Unit 5 It must belong to Carla. 第一课时Section A(3a—4)P36

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Unit 5 It must belong to Carla. 全单元 教案

Unit 5 It must belong to Carla. 全单元 教案

科目English 年级Grade 9 班级C2、4 教师田力课题Unit 5 It must belong to Carla The first period教学目标1. Learn the new words: belong, belong to, author, picnic, hair band, possibly2. Make inferences 推测和判断3. Learn and be able to use “must,could, might, andcan’t.”4. Master the usage of “must, could, might, and can’t.”教材分析Section A 1a,1b,1c, 2a,2b,2cLanguage Goal: Whose volleyball is this? It must be Carla’s. Difficulties: “must, could, might, can’t.”实施教学过程设计1. Greeting:Good morning, class. Whose turn is it today?2. Warm-upCollect some things from a few students and put them in a bag.T:Whose pencil is this?S1: Is it Anna’s?T: It could be Anna’s. It might be Anna’s. Let’s ask her.Anna, is this your pencil?S2: No, it’s not mine.T: It can’t be Anna’s. She says it’s not hers.S2: Is it Bill’s?T: Let’s ask him. Is this your pencil?S3: No, it isn’t.T: So it’s not Bill’s pencil. And it can’t be Maria’s pencil.She didn’t give me a pencil. So whose pencil is it?S1: Lee’s?T: It doesn’t belong to Anna or Bill or Maria. It must be Lee’s.·Say, When we talk about things we’re not sure of, we use the words could, might, can’t and must.Bb: It could be Anna’s. 20% ~ 80% It might be Anna’s. 20% ~ 80%It can’t be Maria’s pencil. 0%It must be Lee’s. 100%3. Section A 1a. This activity introduces key vocabulary▪ Point out the pictures and ask:Which items in the picture do you know? hat, T-shirt, cups, book, CD, jacket Which items are new to you? plate, volleyball, toy car, magazine,Ask students to repeat the words实施教学过程设计▪ Read the instructions. Clothing, Fun things, Kitchen things▪Ask students to begin filling in the answers on their own.▪Check the answersClothing: hat, jacket, T-shirtFun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups4. 1b. This activity give students practice in understanding the target language.▪ Read the instructions to students.Say, 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 thirdcolumn.▪ Play the recording. Check the answers Jane’s little brother---toy car---He was the only little kid at the picnic.Mary---book---Hemingway is her favorite author.Carla--- volleyball ---She loves volleyball.Deng Wen---magazine---He loves cats.Grace---CD---She always listens to classical music.5. 1c. This activity provides guided oral practice using the target language.▪Read the instructions. Tell students they will be working with a partner.▪Point out the example in the box. Ask two students to read it to the class.▪Ask some students to say their conversations to the class.6. 2a. This activity provides listening practice using the target language.▪ Read the instructions and point to the numbered list.▪ Play the recording▪ Check the answers. 1. T-shirt 2. hair band 3. tennis balls7. 2b This activity provides listening and writing practice.▪ Read the instructions ▪ Play the recording.▪Check the answers: 1.must 2.can’t 3. could 4. might 5. must▪Read the each explanation to the class.8. 2c Fill in the blanks with words from the unit.Tell your partner why you chose the words.▪ Check the answers.1. must/might2. can’t3. might4. must5. might/must 6 .must 7.can’t 8.might▪ Ask students to make their own sentences with the words.Grammar focusReview the grammar box. Ask students to say the statements and responses..Homework Copy grammar twice教学反思Postscript:科目 English 年级 Grade 9 班级 C 2、4 教师 田 力 课题 Unit 5 It must belong to Carla The second period教 学目 标1.Learn the new words: land (v.), alien, chase, sky,helicopter,strange, creature, catch,2. Be able to use “ could/might/must ” to makeinferences教材分析Section B: 1a,1b, 2a,2b,2cLanguage Goal: be late for work make a moviecatch a busDifficulties: Why do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch. a b us.实施教学过程设计1. Greeting:Good morning, class.Whose turn is it today?2. Revision.⑴Ask two students to read activity 3a⑵Ask some students to make guesses about the owner of the backpack.3. Presentation Section B1. This activity review earlier vocabulary and introduces some new words. ▪ Say: Look at the pictures and ask: What can you see?Read each word to the class.▪ Read the instructions. Ask students to write a sentence about each picture on their own.▪Do a quick check. Ask some students to write their sentences on the board.a. The UFO is landing.b. The alien is chasing the man.c. The man is running.4. 2a This activity gives students practice in understanding the target languagein spoken conversation.▪ Read the instructions. Say: You will hear a conversation about these pictures.Listen and number the pictures [1-3] in the boxes in the left corner.▪ Point out the sample answer and read it to the class.Say: This is the picture you will hear about first.▪ Play the recording.▪ Check the answers. [2, 3, 1]实施教学过程设计▪ Ask students to complete the story. Answers will vary.5.2b.This activity gives students listening and writing practice in the targetlanguage.▪ Read the instructions. Then point to the chart and read the sentence starters to the class, explaining anything that students don’t understand.Say: Listen to the recording again. Now complete each of the sentences.▪ Ask a student to read the sample answers at the top of the chart to the class.▪ Play the recording twice.▪ Correct the answers.▪ Look at P.130, play the recording again for the class to repeat.6. 2c This activity provides guided oral practice using the target language▪ Point to the example in the box.Ask two students to read the questions and answers to the class.▪ Read the instructions. Say: Each pair of students can make a conversationusing information from the pictures in activity 1.▪ Have students work in pairs. Move around the room checking the progress of the pairs and offering help as needed.▪ Ask some pairs to present their conversations to the class.7. Summary1.a. The UFO is landing. 2c. A: Why do you think the man is running?b. The alien is chasing the man. B: He could/might/must …c. the man is running. A: No, …2a. [2,3,1] Notes: be late for work/school/class/meetingmake/be a movie2b. catch a bus/train2. a helicopter, a UFO miss a bus3. an alien, dreaming4.from the TV news,making a movie教学反思Postscript:科目English 年级Grade 9 班级C2、4 教师田力课题Unit 5 It must belong to Carla. The third period教学目标1.Learn the new words: unhappy, extremely, interview,noise, interview, wind, neighbor, footstep, garbage, mystery, director, monkey, escape, bark, smell, finger, lift, stone, ant, dishonest, pretend, use up, attempt2.The students can use must, might, could and can’tcorrectly.3. Contents: From 3a to Self Check教材分析Section B 3a, 3b, 3c, 4,Self—checkLanguage Goal:It must be teenagers having fun.It might/could be the wind.Key points: The use of some phrases: escape…from…, in the neighborhood Difficulties: The translation of the proverbs.实施教学过程设计Step1. Greeting:Step2. RevisionTeacher: Xiao Li was late for school. Do you think why he is late?Student A: I think he must be ill.Student B: I think he might/could get up late.Step3. Presentation Learn 3aThis activity provides reading practice using the target language.1.Point to the picture and ask students how the person in the picture is feeling(confused, upset).2.Read the instructions to the class. Say, Underline the things in the articlethat might be making the strange noises.3.Ask students to note any words or sentences that they don’t understand.4.Answers: an animal, teenagers, the wind, a dog5.Listen to the tape and read after it.Step4. Learn 3bThis activity provides reading and writing practice using the target language.1.Read the instructions. Point to the three sets of notes and ask a different studentto read each one to the class. Ask questions to be sure that students understandwhat each set of notes is describing. Explain, demonstrate or draw on the boardany new vocabulary such as crying ,sounds, holes, and grass.2.Ask the students to write their paragraphs on their own.3.Ask some students to read what they wrote to the class.实施教学过程设计Step5. Pairwork Learn 3cThis activity provides writing practice using the target language.1.Read the instructions Then read the opening sentences of the article and anynew words, such as escaped.2.Ask students to make a list of ideas before they finish the article.3.Tell students they can use the article in activity 3a as a model.4.Correct as many of the articles as you can in class. Ask students to read theirarticles to the class.Step6. Groupwork InterviewThis activity provides oral and writing practice using target language.1.Read the instructions to the class.2.Give an example from your own experience.3.Ask a pair of students to model the sample dialogue. Correct anypronunciation errors to make sure the students are providing a good model forthe rest of the class.Step7. Self—Check1.This activity focuses on vocabulary introduced in the unit.a. First ask students to find out the meanings of each word.Then ask them to fill in the blanks with these words.b.Check the answers.c.Ask students to make their own sentences with the words, preferablysentences that are meaningful.2.This activity provides reading, writing, listening and speaking practice usingthe target language.1.Read the instructions to the class.2.Give your interpretation of the first proverb.3.Ask students to complete the work in pairs or small groups4.Ask a few students to explain what they think each one means.3. This activity focuses on the new vocabulary introduced in this unit.Step8. Homework:1.Write an article about a dream you had recently and read it to your classmatesabout it tomorrow. Ask them to guess what the dream might mean.2.Prepare for the test.3.教学反思科目English 年级Grade 9 班级C2、4 教师田力课题Unit 5 It must belong to Carla The fourth period教学目标Section B 3a,3b,3c 4, Self check 1. 21. Learn the new words: professional, make a living, against, charity, chance,all thetime, injured, sincerely, lawyer, tonight, mobile2. Talk about consequences3. Be able to use “If you do, you will be late.”4. Master If you go to the party, you’ll have a greattime.教材分析Language Goal: professional, make a living, against, charity, chance,all the time, injured, sincerely, lawyer, tonight, mobileDifficulties: If you become an athlete, you will be happy.实施教学过程1. Greeting:Good morning, class. Whose turn is it today?2. Revision.If you join the Lion, you’ll become a great soccer player.If you become a Lion, you’ll travel around the world.If you work really hard, you’ll be famous.If you become a professional soccer player, you’ll never go to college.If I don’t do this now, I’ll be never do it.3. 3a This activity provides reading practice using the target language ▪ Read the instructions.Point out the sample answers.设计“You can make a lot of money” is a reason to become a profe ssional athlete. “People will follow you everywhere” is a reason for not becoming a for professional athlete▪ Then read the story to the class.Who is a professional athlete?A person whose only job is playing sports.What does injured mean in the sen tence “Many professional athletes get injured”?▪ Call attention to the instructions again.Now read the story again.Write the reasons for becoming a professional athlete and the reasons for not becoming a professional athlete in the chart.▪ Check the answersThe following should go in the left column:doing something that you love; become famous;People all over the world will know you; help others;give money to schools and charities实施教学过程设计The following should go in the left column:very dangerous; People will watch you all the time and follow you everywhere;You won’t know who your real friends are.4. 3b This activity provides writing practice using the target language▪ Read the instructions.Ask students to look back at activities 2a and 2b to get ideas for the letter.The article in activity 3a also contains some ideas that can be used in the letter.▪ Ask students to completed letter on their own.Ask some students to read their completed letters to the class.5. 3c This activity provides further writing practice using the target language▪ Read the instructions.Ask two different students to read the two sets of sentences on the examples.Now write about your own plans. Try to tell the truth.You can write sentences like those in the examplesAsk several students to read their sentences to the class.6. 4 GroupworkThis activity provides reading and writing practice using the target language.▪ Read the instructions and then have a student read the example.Point out that each answer builds on the one that comes just before.Go to the movies relates to the homework and won’t finish my homework should relate to the next sentence.That sentence might be: If I don’t finish my homework, I won’t do well on my test.▪Ask the whole class to practice doing the exercise together.If I don’t finish my homework, I won’t do well on my test.If I don’t do well on the test, my parents will be mad.If my parents are mad, they won’t let me borrow the car.If I c an’t borrow the car, I’ll have to stay at home on Saturday night.If I stay at home Saturday night, I’ll be sad.新世纪教育网 精品资料版权所有@新世纪教育网▪Ask students to work in groups of four or five.7. Self check 1. This activity focuses on vocabulary introduced in the unit.▪Ask students to fill in the blanks on their own.Ask students to make their own sentences with the words2. This activity focuses on the grammatical structures and key vocabularyintroduced in this unit,▪ Ask students to fill in the blanks on their own.Homework:Do Part 2 on page 39教学反思新世纪教育网-- 中国最大型、最专业的中小学教育资源门户网站。

九年级英语全册Unit5ItmustbelongtoCarla(第1课时)教案人教新目标版

九年级英语全册Unit5ItmustbelongtoCarla(第1课时)教案人教新目标版

Unit 5 It must belong to Carla.第一课时: New wordsTeaching and Learning Goals:Learn the new words of Unit5 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit。

Students try to learn how to read and remember the words and phrases , and howto learn individually and collectively。

Teaching and learning stepsStep 1 Learn to read the words on P148-1491.Students try to read the words using the phonetics by themselves.2.Then read with their partners in groups.3.Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly。

4.Read after the tape.5.Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly. (设计意图:利用音标读单词是一种能力,9年级学生已初步具有这种能力。

Unit5ItmustbelongtoCarla教案

Unit5ItmustbelongtoCarla教案

Unit 5 It must belong to Carla.教案授课日期:编号:课题Unit 5 It must belong to Carla.课型New lesson 课时数Period 1 主备人Huang Rong教学目标(1)To learn must, might, could and can’t for making inferences.(2)Understand the conversation about making inferences.(3)Not pocket the money one picks up.教学重点(1)—Whose volleyball is this? —It must be Carla’s. She loves volleyball.(2) —Whose French book is this? —It could be Ali’s. She studies French.教学难点The usages of modal verbs: can, could, may, might and must教学方法Listening and matching Pair work Chant教学流程(包括课题引入、教学进程、教学总结)备注Step1. Listen to music.T: (Please tell me the feeling when you listen this music ).Ss: Exciting /want to dance to.Step2 .Show a pictureT:(Please tell me what can you see in the picture)S:Flowers and a butterfly.T: Can you guess what it is?S: A beautiful face.T: It could be….It also might be….S tep3.Guessing gameT: Do you like playing games? Let′s play guessing game.You can use “he can′t be …, He could (might) be… He must be… ”(What′s the meaning of each sentence?)S:Students guessS tep4.Sum up.T: We learn must , could/might , can′t.Give the sentences and then students tell me what it is?Step5.Show some things:Now I will show some things to you what are they? First,T: What′s this?S: It′s an English book.T: Can you guess “W hose book is it”S: It could be xx′s .T: And another way of saying: This book could belong to xx.T: Why?Ss: It is in Linda′s hand.(①what′s this? ②whose book is it? ③Another way of saying ④why?(can′t, must))Step6.Math:If girls say : This book must be xx′sBoys say: This book must belong to xxT: You can change the things and person .I only give you one minute. (Ready?)(And then change)How many boys?How many girls?Congratulations (boys and girls)Step7.Chant:1. Show the pictures .2. Linda—→How to ask the owner of this kite?→Whose kite is this?3. Let′s chantStep8.Make conversation and give you an example.A: Whose xx is this?B: It can′t be xx′s .Because…C: It might be xx′s(could be xx′s)D: It must be xx′s .Because…Step9.Descride the picture.T: Let′s look at this picture. What can you see in the picture?(volleyball,CD,toy car,magazine…)Listen and match then check the answers.Step10 :2a Real thing / Backpack(Bob and Anna found a backpack in front of school. Can you guess what in it?→T-shirt)let’s listen to the tape.(What′s in it?)Step11: 2b.listening practice.Let’s listen again a nd fill in the blanks.(Now read by yourself first.)Step12:TeachingT:Can Bob and Anna take it home?S: NO.T: What should we do?So:Not pocket the money one picks up.Step13:2cExercise:Another way of saying.Step14. Title and summary(T:Today we learn unit5:①It must belong to Carla.(Fill in the blanks))Another way :②It must be Carla′s,Carla is girl,so I can say:③It must belong to her.④It must be hers.⑤must be,could be,might be,can′t be.Step15 .Homework:①写随堂练②Write four sentences.板书设计A: Whose xx is this?B: It can′t be xx′s .Because…C: It might be xx′s(could be xx′s)D: It must be xx′s .Because…作业布置①写随堂练②Write four sentences.教学反思。

义务教育阶段九年级英语第五单元教案新目标-人教新目标版九年级全册

义务教育阶段九年级英语第五单元教案新目标-人教新目标版九年级全册

Unit 5 It must belong to Carla第一课时单元分析与提示教学目标语言目标:1、掌握情态动词must, might, could, can’t的用法;2、学会谈论自己的推理,能灵活运用以下句型的词汇:Whose book is it? It must be Tom’s. It has his name on it.Whose ruler is it? It could/might be Jim’s. He has a blue one.Whose hair band is it? It can’t belong to Mary. Mary has short hair.plate, picnic, belong to, crucial, grateful, disappear, return, lost, owner3、学会用情态动词表达能力、客观可能性以及请求、允许、猜测和征求对方的意见。

4、学会用情态动词表达某人拥有某物认知目标掌握must, might, could, can’t的用法,理解之后通过练习和运用加以巩固。

情感目标1、通过本单元学习使学生学会用自己的生活常识来判断事物。

2、培养学生的逻辑思维和推理能力。

教学重、难点1. can 和could的用法。

1)表示能力或客观可能性,还可以表示请求和允许。

Can you finish this work tonight ?Man can not live without air.2)could也可表示请求,语气较委婉,主要用于疑问句,不可用于肯定句,答语应用can,否定用No,I’m afraid not.Could I come to see you tomorrow ? Yes, you can; No, I’m afraid not3)当表达“某件事已成功”时应用was(were) able to,而不能用couldHe was able to go to the party yesterday evening and he enjoyed himself very much.4)表示惊异、怀疑、不相信的态度(主要用于否定句、疑问句或感叹句)2. may的might的用法3. shall和should的用法4. must 的否定回答用needn’tmay的否定回答用mustn’tMust I hand in my paper today ?No, you needn’t.May I keep this novel for three weeks ?No, you mustn’t教学安排4课时第一课时:Section A 1a, 1b, 1c, 2a, 2b, 2c第二课时:Section A 3a, 3b, 4第三课时:Section B 1, 2a, 2b, 2c, 3a第一课时:Section B 3b, 3c, 4 and Self CheckUnit 5 第二课时Teaching aims本课学会用情态动词表达物品的所有者Teaching of new lesson1、Ask four students to take out the things they broughtjacket, T-shirt, CD, toy car1) Ask the other studentsT: whose jacket is this ? S: Anna’s ?T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket?S2: No, it’s not mine. It must be Lee’sT: It can’t be Anna’s. it must belong to Lee.2) Ask the students to practice the dialogue with T-shirt, CD, toy carA: Whose … is this?B: Tom’sA: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ?C: No, it’s not mine. It must be John’sT: It can’t be Tom’s. It must belong to John.3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s”2. Point to the picture and ask:Which items in the picture do you know ?Which items are new to you ?Clothing: hat, jacket, T-shirt.Fun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups3. Ask the students to connect the items in the three column Section A, 1b.先让学生听第一遍,按要求完成1b,更正答案J ane’s little brother - toy car --- He was the only little kid at the picnic.Mary – book - Wanda Wilbur is her favourite author.Carla – volleyball - She loves volleyballDeng Wen-magazine- He loves cats.Grace – CD – She always listens to classical music.4. Ask the students to practice using the target language.Whose, volleyball, toy car, magazine, book, CD, must be, belong to5. 2a. This activity provides listening practice using the target language.a school T-shirt, a hair band, tennis balls.Kumi’s, Linda’s, Rita’s6. 2b. This activity provides listening and writing practice using the target language written by the teacher.Must might could or can’t7. Extension利用各种各样的实物或图片,模仿听力的对话模式,让学生进行各种猜测。

九年级课件 Unit 5 It must belong to Carla.(一)

九年级课件 Unit 5 It must belong to Carla.(一)

例如:
It's much too cold here in winter. 这儿冬天非常冷。
He drove the car much too fast. 他开车太快。 too much“太多”的意思, 常用在不可数名词前或动作名词后。例如:
There is too much snow and ice in winter. 冬天冰雪太多。
Watching TV too much is bad for your health.
看电视太多对身体不好。
• Listening
Listen and match each person with a thing
and a reason.
• Speaking
Practice the conversation in the picture above. Then make conversations using the information in the chart.
1._It_m__ig_h_t_b_e_a_m__a_n _r_id_i_n_g_a_h_o_r_se_.__
2._____________ _____________
3._____________ _____________
A.at
B.of
C.on
D.in
6.This backpack must be ____D____. I saw her carry it
yesterday.
A.Lucys
B.Lucy
C.Lucys’
D.Lucy’s
• Speaking
What do you think these pictures are? Write your ideas and discuss them with your partner.

Unit 5 It must belong to Carla Section A1

Unit 5 It must belong to Carla Section A1
Section A
Period One
To learn to understand and use must, might, could and can’t for making inferences To write, listen and speak about whom something belongs to To learn the new words: picnic, possibly
The notebook __________ be Ming’s. It must/might was on her desk. can’t The homework ______ be Carol’s. She wasn’t at school today. might The soccer ball ______ be John’s or Tony’s. They both play soccer, don’t they?
Which one is bigger, A or B?
• Could A be bigger than B? No. • In fact, A and B must be ___ the same size ________________. A B
How many people are there?
He could/might be _______.
He can’t be _______.
He could/might be _______.
He can’t be _______.
He could/might be _______.
He must be __________.
He can’t be ___.
Whose dog is this?

Unit5ItmustbelongtoCarla第一课时教案.doc

Unit5ItmustbelongtoCarla第一课时教案.doc

Units It must belong to Carla.Section A (la-2c) Period One 教案I・Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabulary: belong, belong to , author,(2)Target Language:…Whose book is this?■一It must /could/might/can^t be Maryas.■一It must /could/might/can^t belong to Mary.2.Ability Objects(1)Train students5 listening skill.(2)Train students^ communicative ability using the target language.3.Moral Objects:II.Teaching Key Points1.Key vocabulary.2.Target language.III.Teaching Difficult Points1.Listen for the target language.2.Oral practice using the target language.IV.Teaching Methods1.Scene teaching method2.Listening method3.Pairwork4.Guessing gameV .Teaching Aids1.A projector.2.A tape recorderVI. Teaching ProceduresStep 1 Warm-up1・ Enjoy a song・2. Greetings.Step 2 Presentation1.Guessinggame. “Whoishe?”This activity introduces the target language.①Play a guessing game.②Use a thing such as a book to guess whose is it?Point out "It must belong to sb: Means "It must be sb's"2.Watch, listen and answer.Play the flash. " Whose puppy is it? ”Then review and present the structure: ■一Whose book is this? — It is xx's.3.Guessing game. " Whose are these? ”Using the modal verbs “must/could/might/carf t” to have a guess.Step 3 Practice1.Classify the thingsT: Look at the picture. What can you see in the picture? Write the things you see in the correct columns in the chart.Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. 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.2.Listening lbT: Whose toy car is it? Do you know? Now, let,s listen to lb.Listen and match the person with a thing and a reason.3<Pairwork lcPractice the conversation in the picture above. Then make conversations using the information in the chart in lb.4.Listening 2a&2b(1).T: You know there are many things in the lost and found case. Many students found something but they don't know the owner. Bob and Anna found a backpack in front of their school. u What9s in the backpack? n Listen and write down the things in the backpack.(2). Listen again. Then fill in the chart.Step 4 Consolidation1.Activity 2cT: Now look at activity 2c. Please fill in the blanks with “ must mightcould ", “carft” .2.中考对对碰3.Fill in the blanks with “must /could/might/can,t”(1).Whose earrings are these? They ____ be Maryas. She never wears earrings.(2).-The telephone is ringing, but nobody answers it.-He ___________ be out.(3). -“Whose is this book? Oh, it _________ Maryas. Her name is on the back:-“No, it __________ me, she gave it to me yesterday.”Step 5 SummaryExplain and review the target language by summarizing it with the class.Step 6 Homework1 .Workbook 1.2.Make sentences with the structure “•••must/could(might)/carTt+ 动词原形because...95.VDeBlackboard Designing Unit 5 It must belong to CarlaTarget languageIt can% be ...It might/could be... It must be …Wordsbelong to; Hemingway; author教后反思:早上上了Unit 5 It must belong to Carla.第1课时。

Unit5_It_must_belong_to_Carla[1].第一课时教案doc

Unit5_It_must_belong_to_Carla[1].第一课时教案doc

《Unit5 It must belong to Carla.》教学设计Period OneDesigned byⅠ.Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary: belong to , author,(2) Make inferences by Model Verbs ( must/might/may/could/can’t)(3) Target Language:--- Whose book is this?--- It must /could/might/may/can’t be Carla’s.---It must /could/might/may/can’t belong to Carla.2. Ability ObjectsTrain students’ communicative ability using the target language.3.Moral Objects(1)Learn to communicate with others.(2) Learn to observe things and make inferences correctly.Ⅱ.Teaching Key Points1. Make inferences by Model Verbs2. Target language.Ⅲ.Teaching Difficult Points1.Oral practice using the target language.Ⅳ.Teaching Methods1.Scene teaching method2.Pairwork3. Guessing game4. DiscussionⅤ.Teaching AidsMulti-mediaⅥ. Teaching ProceduresStep 1 Lead-inTranslate two sentences:1.我必须完成我的作业。

九年级英语全册 Unit 5 It must belong to Carla第一课时教学设计

九年级英语全册 Unit 5 It must belong to Carla第一课时教学设计

Unit 5 It must belong to Carla设计要素设计内容教学内容分析1、In this period , mainly learn the sentence pattern of making inferences: use the structure of must be … 教学目标知识与技能1. Key Vocabularybelong, belong to, plate. author, toy, picnic 2. T arget Language Whose book is this?It must be Mary's. Wanda Wilbur is her favorite author.过程与方法 According to designing some tasks, train students' listening skill and communicative competence using the target language.情感态度价值观When you are on a picnic, remember to bring litter back to keep ourenv ironment clean and tidy.学情分析Students have known the usage of must. It is useful for the students to learn this period.教学分析教学重点 1.Key vocab ulary2.T arget language教学 难点难点 1.Listen for the target language 2.Oral practice using the target language教学环节教师活动学生活动教学媒体预期效果Step 1 warm upStep 2 Presentation Step3 Consolidati on and extension Step4 Summary Step 5 Exercises Step 6 HomeworkShow some new words in this unit.I.1a:This activity introduces the keyvocabulary.Focus attention on the picture. Havestude nts poi nt to each item and say itsname.Get students to complete the task ontheir own, As they work, move around theroom checking their progress and answeringany questions they may have.Show the correct answers on the screenby a projector.II.1b:This activity gives students practice inunderstanding the target language in spokenconversation.Call students' attention to the chart. Seta time limit of two minutes.Play the recording the first time.Play the recording again.Repeat after teacher.Look at the pictureand write the thingsyou see in the correctcolumns in the chart.Read the persons, thethings and thereasonsOnly listen.Listen and ma tcheach person with athing and a reason.Work with a partner.Start by reading th econversations in thepicture and in thebox. Then makeconversations usingthe information in the为学习新句型做好准备。

人教版九年级英语上册Unit 5 It must belong to Carla.教学设计

人教版九年级英语上册Unit 5 It must belong to Carla.教学设计

人教版九年级英语上册Unit 5 It must belong to Carla.教学设计Unit 5 It must belong to Carla.The 1st PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s.Wanda Wilbur is her favourite author.2.Ability Objects(1)Train students’listening skill.(2)Train students’communicative competence using the target language.3.Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Ⅱ.Teaching Key Points1.Key vocabulary2.Target languageⅢ.Teaching Difficult Points1.Listen for the target language2.Oral practice using the target languageⅣ.Teaching Methods1.Scene teaching method2.Listening method3.PairworkⅤ.Teaching Aids1.Blackboard drawings2.A tape recorder3.A projectorⅥ.Teaching ProceduresStep I RevisionCheck homework.Invite different students to say the answers to the exercises on pages 12~14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate 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 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.Focus 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 write 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 anyquestions they may have..Step ⅢlbThis 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 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.Point out the sample answer.Say, The name Carla in the first column connects to volleyball in the second column because that’s 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 listen and match each person with a thing and a reason.Check the answers.AnswersJane’s little brother—toy car—He was the only little kid at the picnic.Mary—book—Wanda Wilbur is her favourite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.TapescriptGirl 1:Whose volleyball is this?Boy 1:It must be Carla’s.She loves volleyball.Girl 1: How about this toy car?Girl 2: Oh, that toy car must belong to Jane’s little brother.He was the only little kid at the picnic.And the magazine must belong to Deng Wen.He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah…This book must be Mary’s.Wanda Wilbur is her favourite author.Girl 1: OK…and how about this CD?Girl 2: Hmmmmm…The CD must belong to Grace.She always listens to classical music.Step Ⅳ1cThis 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.S A: Whose volleyball is this?S B: It must be Carla’s.She loves volleyball.Point out the conversation in the box.Invite another pair of students to say it to the class.S A : Whose book is this?S B: It must be Mary’s.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: 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.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 ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.Step ⅥHomework(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.Unit 5 It must belong to Carla.The 2nd PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularyband, hair band(2)Target LanguageWhose notebook is this?It must be Ning’s.It has her name on it.Whose French book is this?It could be Ali’s.She studies French.Whose guitar is this?It might belong to Alice.She plays the guitar.Whose T-shirt is this?It can’t be John’s.It’s much too small for him.2.Ability Objects(1)Train students’listening skill.(2)Train students’writing skill.(3)Train students’ability to deduce.3.Moral ObjectUse your mind, then make inferences correctly.Ⅱ.Teaching Key Points1.Listening and writing practice using the target language.2.Make inferences using the target language.Ⅲ.Teaching Difficult PointMake inferences using the target language.Ⅳ.Teaching Methods1.Practice method2.A gameⅤ.Teaching Aids1.A tape recorder2.Real objectsⅥ.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 Ⅱ2aThis 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.Listen 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.Step Ⅲ2bThis activity provides 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 please fill in the blanks in these sentences using the words must, might, could or can’t.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 can’t.Read the explanations to the class.Use "must" to show that you think something is probably true.Use "might" or "could" to show that you think something is possibly true.Use "can’t" 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 these words.For example, for the word must, a student might say, The English magazine must be Li Lei’s.He likes reading English magazines very much.Step Ⅵ2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions 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 Ming’s.It was on her desk).Get students to complete the task on their own.As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.Step ⅤGrammar FocusAsk students to say the questions and answers in pairs.At the same time, write them on the blackboard.S A: Whose notebook is this?S B: It must be Ning’s.It has her name on it.S A: Whose French book is this?S B: It could be Ali’s.She studies French.S A: Whose guitar is this?S B: It might belong to Alice.She plays the guitar.S A: Whose T-shirt is this?S B: It can’t be John’s.It’s much too small for him.Invite a student to underline the words must, could, might and can’t 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 process with the words might, could and can’t.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 Lei’s.T: Li Lei, is this your pen?L: No, it isn’t.T: It can’t be Li Lei’s.He says it’s not his.S2:It might be Wu Jun’s.T: Wu Jun, is this your pen?W: Yes, it is.T: He says it’s his.The pen must be Wu Jun’s.(Holding up a notebook)Whose notebook is this?S3: It must be Li Na’s.I gave it to her as a birthday present.Repeat the process with the other items.Step ⅥSummarySay, In this class, we’ve clone some listening and writing practice using’the target language.And we’ve learned how to make inferences using the words must, might, could and can’t.Step ⅦHomeworkMake two sentences each using the words must, could, might and can’t.Unit 5 It must belong to Carla.The 3rd PeriodI.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2)Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings.The owner can’t be a boy.Well, it could be a boy.The earrings might be a present for hismother.2.Ability Objects(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 help.Ⅱ.Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ.Teaching Difficult Points1.Key vocabulary2.Target languageⅣ.Teaching Methods1.Practice method2.Pairwork3.A gameⅤ.Teaching AidThe blackboardⅥ.Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.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 different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: 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 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 don’t know.Don’t worry too much about them.Just circle them.We’ll 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 I’m really anxious, because I can’t find my backpack.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 Ⅲ3bThis 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.S A: What do you think "anxious" mean?S B: Well, it can’t mean "happy".S A: It might mean "worried".S B: 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 thewords can’t, 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 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.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 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 crucialaegarblStep ⅣPart 4This activity provides oral practice using the 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.S A: Here are some earrings.The owner can’t be a boy.S B: 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 Can’t, Could/might and Must at the top.Point out the sample answer.Read the instructions 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 ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1.Read the letter in Activity 3a again for further understanding of the vocabularywords.2.Read the conversations in Activities 3b and 4 again for further understandingof the target language.3.Finish off the exercises on pages 15~16 of the workbook.StepⅦBlackboard DesignUnit 5 It must belong to Carla.The 4th PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularychase, creature(2)Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit.He might be running to catch a bus.2.Ability Objects(1)Train students’listening skill.(2)Train students’writing skill.3.Moral ObjectThe UFO and alien are both unreal.As students, we must work hard to explore the universe in the future.Ⅱ.Teaching Key Points1.Listening practice2.Writing practiceⅢ.Teaching Difficult Points1.Write a sentence about each picture.2.Write two or three sentences to finish the story.3.Listen and complete the sentences.Ⅳ.Teaching Methods1.Listening method2.Writing method3.PairworkⅤ.Teaching Aids1.A tape recorder2.A projectorⅥ.Teaching ProceduresStep ⅠRevision1.Invite a student to read the thank you message Linda wrote to Anna to the class.2.Get different pairs of students to read the conversations in Activities 3band 4.3.Check answers to the exercises on pages 15~16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class.Read the words in the box and have students repeat several times.Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully.Say, You are touse the words from the box to write a sentence about each picture.Point out where to write the sentences.Ask a student to say the sample answer to the class.Get students to complete the activity individually.As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Answersa.The UFO is landing.b.The alien is chasing the man.c.The man is running.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class.Point to the three pictures in Activity 1.Say, You will hear a conversation about these pictures.As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture.Say, You will hear the man is running first.Play the recording the first time.Students only listen.Play the recording again.This time students listen and number the pictures.Check the answers.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street.I wonder what’s happening.Woman: He could be running for exercise.Man: But he’s wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! What’s that?Man: Where?Woman: There’s something in the sky.Man: It could be a helicopter.Woman: No, it can’t be a helicopter.It’s too big.It must be a UFO.Man: A UFO? What’s going on?Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out.It must be an alien.Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police.(pause)Hey, wait a minute.What’s that?Woman: Where?Man: Over there.Woman: It’s a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people.They are actors.Oh! They must be making a movie.Encourage students to write two or three sentences to finish the story.Answers will vary.Write a sample version on the blackboard.Ask students to use it as a model.A sample versionMan: That’s right.It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Step Ⅳ2bThis activity gives students practice listening to and writing thetarget language.Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listen to the same recording again.And complete each sentence.Point out the sample answers.Say, They see a man running.The man says he could be running for exercise.The woman says he might be late for work.Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so that students.Step Ⅴ2cThis activity provides oral practice using the target language.Point out the sample conversation in the box.Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit.He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner.Start by reading the conversation in the box with your partner.Then role play conversations using information in Activity 2b.Get students to work in pairs.As the pairs work together, walk around the classroom listening in on various pairs and offering help needed.Ask several pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.Unit 5 It must belong to Carla.The 5th PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2)Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2.Ability Objects(1)Train students’reading skill.(2)Train students’writing skill.(3)Train students’integrating skills.3.Moral ObjectEveryone has had a dream.But don’t dream away your time.Ⅱ.Teaching Key Points1.Key vocabulary2.Reading practice3.Writing practiceⅢ.Teaching Difficult Points1.Reading practice2.Writing practiceⅣ.Teaching Methods1.Practice method2.GroupworkⅤ.Teaching AidA projectorⅥ.Teaching proceduresStep ⅠRevisionCheck homework.Collect pictures from students on the teacher’s desk.Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes.For example:T: (Holding up a picture with a boy swimming in an ocean of books)What do you think is happening to the person in the picture?S1: He must be a student.S2: He could be having a dream.S3: He might like reading books.Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately.Read the title of the newspaper article strange events in Bell Tower neighborhood to the class.And then point to the picture and ask students.How is the person feeling? Help students to answer.He is confused and upset.Call students’attention to the article.Read it to the class.Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower.Point out the sample answer.Get students to complete the task individually.As they work, walk around the classroom answering any questions they may have and offering help as needed.Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another.Call students’attention to the three sets of notes.Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the wind Xiao Ning--finds garbage in front of her house--might be cats Say, You are to write another paragraph about Bell Town using these notes.You may use the article in Activity 3a as a model.Ask students to write their paragraphs on their own in the exercise books.As they work, move around the classroom offering language support as needed.Get a few students to read their works to the class.Answers will vary.Write the sample version on the blackboard.A sample versionThese days, something unusual is happening in my neighborhood.Mr.Chu often hears footsteps in the hallway at late night.His wife thinks it might be the neighbors.Lao Zheng,a retired worker, saw someone trying to get in the window one evening.Later, he found it might be the wind.Xiao Ning, a Junior 2 student, often finds garbage in front of her house.Her mother thinks it might be cats.But she doesn’t think so.My neighbor hood used to be quiet.But now everyone is worried.I don’t know what to do.Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery.Invite a student to read the opening sentences to the class.Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity.Say, Now please finish the article about the strange events in Bell Tower.Use the ideas you discussed along with original ideas of your own to complete the article.Get students to complete the task on their own in the exercise books.As they are writing, move around the classroom offering help as needed.Ask some students to read their articles to the class.Collect students’works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using thetarget language.Read the instructions to the class.Point to the picture.Ask students to tell whatis happening in it.Invite a pair of students to read the sample conversation in the box to the class.S A: In my dream, I was swimming in an ocean of paper.S B: Maybe it means you’re afraid of too much homework.Say, Once I had a dream.In my dream, I was eating a state dinner.What might the dream mean? Students may answer.Maybe it means you are too hungry.Say.Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean.Please work with a partner.Start practice by reading the sample conversation.As the pairs work together, walk around the room offering help with pronunciation and language.Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language.We’ve learned some vocabulary words as well.Step ⅦHomework1.Reread the newspaper article in Activity 3a.2.Review the paragraph in Activity 3b,Unit 5 It must belong to Carla.The 6th PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2.Ability Objects(1)Train students’writing skill.(2)Train students’ability of reading comprehension.(3)Train students’ability of clarifying.3.Moral ObjectWe’ll benefit a lot by learning proverbs.Ⅱ.Teaching Key Points1.Make sentences using vocabulary words.2.Say the meanings of different proverbs in your own words.3.Circle the word that doesn’t belong.Ⅲ.Teaching Difficult Points1.Make sentences using vocabulary words.2.Say the meanings of different proverbs in your own words.Ⅳ.Teaching MethodTeaching by explanationⅤ.Teaching AidA projector。

Unit5ItmustbelongtoCarla.教案1

Unit5ItmustbelongtoCarla.教案1

Unit 5 It must belong to CarlaSection A 1a-2c教师寄语: Time is money.一寸光阴一寸金。

学习目标1、知识目标:(1)词汇: belong to, picnic, hair band, possibly, author(2)句型: A: Whose notebook is this? B: It must\could\might\can’t be ……2、能力目标:学会使用could, may, might, must及couldn’t/can’t等词,表示对当前发生的事情做出推测和判断。

一.前置测评:听写本课时重点词汇,相互检查。

二.认定目标:师生共同认定。

三.自主探究1.Look at the picture. Write the things you see in the correct columns in the chart. (Work alone.) to the tape about 1b, and match each person with a thing and a reason.1c in pairs. Then check them.to the tape ,do 2a,listen again, do 2b,check the answer in groups.2c,work alone, and check it together.the grammar focus in pairs.四.达标测评(一)根据句意及首.字母提示补全单词’s fine tomorrow. We’ll go for a p__________.can p___________ wear my suits on weekends.students are studying for the f_________ exam.is the dog. Who is its o__________?5. The glass d________ on the ground and broke into pieces.(二)用所给词的适当形式填空。

《Unit 5 It must belong to Carla》教案(1)

《Unit 5 It must belong to Carla》教案(1)

Unit 5 It must belong to Carlarecording the first time.Play the recording a second time.Check th eanswers.II. 2b This activityprovides listening andwriting practice usingthe targetlanguage. Call students' attention tothe chart. Point to the numbered list of sentences which contain a blank. Read theStudents listen and fill inthe blanks.Make new sentences .sentences tothe class saying blank when coming to a write-on line.Play therecording.Check theanswers. Point to the box that containsthe explanations of how to use the words must, might, could and can't. Readthe explanations to the class. And then havedifferentstudentsexplain in Fill inthe blankswith thewords fromthis unit.Work inpairs, askandan swer.让学生参与,对本节内容的实际运用进一步理解。

vocabulary introduced in the unit. Readthe instructions to the class. Point to thelist of sentences that contain a blank. Elicitthe first answer from the class (Thenotebook must/might be Ming's. It was on her desk) . Get students to complete the task on theirown. As students work, move around theclassroom answering any questions they may have and offering helpas needed.Check theanswers.IV.GrammarFocusAsk students to say the questions andanswers inpairs.Invite astudent to underline the words must, could, might and can't and then write them in a list on the blackboard.学科English 课型fresh 年级9 课题Unit 5 It must belong to Carla. 3/6教学媒体A tape recorder , CAI教学目标知识技能1. Key Vocabularysymphony, optometrist, appointment, algebra, crucial,because of,Chinese-EnglishOxfordUniversity2. Target LanguageWhat do you think “anxious” means?Well, it can't mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.过程方法According to designing some tasks, train students' reading skill and communicative competence using the targetlanguage.情感态度When y ou are in trouble, send an e-mail me ssage to yourfriends to ask for help.教学重点1.Readingpractice2.Ora1 practice using the target language教学难点1.Key vocabulary 2.Target language教学内容及教师活动学生活动设计意图Step 1 RevisionRevise the usage of the words must, might,could and can't by checking homework.Step 2 PresentationI.3aThis activity provides reading practiceusing the target language.Call students' attention to the picture.Ask students to tell what's happening in thepicture.Point to the parts of the e-mail message.Check the answers.II.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. Get students to talk about the circled words in Activity3a. Use the words can't, must, could or might as in the sample. circled Look and say.Read the partscarefully andNumber them inorder.Circle the newwords.复习。

Unit5 It must belong to Carla Period 1教案

Unit5 It must belong to Carla Period 1教案

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, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language. Step Ⅵ Homework
This 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 Carla’s. She loves volleyball.
教 学 反 思
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 Ⅴ Summary

Unit 5 It must belong to Carla(第一课时)

Unit 5  It must belong to Carla(第一课时)

Unit 5 It must belong to Carla本单元主要学习情态动词: must / may / can / might / could 表推测的用法,学会用这些情态动词谈论某种可能性。

第一课时: sectionA1a—2c 编著:邓军【学习目标】一掌握本课时生词的正确发音及拼写:1.belong 属于 2.belong to 属于 3. author 作家,作者4.picnic 郊游,野餐 5.hair band 发带 6.possibly 可能地(30%的可能性)二掌握短语belong to 的用法。

三掌握情态动词:must / may / can / might / could 表推测的用法。

【学习重难点】1 belong to 的用法。

2 情态动词:must / may / can / might / could 表推测的【学习过程】一课前复习下列句型:用whose 询问物体所有者,用be 和所有格及名词性物主代词和形容词性物主代词进行回答:A,这是谁的书?_____ ______ is this? 或:_____ is this book?B,这是王平的书。

This is __________ book. = This book is _____________C,这是他的/我的书。

This is ____/ _____ book.= This book is ____/ _____.二重点导学:1.belong to 的用法:重点词组,意为:“某物属于某人或某人属于某个组织或团体”后接宾格。

如:这是我的书。

This book belongs to me.=This book is _____= This is __ book .我是这个游泳俱乐部的成员。

I _____ _____ the swimming club.注:belong to 没有被动语态和进行时态。

误:This book is belonged to me. 或:This book is belonging to me .2.在英语中,表示对某件事物的确定程度即表示推测的时候,我们通常会用到以下情态动词: must, might, could, may,can’t, couldn’t.确信程度大小:must > may > might肯定和否定的推测:must(肯定),can’t,couldn’t (否定)(1)情态动词must, might, could, can’t 后接动词原形, 可以表示对现在的情况的推测.It can’t (不可能)…It might/could (有可能) …+ be (cold/happy/ sb’s)It must (肯定) …如:This book must be Tom`s, his name is on it.Where is my book? It may be in your desk.(无根据但有可能)(2)can 只用于否定句和疑问句。

Unit 5 It must belong to Carla图文. 第一课时课件

Unit 5 It must belong to Carla图文. 第一课时课件
◆否定句中用can’t, 表示“不可能”。 e.g. Look, the lady over there must be Ms. Zhang. I have seen her wearing this dress. No, that can’t be Ms. Zhang. She has gone to Australia.
4. You might just as well as tell the manufacturer that male customers ___ not like design of the furniture.
A. must
B. shall D C. need
D. may
5. After a long walk, the old man ___ be tired now.
D. might
C
While we are making guesses:
◆ must 表示推测时,它的反意疑问句中的附加成分应根据 must 后的动词选用与主语相对应的形式。
Practice:
1. It can’t be your father, ___D?
A. can’t it is it
B. isn’t it
(a)
.
A: Look more carefully!
B: It can’t be (a)
.
It must be (a)
.
Vocabulary List
• belong • belong to • author • picnic
Conclusion: 1b LTihsete…n amnudstfiblel…i,nbtehceaucshea…rt.
Bond

优品课件之Unit 5 It must belong to Carla教案

优品课件之Unit 5 It must belong to Carla教案

Unit 5 It must belong to Carla教案Unit 5 It must belong to Carla教案第一课时(1a-1c)预习目标: 1.熟练掌握并运用该节课的单词及重点短语:belong belong to author Picnic 2.运用目标语言编写对话:whose volleyball is this? It must be Carla’s. She loves volleyball. 二.预习内容: 1)巩固并预习;用括号内单词填空1.You didn’t annoy me inthe___(slight) 2.Heimingway is one of _______________(famous) writer in the world. 3.The notebook belongs to her. That’s to say, the notebook is____(her)) 2) 1.翻译下列词组: 1. 属于_________ 2.她最喜欢的作者_________3.在野餐_________4.听古典音乐_________ 5.肯定是_________6.发带_________7.弹吉他_________8.去听音乐会_________ 9.总是,一直作某事――――――10.小的多_________ 3).belong( vi),“属于”,常与介词_____连用,不用于________,不能用于_________,后接名词或代词。

如:1.The cup _____ _____ me .这个茶杯属于2. Whom _____ this car belong__?这辆车是谁的? 4).句型转换: This sweater must be Li Ming’s= This sweater______ _____ ______LiMing. 语法练习:5).It must be Mary’s. must 是_____ 动词,表¬¬ \意为:肯定,一定。

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【课题】Unit 5 It must belong to Carla. 第一课时Section A(3a—4)P36
【学习目标】知识目标:
1.掌握以下单词和词组:drop; final; anxious; worried; owner; in the symphony hall; at your optometrist
appointment; make up; the final exam; because of
2.掌握重点句型:1)I think I dropped it during the concert so it might still be in the symphony hall.
2)It’s crucial that I study for it because it makes up 30% of the final exam.
【教学重、难点】
1.情态动词表推测的用法;
2.阅读能力的提高
【学习过程】【预习指导】
Step 1. 预习本页内容,找出下列词组:
1.有主意/知道_____________________
2. 给某人打电话_____________________
3. 音乐会期间_____________________
4.在音乐大厅_____________________
5.与某人约会_____________________
6.至关重要_____________________
7.相当着急_____________________
8.由于_____________________
Step2. Review Let’s review the contents in last lessons.
1.这本法语字典肯定属于他的。

他是学法语的。

This French dictionary _______ _______ ______ ________. He is studying ________.
2.这个发带可能是韩梅的。

她喜欢戴发带。

This _______ _______ _______ _______ Han Mei’s. She likes ________ it.
3.托尼不可能在上课。

他还在住院。

Tony ______ ______ ______ _______. He is still _______ __________.
4.The French book must be Li Ying’s (改为否定句)
The French book _______ ________ Li Ying’s.
【合作探究】
I. Reading (3a)
Task1 Read the thank-you message Linda wrote to Anna. And number the parts in order to finish the
exercise of 3a.
Taks2. Read it again and try to answer these questions in English.
1) Who wrote the message? Why did she write it? 2)Where might her backpack be?
3)Where was Anna when Linda called her? 4) Do you know what’s the Linda’s favourite?
II. 小组讨论,试着将下列句子译成汉语。

1.If you have any idea where it might be, please call me.
2.I think I dropped it during the concert do it might still be in the symphony hall.
3.I tried to call you but your mom said you were still at your optometrist appointment.
4.It’s crucial that I study for it because it make up 30% of the final exam.
【知识点拨】
(一)drop的用法
I think I dropped it during the concert so it might still be in the symphony hall.我想我是在音乐会期间把它弄丢掉了,所以它可能还在交响乐演奏厅里。

归纳:1.drop 是______词,意思是“掉下,掉落”,
强化:I lost my book. I think I _______ (drop) it in the dining hall just now.
(二) anxious的用法:
1.I’m really anxious, because I can’t find my backpack. 我真的很着急,因为我找不到我的书包。

2. We are anxious to meet you.我们渴望见到你。

3.She is anxious for me to go to her home soon.她渴望我马上去她家里。

归纳;anxious是____词,“_________”。

后面常接____或____等介词,相当于__________。

强化:Mrs Smith is worried about her weight.(同义句)
Mrs Smith ________ _______ _______ her weight.
(三)because 与because of的用法
1. She’s worried because of her test. 她正在为她的考试着急。

2.She missed the first bus because she got up late.她误了早班车了,因为起床迟了。

归结:because 后面接______________, 而because of 后面接_______词;
强化:She was late for school because the traffic was very heavy.(同义句)
She was late for school ________ _______ the heavy traffic.
【反馈拓展】
单项选择
( )1.I do not know what you ________ . Can you explain it to me?
A. speak
B. tell
C. mean
( )2. I like watching CCTV-2 ________ it can help me learn more knowledge.
A. if
B. because
C. though
( )3.The coat ________ belong to Mr Wu. I saw him put it here just now.
A. must
B. need
C. can’t
( ) 4. You’d better ________ math. It is important.
A. drop
B. not drop
C. not to drop
( ) 5.They had to stay at home ________ the heavy rain.
A. because
B. because of
C. for
【课堂小结】1) Key words and useful phrases 2) 3a的阅读学习
【板书设计】drop; anxious; because 与because of用法
【总结反思】
Self evaluation:____ Group evaluation:________ Teacher evaluation:_____。

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