G 9 Unit 5 it must belong to Carla单元设计.docx

G 9 Unit 5 it must belong to Carla单元设计.docx

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G9Unit5itmustbelongtoCarla单元设计

新目标英语九年级Unit5ItmustbelongtoCarla教学设计

一．知识体系分析

《新目标英语》教材的语言教育理念是：

知识用于行动，强调语言应用，培养创新，实践能力，发展学习策略。

它采用任务型语言教学模式。

教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。

在这个单元，学生要学会进行合理的推论，这样的主题对活跃学生的想像力和提高学生的推测能力很有帮助。

对于一些掌握快的学生会在课上就活跃地参与到活动当中。

通过各部分的学习，要求学会如何进行推测，并了解、学会基本句型的使用。

教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。

二．教学目标

1.知识与技能

本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推断，并注意体会这些词表示判断时的程度，尽量做到用词准确。

拓展了belongto,muchtoo,toomuch,count等词的使用，并提供了一些实用的英语谚语，要对本单元中的生词做到会读、会写、会用。

学会根据一定的背景或前提进行续写。

2.学习策略

有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。

归纳总结情态动词must,might,could和can’t表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。

并让学习学会查字典。

3.情感态度与价值观

在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。

同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走垃圾，保持环境的干净整洁，注意邻里的友好相处等等。

三．教学重点

学会重点词汇和目标语言，学会用must,might,could,can’t进行推论。

四．教学难点

训练学生的听、说、读、写的能力，让学生掌握must,might,could和can’t的用法。

五．课时划分

分为五课时

第一课时：

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

第二课时：

SectionA3a,3b,4

第三课时：

SectionB1,2a,2b,2c

第四课时：

SectionB3a,3b,3c

第五课时：

SectionB4,Selfcheck

TeachingProceduresandways教学过程与方式

Period1

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

Languagegoals

1.Words&expressions

picnic,author,belong,belongto,band,hairband

2.Keysentences

Whosevolleyballisthis?

ItmustbeCarla’s.

Whosenotebookisthis?

ItmustbeNing’s.Ithashernameonit.

WhoseFrenchbookisthis?

ItcouldbeAli’s.ShestudiesFrench.

Whoseguitaristhis?

ItmightbelongtoAlice.Sheplaystheguitar.

WhoseT-shirtisthis?

Itcan’tbeJohn’s.It’smuchtoosmallforhim.

Abilitygoals

Enablethestudentstoinfertheownersofthethingsusing“must”,“might”,“could”,and“can’t”.

Emotion&attitudegoals

Learntoinfertheownersofthethingspurposefully.

Strategygoals

Listenandmatcheachpersonwithathing.

Cultureawarenessgoals

Enablethestudentstoguesstheownersoftheunknownthingsusing“must”,“might”,“could”,and“can’t”.

Teachingimportantpoints

Learntomakeinferencesusing“must”,“might”,“could”and“can’t”.

StepIRevision

Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.

StepⅡ1a

Thisactivityintroducesthekeyvocabulary.

Writethekeyvocabularywordsontheblackboard.

belongv.belongtoplaten.authorn.toyn.picnicn.

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.

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

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

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.

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.

StepV.2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber.

Say.BobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Pointoutthesampleanswer.

Playtherecordingthefirsttime.

Studentsonlylisten.Playtherecordingasecondtime.Studentswritethecorrectwordsineachblank.

Checktheanswers.

Answers

1.T-shirt

2.hairband

3.tennisballs

StepVI2b

Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

Callstudents’attentiontothechart.Pointtothenumberedlistofsentenceswhichcontainablank.Readthesentencestotheclasssayingblankwhencomingtoawrite-online.

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

Playtherecording.Studentslistenandfillintheblanks.

Checktheanswers.

Answers

1.Thepersonmustgotoourschool.

2.Thepersoncan’tbeaboy.

3.ItcouldbeMei’shairband.

4.ThehairbandmightbelongtoLinda.

5.ItmustbeLinda’sbackpack.

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.

StepVII2c

Thisactivityprovideswritingpracticeusingvocabularyintroducedintheunit.

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

Getstudentstocompletethetaskontheirown.Asstudentswork,movearoundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.

Checktheanswers.

Answers

Thenotebookmust/mightbeMing’s.Itwasonherdesk.

Thehomeworkcan’tbeCarla’s.Shewasn’tatschooltoday.

ThesoccerballmightbeJohn’sorTony’s.

Theybothplaysoccer,don’tthey?

TheFrenchbookmustbeLiYing’s.She’s

theonlyonewho’sstudyingFrench.

Ican’tfindmybackpack.Itmight/mustbestillatschool.

ThephotomustbeLu’s.Thosearehisparents.

Theredbicyclecan’tbeHu’s.Shehasabluebicycle.

Theticketmightbemyaunt’soruncle’s.

Theyarebothgoingtotheconcert.

StepⅤVIIIGrammarFocus

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.

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpractice