九年級英語It must belong to Carla 1

1、Unit 5 It must belong to Carla. Learning objectives 教學(xué)目標(biāo)Skill FocusLearn to make inferences with “must”, “might”, “could”, and “cant”.Talk about the words you dont understand or something that worries you.LanguageFocus功能句式Make inferences (P34- P35)Whoseis this?It must beTalk about the words you dont

2、 understand or something that worries youWhat do you think mean?It might mean 詞匯1. 重點詞匯picnic, possibly, drop, count, final, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone2認讀詞匯belong, author, symphony, optometrist, algebra, crucial, anxious, worried, Oxford

3、, chase, creature, unhappy, extremely, footstep, garbage, mystery, monkey, escape, bark, ant, dishonest, pretend, attempt, Hemingway, Fred, Mark Twain3詞組belong to, hair band, use up語法must, might, could and cant for making inferences StrategyFocus1. sequencing 2. deducing Culture FocusDifferent opini

4、ons about dreams.Different proverbs show different cultures. .Teaching materials analyzing and rearranging 教材分析和重組1教材分析本單元以It must belong to Carla為話題，共設(shè)計了三部分的內(nèi)容：Section A該部分有4個模塊：第一模塊圍繞Whose volleyball is this? 這一話題展開思維（1a）、聽力（1b）、口語（1c）訓(xùn)練；第二模塊圍繞上一模塊中的話題進行聽力（2a-2b）、口語訓(xùn)練（2c）；第三模塊繼續(xù)圍繞前兩個模塊中的“making in

5、ferences”展開訓(xùn)練。訓(xùn)練形式為閱讀排序（3a）和兩人問答（3b）；第四模塊仍就上一話題展開討論。Section B該部分有4個模塊：第一模塊要求根據(jù)圖畫和所提供的單詞寫出合理的句子；第二模塊在聽力（2a-2b）和分角色口語訓(xùn)練（2c）的基礎(chǔ)上，繼續(xù)進行“推測”訓(xùn)練; 第三模塊圍繞“Strange events in Bell Tower neighborhood”這一話題展開閱讀（3a）和寫作（3b-3c）訓(xùn)練；第四模塊以dream為話題展開小組活動。Self Check該部分有3個模塊：第一模塊以填空形式對所學(xué)詞匯進行訓(xùn)練；第二模塊就8個諺語展開閱讀和討論。第三模塊要求找出不同類的詞

6、。2教材重組和課時分配Period 1(Section A: 1a, 1b, 1c) New function presentingPeriod 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1, 2a, 2b, 2c， 3a, 3b, 3c, 4 ) Integrating skillsPeriod 4 (Self Check: 1, 2, 3 & Workbook) Comprehensive review. Teaching procedures and ways 教學(xué)過程與方式Period 1

7、 New function presentingLanguage goals 語言目標(biāo)1. Words & expressions 生詞和短語picnic, author, belong, belong to 2. Key sentences 重點句子Whose volleyball is this? (P34) It must be Carlas. (P34) Ability goals 能力目標(biāo)Enable the students to infer the owners of the things using “must”, “might”, “could”, and “cant

8、”.Emotion & attitude goals 情感和態(tài)度目標(biāo)Learn to infer the owners of the things purposefully.Strategy goals 策略目標(biāo)Listen and match each person with a thing.Culture awareness goals 文化意識目標(biāo)Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “cant”.Teaching impo

9、rtant points教學(xué)重點Learn to make inferences using “must”, “might”, “could” and “cant”.Teaching Procedures and ways 教學(xué)過程與方式Step I Revision and Lead-inAsk the students to do a game guessing the owners of things. T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If

10、 we had problems, we would ask for advice or help. Now, imagine, if you have found something and dont know who the owner is, what would you doSs: We would try to guess who the owner is, then give it to him/her. T: Now, boys and girls, close your eyes. Collect some books from the students and put the

11、m together, asking the students to guess whose books they are.T: OK, open your eyes, please. Hold up one of the books.T: Whose book is this?S1: Bills ?T: It might be Bills. Lets ask him. Bill, is this your book?S2: No, its not mine.T: Well, it isnt Bills. He says its not his.S2: Is it Annas?T: Lets

12、ask her. Anna, is this your book?S3: No, it isnt.T: So its not Annas book. And it cant be Marias. Because I didnt take hers. Then whose book is it?S1: Is it Lees?T: Yes, it doesnt belong to Bill, Anna or Maria. So it must be Lees.Step II Brainstorming (1a: P 34) T: When we talk about things we are n

13、ot sure of, we use the words could, might, cant and must. It could be Bills. It might be Bills. It cant be Marias. It must be Lees. Now, look at 1a on Page 34. What can you see in the picture? S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazine

14、s. T: It isnt hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Then ask the students to read their answers. S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volle

15、yball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.Step III Listening and speaking (1b: P 34)Ask the students to read the instruction in 1b. T: Read the instructions and find out what you are asked to do.S1: To match ea

16、ch person with a thing and a reason.T: As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to match the thing in the second column with the reason in the third column.Ask the students to listen to the recording for the first

17、 time.T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.Point out the sample answer.T: The name Carla in the first column is connected to volleyball in the second column because thats the thing they are talking about. And the word volleyba

18、ll in the second column connected with the sentence She loves volleyball. in the third column.Ask the students to listen to the recording again. T: Now listen to the conversation again. This time connect the items in the three columns.Play the recording again.T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, youd better read the example in the box Ask the students to make dialogues after