四川省江油市九年级英语《Unit 5 It must belong to Carla》教案3 人教新目标版

用心 爱心 专心1 四川省江油市九年级英语四川省江油市九年级英语 Unit Unit 5 5 ItIt mustmust belongbelong toto Carla Carla 教教 案案 3 3 人教新目标版人教新目标版 LearningLearning objectivesobjectives 教学目标教学目标 SkillSkill FocusFocusLearn to make inferences with must might could and can t Talk about the words you don t understand or something that worries you 功 能 句 式 MakeMake inferencesinferences P34 P35 Whose is this It must be TalkTalk aboutabout thethe wordswords youyou don tdon t understandunderstand oror somethingsomething thatthat worriesworries youyou What do you think mean It might mean 词 汇 1 重点词汇 picnic possibly drop count final owner sky catch interview noise wind neighbor director smell finger lift stone 2 认读词汇 belong author symphony optometrist algebra crucial anxious worried Oxford chase creature unhappy extremely footstep garbage mystery monkey escape bark ant dishonest pretend attempt Hemingway Fred Mark Twain 3 词组 belong to hair band use up LanguageLanguage FocusFocus 语 法 must might could and can t for making inferences 用心 爱心 专心2 StrategyStrategy FocusFocus 1 sequencing 2 deducing CultureCulture FocusFocus Different opinions about dreams Different proverbs show different cultures Teaching Teaching materialsmaterials analyzinganalyzing andand rearrangingrearranging 教材分析和重组教材分析和重组 1 1 教材分析 教材分析 本单元以 It must belong to Carla 为话题 共设计了三部分的内容 Section A 该部分有 4 个模块 第一模块围绕 Whose volleyball is this 这一话题展开思维 1a 听力 1b 口语 1c 训练 第二模块围绕上一模块中的话题进行听力 2a 2b 口语训 练 2c 第三模块继续围绕前两个模块中的 making inferences 展开训练 训练形式 为阅读排序 3a 和两人问答 3b 第四模块仍就上一话题展开讨论 Section B 该部分有 4 个模块 第一模块要求根据图画和所提供的单词写出合理的句子 第二模块在 听力 2a 2b 和分角色口语训练 2c 的基础上 继续进行 推测 训练 第三模块围绕 Strange events in Bell Tower neighborhood 这一话题展开阅读 3a 和写作 3b 3c 训练 第四模块以 dream 为话题展开小组活动 Self Check 该部分有 3 个模块 第一模块以填空形式对所学词汇进行训练 第二模块就 8 个谚语展开 阅读和讨论 第三模块要求找出不同类的词 2 2 教材重组和课时分配 教材重组和课时分配 Period 1 Section A 1a 1b 1c New function presenting Period 2 Section A 2a 2b 2c 3a 3b 4 Practice Period 3 Section B 1 2a 2b 2c 3a 3b 3c 4 Integrating skills Period 4 Self Check 1 2 3 Workbook Comprehensive review TeachingTeaching proceduresprocedures andand waysways 教学过程与方式教学过程与方式 Period 1 New function presenting LanguageLanguage goalsgoals 语言目标语言目标 1 Words expressions 生词和短语 用心 爱心 专心3 picnicpicnic author belong belong to 2 Key sentences 重点句子 Whose volleyball is this P34 It must be Carla s P34 AbilityAbility goalsgoals 能力目标能力目标 Enable the students to infer the owners of the things using must might could and can t EmotionEmotion attitudeattitude goalsgoals 情感和态度目标情感和态度目标 Learn to infer the owners of the things purposefully StrategyStrategy goalsgoals 策略目标策略目标 Listen and match each person with a thing CultureCulture awarenessawareness goalsgoals 文化意识目标文化意识目标 Enable the students to guess the owners of the unknown things using must might could and can t TeachingTeaching importantimportant pointspoints 教学重点教学重点 Learn to make inferences using must might could and can t TeachingTeaching ProceduresProcedures andand waysways 教学过程与方式教学过程与方式 StepStep I I RevisionRevision andand Lead inLead in Ask the students to do a game guessing the owners of things T In the last unit we have learnt what we should do if we are in an imaginary situation If we had problems we would ask for advice or help Now imagine if you have found something and don t know who the owner is what would you do Ss We would try to guess who the owner is then give it to him her T Now boys and girls close your eyes Collect some books from the students and put them together asking the students to guess whose books they are T OK open your eyes please Hold up one of the books 用心 爱心 专心4 T Whose book is this S1 Bill s T It mightmight be Bill s Let s ask him Bill is this your book S2 No it s not mine T Well it isn t Bill s He says it s not his S2 Is it Anna s T Let s ask her Anna is this your book S3 No it isn t T So it s not Anna s book And it can tcan t be Maria s Because I didn t take hers Then whose book is it S1 Is it Lee s T Yes it doesn t belong to Bill Anna or Maria So it mustmust be Lee s StepStep IIII BrainstormingBrainstorming 1a 1a P P 34 34 T When we talk about things we are not sure of we use the words could could might might can tcan t and must must It couldcould be Bill s It mightmight be Bill s It can tcan t be Maria s It mustmust be Lee s Now look at 1a on Page 34 What can you see in the picture S We can see a hat a T shirt a volleyball a CD a toy car a plate three cups some books and magazines T It isn t hard for us to judge who the things belong to Read the examples first and then write the things you see in the correct columns in the chart as soon as possible Then ask the students to read their answers S Sure The hat the jacket and the T shirt mustmust belong to clothing The volleyball the CD the toy car the magazine and the book m mustust belong to fun things The plate the cups mustmust belong to kitchen things StepStep IIIIII ListeningListening andand speakingspeaking 1b 1b P P 34 34 Ask the students to read the instruction in 1b 用心 爱心 专心5 T Read the instructions and find out what you are asked to do S1 To match each person with a thing and a reason T As you listen draw lines to connect the person in the first column with the thing in the second column Then draw another line to match the thing in the second column with the reason in the third column Ask the students to listen to the recording for the first time T Now listen for the first time to get the key information who what and why Keep them down while listening Point out the sample answer T The name Carla in the first column is connected to volleyball in the second column because that s the thing they are talking about And the word volleyball in the second column connected with the sentence She loves volleyball in the third column Ask the students to listen to the recording again T Now listen to the conversation again This time connect the items in the three columns Play the recording again T We heard just now that the owners of the things and the reasons why the things belong to them Next make conversations with the help of the information in the chart in activity 1b First you d better read the example in the box Ask the students to make dialogues after the m