人教版九年级英语第八单元教案六课时

九年级英语教学设计
Teaching content Unit 8 It must belong to
Carla .Section A( 1a—2d )
课时
安排
共 6 课时主备教师
第 1 课时授课人
Knowledge
aims 1. Key V ocabulary
whose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.
2. Target Language
Whose book is this?
It must be Mary’s. J. K . Rowling is her favorite writer.
Ability aims 1. Train students’ listening ski ll.
2. Train students’ communicative competence using the target language.
Emotional
aims When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Key points 1. Key vocabulary
2. Target language
Difficult points 1. Listen for the target language
2. Oral practice using the target language
Teaching methods 1. Scene teaching method
2. Listening method
3. Pairwork
Teaching
tools
A tape recorder and powerpoints
Teaching procedures 个人意见修订Teaching steps:
Step I: Review
Key V ocabulary
whose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.
Step II :New lesson
1.Presentation：
Show the pictures of football, backpack, violin . Ask Whose --- is
it ? Lead in “ It might be \ must belong to \ could be . Then show
a picture of T-shirt Ask “Is this T-shirt yours ?” lead in “ can’t be”
2. Practise
Show pictures of football, hat , watch, glasses, etc make students
practise in pairs with the follow sentences “whose ---is it \are
they? It might be \ must belong to \ could be---. Is the --- yours?
No It can’t be mine . It could be---“
3. 1a Please look at the picture and write the things you see in
the correct columns in the chart. Point out the sample answers.
二次备课三次备课
Get s tudents to complete the task on their own. Show the correct answers:
Clothing Things Fun things Kitchen
hat volleyball plate
jacket CD cups
T-shirt toy car
magazine
book
4.1b. Listen and match each person with a thing and a reason. Check the answers.
5.1c. Practice the conversation in the picture above. Then make conversations using the information in 1b.
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. J. K. Rowling is her favorite writer.
6. 2a and 2b
Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. Play the recording. The students listen and write down , check the answers with the whole class. Then listen again and fill in the blanks of 2b. check the answers with the whole class.
Explain how to use “might be \ must belong to \ could be and can’t be” again
7.2c Make conversations using the information in 2a and 2b.
A: Look! There is a schoolbag here .
B: What’s inside ?
A: There is a T-shirt,……
8. 2d. Role – play the conversation .
Step III: Practice:
I.英汉互译
1.被允许做_____________
2. attend a concert____________
3. 做出选择___________
4.something valuable__________
5. 做兼职的工作____________
6. in the end_______________
7. 实现我的梦想______________
8. pick up_______________
9. 属于___________________ 10. keep off ___________
II.单项选择
1.The teacher _____be in the office because the light is off .
A. might
B. can’t
C. mustn’t
D. may
九年级英语教学设计
Teaching content Unit 8 It must belong to
Carla .Section A( 3a—3c )
课时
安排
共 6 课时主备教师
第 2 课时授课人
Knowledge
aims 1. Key V ocabulary happening noise policeman wolf uneasy
2. Target Language
What did you see that night ? I’m not sure. But it can’t be a dog . It was bigger. I think it might be a bear of a wolf .
Ability aims 1. Train students’ reading skill.
2. Train students’ writing skill.
Emotional
aims
用情态动词推测身边发生的神秘事物
Key points 1. Key vocabulary
2. Reading practice
3. Writing practice
Difficult points 1. Reading practice
2. Writing practice
Teaching methods 1. Reading
2. Groupwork
Teaching
tools
A tape recorder and powerpoints
Teaching procedures 个人意见修订Teaching steps:
Step I: Review
1.Key V ocabulary ：
happening noise policeman wolf uneasy
2. practice : Whose book is this?
It must be Mary’s. J.K. Rowling is her favorite writer…….
Step II :New lesson
1. Presentation：
Show the picture and ask students. How is the person fee ling?
Help students to answer. He is confused and upset.
2.3a. Read the article carefully and underline what people find
and what people think could be causing the strange things . Then
read the article again and decide which might be the best title .
After this , get students to discuss any words or sentences they
don’t know in 3a .
3. 3b. Read the article again and find words to match the
meanings.
Nervous or worried ______ area where people live __________
二次备课三次备课
九年级英语教学设计
九年级英语教学设计
Teaching content Unit 8 It must belong to
Carla.SectionB ( 1a----1d)
课时
安排
共 6 课时主备教师
第 4 课时授课人
Knowledge
aims 1. Key V ocabulary land alien suit run after wear a suit something strange run for exercise catch a bus to work in the sky
a woman with a camera
2. Target Language
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 bus.
Ability aims 1.Train students’ listening skill.
2. Train students’ writing skill.
Emotional aims The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.
Key points 1. Key vocabulary
2. Train students’ listening skill.
3. Train students’ writing skill.
Difficult points 1. Write a sentence about each picture.
2. Write two or three sentences to finish the story.
3. Listen and complete the sentences.
Teaching methods 1. Listening method
2. Writing method
3. Pairwork
Teaching tools ppt and tapes
Teaching procedures 个人意见修订Teaching steps:
Step I: Review
Key V ocabulary ：land alien suit run after wear a suit
something strange run for exercise catch a bus to work in the s
ky a woman with a camera
Step II :New lesson
2.Presentation：回顾语法重点.
A: Who is he/ she?
B: He/ She can’t be ______, because _______. / He/ she could/
might be ________, because ________. / He/ She must be _______
__, because _______
2.1a. Look at the pictures . Then use the words in the box to write a
sentence about each picture.
Check the answers .
a. The UFO is landing.
二次备课三次备课
b. The alien is chasing the man.
c. The man is running.
Read the instructions to the class. Point to the th ree 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. 2,3,1
Encourage students to write two or three sentences to finish the story.
A sample version
Man: That’s right. It must be interesting.
Why not go and see how they are making a movie?
Woman: Good idea!
Listen again and fill in the blank of listening, try to use Target Language.
3. 1c Listen again and complete the sentences.
Play the recording once or twice, using the Pause button as necessary.
Show the answers so that students can check the spelling and other details of their answers.
The man says…
1. He could be running for exercise.
2. It could be a helicopter.
3. It must be an Alien.
4. She could be from the TV news.
The woman says…
He mig ht be late for work.
It must be a UFO.
I must be dreaming.
They must be making a movie
4. 1d. Role-play a conversation between the man and the woman. 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. Then ask students to work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 1c.
Step III: Practice:
九年级英语教学设计
九年级英语教学设计
附赠材料优秀的教学是练出来的
在上一堂课里,你已经学会了区分高效教学法和低效教学法之间的区别。

现在,我们还要继续巩固这一概念。

在高效教学法和低效教学法之间,是否存在一个灰色的中间地带呢?是的,这个灰色地带确实存在。

如果能带领那些还不够高效的教师们进人这一中间地带,那也是很大的进步。

当然,本课的主要目的是发掘出教师的最大潜力,以最终实现高效教学。

如果能成功做到这一点,那么你最终会发现学生的表现有了显著的提高。

显而易见,教师能力的优劣会直接影响到学生的表现。

教师越
优秀,学生的表现就越好。

课程：
首先,我们回顾一下上一节课所学的如何区分高效和低效教学上一节课,我已经要求你总结出自身存在的弱项,并且在课后进行针对性的练习。

今天,请你仔细思考,在下面列举的教学情景中高效和低效的教师将如何做出不同的应对措施。

高效教学与低效教学实践
一个学生在课堂上一直和其他学生聊天。

他这个举动非常明显,必须及时制止。

面对这个情形时,低效的教师会如何应对?高效的教师又会如何应对?
一个学生在课堂上不断发出声响,这个声音越来越吵,并且影响到了班级里的其他学生。

低效的教师会如何应对?高效的教师又会如何应对
一个学生总是没有完成课后布置的家庭作业。

对这个学生低效的教师会如何应对?高效的教师又会如何应对?
一个学生总是随便讲话。

教师在讲课的时候她讲话,同学们在做课堂练习的时候她讲话,午餐之前大家都应该安静等待的时候她也在讲话,在类似的其他场合她也经常随便讲话。

面对这个情形低效的教师会如何应对?高效的教师又会如何应对?
学校准备开展一个新的教学项目,大家都不清楚这个项目效果如何。

为了顺利实施该项目,部分教师将被挑选出来进行培训培训过程很可能十分艰苦。

面对新项目的挑战,低效的教师会如何应对?高效的教
师又会如何应对?
当你回答完这些问题时,你一定会明白:高效的教师一定是个冷静、专业、细心的教师。

你愿意做这样的教师吗?如果愿意,那么就拿出你的实际行动来吧!
实践：
将你今天的感悟记录下来,这样可以让你意识到,自己之前的处理方式哪些是低效的手段,哪些是高效的手段。

在这之后,你的教学技能将会变得更加丰富。