英语人教版九年级全册It must belong to Carla. The .doc

Teaching PlanGo for it! Grade 9 Welcome! Teacher: Chen Chunlin (陈春林) From Dian Qiao Middle SchoolTele:nit 5 It must belong to Carla.The first period姓名：店桥中学陈春林教龄 ：8年职称：中学二级课型：新授Teaching contentUnit 5, Section A 1a, 1b, 1c, 2c.Teaching time45 minutes教材分析l 人教版九年级上册第五单元的话题为“做推测”。主要语言结构是must/might/could/cant+动词原形。计划整个单元共用五课时完成。l 本节课的设计是学生在接触、感知和初步运用目标语言的基础上进行听力和口语的训练，从而掌握表示推测的情态动词和“属于某人”两种不同表达的用法，为学生口笔头落实目标语言提供更具挑战性的空间。Teaching aims1,Knowledge and skills1), Learn the new words: belong, clothing, author, classical, picnic.2), Learn the new target language :- Whose book is this? - It must /could/might/cant be Marys. It must /could/might/cant belong to Mary3），Learn to make inferences using “must,might,could and cant”.4), Improve students listening and speaking abilities.2,Process and methods1), The students can read and understand new words by reading, speaking and playing games.2), The students can read, practice and use new target languages by reading, listening and working in pairs.3), The students can read and use the inference words by speaking and playing games.3,Sensibility, attitude and value1), Use your mind to make inferences correctly2), Students should help each other kindly.Teaching key pointsLearn new words and the target languages.Teaching difficult points1, Learn to identify the different usage between “belong to sb” and “be sbs”2, Ss can make inferences using “must, might, could and cant” correctly.疑难考虑1， 学生可能把must理解成“必须”。2， belong to sb而不是belong to sbsTeaching methods:1, Speaking, reading and listening methods.2, Work in pairs.3, Play two games.4, DiscussionTeaching aids:1, A notebook.2, Multi-media.Teaching procedures:Teaching stepsTeaching waysTeaching purposeTeachers activitiesStudentsactivitiesStep1, Greetings(15”)Greet to studentsGreet to the teacher彼此了解，相互亲近，拉近距离Step 2, Lead in (2)The teacher shows a notebook and ask students: Whose notebook is this?Students answer aloud导入新课，让学生初步了解belong to sb 的用法。为下文学习belong to sb和be sbs 的区别做铺垫。Step3, Presentation( 28)1a1b1cTell the usage of”must” and “belong to”Repeat the two sentences together学习非常肯定的表达以及be sbs 的另一种表达Show some pictures on multi-media to learn the different usage between“be sbs” and “belong to sb”.make two sentences by themselves.让学生了解如何去用be sbs和belong to sb.Show three pictures to lead in “clothing” “fun things” and “kitchen things” one by one.Students discuss and fill in the columns.单词复习并学会物品归类Teach new words and play the tape Listen and check听力训练并输入目标语言Lead in the dialogueRead and Work in pairs练习目标语言Step 4, Games( 6)Show the two games on multi-media: challenge your eyes and some guessing games.Read the words and make inferences quickly复习所学单词以及正确做推测Step5, Summary(2)Summarize laterSummarize first对所学知识进行总结，归纳Step6,Consodidation( 5)Show the exercisesFinish the exercises对所学知识加深巩固Step7, Homework(20”)1, Make references with your deskmate using the things or people and give the reasons.2, Finish 2c. Board Design：Unit 5 It must belong to Carla.belong-belongsclothing (u)n. clothes（pl.）n. cloth (c)n.HemingwayauthorpicnicclassicalTeaching Reflection:1在设计任务型教学活动时，注意到了活动的目的性和可操作性；活动中以学生的真实生活和兴趣为焦点话题，学生易理解掌握；通过活动让学生习得英语语言知识、发展学生的语言技能；口语练习时尽量创造机会，促使学生主动获取、处理和使用信息，提高用英语解决实际问题的能力。因为在初一初二的教学中我非常注重学生口语，包括语速和语言的流畅。形成课前预习对话的良好习惯，通常是他们课前设计对话框架，在课堂上再结合新知识进一步的完善。平时的积累是为了我初三口语教学更好的开展。也是为他们在初三知识量的吸收争取更多的时间。这次他们的口语练习设计达到了我的预期效果。2. 课堂反馈要及时，反馈要根据学生在课堂中语言活动的内容而定。在进行英语技能训练时，我轻易不打断学生，这样做为了消除学生怕错的心理负担，从而使其能主动积极思考问题，参与课堂活动。我课堂中力求通过表情、眼神、语言与学生产生共鸣，多一些热情的鼓励，少一些指责批评，使其以良好的心态继续参加后面的课堂活动。课后及时处理反馈信息，引导学生对