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

1、人教版新目标九年级英语教案Unit 5 It must belong to CarlaUnit 5 It must belong to CarlaThe 1st Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularybelong, belong to, plate, author, toy, picnic（2）Target LanguageWhose book is this?It must be Marys Wanda Wilbur is her favourite author2 Ability Objec

2、ts （1） Train students listening skill （2） Train students communicative competence using the target language3 Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy Teaching Key Points1 Key vocabulary2 Target languageTeaching Difficult Points1 List

3、en for the target language2 Oral practice using the target languageTeaching Methods1 Scene teaching method 2 Listening method 3 PairworkTeaching Aids1 Blackboard drawings 2 A tape recorder 3 A projectorTeaching ProceduresStep I RevisionCheck homework Invite different students to say the answers to t

4、he exercises on pages 1214 of the workbookStep 1aThis activity introduces the key vocabularyWrite the key vocabulary words on the blackboardAsk different students to explain in their own words the meanings of the words belong to, author and picnicBelong means to be owned by somebodyAn author is a wr

5、iter of a book or a playA picnic is a meal eaten out of doorsThen invite two students to draw a plate next to the word plate and a toy car next to toyFocus attention on the picture Have students point to each item and say its name Call students attention to the chart with the headlines clothing Fun

6、things and kitchen things at the top Invite different students to explain the meanings of the column headsSay, Please look at the picture and write the things you see in the correct columns in the chart Point out the sample answers Get students to complete the task on their own As they work, move ar

7、ound the room checking their progress and answering any questions they may haveShow the correct answers on the screen by a projectorClothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy car magazine bookStep lbThis activity gives students practice in understanding the target

8、 langugage in spoken conversationCall students attention to the chart Set a time limit of two minutes Students read the persons, the things and the reasonsSay, You will hear a conversation As you listen, draw lines to connect the person in the first column with the thing in the second column Then dr

9、aw another line to connect the thing in the second line with the reason in the third columnPoint out the sample answer Say, The name Carla in the first column connects to volleyball in the second column because thats the thing they are talking about And the word volleyball in the second column conne

10、cts with the sentence she loves volleyball in the third columnPlay the recording the first timeStudents only listen Play the recording again This time students listen and match each person with a thing and a reasonCheck the answersAnswersJanes little brothertoy carHe was the only little kid at the p

11、icnicMarybookWanda Wilbur is her favourite authorCarlavolleyballShe loves volleyballDeng WenmagazineHe loves catsGraceCDShe always listens to classical music Tapescript Girl 1:Whose volleyball is this? Boy 1:It must be Carlas She loves volleyball Girl 1: How about this toy car? Girl 2: Oh, that toy

12、car must belong to Janes little brother He was the only little kid at the picnic And the magazine must belong to Deng Wen He loves cats Boy 1: Oh, and look, someone left a book Girl 2: Oh, yeahThis book must be Marys Wanda Wilbur is her favourite author Girl 1: OKand how about this CD? Girl 2: Hmmmm

13、mThe CD must belong to Grace She always listens to classical musicStep 1cThis activity provides oral practice using the target languagePoint to the picture in Activity lb Invite pair of students to say the conversation in the speech bubblesSA: Whose volleyball is this?SB: It must be Carlas She loves

14、 volleyballPoint out the conversation in the box Invite another pair of students to say it to the classSA : Whose book is this?SB: It must be Marys Wanda Wilbur is her favourite authorWrite the conversation on the blackboardPoint out the chart in Activity 1b SayNow work with a partner Start by readi

15、ng the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b Talk about who each thing might belong to and give a reason Get students to practice in pairs As they work, move around the classroom listening in on various pairs and offeri

16、ng help with language and pronunciation as neededAfter all the students have had an opportunity to ask and answer questions, stop the activity Get different pairs of students to say their conversations to the classStep SummarySay, In this class, weve learned the key vocabulary words belong to, plate

17、, author, toy and picnic and done much listening and oral practice using the target languageStep Homework （1） Say and remember the spelling of the vocabulary words （2）Say the conversations in Activity 1c to get a further understanding of the target languageStep Blackboard DesignUnit 5 It must belong

18、 to CarlaSection AThe First Period1 Key vocabulary: belong v belong to plate n author n toy n picnic n2 Target language: Whose book is this? It must be Marys WandaWilbur is her favourite authorUnit 5 It must belong to CarlaThe 2nd Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary

19、 band, hair band（2）Target Language Whose notebook is this? It must be Nings 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 him2 Abi

20、lity Objects （1） Train students listening skill （2） Train students writing skill （3） Train students ability to deduce3 Moral ObjectUse your mind, then make inferences correctly Teaching Key Points1 Listening and writing practice using the target language2 Make inferences using the target language Te

21、aching Difficult PointMake inferences using the target language Teaching Methods1 Practice method2 A game Teaching Aids1 A tape recorder2 Real objects Teaching ProceduresStep I RevisionRevise the conversations in lb Get different pairs of students to talk about who each thing might belong to and giv

22、e a reasonStep 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 numberSay Bob and Anna found a backpack in front of their school Listen and write down the th

23、ings in the backpack Point out the sample answerPlay the recording the first timeStudents only listen Play the recording a second time Students write the correct words in each blankCheck the answersStep 2bThis activity provides listening and writing practice using the target languageCall students at

24、tention to the chart Point to the numbered list of sentences which contain a blank Read the sentences to the class saying blank when coming to a write-on lineSay, 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 can

25、t Point out the sample answerPlay the recording Students listen and fill in the blanksCheck the answersPoint to the box that contains the explanations of how to use the words must,might, could and cant Read the explanations to the classUse must to show that you think something is probably trueUse mi

26、ght or could to show that you think something is possibly trueUse 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

27、must, a student might say, The English magazine must be Li Leis He likes reading English magazines very muchStep 2cThis activity provides writing practice using vocabulary introduced in the unitRead the instructions to the class Point to the list of sentences that contain a blank Say, Please fill in

28、 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 complete the task on their own As students work, move around the classroom answering any questions they may have and offering h

29、elp as neededCheck the answersStep Grammar FocusAsk students to say the questions and answers in pairs At the same time, write them on the blackboardSA: Whose notebook is this?SB: It must be Nings It has her name on itSA: Whose French book is this?SB: It could be Alis She studies FrenchSA: Whose gui

30、tar is this?SB: It might belong to Alice She plays the guitarSA: Whose T-shirt is this?SB: It cant be Johns Its much too small for himInvite a student to underline the words must, could, might and cant and then write them in a list on the blackboardAsk students, what does it mean when you say someth

31、ing 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 blackboardRepeat the process with the words might, could and cantOptional activityAsk all but four students to put their heads down on their desks Meanwhile, collect one item each from the four students