新目標(biāo)初中英語九年級Unit 5《It must belong to Carla》教案

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1、 新目標(biāo)初中英語九年級Unit 5《It must belong to Carla》教案 Plan for the whole unit Teaching objectives 學(xué)完本單元后，學(xué)生應(yīng)能： 1 猜測物主（Guess the owner） 2 續(xù)寫故事結(jié)尾（Finish the story） 3 使用疑問詞whose詢問物主（Whose notebook is this?） 4 使用must, could, might, can’t+ be動詞+名詞所有格推測物主 5 使用must, could, might, can’t+ belong to+名詞推測物主 6

2、 使用must, could, might, can’t等常用情態(tài)動詞作出合理的推測 7 談?wù)搲艟?對夢境作出合理的推測 8 猜測生詞含義(Guess the meaning of new words) 9 猜測諺語含義（Guess the meaning of proverbs） 10 鍛煉邏輯推理思維,體驗(yàn)邏輯推理的樂趣 Period arrangement Contents& pages or sources To SA Textbook Exercises (source) Supplementary （source） Section

3、Page 1 A 1a, 1b, 1c 34 P.28 Ⅰ 湘教版 省教科院組編 《課程基礎(chǔ)訓(xùn)練九年級》 1，3，4 5 2 2a, 2b, 2c 35 P.28 Ⅱ 1，5，6 5 3 3a, 3b, 4 36 P.28 Ⅰ 1，8 4 4 B 1, 2a, 2b, 2c 37 P.28 Ⅱ 2，6 4 5 3a, 3b, 3c, 4 38 P.29 Ⅰ 2，7 5 6 Self Check 39 P.29 Ⅱ 9，10 5 Total All 6 1-10 93 Fee

4、dback 本單元教學(xué)自評93分，表明教學(xué)目標(biāo)達(dá)成度較高。整個單元教學(xué)回歸教材，緊緊圍繞“談?wù)撐镏鳌边@一主題，由淺入深，由簡單到復(fù)雜，從談?wù)撐镏鞯阶罱K猜測諺語展開，教學(xué)活動形式多樣，教學(xué)步驟步步遞進(jìn)﹑環(huán)環(huán)相扣，形成合力，從聽、說、讀、寫諸方面培養(yǎng)學(xué)生這一話題的表達(dá)能力。由于教學(xué)內(nèi)容緊扣學(xué)生實(shí)際，學(xué)生積極投于各項(xiàng)學(xué)習(xí)活動，勇于表達(dá)自己的真情實(shí)感。同時，在猜測夢境，特別是在猜測英語諺語的過程中，不僅體會到了邏輯推理的樂趣，而且了解到了英語國家的文化，從而樹立了努力探索、積極進(jìn)取的人生觀。為了減輕學(xué)生課余學(xué)業(yè)負(fù)擔(dān)，提高教學(xué)效率，教材涉及的所有練習(xí)，包括增加的多個寫作練習(xí)都安排在課堂完成。究其成功原

5、因主要在于，課前我們認(rèn)真研讀了教材，盡可能吸取了與教材配套的《教師教學(xué)用書》提供的中英文教學(xué)建議，并結(jié)合學(xué)生的實(shí)際，從單元整體備課，細(xì)化單元及課時教學(xué)目的，合理安排課時教學(xué)內(nèi)容，并在盡可能多的預(yù)設(shè)教學(xué)活動的前提下，關(guān)注課堂生成，隨時根據(jù)學(xué)情調(diào)整教學(xué)活動，因而教學(xué)收到了事半功倍的效果。 但課后在不增加學(xué)生過重課業(yè)負(fù)擔(dān)的前提下，如何指導(dǎo)學(xué)生復(fù)習(xí)、開展預(yù)習(xí)、課外閱讀等活動，盡快培養(yǎng)學(xué)生英語語感等方面還有待研究。 Plan for every period Period 1 Section A 1a, 1b, 1c→ ﹙鏈接課件﹚ Teachin

6、g aims 學(xué)完本課后，學(xué)生應(yīng)能： 1 猜測物主（Guess the owner） 2 掌握目標(biāo)語言： 1） 生詞和詞組：belong, belong to 2） 重點(diǎn)句子： ① Whose hair band is this? ② It must be Carla’s. ③ It could be Mei’s. ④ It might belong to Linda. ⑤ It can’t be Ted’s. 3 運(yùn)用must, could, might, can’t作出推測 Keys& Puzzles be sb’s 與be long to sb的區(qū)別與

7、運(yùn)用 Teaching procedures Chart 猜測游戲引入→看圖填詞→聽音連線→兩人對話→鞏固與拓展→猜測物品主人→布置作業(yè) Step 1 Leading-in(3’) T: Now, boys and girls, let’s play a guessing game: What is it? (show a picture) S1：It can’t be a duck. S2: Yes ,It might be a lion. S3：I think it could be a tiger. T: It must be a tiger. Let’s ha

8、ve a look. T: What is it?(show a picture)Can you guess S1: It might be ……. S2: It could be ……. T: (Show other pictures) Guess who he is. S4: He must be Pan Changjiang. S5: He must be……. S6: He must be …… T: Very good. Today we are going to learn Unit 5 It must belong to Carla. Today we are

9、going to learn how to make inferences. When we talk about things we’re not sure of, we use the words: could, might, can’t and must. Section A Step 2 Presentation(12’) 1 A picture about a picnic. First, let’s watch a picture. Please watch carefully and later you have to tell me what you can see

10、in the picture. 2 Talk about the picture T: Now look at the picture.What are they doing? S10: They are having a picnic. T: What can you see? S11: I can see a hat. S12: I can see a volleyball. S13: I can see a plate. T: It isn’t hard for us to judge who the three things belong to.

11、 S: Sure. The hat must belong to clothing. The volleyball must belong to fun things. The plate must belong to kitchen things. 2 Look at the picture. Write the things you see in the correct column in the chart. Read the correct answers together. While learning, play some guessing game to arouse th

12、e class’s interests. Such as guessing the owner of the objects. 1b Step 3 Listening practice(2’) 1 Listen and match each person with a thing and a reason. 2 Play the recording. 3 Let’s check the answers. 答案 Jane’s little brother---toy car---He was the only little kid at the picnic . Mary-

13、--book---Hemingway is her favorite author. Carla---volleyball---She loves volleyball. Deng Wen---magazine---He loves cats. Grace---CD---She always listen to classical music. 錄音原文 Girl 1 : Whose volleyball is this? Boy 1: It must be Carla’s. She loves volleyball. Girl 1: How about this toy c

14、ar? Girl 2: Oh, that toy car must belong to Jane’s 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, yeah…This book must be Mary’s. Hemingway is her favorite author. Girl 1: OK…

15、and how about this CD? Girl 2: Hmmmm…The CD must belong to Grace. She always listen to classical music. 1c Step 4 Pair-work(3’) 1 Read the sample conversation in the box by yourself. 2 To two students. Read it to the class. 3 Now work with your partner. Make your own conversation about

16、the stars in the picture. 4 Ask a few pairs to present their conversations before the class. Step 5 Group-work(19’) The Smiths are having a picnic and they bring a lot of things. Please guess the owner of the things. 1 Present the chart to students: Mr. Smith Mrs. Smith Grace (girl) D

17、ick (boy) Mary (girl) Mark (boy) A worker A housewife 17 13 9 3 2 Make inferences and answer the following questions according to the chart in groups. Whose tie is this? Why? Whose is this? Why? Whose Teddy bear is this? Why? Whose volleyball is this? Why? Whose classical CD is t

18、his? Why? Whose jeans / sunglasses are they? Why? 3 Students work in groups. First, everybody of you write something about the questions. Then you can share your writing with your group mates and choose the best one. 4 Show time Now, it’s our show time. You just come to the front and introduce

19、your writing. Others must listen carefully, as I will ask you some questions to see if you listen carefully or not. After that, you’ll put up your writing on the blackboard. We will have a Gallery later. Step 6 Homework(1’) 1 Copy your writing in the exercise book. 2 Revision A: Excuse me, Sue.(

20、1) ? B: No, it’s not mine. A: (2) ? B: It might be Jane’s. I saw her looking for her backpack just now. A: It can’t be hers. Hers is brown, but this one is yellow. B: (3) ? A:

21、 There is a hair band(發(fā)卡)in the backpack. B: (4) .She has long hair, and she’s always forgetting things. What else are in the backpack? A: There’er also several ping-pong balls. B: Then it must be Rita’s because her favorite sport is ping-pong. A: Let’s give it back t

22、o her. (5) ? B: Yes. She is in the library. Feedback 個人認(rèn)為本堂課教學(xué)目標(biāo)達(dá)成，學(xué)生學(xué)習(xí)積極主動，熱情投入，課堂氛圍非常熱烈。究其成功原因主要在于通過集體備課，這堂課緊緊圍繞教學(xué)目標(biāo)must, might, could, can’t的用法，創(chuàng)設(shè)情境并結(jié)合學(xué)生的實(shí)際，由淺入深展開多種形式的教學(xué)活動，其中許多活動與學(xué)生實(shí)際運(yùn)用語言的形式一致，學(xué)以致用，收效很好。 但在口語教學(xué)方面還有待加強(qiáng)。 Period 2 Section A 2a, 2b, 2c→

23、 （鏈接課件） Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能 1 學(xué)會根據(jù)相關(guān)的信息進(jìn)行推論； 2 掌握目標(biāo)語言： 1） 生詞：hair band, possibly 2） 重點(diǎn)句子： ① It must be Ming’s. ② It might belong to Alice. ③ It can’t be John’s. It’s much too small for him. 3 寫一篇短文，猜測物品的主人。 Teaching procedures Chart: 討論引入→聽音寫單詞→聽音填空→鞏固與拓展→寫短文→布置作業(yè)

24、 Step 1 Leading-in & Presentation(15’) T: Good afternoon, boys and girls! I found a backpack in the playground and there are some things in it.I don’t know the owner of it.I wrote a found. Please try to guess the owner. T: (take three things out of the backpack) What can you see?

25、 S1: I can see a T-shirt, a ping pong ball and some earrings. T: Whose backpack is this? S2: There are some earrings. The owner can’t be a boy. The owner must be a girl. S3: Well, it could be a boy. The earrings might be a present for his mother. S4:Because you found th

26、is backpack on the playground, the owner must go to our school. S5: Because the backpack is red and there is a ping pong ball. Tom has a red backpack and he is on the ping pong team. Then it must be Tom’s backpack. T: Thank you.How careless he is.Now Bob and Anna also found a backpack

27、in front of their school. Listen and write down the things in the backpack. Section A 2a Step 2 Listening practice(2’) 1 Listen and write down the things in the backpack. 2 Play the recording. 3 Check the answers. 2b Step 3 Listening practice(2’) 1 Listen and fill in the blanks. 2 Play the

28、 recording. 3 Let’s check the answers. 答案 2a 1. T-shirt 2.hairband 3.tennis ball 2b 1.must 2.can’t 3.could 4.might 5.must 錄音原文 Bob: Oh, look! Whose backpack do you think this is? Anna: I don’t know. Look, here’s a school T-shirt. Bob: Well then, the person must go to our school. Oh! He

29、re is a hair band, so the person can’t be a boy. Anna: It could be Mei’s hair band. She has long hair. Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she? Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things. Bob: Oh, look! Te

30、nnis balls. Anna: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team. Bob: You’re right! 2c Step 4 Practice(5’) 1 Fill in the blanks with “must”,“might”,“could”or“can’t”. Then tell your partner why you chose the words. 2 Ask students to fill in the blanks on the

31、ir own. 3 Let’s check the answers. 4 Let’s conclude the rules then finish the exercisees. Step 5 Group-work(15’) 1 Take three things from the class when they don’t know. Ask the other three students whose these things are and why. 2 Complete the chart. Objects Owner R

32、eason Pop music CD Must be Li Chao’s He likes pop music. 4 Make a report, introduce your inferences like this: The pop music CD must belong to Li Chao because he likes pop music very much.

33、 Step 6 Homework (1’) Copy your inferences in the exercise-books。 Feedback 個人認(rèn)為本堂課教學(xué)目標(biāo)達(dá)成，學(xué)生積極投入學(xué)習(xí)活動，學(xué)習(xí)熱情高漲，課堂氣氛好，互動良好。究其成功原因主要在于通過集體備課，充分考慮了學(xué)情，這堂課緊

34、緊圍繞教學(xué)目標(biāo)must, might, could, can’t的用法，創(chuàng)設(shè)了大量的情境，創(chuàng)設(shè)了大量的練習(xí)機(jī)會，使學(xué)生很好地掌握了目標(biāo)語言。 但在練習(xí)的組織形式上還有待研究。 Period 3 Section A 3a, 3b, 4→ （鏈接課件） Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能 1 猜測生詞含義（Guess the meaning of new words） 2 掌握目標(biāo)語言： 1） 生詞：drop, final, worried, owner 2） 重點(diǎn)句子： ① She’s worrie

35、d because of her test. ② It’s crucial that I study for it because it makes up 30% of the final exam. Teaching procedures 討論圖片引入→閱讀圈生詞→結(jié)對活動→閱讀排序→小組活動→課堂練習(xí)→布置作業(yè) Step 1 Leading-in(3’) T: Good morning, boys and girls! Now, look at this picture. What is the girl doing? S1: She is crying. T:

36、What happened to her? S2: She might be hungry. S3: She could be lost. T: Yes, you are right. And I think you are luckier than this girl. So we should be thankful to this world. Section A 3a Step 2 Presentation（3’） T: Look at the picture. Please guess what Linda is doing. S1: She might be pla

37、ying computer games. S2: She might be writing an e-mail to her friend. T: Now let’s listen what Linda says. She says,“I am writing a thank-you message to Ann.”You are so clever. Thanks a lot. Today let’s study this thank-you message together. Step 3 Reading(3’) 1 Read and circle the words yo

38、u don’t know. 2 Tell me your words you don’t know. 3b Step 4 Pair-work& Number the parts (9’) 1 Talk about the words you don’t understand. Use can’t, must, could or might. 2 You can talk about it like this: Sample 1: A: What do you think “anxious” mean? B: Well, it can’t mean “happy”. A:

39、It might mean “worried”. B: Oh, yes. She’s worried because of her test. Sample 2: A: What do you think “symphony ” mean? B: It might mean “a kind of music”. A: Oh, yes. She went to the concert. 3 Number the parts in order. 4 Let’s check the answers. 4 Step 4 Group-work(15’) 1 Look at the

40、 things in the backpack below. Make guesses about the owner of the backpack. Write your ideas in the chart. Can’t Could/ Might Must Be a boy 2 Talk about your ideas in groups. Sample: A: Here is a Chinese-English dictionary. It could belong to Mary. I know she has one.

41、 B: I don’t think so. It can’t be Mary’s. This one is new, but hers is old. C: Here’s a hair band. The owner can’t be a boy. D: …… 3 Show time. Now you just come to the front and present your Conversations. Step 5 Exercises(6’) Ⅰ Choose the best answer ( )1. —Susan’s parents have bough

42、t a large house with a swimming pool. —It _____ be very expensive. A.must B. can C. mustn’t ( )2. Henry _____ be at home because he phoned me from the farm just now. A. mustn’t B. can C. can’t ( )3. —Whose red backpack is this? —It _____ be

43、 Tom’s. His backpack is red. A.might B.must C. can’t ( ) 4. —Look at the boy running on the ground. Is it Davis? —It _____ be him. I saw him go to the teacher’s office just now. A. must B. can’t C. could Ⅱ Translation 1. 這本書一定是李雷的。他正在找這本書。 2. 這個發(fā)帶可能是韓梅的。她喜歡戴發(fā)帶 3. 這個玩

44、具可能是約翰的妹妹的。他還是個小姑娘。 4. 這個排球不是瑪麗的。她根本不喜歡排球 Step 6 Homework(1’) 1. Write your story down in your exercise-books. 2. 課外閱讀。 根據(jù)所給首字母提示，閱讀填空 Peter and Mike are very g 1 friends. They are in the same class at school. They often go to school and play together. They often visit each other’s home at w

45、eekends, too. Now they are b 2 eight years old. Peter’s mother has got a new baby. Peter is very glad to have a little brother , s 3 he is always talking about his younger brother to Mike. At first Mike is very i 4 in the new baby because he doesn’t have any sisters o 5 brothers. But after

46、 some time he begins to get r 6 tired of Peter’s endless talking about it. He also feels a little jealous of his friend. One morning before class, when the two boys meet at the school gate, Peter says to Mike cheerfully, “ Do you know , Brian, my little brother has put on half a pound in this wee

47、k.”“That’s not very much at all,”answers Mike.“I know a baby who can put on more than ten pounds a day.”“Oh, that can’t be,”answers Peter laughingly.“baby is it?”“An elephant’s,”says Mike without delay. Feedback 本人認(rèn)為本堂課教學(xué)目標(biāo)達(dá)成，學(xué)生以主人翁的姿態(tài)投入到了各項(xiàng)學(xué)習(xí)活動當(dāng)中，課堂氛圍熱烈奔放。究其成功原因主要在于集體備課，創(chuàng)造性地使用教材，這堂課緊緊圍繞教學(xué)目標(biāo)，開展了豐富

48、多彩的學(xué)習(xí)活動，讓學(xué)生學(xué)到了許多實(shí)用的英語知識，效果非常好。 但在詞匯教學(xué)方面還有待研究。 Period 4 Section B 1, 2a, 2b, 2c→ （鏈接課件） Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能 2 續(xù)寫故事結(jié)尾（Finish the story） 2 掌握目標(biāo)語言： 3） 生詞：chase, sky, helicopter, creature, catch 4） 重點(diǎn)句子： ① He could be running for exercise. ② I must be

49、dreaming. ③ He might be late for work. Teaching procedures Chart: 猜測游戲引入→看圖寫句子→聽音標(biāo)序號→續(xù)寫故事結(jié)尾→聽音填空→結(jié)對活動→故事接龍→布置作業(yè) Step 1 Leading-in(4’) T: Good morning, boys and girls! First, let’s play a guessing game. Now, look at this picture. What does she do? S1: She could be a housewife. T: No. S2

50、: She might be a worker. T: I don’t think so. S3: She could be a nurse. T: Yes, you are right. Now, look at the second picture. What’s the weather must be like? Why? S4: The weather must be hot because only in hot weather can people play in the water. T: Where might she be? S5: She might be i

51、n a river. T: Then what might she be doing? S6: She might be playing in the water. T： Now, look at the third picture. What is the creature behind the man？ S7： It could be an alien. T： Why？ S7: Because it’s quite different from man, and it doesn’t look like an animal. T: What is it doing? S7:

52、 I think it’s chasing the man. Section B 1 Step 2 Speaking and writing(3’) 1 Look at the pictures. Then use the words from the box to write a sentence about each picture. 2 Let’s check the answers. 2a Step 3 Listening and writing(5’) 1 Listen and number the pictures. 2 Play the recordi

53、ng. 3 Let’s check the answers. 4 Give a sample and then write two or three sentences to finish the story. 5 Ask several students to read out their sentences. 答案 2，3，1 2b Step 4 Listening practice(5’) 1 Listen and complete the sentences. 2 Play the recording. 3 Let’s check the answers.

54、 答案 late for work, a helicopter, a UFO, an alien, dreaming, from the TV news, making a movie 錄音原文 Man: Hey, look at the man running down the street. I wonder what’s happening? Woman: He could be running for exercise. Man: But he’s wearing a suit. Woman: Well, he might be late for w

55、ork. Man: He looks kind of scared. Woman: Oh, no! What’s that? Man: Where? Woman: There’s something in the sky. Man: It could be a helicopter. Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO. Man: A UFO? What’s going on? Woman: Look, now the UFO is landing… Man: And the

56、re’s a strange creature getting out. It must be an alien. Woman: And the alien is chasing the man! I must be dreaming. Man: Maybe we should call the police.(pause) Hey, wait a minute. What’s that? Woman: Where? Man: Over there. Woman: It’s a woman with a camera. Man: She could be from the TV n

57、ews. Woman: No, look at all those other people. They’re actors. Oh! They must be making a movie. 2c Step 5 Pair-work(5’) 1 Read the sample conversation in the box by yourself. 2 To two students, Read it to the class. 3 Now work with your partner. Role play the conversation between the man an

58、d woman. 4 Ask a few pairs to present their conversations before the class. Step 6 Circle a story(17’) 1 Look at pictures in part 1 and discuss in groups then circle a story. 2 Show time Now, it’s our show time. The members of the group all come to the front to circle a story one by one.

59、Sample: S1: The man runs as fast as he can. S2: But he is too tired. S3: …. Step 7 Homework(1’) 1 Write your story down in your exercise-books. 2 補(bǔ)全對話 從方框中選擇恰當(dāng)?shù)木渥友a(bǔ)全對話，有兩項(xiàng)為多余選項(xiàng)。 A. It must be a UFO B. They must be making a movie. C. She must be from the TV news. D. I must have lost it. E

60、. He could be running for exercise. F. I think I might leave it in the reading room. G. He might be running to catch a bus. Tom: Hey, Mike! Look at that man running down the street. Why do you think he is running? Mike: 1 Tom: No, I don’t think so. He’s wearing a suit

61、. Mike: 2 Tom: But there’s no bus on this road. Buses are not allowed to run here. Mike: Oh! So maybe… he’s going to be late and run to work. Tom: I don’t think so! He looks scared. Mike: Yeah. Look! What’s that in the sky? Tom: 3 And it’s landin

62、g. Mike: Look at that lady with a camera. Tom: 4 Mike: No. Look at those other people. They are actors. Oh! I see. 5 Feedback 個人認(rèn)為本堂課教學(xué)目標(biāo)達(dá)成，學(xué)生懷著極大的興趣投于到學(xué)習(xí)活動當(dāng)中，氛圍輕松而熱烈，真正做到了快樂學(xué)習(xí)。究其成功的原因主要在于通過集體備課，深鉆教材，站在學(xué)生的角度思考問題，這堂課緊緊圍繞教學(xué)目標(biāo)續(xù)寫故事（Finish the story）

63、，創(chuàng)設(shè)情境，從學(xué)生實(shí)際出發(fā)，開展了形式多樣的課堂活動，真正做到了學(xué)以致用。 但在口語教學(xué)方面還有待加強(qiáng)。 Period 5 Section B 3a, 3b, 3c, 4→ （鏈接課件） Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能 1 續(xù)寫故事結(jié)尾（Finish the story） 2復(fù)述故事(Retell the story) 3猜測夢境(Guess the dream) 4用摘要寫文章(Write articles using notes) 5 掌握目標(biāo)語言： 1)生詞：interview, noi

64、se, wind, neighbor, director, monkey 2)重點(diǎn)句子： ① I think it must be teenagers having fun. ② There must be something visiting the homes in our neighborhood。 Teaching procedures Chart: 情景對話引入→任務(wù)閱讀→復(fù)述故事→根據(jù)摘要寫短文→續(xù)寫故事結(jié)尾→猜測夢境→布置作業(yè) Step 1 Leading-in（3’） T: Good morning, boys and girls! Last nig

65、htI heard a strange noise in my living room. It sounds like a baby crying, but you know there is no baby in my family. What happened? S1: It might be the noise on TV. S2: It might be the wind. S3: Maybe it is a cat. T: haha…it’s my daughter pretending to meow like a cat behind the sofa.. What a

66、naught girl! OK, There are also some strange events in Bell Tower neighborhood. Section B 3a Step 2 Presentation(15’) 1 T: Look at the picture in 3a. What can you see in the picture？ S1:There is a woman looking out of the window. T: What can we know about the woman? S2:She is a little frightened and confused 2 Task 1 Read the article and answer the questions: (1)Where is the article from? (2 )What is the passage about? 3 Task 2 將(1)和(2)處劃線部分的兩個句子譯成中文。 (1)