultPoint

Makeinferencesusingthetargetlanguage．

Ⅳ．TeachingMethods

1．Practicemethod

2．Agame

Ⅴ．TeachingAids

1．Ataperecorder

2．Realobjects

Ⅵ．TeachingProcedures

StepIRevision

Revisetheconversationsinlb．Getdifferentpairsofstudentstotalkaboutwhoeachthingmightbelongtoandgiveareason．

StepⅡ2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage．Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber．

Say．BobandAnnafoundabackpackinfrontoftheirschool．Listenandwritedownthethingsinthebackpack．Pointoutthesampleanswer．

Playtherecordingthefirsttime．

Studentsonlylisten．Playtherecordingasecondtime．Studentswritethecorrectwordsineachblank．

Checktheanswers．

StepⅢ2b

Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage．

Callstudents’attentiontothechart．Pointtothenumberedlistofsentenceswhichcontainablank．Readthesentencestotheclasssayingblankwhencomingtoawrite-online．

Say,Youaretohearthesamerecordingagain．Thistimepleasefillintheblanksinthesesentencesusingthewordsmust,might,couldorcan’t．Pointoutthesampleanswer．

Playtherecording．Studentslistenandfillintheblanks．

Checktheanswers．

Pointtotheboxthatcontainstheexplanationsofhowtousethewordsmust,

might,couldandcan’t．Readtheexplanationstotheclass．

Use"must"toshowthatyouthinksomethingisprobablytrue．

Use"might"or"could"toshowthatyouthinksomethingispossiblytrue．

Use"can’t"toshowthatyouarealmostsuresomethingisnottrue．Andthenhavedifferentstudentsexplaininhis/herownwordswhateachwordmeans．Encouragestudentstomaketheirownsentencesusingthesewords．Forexample,forthewordmust,astudentmightsay,TheEnglishmagazinemustbeLiLei’s．HelikesreadingEnglishmagazinesverymuch．

StepⅥ2c

Thisactivityprovideswritingpracticeusingvocabularyintroducedintheunit．

Readtheinstructionstotheclass．Pointtothelistofsentencesthatcontainablank．Say,Pleasefillintheblankswiththewordsfromthisunit．Someanswerswillvary．Elicitthefirstanswerfromtheclass（Thenotebookmust/mightbeMing’s．Itwasonherdesk）．

Getstudentstocompletethetaskontheirown．Asstudentswork,movearoundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded．

Checktheanswers．

StepⅤGrammarFocus

Askstudentstosaythequestionsandanswersinpairs．Atthesametime,writethemontheblackboard．

SA:

Whosenotebookisthis?

SB:

ItmustbeNing’s．Ithashernameonit．

SA:

WhoseFrenchbookisthis?

SB:

ItcouldbeAli’s．ShestudiesFrench．

SA:

Whoseguitaristhis?

SB:

ItmightbelongtoAlice．Sheplaystheguitar．

SA:

WhoseT-shirtisthis?

SB:

Itcan’tbeJohn’s．It’smuchtoosmallforhim．

Inviteastudenttounderlinethewordsmust,could,mightandcan’tandthenwritetheminalistontheblackboard．

Askstudents,whatdoesitmeanwhenyousaysomethingmustbetrue?

Howsureareyouthatitistrue?

100percent?

50percent?

10percent?

Whenastudentanswers100percent,writeitnexttothewordmustontheblackboard．

Repeattheprocesswiththewordsmight,couldandcan’t．

Optionalactivity

Askallbutfourstudentstoputtheirheadsdownontheirdesks．Meanwhile,collectoneitemeachfromthefourstudents