九年级英语全册 Unit 5 It must belong to Carla单元整理教案 人教新目标版

1 U Un ni it t 5 5 I It t m mu us st t b be el lo on ng g t to o C Ca ar rl la a T Th he e F Fi ir rs st t P Pe er ri io od d T Te ea ac ch hi in ng g A Ai im ms s a an nd d D De em ma an nd ds s 1 Knowledge Objects 1 Key Vocabulary belong belong to plate author toy picnic 2 Target Language Whose book is this It must be Mary s Wanda Wilbur is her favorite author 2 Ability Objects 1 Train students listening skill 2 Train students communicative competence using the target language 3 Moral Objects When you are on a picnic remember to bring litter back to keep our environment clean and tidy T Te ea ac ch hi in ng g K Ke ey y P Po oi in nt ts s 1 Key vocabulary 2 Target language T Te ea ac ch hi in ng g D Di if ff fi ic cu ul lt t P Po oi in nt ts s 1 Listen for the target language 2 Oral practice using the target language T Te ea ac ch hi in ng g M Me et th ho od ds s 1 Scene teaching method 2 Listening method 3 Pair work T Te ea ac ch hi in ng g A Ai id ds s 1 Blackboard drawings 2 A tape recorder 3 A projector T Te ea ac ch hi in ng g P Pr ro oc ce ed du ur re es s Step Revision Check homework Invite different students to say the answers to the exercises on pages 12 14 of the workbook Step 1a This activity introduces the key vocabulary Write the key vocabulary words on the blackboard Ask different students to explain in their own words the meanings of the words belong to author 2 and picnic Belong means to be owned by somebody An author is a writer of a book or a play A picnic is a meal eaten out of doors Then invite two students to draw a plate next to the word plate and a toy car next to toy Focus 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 things and kitchen things at the top Invite different students to explain the meanings of the column heads Show the correct answers on the screen by a projector Step 1b This activity gives students practice in understanding the target language in spoken conversation Point out the sample answer Say The name Carla in the first column connects to volleyball in the second column because that s the thing they are talking about And the word volleyball in the second column connects with the sentence she loves volleyball in the third column Play the recording the first time Students only listen Play the recording again This time students listen and match each person with a thing and a reason Step 1c This activity provides oral practice using the target language Point to the picture in Activity 1b Invite a pair of students to say the conversation in the speech bubbles Point out the conversation in the box Invite another pair of students to say it to the class Write the conversation on the blackboard Point out the chart in Activity 1 b Say Now work with a partner Start by reading 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 offering help with language and pronunciation as needed After all the students have had an opportunity to ask and answer questions stop the activity Get different 3 pairs of students to say their conversations to the class Step Summary Say In this class we ve learned the key vocabulary words belong to plate author toy and picnic and done much listening and oral practice using the target language Step 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 language Step Blackboard Design 4 U Un ni it t 5 5 I It t m mu us st t b be el lo on ng g t to o C Ca ar rl la a T Th he e S Se ec co on nd d P Pe er ri io od d T Te ea ac ch hi in ng g A Ai im ms s a an nd d D De em ma an nd ds s 1 Knowledge Objects 1 Key Vocabulary band hair band 2 Target Language Whose notebook is this It must be Ming s It has her name on it Whose French book is this It could be Ali s She studies French Whose guitar is this It might belong to Alice She plays the guitar Whose T shirt is this It can t be John s It s much too small for him 2 Ability Objects 1 Train students listening skill 2 Train students writing skill 3 Train students ability to deduce 3 Moral Object Use your mind then make inferences correctly T Te ea ac ch hi in ng g K Ke ey y P Po oi in nt ts s 1 Listening and writing practice using the target language 2 Make inferences using the target language T Te ea ac ch hi in ng g D Di if ff fi ic cu ul lt t P Po oi in nt t Make inferences using the target language T Te ea ac ch hi in ng g M Me et th ho od ds s 1 Practice method 2 A game T Te ea ac ch hi in ng g A Ai id ds s 1 A tape recorder 2 Real objects T Te ea ac ch hi in ng g P Pr ro oc ce ed du ur re es s Step Revision Revise the conversations in 1b Get different pairs of students to talk about who each thing might 5 belong to and give a reason Step 2a This 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 number Play the recording the first time Students only listen Play the recording a second time Students write the correct words in each blank Check the answers 1 T shirt 2 hair band 3 tennis balls Step 2b This activity provides listening and writing practice using the target language Call students attention 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 line Play the recording Students listen and fill in the blanks Point to the box that contains the explanations of how to use the words must might could and can t Read the explanations to the class Step 2c This activity provides writing practice using vocabulary introduced in the unit Read the instructions to the class Point to the list of sentences that contain a blank Say Please fill in the blanks with the words from this unit Some answers will vary Elicit the first answer from the class The notebook must might be Ming s 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 help as needed Check the answers Step Grammar Focus Ask students to say the questions and answers in pairs At the same time write them on the blackboard Invite a student to underline the words must could might and can t and then write them in a list on the blackboard Repeat the process with the words might could and can t 6 Ask all but four students to put their heads down on their desks Meanwhile collect one item each from the four students Repeat the process with the other items Step Summary Say In this class we ve done some listening and writing practice using the target language And we ve learned how to make inferences using the words must might could and can t Step Homework Make two sentences each using the words must could might and can t Step Blackboard Design 7 U Un ni it t 5 5 I It t m mu us st t b be el lo on ng g t to o C Ca ar rl la a T Th he e T Th hi ir rd d P Pe er ri io od d T Te ea ac ch hi in ng g A Ai im ms s a an nd d D De em ma an nd ds s 1 Knowledge Objects 1 Key Vocabulary drop symphony optometrist appointment algebra crucial count because of Chinese English dictionary Oxford University 2 Target Language What do you think anxious means Well it can t mean happy It might mean worried Oh yes she is worried because of her test Here are some earrings The owner can t be a boy Well it could be a boy The earrings might be a present for his mother 2 Ability Objects 1 Train students reading skill 2 Train students communicative competence using the target language 3 Moral Object When you are in trouble send an e mail message to your friends to ask for help T Te ea ac ch hi in ng g K Ke ey y P Po oi in nt ts s 1 Reading practice 2 Ora1 practice using the target language T Te ea ac ch hi in ng g D Di if ff fi ic cu ul lt t P Po oi in nt ts s 1 Key vocabulary 2 Target language T Te ea ac ch hi in ng g M Me et th ho od ds s 1 Practice method 2 Pair work 3 A game T Te ea ac ch hi in ng g A Ai id d The blackboard T Te ea ac ch hi in ng g P Pr ro oc ce ed du ur re es s Step Revision 8 Revise the usage of the words must might could and can t by checking homework Ask students to exchange their exercises books and help correct any errors with each other As they are doing this move around the classroom offering language support as needed Then invite different students to say their sentences to the class Step 3a This activity provides reading practice using the target language Call students attention to the picture Ask students to tell what s happening in the picture Get students to complete the task on their own Point out the sample answer Say The first sentence of the e mail message is I m really anxious because I can t find my backpack Check the answers 5 2 4 3 1 circled words might include anxious symphony hall algebra optometrist appointment crucial count drop Step 3b This activity provides oral practice using the target language Read the instructions to the class Point to the sample conversation Invite a pair of students to say it to the class Write the conversation on the blackboard Practice the pronunciation of these words and explain the meaning of each word Step Part 4 This activity provides oral practice using the target language Call students attention to the picture Get students to name each item in it Write the new words Chinese English dictionary and Oxford University on the blackboard Point to the sample conversation Invite a pair of students to read it to the class Write the conversation on the blackboard Explain the meaning of each sentence Focus attention on the chart with the headlines Can t Could might and Must at the top Point out the sample answer 9 Read the instructions to the class Get students to complete the task in pairs As the pairs work together move around the classroom helping students with pronunciation sentence formation or anything else they ask for help with Ask some pairs to say their conversations to the class Note Answers to the chart will vary Step Summary Say In this class we ve learned some vocabulary words such as drop symphony And we ve done much oral practice using the target language Step Homework 1 Read the letter in Activity 3a again for further understanding of the vocabulary words 2 Read the conversations in Activities 3b and 4 again for further understanding of the target language 3 Finish off the exercises on pages 15 16 of the workbook Step Blackboard Design Unit 5 It must belong to Carla Section A The Third Period 1 Vocabulary words drop v symphony n optometrist n appointment n algebra n crucial adj count v because of Chinese English dictionary Oxford University 2 Target language 1 A What do you think anxious mean B Well it can t mean happy A It might mean worried B Oh yes She is worried because of her test 2 A Here are some earrings The owner can t be a boy 10 B Well it could he a boy The earrings might be a present for his mother 教教学学反反思思 十十八八 年年 月月 日日 开发课程资源 拓展学用渠道 作为新时代的英语教师 要在有效的40 45分钟时间内 设计灵活新颖的活动来 激发学生的学习热情 让学生自然地学会和运用所学知识 并成为课堂教学的主角 我发现自己还有许多地方需要学习 需要改进 在客观的列出自己的优缺点后 我将继续努力 发扬优点 改进缺点 努力提升自己的各方面素质 11 U Un ni it t 5 5 I It t m mu us st t b be el lo on ng g t to o C Ca ar rl la a S Se ec ct ti io on n B B T Th he e F Fo ou ur rt th h P Pe er ri io od d T Te ea ac ch hi in ng g A Ai im ms s a an nd d D De em ma an nd ds s 1 Knowledge Objects 1 Key Vocabulary chase creature 2 Target Language Why do you think the man is running He could be running for exercise No he s wearing a suit He might be running to catch a bus 2 Ability Objects 1 Train students listening skill 2 Train students writing skill 3 Moral Object The UFO and alien are both unreal As students we must work hard to explore the universe in the future T Te ea ac ch hi in ng g K Ke ey y P Po oi in nt ts s 1 Listening practice 2 Writing practice T Te ea ac ch hi in ng g D Di if ff fi ic cu ul lt t P Po oi in nt ts s 1 Write a sentence about each picture 2 Write two or three sentences to finish the story 3 Listen and complete the sentences T Te ea ac ch hi in ng g M Me et th ho od ds s 1 Listening method 2 Writing method 3 Pair work T Te ea ac ch hi in ng g A Ai id ds s 1 A tape recorder 2 A projector T Te ea ac ch hi in ng g P Pr ro oc ce ed du ur re es s 12 Step Revision 1 Invite a student to read the thank you message Linda wrote to Anna to the class 2 Get different pairs of students to read the conversations in Activities 3b and 4 3 Check answers to the exercises on pages 15 16 of the workbook Step Part 1 This activity provides writing practice using the target language Read the instructions to the class Read the words in the box and have students repeat several times Invite different students to explain the meaning of each word in their own words Get students to look at the three pictures carefully Say You are to use the words from the box to write a sentence about each picture Point out where to write the sentences Ask a student to say the sample answer to the class Get students to complete the activity individually As students work walk around the classroom offering language support as needed Check the answers on the blackboard Step 2a This activity gives students practice understanding and writing the target language in spoken conversation Read the instructions to the class Point to the three pictures in Activity 1 Say You will hear a conversation about these pictures As you listen write a number in the box in the left corner of each picture to show the order of the events Point out the sample answer in the box of the third picture Say You will hear the man is running first Play the recording the first time Students only listen Play the recording again This time students listen and number the pictures Check the answers 2 3 1 Encourage students to write two or three sentences to finish the story Answers will vary Write a sample version on the blackboard Ask students to use it as a model Step 2b 13 This activity gives students practice listening to and writing the target language Point to the chart with sentence starters They see The man says and The woman says Say You are to listen to the same recording again And complete each sentence Point out the sample answers Say They see a man running The man says he could be running for exercise The woman says he might be late for work Explain the meaning of the word creature to the students Play the recording once or twice using the Pause button as necessary Show the answers on the screen by a projector so that students can check the spelling and other details of their answers Step 2c This activity provides oral practice using the target language Point out the sample conversation in the box Invite a pair of students to read it to the class Say Now work with a partner Start by reading the conversation in the box with your partner Then role play conversations using information in Activity 2b Get students to work in pairs As the pairs work together walk around the classroom listening in on various pairs and offering help as needed Ask several pairs to say their conversations to the class Step Summary Say In this class we ve mainly done much listening and writing practice using the target language Step Homework Ask students to collect pictures of different kinds and then talk about them using must could might and can t Step Blackboard Design Unit 5 It must belong to Carla The Fourth Period 1 Answers to Activity 1 a The UFO is landing 14 b The alien is chasing the man c The man is running 2 A sample version to Activity 2a Man That s right It must be interesting Why not go and see how they are making a movie Woman Good idea 3 Target language A Why do you think the man is running B He could be running for exercise A No he s wearing a suit He might be running to catch a bus 教教学学反反思思 十十九九 年年 月月 日日 上完整节课后 发现活动设计基本合理 从简单到难有坡度感 并且重难点突出 课堂气氛还算不错 基本上 能够突破教学难点 巩固教学重点 完成教学任务 不过部分活动可以新颖些 过度语言或许可以丰富点 与学生 的交流可以加强些 还有一个重要问题就是没有很好的利用自己设计的评价体系 只把它作为了一个摆设 在课堂 中应该时刻鼓励落后的 Team 最后应该称赞胜利的冠军等 15 U Un ni it t 5 5 I It t m mu us st t b be el lo on ng g t to o C Ca ar rl la a T Th he e F Fi if ft th h P Pe er ri io od d T Te ea ac ch hi in ng g A Ai im ms s a an nd d D De em ma an nd ds s 1 Knowledge Objects 1 Key Vocabulary extremely worried neighbor garbage mystery director escape ocean 2 Target Language In my dream I was swimming in an ocean of paper Maybe it means you re afraid of too much homework 2 Ability Objects 1 Train students reading skill 2 Train students writing skill 3 Train students integrating skills 3 Moral Object Everyone has had a dream But don t dream away your time T Te ea ac ch hi in ng g K Ke ey y P Po oi in nt ts s 1 Key vocabulary 2 Reading practice 3 Writing practice T Te ea ac ch hi in ng g D Di if ff fi ic cu ul lt t P Po oi in nt ts s 1 Reading practice 2 Writing practice T Te ea ac ch hi in ng g M Me et th ho od ds s 1 Practice method 2 Group work T Te ea ac ch hi in ng g A Ai id d A projector T Te ea ac ch hi in ng g p pr ro oc ce ed du ur re es s Step Revision Check homework Collect pictures from students on the teacher s desk Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes For example T Holding up a picture with a boy swimming in an ocean of books What do you think is happening to the person in the picture Step 3a This activity provides reading practice using the target language 16 Show the key vocabulary words on page 38 on the screen by a projector Call students attention to the article Read it to the class Say Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower Point