1、 本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网新目标英语九年级 Unit 5 It must belong to Carla 教学设计一知识体系分析新目标英语教材的语言教育理念是：知识用于行动，强调语言应用，培养创新，实践能力，发展学习策略。它采用任务型语言教学模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。在这个单元，学生要学会进行合理的推论，这样的主题对活跃学生的想像力和提高学生的推测能力很有帮助。对于一些
2、掌握快的学生会在课上就活跃地参与到活动当中。通过各部分的学习，要求学会如何进行推测，并了解、学会基本句型的使用。教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。二教学目标1. 知识与技能本单元通过学习情态动词，学会正确运用 must, might, could 和 cant 对事物进行推断，并注意体会这些词表示判断时的程度，尽量做到用词准确。拓展了 belong to, much too, too much, count 等词的使用，并提供了一些实用的英语谚语，要对本单元中的生词做到
3、会读、会写、会用。学会根据一定的背景或前提进行续写。2. 学习策略有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。归纳总结情态动词 must , might, could 和 cant 表示推断的用法，比较它们的用法区别，在选择它们进行运用时，要多角度，全方位地思考，根据句子语境，明确句子的含义，选择正确的情态动词。并让学习学会查字典。3. 情感态度与价值观在日常生活中我们用善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。 同时要学会对某一事物民表自己的看法并申明理由，进而锻炼自己的演讲口才与交往能力，还要注意环保，野餐后要记得带走
4、垃圾，保持环境的干净整洁，注意邻里的友好相处等等。三教学重点学会重点词汇和目标语言，学会用 must, might, could, cant 进行推论。四教学难点训练学生的听、说、读、写的能力，让学生掌握 must, might, could 和 cant 的用法。五课时划分分为五课时第一课时：Section A 1a, 1b, 1c, 2a, 2b, 2c，Grammar Focus第二课时：Section A 3a, 3b, 4第三课时：Section B 1, 2a, 2b, 2c第四课时：Section B 3a, 3b, 3c第五课时：Section B 4, SelfcheckTe
5、aching Procedures and ways 教学过程与方式Period 1Section A 1a, 1b, 1c, 2a, 2b, 2c，Grammar FocusLanguage goals 1. Words & expressions 本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网picnic, author, belong, belong to, band, hair band2. Key sentences Whose volleyball is this?It must be Carlas.
6、 Whose notebook is this?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.Ability goals Enable the students to i
7、nfer the owners of the things using “must”, “might”, “could”, and “cant”.Emotion & attitude goals Learn to infer 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
8、“must”, “might”, “could”, and “cant”.Teaching important pointsLearn to make inferences using “must”, “might”, “could” 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 vocabula
9、ry.Write the key vocabulary words on the blackboard.belong v. belong to plate n. author n. toy n. picnic n.本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different st
10、udents 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 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.F
11、ocus 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 things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and writ
12、e 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 checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing
13、Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep lbThis activity gives students practice in understanding the target language in spoken conversation.Call students attention to the chart. Set a time limit of two minutes. Students read the persons, the things a
14、nd 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 line to connect the thing in the second line with the reason in the third column.本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源
15、门户网站。 版权所有21 世纪教育网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 the sentence she loves volleyball in the third column.Play the
16、 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.MarybookWanda Wilbur is her favourite author.Carlavolleybal
17、lShe 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 conversation in the speech bubbles.SA: Whose volleyball is th
18、is?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 conversation on the blackboard.Point out the chart in Activity 1b.
19、 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 students to practice in pairs. As they work, move around the cla
20、ssroom listening in on various pairs and offering help with language and pronunciation as needed.本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their
21、 conversations 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. List
22、en 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.Answers1. T-shirt2. hair band3. tennis ballsStep VI 2bThis activity pro
23、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
24、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
25、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.本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网Use “must“ to show that you think someth
26、ing 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. Encourage students to make their own sentences using th
27、ese 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 VII 2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class. Point to the list of sente
28、nces 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 their own. As students work, move around the classroom a
29、nswering any questions they may have and offering help as needed.Check the answers.AnswersThe 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 Yi
30、ngs. Shesthe only one whos studying French.I cant find my backpack. 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 s
31、tudents to say the questions and answers in pairs. At the same time, write them on the blackboard.SA: Whose notebook is this?本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网SB: It must be Nings. It has her name on it.SA: Whose French book is this?SB: It could be Alis. She studies Fre
32、nch.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, could, might and cant and then write them in a list on the blackboard.Ask students, what does it me
33、an 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 process with the words might, could and cant.Step SummarySay, In this class, weve learned the
34、key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.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 Hom
35、ework(1) Say the conversations in Activity 1c to get a further understanding of the target language(2).Make two sentences each using the words must, could, might and cant.Period 2Section A 3a-4I. Language goals Words & expressions drop, symphony, optometrist, appointment, algebra, crucial, count, be
36、cause of, Chinese-English dictionary, Oxford University本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网band, hair bandKey sentences 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.
37、 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 competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for
38、help. Teaching Key Points1.Reading practice2.Oral practice using the target language. Teaching Difficult Points1. Key vocabulary2. Target language. Teaching Methods1. Practice method2. Pairwork3. A game. Teaching AidThe blackboard. Teaching ProceduresStep I RevisionRevise the usage of the words must
39、, might, could and cant by checking homework.本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网Ask students 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
40、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: She is using the computer to write e-mail.Point to th
41、e 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 carefully. Number them in order. When you are doing this,
42、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 message is Im really anxious, because I cant find my ba
43、ckpack.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 target language.Read the instructions to the class. Poin
44、t to the sample conversation. Invite a pair of students to say it to the class.SA: What do you think “anxious“ mean?本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网SB: Well, it cant mean “happy“.SA: It might mean “worried“.SB: Oh, yes. She is worried because of her test.Write the con
45、versation 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 work in pairs, move around the classroom helping students with pronunciation and answering any questions the
46、y 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.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation
47、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 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. As
48、k 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 students attention to the picture.本资料来自于资源最齐全的世纪教育网 21 世纪教育网 - 中国最大型、最专业的中小学教育资源门户网站。 版权所有21 世纪教育网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:
