G 9 Unit 5 it must belong to Carla.單元設(shè)計

1、 本資料來自于資源最齊全的世紀(jì)教育網(wǎng)新目標(biāo)英語九年級Unit 5 It must belong to Carla 教學(xué)設(shè)計一知識體系分析新目標(biāo)英語教材的語言教育理念是：知識用于行動，強調(diào)語言應(yīng)用，培養(yǎng)創(chuàng)新，實踐能力，發(fā)展學(xué)習(xí)策略。它采用任務(wù)型語言教學(xué)模式。教材中每單元都設(shè)計一個或幾個與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)的過程中，使用英語獲取信息，用英語進(jìn)行交流，培養(yǎng)運用英語解決實際問題的能力。在這個單元，學(xué)生要學(xué)會進(jìn)行合理的推論，這樣的主題對活躍學(xué)生的想像力和提高學(xué)生的推測能力很有幫助。對于一些掌握快的學(xué)生會在課上就活躍地參與到活動當(dāng)中。通過各部分的學(xué)習(xí)，要求學(xué)會如何進(jìn)行推測，并了解、學(xué)會

2、基本句型的使用。教材內(nèi)容從基本語言知識到語言綜合知識的應(yīng)用，層層遞進(jìn)，以一種循序漸進(jìn)的生活化的學(xué)習(xí)程序，引導(dǎo)學(xué)生在活動中有目的的學(xué)習(xí)語言，這樣對提高學(xué)生口語和交流能力很有幫助。二教學(xué)目標(biāo)1. 知識與技能本單元通過學(xué)習(xí)情態(tài)動詞，學(xué)會正確運用must, might, could 和cant 對事物進(jìn)行推斷，并注意體會這些詞表示判斷時的程度，盡量做到用詞準(zhǔn)確。拓展了belong to, much too, too much, count等詞的使用，并提供了一些實用的英語諺語，要對本單元中的生詞做到會讀、會寫、會用。學(xué)會根據(jù)一定的背景或前提進(jìn)行續(xù)寫。2. 學(xué)習(xí)策略有目的的讓學(xué)生預(yù)習(xí)，在完成任務(wù)的活動中

3、主動的學(xué)習(xí)語言，養(yǎng)成繼續(xù)學(xué)習(xí)英語和學(xué)好英語的良好習(xí)慣。歸納總結(jié)情態(tài)動詞 must , might, could 和 cant 表示推斷的用法，比較它們的用法區(qū)別，在選擇它們進(jìn)行運用時，要多角度，全方位地思考，根據(jù)句子語境，明確句子的含義，選擇正確的情態(tài)動詞。并讓學(xué)習(xí)學(xué)會查字典。3. 情感態(tài)度與價值觀在日常生活中我們用善于動腦觀察，比較事物的特點與區(qū)別，逐漸培養(yǎng)自己的推理、判斷能力。 同時要學(xué)會對某一事物民表自己的看法并申明理由，進(jìn)而鍛煉自己的演講口才與交往能力，還要注意環(huán)保，野餐后要記得帶走垃圾，保持環(huán)境的干凈整潔，注意鄰里的友好相處等等。三教學(xué)重點學(xué)會重點詞匯和目標(biāo)語言，學(xué)會用must, m

4、ight, could, cant 進(jìn)行推論。四教學(xué)難點訓(xùn)練學(xué)生的聽、說、讀、寫的能力，讓學(xué)生掌握must, might, could 和cant的用法。五課時劃分分為五課時第一課時：Section A 1a, 1b, 1c, 2a, 2b, 2c，Grammar Focus第二課時：Section A 3a, 3b, 4第三課時：Section B 1, 2a, 2b, 2c第四課時：Section B 3a, 3b, 3c第五課時：Section B 4, SelfcheckTeaching Procedures and ways 教學(xué)過程與方式Period 1Section A 1a,

5、1b, 1c, 2a, 2b, 2c，Grammar FocusLanguage goals 1. Words & expressions picnic, author, belong, belong to, band, hair band2. Key sentences Whose volleyball is this? It must be Carlas. Whose notebook is this? It must be Nings. It has her name on it. Whose French book is this? It could be Alis. She stud

6、ies 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.Ability goals Enable the students to infer the owners of the things using “must”, “might”, “could”, and “cant”.Emotion & attitude goals Learn to infer

7、 the owners of the things purposefully.Strategy goals Listen and match each person with a thing.Culture awareness goals Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “cant”.Teaching important pointsLearn to make inferences using “must”, “might”, “c

8、ould” and “cant”.Step I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 1214 of the workbook.Step 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v. belong to plate n. author n. toy n. picnic n.Say t

9、he words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A pic

10、nic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen thing

11、s at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room check

12、ing their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep lbThis activity gives students practice in understanding the target language in spoken

13、 conversation.Call students attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another lin

14、e to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because thats the thing they are talking about. And the word volleyball in the second column connects with th

15、e sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.AnswersJanes little brothertoy carHe was the only little kid at the picnic

16、.MarybookWanda Wilbur is her favourite author.CarlavolleyballShe loves volleyball.Deng WenmagazineHe loves cats.GraceCDShe always listens to classical music. Step 1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the

17、conversation in the speech bubbles.SA: Whose volleyball is this?SB: It must be Carlas. She loves volleyball.Point out the conversation in the box. Invite another pair of students to say it to the class.SA : Whose book is this?SB: It must be Marys. Wanda Wilbur is her favourite author.Write the conve

18、rsation on the blackboard.Point out the chart in Activity 1b. Say.Now 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 who each thing might belong to and give a reason. Get stu

19、dents to practice 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 co

20、nversations to the class.Step V.2aThis 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 each number.Say. Bob and Anna found a backpack in front of their school. Listen

21、and write down the things in the backpack. Point out the sample answer.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.Answers 1. T-shirt 2. hair band 3. tennis ballsStep VI 2bThis activity pro

22、vides 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. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time ple

23、ase fill in the blanks in these sentences using the words must, might, could or cant. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1. The person must go to our school.2. The person cant be a boy.3. It could be Meis hair band.4. The h

24、air band might belong to Linda.5. It must be Lindas backpack.Point to the box that contains the explanations of how to use the words must,might, could and cant. Read the explanations to the class.Use must to show that you think something is probably true.Use might or could to show that you think som

25、ething is possibly true.Use cant to show that you are almost sure something is not true. And then have different students explain 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 Engl

26、ish magazine must be Li Leis. He likes reading English magazines very much.Step VII 2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words

27、 from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Mings. It was on her desk).Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check t

28、he answers.Answers The notebook must/might be Mings. It was on her desk. The homework cant be Carlas. She wasnt at school today. The soccer ball might be Johns or Tonys. They both play soccer, dont they? The French book must be Li Yings. Shes the only one whos studying French. I cant find my backpac

29、k. It might/must be still at school. The photo must be Lus. Those are his parents. The red bicycle cant be Hus. She has a blue bicycle. The ticket might be my aunts or uncles. They are both going to the concert.Step VIII Grammar FocusAsk students to say the questions and answers in pairs. At the sam

30、e time, write them on the blackboard.SA: Whose notebook is this?SB: It must be Nings. It has her name on it.SA: Whose French book is this?SB: It could be Alis. She studies French.SA: Whose guitar is this?SB: It might belong to Alice. She plays the guitar.SA: Whose T-shirt is this?SB: It cant be John

31、s. Its much too small for him.Invite a student to underline the words must, could, might and cant and then write them in a list on the blackboard.Ask 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

32、answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and cant.Step SummarySay, 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 lang

33、uage.And weve done some listening and writing practice using the target language. Also weve learned how to make inferences using the words must, might, could and cant.Step Homework (1) Say the conversations in Activity 1c to get a further understanding of the target language (2).Make two sentences e

34、ach using the words must, could, might and cant.Period 2Section A 3a-4I. Language goals Words & expressions drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University band, hair bandKey sentences What do you think anxious means? Well,

35、 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.Ability goals (1) Train students reading skill. (2) Train students communicative competenc

36、e 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. Key vocabulary2. Target language. Teaching Methods1. Practice method2

37、. Pairwork3. A game. 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 with each other, As they are doing this, move around the classr

38、oom offering language support as needed. Then invite different students to say their sentences to the class.Step 3aThis activity provides reading practice using the target language.Call students attention to the picture.Ask students to tell whats happening in the picture.T: Whats the girl doing?Ss:

39、She is using the computer to write e-mail.Point to the parts of the e-mail 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 caref

40、ully. Number them in order. When you are doing this, you will meet with some words you dont know.Dont worry too much about them. Just circle them. Well talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail me

41、ssage is Im really anxious, because I cant find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep 3bThis activity provides oral practice using the tar

42、get language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.SA: What do you think anxious mean?SB: Well, it cant mean happy.SA: It might mean worried.SB: Oh, yes. She is worried because of her test.Write the conversation on the

43、blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words cant, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some

44、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.crucial adj.count v.because ofPractice the pronunciation of these words an

45、d explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student

46、 to write the meaning of the word in the second space. For example:xosainu anxious worriedcuilarc crucialaegarbl Step Part 4This activity provides oral practice using the target language.Call students attention to the picture.Get students to name each item in it.Write the new words Chinese-English d

47、ictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.SA: Here are some earrings. The owner cant be a boy.SB: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black b

48、oard. Explain the meaning of each sentence.Focus attention on the chart with the headlines Cant, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping s

49、tudents with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step SummarySay, In this class, weve learned some vocabulary words, such as drop, symphony.And weve done much oral practi

50、ce using the target language.Step Homework 1. Read the letter in Activity 3a again for further understanding of the vocabulary words. 2. Read the conversations in Activities 3b and 4 again for further understanding of the target language. 3. Finish off the exercises on pages 1516 of the workbook. Pe

51、riod 3Section B 1, 2a, 2b, 2cGoals1. To learn Must, might, could and cant for making inferences 2. To use Must, might, could and cant for making inferences in listening, speaking, Procedures1 Looking and writingHello, class. Have you ever seen any UFOs or aliens? What are they? How do they look? Now

52、 turn to page 37, look at the pictures and write a sentence about each picture. Use Must, might, could and cant for making inferences. The UFO is land. It is coming down from the sky!The terrible, ugly, frightening alien is chasing the two people. The frightened man is looking back at the alien.A wo

53、man with camera is shooting films. They must be making a movie.2a Listening and numberingTo know more about the UFO and aliens you shall listen to a recording. While listening pay attention to the uses of Must, might, could and cant for making inferences and try to number the pictures on page 37. Ta

54、pescriptMan: Hey, look at the man running down the street. I wonder whats happening?Woman: He could be running for exerciseMan: But hes wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! Whats that?Man: Where?Woman: Theres something in the sky.Man: It c

55、ould be a helicopter.Woman: No, it cant be a helicopter. Its too big. It must be a UFO.Man: A UFO? Whats going on?Woman: Look, now the UFO is landingMan: And theres 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 ca

56、ll the police. (pause) Hey, wait a minute. Whats that?Woman: Where?Man: Over there.Woman: Its a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. Theyre actors. Oh! They must be making a movie.2b Listening and completingYou are going to listen to the tape again and complete the sentences in the box on page 37. Use Must, might, could and cant for making inferences. They seeThe man saysThe woman says1. a man runningHe could be running for exercises.He might be late for work.2. so