初三英語(yǔ)Unit5教案3

1、PAGE PAGE 3科目英語(yǔ)年級(jí)初三班級(jí)時(shí)間課題 Unit 5 It must belong to Carla Period 3教學(xué)目標(biāo)1. Knowledge Objects(1) Key Vocabulary (2) Target Language2. Ability Objects (1) Train students reading skill. (2) Train students communicative competence using the target language.3.Moral Object When you are in trouble, send an e-

2、mail message to your friends to ask for help.教材分析1. Teaching Key PointsReading practiceOral practice using the target language2. Teaching Difficult Points Key vocabulary Target language實(shí)施教學(xué)過(guò)程設(shè)計(jì)Step I RevisionRevise the usage of the words must, might, could and cant by checking homework.Ask students

3、to exchange 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 lan

4、guage.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 pa

5、rts 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 some words you dont know.Dont worry too much about them. Just circle them. Well talk about what they me

6、an later.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, s

7、ymphony 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?SB: Well

8、, it cant mean happy.SA: It might mean worried.SB: Oh, yes. She is worried because of her test.Write the conversation on the 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

9、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 about on the blackboard.drop v

10、. 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 in Activity 3b as well as other new words in this unit with the letters in scrambled

11、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

12、 target language.Call students attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary 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 own

13、er 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 board. 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 ins

14、tructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students 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 practice using the t