Grade 9 unit 8.doc

新目标英语 九年级（上册）Unit 8 It must belong to Carla.The First Period(Section A 1a2d)Teaching AimsKnowledge Objects1. Master the key words: whose, truck, rabbit, attend, valuable, pink, picnic, anybody.2. Master the sentences: Whose volleyball in this? It must be Carlas. She loves volleyball.3. Be able to guess and analyze a kind of state and give the reasons.4. Be able to use modal verbs correctly.5. Train students listening skill and communicative competence.Moral ObjectsUse your mind, and then make inference correctly.Processes and Methods1. Learn the new words through word cards and conversations.2. Learn the structure “must/might/could/cant/belong to/be” through listening and speaking practice.3. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and target language.2. Master the structure “must/might/could/cant/belong to/be”3. Improve students listening and speaking skills.Teaching Difficult PointsHow to improve students ability to listen and speak by learning modal verbs.Teaching AidsA tape recorder, a project, some pictures and handouts.Teaching ProceduresStep 1 Warm-up Have students do the words competition with the word cards. Divide students into two parts. One student describes the word, let others guess and pronounce the word quickly and correctly. After the game, check who wins the game.Step 2 Presentation1. Teach activity 1a & 1b. These two parts are designed to introduce some new words and provide students with listening practice. Call students attention to the picture and read the instructions to the class. Then have students write down what they see in the picture in the blanks. Get students to look at the dialogue in the picture, and invite a pair of students to read it out. Then explain the word “belong” to the class. Call students attention to the “Person”, “Thing” and “Reason” columns. Read the instructions to the class. Play the tape twice, students match each person with a thing and a reason. After students finish this task, read the completed sentences again.2. Teach activity 1c. This part is designed to train students listening and speaking skills by practicing the dialogue. Invite a pair of students to read the sample dialogue. Then read the instruction to the class. Have students work in pairs to make new dialogues using the information in 1b. In the end, ask several students to act out their conversations to the class.Step 3 Practice1. Teach activities 2a & 2b. These two parts are designed to train students listening skill by learning model verbs. Read the instructions to the class and play the tape. Students write the things they hear in the blanks. Call students attention to the notes in the right box. Then play the tape, students listen and fill in the blanks with the modal verbs. Ask students to do this work individually. Later, invite a student to read his or her complete sentences to check the answers. Correct mistakes if any.2. Teach activity 2c. This part is designed to help students to practice making conversations using the target language. First, lead students to read the sample dialogue in the box to know how to do this activity. Then, put students into pairs to make conversations like this using the information in 2a and 2b. As they work, move around the room checking the progress and offering language support as needed. Finally, invite several pairs to act out for the whole class.Step 4 ConsolidationTeach activity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to make inferences.First, ask students to read the conversation silently to get the main idea.Then lead students to read it sentence by sentence, explain some language points at the same time.After that, ask students to practice role-playing the conversation in pairs.Give them enough time to do it. Encourage them to make new conversations.Finally invite several pairs to perform for the whole class.Step 5 SummaryIn this period, weve mainly learned to make inferences using modal verbs. Through some listening and speaking practice, we consolidated the target language and developed our listening and speaking skills.Step 6 Homework1. Practice reading the conversation in activity 2d.2. Finish the exercises in the workbook.3. Preview the next period.Blackboard DesignUnit 8 It must belong to Carla.The First Period(Section A 1a2d)Words: whose, truck, rabbit, attend, valuable, pink, picnic, anybodySentences: Whose volleyball in this? It must be Carlas. She loves volleyball.Exercise根据首字母提示完成单词。1. The beautiful blue BMW car b to my uncle.2. Tom likes reading novels. Hemingway is his favorite a .3. Lets go for a p together.4. My brother doesnt like English at all. Maths is his f subject.5. Lily and Lucy are both going to the c .教学反思：Unit 8 It must belong to Carla.The Second Period(Section A 3a3c)Teaching AimsKnowledge Objects1. Master the key words: noise, policeman, wolf.2. Be able to make inferences.3. Improve students reading and comprehensive skills.Moral ObjectsCultivate students imagination.Processes and Methods1. Learn the target language by a reading material.2. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and phrase.2. Be able to make inferences using the modal verbs.Teaching Difficult PointsLearn to use the target language in daily life.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greet the class as usual and check the homework. 2. Revision. Show some pictures to the class, and ask students to describe them using the target language learned in last class.Step 2 PresentationTeach activity 3a. This part is designed to train students reading skill by learning an article about a strange event. First, ask students to look at the picture in 3a and describe her feelings. S: She looks worried. She might have some trouble. Play the tape, students listen and get the main idea. Read the instruction to the class. Then have students go through the article and finish the task as find out the suitable title. Ask students to practice reading the passage individually. Pay attention to the pronunciation and intonation. Finally, invite some students to read it, each one a paragraph.Step 3 Practice1.Teach activity 3b. First, lead students to read the instruction to know what to do in this activity. Have students read the article again to find out the correct words to match the following meanings. Ask them to do this work individually. Later invite a student to check the answers.2. Teach activity 3c. T: As we know there is something strange happened in the writers neighborhood, the people in the town have different opinions. What are their opinions? Now, you have to read the article again to find out their opinions and write them down in the chart. Later, Ill ask some of you to check the answers. Give students several minutes to do this work. Later, invite some students to check the answers.Step 4 Consolidation Give students several minutes to read the article again carefully and try to retell the story in their town words. As they work, move around the room checking the progress. Later, invite some students to retell the story, call attention to the tense and the use of modal verb. Choose the student who does best, praise him or her.Step 5 SummaryIn this period, weve mainly learned how to make inferences through a reading material. Through the passage, we mastered the use of modal verbs and developed our reading and comprehensive skills.Step 6 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 8 It must belong to Carla.The Second Period(Section A 3a3c) noise, policeman, wolf, call the policeman anything strange, there be sb./sth. doing sth.Exercise用所给词的适当形式填空。1. Taiwan (belong) to China before.2. It must belong to (I).3. The homework must be (she). She wasnt at school today.4. Lily might play the guitar very well. I think its (possible) true.5. (who) book is this? It must be Marys.教学反思：Unit 8 It must belong to Carla.The Third Period(Section A 4a4c)Teaching AimsKnowledge Objects1. Master the key words: laboratory, coat, sleepy.2. Be able to make inferences using the modal verbs.3. Improve students integrated skill.Moral ObjectsCultivate students interest in English.Processes and Methods1. Explain the grammar in details.2. Autonomous and cooperative approach.Teaching Key Points1.Master the key words and phrases.2. Be able to make inferences using the modal verbs.3. Improve students integrated skill.Teaching Difficult PointsHow to make inferences using the modal verbs.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greetings. T: Good morning, class. Ss: Good morning, teacher. T: Nice to meet you. Ss: Nice to meet you, too. T: Welcome back.2. Revision. Check the homework. Ask students to read the passage in 3a together, point out pronunciation and rhythm mistakes if any.Step 2 Presentation Grammar Focus. This part is designed to explain the grammar learned in this unit in details. First, ask students to go through the questions and answers in the box. Then have students work in pairs to demonstrate them out in the form of conversations. After that, explain the grammar in details. Ask students to make conversations using structure “should/shouldnt be allowed to do sth.” to talk about the rules at school and home. Give students several minutes to practice. As they work, move around the room checking the progress and offering language assistance as needed.Step 3 Practice1. Teach activity 4a. This activity aims to help students to consolidate the grammar. First, lead students to read the instruction to know how to do this activity. Then, give students three minutes to complete the sentences using the words in the brackets. Ask them to do it individually. Later, invite a student to present his or her sentences. Ask them to do it individually. Later, invite a student to present his or her sentences to check the answers. Correct mistakes if any.2. Teach activity 4b. First, lead students to know what to do in this activity and how to do it. Put students into pairs to do this work. Call attention to the use of modal verbs. As they work, move around the room checking the progress. Finally, invite a student to read his or her complete passage to check the answers. Correct mistakes if any.Step 4 ConsolidationTeach activity 4c. This part is designed to help students consolidate the target language through speaking practice. First, lead students to read the instruction and the sample conversation in the box to know what to do in this activity. Then, divide students into groups to do this work. Encourage them to look at the picture carefully as much as they can. Later, invite some pairs to act out for the whole class.Step 5 SummaryIn this period, weve mainly learned how to make inferences using the modal verbs. Through the practice, we not only consolidated the target language and grammar but also developed our speaking and writing skills.Step 6 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 8 It must belong to Carla.The Third Period(Section A 4a4c)laboratory, coat, sleepyWhose volleyball is this?It must be Carlas. She loves volleyball.Whose hair band is this?It could be Meis hair ban. Or it might belong to Linda. They both have long hair.What did you see that night?Im not sure, but it cant be a dog. It was bigger. I think it might be a bear or a wolf.Exercise用must, might, could, cant填空。1. I dont know what it is. It be a kind of bird.2. He be Japanese. He speaks Japanese so well.3. Miss Liu be in the office. She has gone to Beijing to study.4. These boys be tired after planting so many trees.5. He come today because he is ill in hospital.6. Whos knocking at the door? It be Tom.7. They toy be Bobs. He is the only little kid in this family.8. The beautiful trousers be Jims. They are too long.9. The football be Wei Huas or Tian Huis. They both play football.10. The earring be Janies. She wears earring sometimes.教学反思：Unit 8 It must belong to Carla.The Fourth Period(Section B 1a1d)Teaching AimsKnowledge Objects1. Master the new words: alien, suit.2. Consolidate the target language through some practice.3. Improve students listening and communicative skills.Moral ObjectsImprove students ability to explore the universe in the future.Processes and Methods1. Consolidate the target language through some listening and speaking practice.2. Autonomous approach and cooperative approach.Teaching Key Points1. Master the new words and target language.2. Develop students listening and speaking skills.Teaching Difficult PointsTrain students ability to listen to something about aliens and the UFO.Teaching AidsA tape recorder and some pictures.Teaching ProceduresStep 1 Warm-up1. Greet the class as usual and check the homework.Step 2 PresentationTeach activities 1a. This part is designed to introduce some information about UFO. Call students attention to the three pictures and some words in the box. Read the instruction to the class, and get students to look at the sample sentence in the chart. In the end, have students finish the task individually, and then share their answers with the classmates.Step 3 PracticeTeach activities 1b & 1c. These two parts are designed to train students listening and writing skills. Ask students to look at the pictures in activity 1a again. Read the instructions to the class. Play the tape. Students listen and number the pictures, write down the sentences in blanks in 1b, complete the sentences in 1c. In the end, check the answers.Step 4 Consolidation Teach activity 1d. This part is designed to train students listening and speaking skills by role play. Read the instructions, and invite a pair of students to demonstrate the sample conversation to the class. Get students to make up new conversations using the information they hear in 1b. Then have one or two pairs of students act out their conversations to the class.Step 5 Summary In this class, weve learned the structure “must/might/could/cant + belong to/be” further. And weve also done much listening and writing practice using the target language.Step 5 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 8 It must belong to Carla.The Fourth Period(Section B 1a1d)alien, suitWhy do you think the man is running?He could be running for exercise.No, hes wearing a suit. He might be running to catch a bus to work.Exercise根据句意及首字母提示填空。1. If you dont get up, you wont c the bus.2. Dont c each other in the classroom.3. Look! There are many stars in the s .4. I saw a strange c in the forest.5. He is wearing a grey s .教学反思：Unit 8 It must belong to Carla.The Fifth Period(Section B 2aSelf Check)Teaching AimsKnowledge Objects1. Master the key words: express, not onlybut also, circle, Britain, receive, leader, midsummer, medical, purpose, prevent, energy, position, burial, honor, ancestor, victory, enemy, period, mystery.2. Improve students ability to read and write using the words and target language.3. Be able to make inferences using modal verbs.4. Consolidate the target language through writing practice and self check.Moral ObjectsEncourage students to talk about their dreams.Processes and Methods1. Learn the new words and phrases through the reading material.2. Consolidate the target language by writing practice.3. Check the learning efficiency by self check.Teaching Key Points1. Master the new words and target language.2. Develop students reading and writing skills.Teaching Difficult Points1. How to make inferences.2. Master the use of modal verbs.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up Greet the class as usual and check the homework.Step 2 Presentation1. Teach activity 2a. This part is designed to make preparations for the reading. First, ask students to speak out some link words r phrases as many as possible. List them on the blackboard. Invite some students to explain their usage. After that, lead students to have a look at the words and phrases in 2a. Have them match each word or phrase with its purpose. Finally, check the answers together.2. Teach activity 2b. This part is designed to train students reading skill by getting the information from an article. Ask one student to read the learning strategy, and tell all students to read the article and get a general idea. They have to underline the linking words and phrases and to check if their matches in 2a is right. After that, invite four students to read the passage, each one for a paragraph. Correct their pronunciat