魯教版英語九年《Unit 2 It must belong to Carla》教案（3）

1、Unit2 It must belong to Carla.備課正文個(gè) 案 設(shè) 計(jì)Unit 2 It must belong to Carla. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students imagination and improve students ability to dedu

2、ce. Either less or more advanced students will be active in the activities in class. So its useful to improve students spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, stude

3、nts have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and cant.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students cant help meeting with some new wo

4、rds. In the third period, students are asked to practise using the target language by talking about the new words, Its helpful to arouse students learning interest and improve students listening and speaking skills.(4) The fourth period gives students further listening and oral practice using the ta

5、rget language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and cant.(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are

6、 designed to improve students reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using th

7、e words must, might, could and cant.(2) Ability ObjectsTo train students listening, speaking, reading and writing skills.To train students ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Well benefit a lot by learning

8、proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and cant.4. Teaching Difficult PointsTo train students listening, speaking, reading and writing skills.To enable students to grasp the usage of must

9、, might, could and cant.5. Studying WayTeach students how to make inferences using must, might, could and cant. Language FunctionMake inferences. Target LanguagWhose volleyball is this?It must be Carlas. She loves volleyball.It could be Teds. Structuremust, might, could and cant. Vocabularypicnic, c

10、hase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious. Learning Strategies 1. Sequencing 2. Deducing. Teaching Time Six periodsThe First

11、Period. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularybelong, 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) Train students communicative comp

12、etence 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 practice using the target language

13、.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 of the workbook.Step 1aThis activi

14、ty 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 the 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 word

15、s 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 picnic 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

16、 students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things 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

17、 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 checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyb

18、all platejacket CD cupsT-shirt toy car magazine bookStep lbThis activity gives students practice in understanding the target langugage in spoken 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 hea

19、r 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 line 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

20、to volleyball in the second column because thats the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time。Students only listen. Play the recording again. This time students lis

21、ten 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.MarybookWanda Wilbur is her favourite author.CarlavolleyballShe loves volleyball.Deng WenmagazineHe loves cats.GraceCDShe always listens to classical music

22、.Step 1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the 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 ano

23、ther 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 conversation 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:

24、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 students 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

25、.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step SummarySay, In this class, weve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listeni

26、ng 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 understanding of the target language.Step Blackboard DesignUnit 5 It must belong to Carla.Section AThe First Period1. Key v

27、ocabulary: belong v. belong to plate n. author n. toy n. picnic n.2. Target language: Whose book is this? It must be Marys. WandaWilbur is her favourite author.The Second Period. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary band, hair band(2)Target Language Whose notebook is this?

28、 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 listening skill.

29、(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 inferences us

30、ing 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 2aThis activity

31、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 and write down the things in the backpack. Point

32、 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 2bThis activity provides listening and writing practice using the tar

33、get 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 please fill in the blanks in these sentences using th

34、e words must, might, could or cant. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.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

35、show that you think something is probably true.Use "might" or "could" to show that you think something 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.

36、 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 Leis. He likes reading English magazines very much.Step 2cThis activity provides writing practice using vocabulary introduced in the unit.Read the i

37、nstructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words 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 thei

38、r own. As students work, move around the classroom answering any questions they may have and offering help as needed. Check the answers.Step Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.SA: Whose notebook is this?SB: It must be N

39、ings. 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 Johns. Its much too small for him.Invite a student to underline the words must, coul

40、d, 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 answers 100 percent, write it next to the word must on the blackboard.Repeat the

41、 process with the words might, could and cant.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this?S1:It could be Li Leis.T: Li Lei, is this your pen?

42、L: No, it isnt.T: It cant be Li Leis. He says its not his.S2:It might be Wu Juns.T: Wu Jun, is this your pen?W: Yes, it is.T: He says its his. The pen must be Wu Juns.(Holding up a notebook)Whose notebook is this?S3: It must be Li Nas. I gave it to her as a birthday present.Repeat the process with t

43、he other items.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 and cant.Step Blackboar

44、d DesignUnit 5 It must belong to Carla.Section AThe Second PeriodTarget language: A: Whose notebook is this? B: It must be Nings. It has her name on it. A: Whose French book is this? B: It could be Alis She studies French. must 100% could 20%80% might 20%80% cant 0%A: Whose guitar is this? B: It mig

45、ht belong to Alice. She plays the guitar.A: Whose T-shirt is this?B: It cant be Johns. Its much too small for him.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionar

46、y, Oxford University(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

47、 present for his mother.2. Ability Objects (1) Train 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

48、 the target language. Teaching Difficult Points1. Key vocabulary2. Target language. Teaching Methods1. Practice method2. Pairwork 3. 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 ex

49、change their exercises books and help correct any errors with 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 3aThis activity provides reading practice using the target language

50、.Call students attention to the picture.Ask students to tell whats happening in the picture.T: Whats the girl doing?Ss: 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 a

51、re 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 some words you dont know.Dont worry too much about them. Just circle them. Well talk about what they mean la

52、ter.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message 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, sympho

53、ny hall, algebra, optometrist appointment, crucial, count, dropStep 3bThis 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.SA: What do you think "anxious" mean?S

54、B: 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 blackboardSay, 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

55、 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 time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking

56、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 and explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit

57、 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 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 stu