九年级英语新目标Unit5ItmustbelongtoCarla教案

1、Unit 5 It must belong to Carla 教案Period1. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary belong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Marys. Wanda Wilbur is her favourite author.2. Ability Objects (1) Train students listening skill. (2

2、) Train students communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Teaching Key Points1. Key vocabulary2. Target language.Teaching Difficult Points1. Listen for the target language2. Oral

3、 practice using the target language.Teaching Methods1. Scene teaching method2. Listening method3. Pairwork.Teaching Aids1. Blackboard drawings2. A tape recorder3. A projector.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 1214

4、 of the workbook.Step 1aWrite the key vocabulary words on the blackboard.belong v. belong to plate n. author n. toy n. picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Belong means to be owned by somebody.An author is a writer

5、of a book or a play.A picnic is a meal eaten out of doors.Step lbCall students attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Play the recording the first time.Students only listen. Play the recording again. This time students listen an

6、d match each person with a thing and a reason.Check the answers.教学后记：Its helpful to arouse students learning interest and improve students listening and speaking skills.Period 2Step 1cPoint to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.Step Summ

7、arySay, In this class, weve 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

8、understanding of the target language.Step Blackboard DesignUnit 5 It must belong to Carla.Section AThe First Period1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n.2. Target language: Whose book is this? It must be Marys. Wanda Wilbur is her favourite author.教学后记：The first p

9、eriod mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.Period3. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary： band, hair band(2)Target Language Whose noteboo

10、k is this? It must be Nings. It has her name on it. Whose French book is this? It could be Alis. She studies French. Whose guitar is this? It might belong to Alice. She plays the guitar. Whose T-shirt is this? It cant be Johns. Its much too small for him.2. Ability Objects (1) Train students listeni

11、ng skill. (2) Train students writing skill. (3) Train students ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly. Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language. Teaching Difficult PointMake inf

12、erences using the target language. Teaching Methods1. Practice method2. A game. Teaching Aids1. A tape recorder2. Real objects. Teaching ProceduresStep I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step 2aUsin

13、g 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.Step 2bPlay the reco

14、rding. Students listen and fill in the blanks.Check the answers.Step 2cRead the instructions to the class. Point to the list of sentences that contain a blank. Step Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.Repeat the process

15、with the words might, could and cant.Step SummarySay, In this class, weve clone some listening and writing practice using the target language. And weve learned how to make inferences using the words must, might, could and cant.Step HomeworkMake two sentences each using the words must, could, might a

16、nd cant.教学后记：In the second period, students learn the exact meanings of the words must, might, could and cant. Period4I. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford Un

17、iversity(2) Target Language What do you think anxious means? Well, it cant mean happy. It might mean worried. Oh, yes, she is worried because of her test. Here are some earrings. The owner cant be a boy. Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects (1) T

18、rain students reading skill. (2) Train students communicative competence using the target language. Moral Object When you are in trouble, send an e-mail message to your friends to ask for help. Teaching Key Points1.Reading practice2.Oral practice using the target language. Teaching Difficult Points1

19、. Key vocabulary2. Target language. Teaching Methods1. Practice method2. Pairwork. Teaching AidThe blackboard. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and cant by checking homework.Ask students to exchange their exercises books and help correct any errors w

20、ith 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 3aCall students attention to the picture.Ask students to tell whats happening in the picture.Point to the parts of the e-mail

21、 message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with so

22、me words you dont know.Dont worry too much about them. Just circle them. Well talk about what they mean later.Step 3bRead the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.Have students write the new words inStep Part 4This activity provides oral practice using the tar