九年級(jí)英語(yǔ)教案

1、九年級(jí)英語(yǔ)下冊(cè)教案Unit 5It must belong to Carla.團(tuán)風(fēng)縣李四光中學(xué)付慧蓮. Learning objectives教學(xué)目標(biāo)Skill Focus1. Learn to make inferences with2. Talk about the words you donLanguage“ must ” ,“ might” ,“ could” t understand or something that worries you., and“ can t”Focus language功能句式1.Make inferences (P34- P35)Whose is thi

2、s?It must be2. Talk about the words you donWhat do you think mean?It might meant understand or something that worries you詞匯1. 重點(diǎn)詞匯picnic, possibly, drop, count, final, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone2. 認(rèn)讀詞匯belong,author,symphony,optometrist,a

3、lgebra,crucial,anxious,worried,Oxford, 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(yǔ)法must, might, could and can t for making inferencesStrategy Focus1.sequencing2.

4、deducingCulture Focus1.Different opinions about dreams.2.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(jì)了三部分的內(nèi)容：Section A該部分有 4 個(gè)模塊：第一模塊圍繞 Whose volleyball is this? 這一話題展開(kāi)思維（ 1a）、聽(tīng)力（ 1b）、口語(yǔ)（ 1c）訓(xùn)練；第二模塊圍繞上一模塊中的話題進(jìn)行

5、聽(tīng)力（ 2a-2b ）、口語(yǔ)訓(xùn)練（ 2c）；第三模塊繼續(xù)圍繞前兩個(gè)模塊中的“ making inferences ”展開(kāi)訓(xùn)練。訓(xùn)練形式為閱讀排序（ 3a）和兩人問(wèn)答（ 3b ）；第四模塊仍就上一話題展開(kāi)討論。Section B該部分有 4 個(gè)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(tīng)力（ 2a-2b ）和分角色口語(yǔ)訓(xùn)練（2c）的基礎(chǔ)上，繼續(xù)進(jìn)行“推測(cè)”訓(xùn)練; 第三模塊圍繞“ Strange events in Bell Tower neighborhood”這一話題展開(kāi)閱讀（3a ）和寫作（ 3b-3c ）訓(xùn)練；第四模塊以dream 為話題展開(kāi)小組活動(dòng)。Self C

6、heck該部分有 3 個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練；第二模塊就閱讀和討論。第三模塊要求找出不同類的詞。8 個(gè)諺語(yǔ)展開(kāi)2教材重組和課時(shí)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)Compr

7、ehensive review. Teaching procedures and ways教學(xué)過(guò)程與方式Period 1New function presentingLanguage goals語(yǔ)言目標(biāo)1.Words & expressions生詞和短語(yǔ)picnic, author, belong, belong to2. Key sentences 重點(diǎn)句子Whose volleyball is this? (P34)It must be Carla s. (P34)Ability goals能力目標(biāo)Enable the students to infer the owners of

8、 the things usingand“ can t ”.“ must” ,“ mightEmotion & 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(shí)目標(biāo)Enable the students to guess the owners of the unknown things using“ could” ,

9、 and“ can t ”.“ must” ,Teaching important points教學(xué)重點(diǎn)Learn to make inferences using“ must” ,“ might” ,“ could”and“ can t”.Teaching Procedures and ways教學(xué)過(guò)程與方式Step IRevision and Lead-in1.Ask the students to do a game guessing the owners of things.T: In the last unit,we havelearntwhatwe should doif we a

10、re in an imaginarysituation. If we had problems, we would ask for advice or help. Now, imagine, if you havefound something and don t know who the owner is, what would you do?Ss: We would try to guess who the owner is, then give it to him/her.T: Now, boys and girls, close your eyes.2.Collect some boo

11、ks from the students and put them together, asking the students to guess whose books they are.T: OK, open your eyes, please. 3.Hold up one of the books.T: Whose book is this?S1: Bill? sT: It might be Bill s. Let s ask him. Bill, is this your book?S2: No, it s not mine.T: Well, it isn t Bill s. He sa

12、ys it s not his.S2: Is it Anna s?T: Let s ask her. Anna, is this your book?S3: No, it isn t.T: So it s not Anna s book. And it can t be Maria s. Because I didnwhose book is it?S1: Is it Lee s?T: Yes, it doesn t belong to Bill, Anna or Maria. So it must be Lee s.t takeStep IIBrainstorming (1a: P 34)T

13、: When we talk about things we are not sure of, we use the words could, might,can t and must. It could be Bill s. It might be Bill s. It can t be Maria s. 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 b

14、ooks and magazines.T: It isn t 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 clo

15、thing. The volleyball, 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 IIIListening and speaking (1b: P 34)1.Ask the students to read the instruction in 1b.T: Read the instructions and find out what you are asked to do

16、. S1: To match each person with a thing and a reason.T: As you listen, draw lines to connect the person in the first column with the thing inthe second column. Then draw another line to match the thing in the second column with the reason in the third column.2.Ask the students to listen to the recor

17、ding for the first time.T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.3.Point out the sample answer.T: The name Carla in the first column is connected to volleyball in the second columnbecause that thes thing they are talkin g about. A

18、nd the word volleyball in the second column connected with the sentence She loves volleyball. in the third column.4.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.5.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 inactivity 1b. First, you d betterxamplereadthein the box6.Ask the students to make dialogues