陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語(yǔ)全冊(cè) Unit 5 It must belong to Carla教案 人教新目標(biāo)版

《陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語(yǔ)全冊(cè) Unit 5 It must belong to Carla教案 人教新目標(biāo)版》由會(huì)員分享，可在線閱讀，更多相關(guān)《陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語(yǔ)全冊(cè) Unit 5 It must belong to Carla教案 人教新目標(biāo)版（22頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、……………………………………………………………最新資料推薦………………………………………………… Unit 5 It must belong to Carla 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 5 It must belong to Carla 1/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary belong, belong to, plate. author, toy, picnic 2. Target Language

2、 Whose book is this? It must be Mary's. Wanda Wilbur is her favorite author. 過(guò)程 方法 According to designing some tasks, train students' listening skill and communicative competence using the target language. 情感 態(tài)度 When you are on a picnic, remember to bring litter back to keep our environment

3、clean and tidy. 教學(xué)重點(diǎn) 1．Key vocabulary 2．Target language 教學(xué)難點(diǎn) 1．Listen for the target language 2．Oral practice using the target language 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 warm up Show some new words in this unit. Step 2 Presentation I.1a This activity introduces the key vocabulary. Focus att

4、ention on the picture. Have students point to each item and say its name. Get students to complete the task on their own, As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector. II.1b This activ

5、ity gives students practice in understanding the target language in spoken conversation. Call students' attention to the chart. Set a time limit of two minutes. Play the recording the first time. Play the recording again. Step3 Consolidation and extension 1c This activity provides oral

6、 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. Point out the chart in Activity 1 b. Get students to pr

7、actice 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 pairs of students to say their conversatio

8、ns to the class. Step4 Summary Repeat after teacher. Look at the picture and write the things you see in the correct columns in the chart. Read the persons, the things and the reasons Only listen. Listen and match each person with a thing and a reason.

9、 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 whom each thing might belong to and give a reason. 為學(xué)習(xí)新句型做好準(zhǔn)備。 對(duì)詞匯的進(jìn)一步復(fù)習(xí)。

10、 將知識(shí)點(diǎn)融入實(shí)際生活，便于實(shí)用。 板 書(shū) 設(shè) 計(jì) Unit 5 It must belong to Carla 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. 教

11、 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 5 It must belong to Carla 2/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary band, hair band 2. Target Language Whose notebook is this? It must be Ning's. It has her name on it. Whose French

12、 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. 過(guò)程 方法 According to designing some tasks, train students' listening skill and writing skill. 情感

13、 態(tài)度 Use your mind, then make inferences correctly. 教學(xué)重點(diǎn) 1．Listening and writing practice using the target language. 2．Make inferences using the target language. 教學(xué)難點(diǎn) Make inferences using the target language. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Revise the conversations in 1b. Get differen

14、t pairs of students to talk about who each thing might belong to and give a reason. Step 2 Presentation I.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

15、each number. Play the recording the first time. Play the recording a second time. Check the answers. II. 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.

16、 Read the sentences to the class saying blank when coming to a write-on line. Play the recording. Check the answers. 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. And then have different students explain

17、in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much. III.2c This activity provides writing practice usin

18、g vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. 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 aroun

19、d the classroom answering any questions they may have and offering help as needed. Check the answers. IV.Grammar Focus Ask students to say the questions and answers in pairs. Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard. As

20、k students, what does it mean when you, say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent? When a student answers 100 percent, write it next to the word must on the blackboard. Repeat the process with the words might, could and can't. Step3 Summary

21、 Look at the picture and say . . Only listen Students write the correct words in each blank. Students listen and fill in the blanks. Make new sentences. Fill in the blanks with the words from this unit.

22、 Work in pairs, ask and answer. Answer the questions. 通過(guò)復(fù)習(xí)，使學(xué)生對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行溫習(xí)。 檢測(cè)學(xué)生的聽(tīng)力水平。 讓

23、學(xué)生參與，對(duì)本節(jié)內(nèi)容的實(shí)際運(yùn)用進(jìn)一步理解。 板 書(shū) 設(shè) 計(jì) Unit 5 It must belong to Carla 1. Key Vocabulary band, hair band 2. Target Language Whose notebook is this? It must be Ning'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 belon

24、g to Alice. She plays the guitar. Whose T-shirt is this? It can't be John's. It's much too small for him. 教 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 5 It must belong to Carla. 3/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary symphony

25、, optometrist, appointment, algebra, crucial, because of, Chinese-English 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. 過(guò)程 方法 According to designing some tasks, train

26、students' reading skill and communicative competence using the target language. 情感 態(tài)度 When you are in trouble, send an e-mail message to your friends to ask for help. 教學(xué)重點(diǎn) 1．Reading practice 2．Ora1 practice using the target language 教學(xué)難點(diǎn) 1．Key vocabulary 2．Target language 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng)

27、設(shè)計(jì)意圖 Step 1 Revision Revise the usage of the words must, might, could and can't by checking homework. Step 2 Presentation I. 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. P

28、oint to the parts of the e-mail message. Check the answers. II.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. Get students to talk about the circled wo

29、rds in Activity 3a. Use the words can't, must, could or might as in the sample. circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Get students to work with a partner. As they work in pairs, move around the classroom helping students with

30、pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard. drop v. symphony n. opotometrist n. appointment n. algebra n.

31、 crucial adj. count v. because of Practice the pronunciation of these words and explain the meaning of each word. Step3 Consolidation and extension Part 4 This activity provides oral practice using the target language. Call students' attention to the picture. Get students to name each item

32、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. Focus attention on the chart with the headlines Can't, Could/might and Must at the top. Point out the sample answer. R

33、ead 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. Step4 Summa

34、ry Look and say. Read the parts carefully and Number them in order. Circle the new words. Read the conversation in pairs. Make new conversations. . Read the words. Look and read the

35、conversation. Work in pairs and fill the chart. 復(fù)習(xí)。 注重學(xué)生的觀察和表達(dá)能力。 掌握句型結(jié)構(gòu)，用所學(xué)知識(shí)解決實(shí)際問(wèn)題。 通過(guò)此環(huán)節(jié)，既培養(yǎng)了學(xué)生口語(yǔ)，也讓學(xué)生慢慢掌握如何解決閱讀過(guò)程中的生詞問(wèn)題。 通過(guò)此活動(dòng)，讓學(xué)生對(duì)本

36、課內(nèi)容進(jìn)一步掌握。 板 書(shū) 設(shè) 計(jì) 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: A: What d

37、o you think “anxious” mean? B: Well, it can't mean “happy”. 教 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 5 It must belong to Carla. 4/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary chase, creature 2. Target Language Why do you thi

38、nk the man is running? He could be running for exercise. No, he's wearing a suit. He might be running to catch a bus. 過(guò)程 方法 According to designing some tasks to train students' listening skill and writing skill. 情感 態(tài)度 The UFO and alien are both unreal. As students, we must work hard to explo

39、re the universe in the future. 教學(xué)重點(diǎn) 1．Listening practice 2．Writing practice 教學(xué)難點(diǎn) 1．Write two or three sentences to finish the story. 2．Listen and complete the sentences. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision 1．Invite a student to read the thank-you message Linda wrote to Anna to the class.

40、 2．Get different pairs of students to read the conversations in Activities 3b and 4. Step 2 Presentation I. 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 diff

41、erent students to explain the meaning of each word in their own words. Get students to look at the three pictures carefully. 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

42、 as needed. Check the answers on the blackboard. II.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. Play the recording the first time. Play the record

43、ing again. Check the answers. 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. III.2b This activity gives students practice listening and writing the target language.. Explain

44、 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. The man says … 1．He could be running for exercise.

45、2．It could be a helicopter. 3．It must be an Alien. 4．She could be from the TV news. The woman says … He might be late for work. It must be a UFO. I must be dreaming. They must be making a movie. Step3 Consolidation and extension 2c This activity provides oral practice using the target lan

46、guage. Point out the sample conversation in the box. Invite a pair of students to read it to the class. 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

47、the class. Step4 Summary Read the message and the conversations. Repeat the words in the box Look at the pictures and write a sentence about each picture. Only listen. Listen and number the pictures. Write two or three sentences to finish

48、the story. Listen and complete the sentences. Start by reading the conversation in the box with their partner. Then role play conversations using information in Activity 2b. 對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行復(fù)習(xí)。 訓(xùn)練

49、學(xué)生的寫(xiě)作能力。 聽(tīng)寫(xiě)結(jié)合，對(duì)聽(tīng)力的要求更高一層。 把所學(xué)知識(shí)口語(yǔ)化，時(shí)學(xué)生的記憶更加深刻，使用更加便捷。 板 書(shū) 設(shè) 計(jì) Unit 5 It must belong to Carla. Section B The Fourth Period 1．Answers to Activity 1: a. The UFO

50、 is landing. b. The alien is chasing the man. c. The man is running. 2．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 學(xué) 反 思 學(xué)科 English 課型 f

51、resh 年級(jí) 9 課題 Unit 5 It must belong to Carla. 5/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1.Key Vocabulary extremely, garbage, mystery, director, escape, 2. Target Language In my dream, I was swimming in an ocean of paper. Maybe it means you're afraid of too much hom

52、ework! 過(guò)程 方法 According to designing some tasks to train students' reading skill、writing skill and integrating skills. 情感 態(tài)度 教學(xué)重點(diǎn) 1．Reading practice 2．Writing practice 教學(xué)難點(diǎn) 1．Reading practice 2．Writing practice 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Collect pictures from students on t

53、he 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? S1: He must be a stud

54、ent. S2: He could be having a dream. S3: He might like reading books. S4: … Step 2 Presentation I.3a This activity provides reading practice using the target language. Show the key vocabulary words on page 38 on the screen by a projector. extremely adv. 極其；非常 worried adj. 煩惱的；焦慮的 neighbor

55、 n. 鄰居；鄰人 garbage n. 垃圾；廢料 mystery n. 神秘的事物；不可思議的事物；謎 director n. 決策者；董事；導(dǎo)演 escape v. 逃跑；逃走 ocean n. 大海；海洋 Read the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article to the class. And then poin

56、t to the picture and ask students. How is the person feeling? Help students to answer. Call students' attention to the article. Read it to the class. Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as

57、needed. Check the answers II.3b This activity provides reading and writing practice using the target language. Get students to discuss any words or sentences they don't know in Activity 3a with one another. Call students' attention to the three sets of notes. Ask different students to read them

58、to the class. Ask students to write another paragraph about Bell Town using these notes. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Write the sample version on the blackboard. III.3c This activity provides wri

59、ting practice using the target language. Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the a

60、rticle. Two or three minutes later, stop the activity. Ask students to finish the article about the strange events in Bell Tower. Use the ideas they discussed along with original ideas of their own to complete the article. As they are writing, move around the classroom offering help as needed. Ask

61、 some students to read their articles to the class. Step3 Consolidation and extension Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in i

62、t. Invite a pair of students to read the sample conversation in the box to the class. Ask students to think of a dream they had recently and tell their classmates about it. Let classmates guess what the dream might mean. Ask different pairs to tell the class about their dream and what they may mean

63、. Step4 Summary Look and answer the questions. Read the words after the teacher. Answer the questions. Read the article individually and underline what people think could be causing the strange things that a

64、re happening in Bell Tower. Read the article again and discuss any words or sentences they don't know in Activity 3a with one another. Write paragraph Have a discussion. Do 3c Look 、think and read. Work with

65、a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. 對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行復(fù)習(xí)。 解決生詞，為學(xué)生更好理解文章做好準(zhǔn)備。

66、 培養(yǎng)學(xué)生集體合作精神，積極思考，敢于發(fā)問(wèn)。 仿寫(xiě)是訓(xùn)練寫(xiě)作的很好途徑。 此活動(dòng)可大大激發(fā)學(xué)生興趣，對(duì)教學(xué)的實(shí)施和知識(shí)的記憶有很大幫助。 板 書(shū) 設(shè) 計(jì) Unit 5 It must belong to Carla. Section B The Fifth Period A sample version to Activity 3b: These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, s