九年级英语全册《Unit5ItmustbelongtoCarlaSectionB1》课件人教新目标

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九年级英语全册 Unit 5 It must belong to Carla The First P

Unit 5 It must belong to CarlaThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：belong, belong to, plate. author, toy, piic(2) Target Language：Whose book is this?It must be Mary's. Wanda Wilbur is her favorite author.2．Ability Objects(1) Train students' listening skill.(2) Train students' municative petence using the target language.3．Moral ObjectsWhen you are on a piic, remember to bring litter back to keep our environment clean and tidy.Ⅱ．Teaching Key Points：1．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．Pair workⅤ．Teaching Aids：1．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 Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.piic 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 piic.Belong means to be owned by somebody. An author is a writer of a book or a play.A piic 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 plete the task on their own, As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things Kitchenthingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep Ⅲ 1bThis 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 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 tovolleyball 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 piic.Mary—book—Wanda Wilbur is her favorite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.Step Ⅳ 1cThis activity provides oral practice using the target language.Point to the picture in Activity 1b. Invite a 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 favorite author.Write the conversation on the blackboard.Point out the chart in Activity 1 b. 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 Ⅴ SummarySay, In this class, we've learned the key vocabulary words belong to, plate, author, toy and piic and done much listening and oral practice using the target language.Step Ⅵ Homework(1) Say and remember the spelling of the vocabulary words.(2) Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard Design。

九年级英语 Unit5 It must belong to Carla

Unit5 It must belong to CarlaSection A1. It must belong to Carla. 一定是卡拉的。

【解析】belong v 属于= be owned bybelong to +人名（不能用所有格）+代词宾格（不能用物主代词）属于【注】：belong to不能用于进行时态或被动形式，其主语常常是物。

Sth belongs to sb = sth is sb’sThe yellow car belongs to Mr. Smith = The yellow car is Mr. Smith’s.①The sweater belongs to __ .( Tom)②The T-shirt belongs to______(she).③Tai Wang __________(属于) China.( )④The new car is owned by his father.A .belong to B. belongs to C. is like( )⑤Which club do you belong______?A. to B .for C .in D. at【甘肃兰州】—Are these books ______ ?—No, they are not mine. They belong to _____.A. your; herB. yours; herC. you; hersD. yours; she【2013黄冈】The French book must be Li Ying’s. She’s the only one who’s studying French.A. belong to li Ying’sB. belong to Li YingC. belong Li Ying’sD. belong Li Ying【2013哈尔滨】28. Mo Yan, a famous Chinese writer, won the Nobel Prize for literature at the end of the year 2012. We learn that success ______the person with a never- give –up attitude.A. drives outB. takes overC. belongs to2. It must be Mary’s . Hemingway is her favorite author.它肯定是玛丽的。

九年级英语全册Unit5ItmustbelongtoCarlaperiod3SectionB1a2c

Unit 5 It must belong to Carla. Section B1a-2c Teaching design:Teaching aims:I . Students learn to make inferences.II. Language structure:It might/ must/can’t/ be Li pin’s.III. Grammar：表示推测的情态动词: must, might, could, may, can’t, couldn’t.Step 1 A. Warm-up.1. First, skim the teaching aims.2. Then Play a guessing game. Show some pictures:Ask: Who is playing tennis?Ss: He ____________. ( guess one animal ).Ask: What is the duck doing?Ss: It _______________......3. Free Talk----Lead-inLook at Yao Ming’s picture to think. Let them talk about : What doyou think about the basketball? Will it get into the hoop or just hit the board? Why do you think so? About 3 minutes.Step 2 Presentation1. Next, show picture C in the students’ book.Look at picture 1T: What’s the man doing?Ss：He is running and looking back.Look at picture 2T: What can you see?Ss: The UFO is landing. It is coming down from the sky!Look at picture 3T: What do you think of this creature? What is it?Ss: It could be an alien.The alien is chasing the man.2.Before listeningLook, guess and say: What story are the pictures telling about?The UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man. The man is looking back and running quickly, although he is scared. He doesn’t wantto be caught by alien.Step 3 Listening Task1. 2a Listen and number the pictures [1-3] above. Then write two or three sentences to finish the story. Check the answers. (3、2、1)2. 2b Listen again and complete the sentences.Answers: a helicopter a UFO an alien dreamingfrom the TV news making a movie3. After Listening---- Sum-up the story:What story are the pictures telling about?A man and a woman is looking at the sky. An UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man walking in the street. The man is looking back and running quickly, although he is scared. He doesn’t want to be caught by a lien. Oh, Look at the woman with a camera is shooting them. The man thought he must be dreaming. The woman thought they must be making a movie about alien.4. Pair-workTalk about the pictures in Part One:1) T: Why do you think the man is running ? ( Picture C)S1: He could be running for exercise.S2: No, he’s wearing a suit. He might be running to catch a bus.2) Sample dialogue 1:A: Why do you think the strange creature is running after the man?B: It could be playing with the man for fun.A: No, can’t you see it is very fierce? It must be hungry.3) Sample dialogue 2:A: Why do you think it is an UFO?B: It could be a model plate.A: No, can’t you see it is landing on the ground? It flew very faster than the plane. Step 4 Discuss1. First, Here are some movies about aliens. people image what they are like.2. Then, watch the movies about alien《 E.T.》.(5’12”)3. Finally, Discuss: Do you think there are aliens in the universe (宇宙)?Step 5 Exercises(1). Choose the correct words and use its right form to fill in.Anxious strange worried careful favorite1.Mark Twain is Mary’s __________ author.2. Be _______ of the dog that does not bark.3. Fred is afraid of flying. He feels ________ before he gets on the plane.4. I haven’t seen my cat for two days. I’m very __________ about her.5. There’s a _________ smell in the house. Do you know what it is?Answers: favorite, careful, anxious, worried, strange. (2) In each line, circle the word that doesn’t belong.1. escape owner chase run2. picnic lunch dinner alien3. land apple ice cream chicken4. creature alien exercise visitor5. lost grass tree flowerAnswers: owner, alien, land, exercise, lost.(The end)。

九年级英语全册Unit5ItmustbelongtoCarlaperiod3SectionB1a2c

Unit 5 It must belong to Carla. Section B1a-2cTeaching design:Teaching aims:I . Students learn to make inferences.II. Language structure:It might/ must/can’t/ be Li pin’s.III. Grammar：表示推测的情态动词: must, might, could, may, can’t, couldn’t.Step 1 A. Warm-up.1. First, skim the teaching aims.2. Then Play a guessing game. Show some pictures:Ask: Who is playing tennis?Ss: He ____________. ( guess one animal ).Ask: What is the duck doing?Ss: It _______________......3. Free Talk----Lead-inLook at Yao Ming’s picture to think. Let them talk about : What doyou think about the basketball? Will it get into the hoop or just hit the board? Why do you think so? About 3 minutes.Step 2 Presentation1. Next, show picture C in the students’ book.Look at picture 1T: What’s the man doing?Ss：He is running and looking back.Look at picture 2T: What can you see?Ss: The UFO is landing. It is coming down from the sky!Look at picture 3T: What do you think of this creature? What is it?Ss: It could be an alien.The alien is chasing the man.listeningLook, guess and say: What story are the pictures telling about?The UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man. The man is looking back and running quickly, although he is scared. He doesn’t wantto be caught by alien.Step 3 Listening Task1. 2a Listen and number the pictures [1-3] above. Then write two or three sentences to finish the story. Check the answers. (3、二、1)2. 2b Listen again and complete the sentences.Answers: a helicopter a UFO an alien dreamingfrom the TV news making a movie3. After Listening---- Sum-up the story:What story are the pictures telling about?A man and a woman is looking at the sky. An UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man walking in the street. The man is looking back and running quickly, although he is scared. He doesn’t want to be caught by alien. Oh,Look at the woman with a camera is shooting them. The man thought he must be dreaming. The woman thought they must be making a movie about alien.4. Pair-workTalk about the pictures in Part One:1) T: Why do you think the man is running ? ( Picture C)S1: He could be running for exercise.S2: No, he’s wearing a suit. He might be running to catch a bus.2) Sample dialogue 1:A: Why do you think the strange creature is running after the man?B: It could be playing with the man for fun.A: No, can’t you see it is very fierce? It must be hungry.3) Sample dialogue 2:A: Why do you think it is an UFO?B: It could be a model plate.A: No, can’t you see it is landing on the ground? It flew very faster than the plane.Step 4 Discuss1. First, Here are some movies about aliens. people image what they are like.2. Then, watch the movies about alien《 .》.(5’12”)3. Finally, Discuss: Do you think there are aliens in the universe (宇宙)?Step 5 Exercises(1). Choose the correct words and use its right form to fill in.Anxious strange worried careful favoriteTwain is Mary’s __________ author.2. Be _______ of the dog that does not bark.3. Fred is afraid of flying. He feels ________ before he gets on the plane.4. I haven’t seen my cat for two days. I’m very __________ about her.5. There’s a _________ smell in the house. Do you know what it is? Answers: favorite, careful, anxious, worried, strange.(2) In each line, circle the word that doesn’t belong.1. escape owner chase run2. picnic lunch dinner alien3. land apple ice cream chicken4. creature alien exercise visitor5. lost grass tree flowerAnswers: owner, alien, land, exercise, lost.(The end)。

九年级英语全册Unit5ItmustbelongtoCarlaPeriod1教案人教新目标版

Unit 5 It must belong to Carla Period 1Course Standards in this unit:Functions How to make inferences.Key words(1)picnic, appointment, worried, chase, mystery, neighbor, garbage, escape,(2)belong to, use upKey structures The usages of modal verbs: can, could, may, might and mustTarget language (1) —Whose volleyball is this? —It must be Carla’s. She lovesvolleyball.(2) —Whose French book is this? —It could be Ali’s. She studiesFrench.(3) —Whose guitar is this? It might belong to Alice. She playsthe guitar.(4) —Whose T-shirt is this? —It can’t be John’s. It’s muchtoo small for him.LearningstrategiesSequencing, DeducingPeriod Four periods to six periods.Teaching Recourses Information and photos about UFO.Newspaper articles from 21st century or other English papers. Photos of Sports players from tape recorder and cassette of this unit.A short quiz after finish teaching goals.Section AGoals(1)To learn must, might, could and can’t for making inferences.(2)Understand the conversation about making inferences.(3)Bottom-down method.Procedures Learn about modal verbs: Modal verbs are used to express ideas suchup as possibility, intention, obligation and nec essity. Here are the examples of can, could, may, might and must.2. Presentation Introduce must: must means certainty.a. That must be Jerry. They said he was tall with bright red hair.b. That must have been the right restaurant. There are no otherrestaurants on this street.c. NO FUTURE FORM3. Practice a. Looking and writingHello, class. On page 34 is a picture with many things in it. Writethe things you see in the correct picture.b. Listening and matchingYou are going to listen and match on page 34 each person with a thingand a reason. Pay attention to the use of MUST in the sentences.Columns in the chart.c Pair workIn pairs practice the conversation in the picture on page 34. Thenmake conversations using information in the chart in 1b.Whose volleyball is this?It must be Carla’s. She loves volleyball.Whose books are these?They must be Mary’s.The man is her favorite author.Whose CD is this?It must be Grace’s.She likes listening to classical music. 4. Listening a.Bob and Anna found a backpack outside their school gate. Listento their conversation and write down the things found in thebackpack. Pay attention to the usages of other modal verbs aboutmaking inferences—can’t, could, might.b.Listening and fillingNext you are to listen to the tape once again. Fill in the blankswith modal verbs you hear used to make inferences.c.Filling and tellingOn page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.5. Consolidation Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.Activity 1Collect some objects from the students and infer their owners.A: Here are some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earring might be a present for his mother.Subject: Thanks! From: Linda_④_ If you have any idea where it might b e, please call me._②_ I think I dropped it during the concert. So it might still be inthe symphony hall._⑤_ I tried to call you but your mom said you were still at your optometrist appointment (I hope your new glasses look nice!)._③_ I really need it because I have a math test on algebra tomorrow.It’s crucial that I study for it because it counts 30% tothe final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks, Linda6. Homework Look and sayLook at the picture below and say what is happening.。

九年级英语全册 Unit 5 It must belong to Carla The 2nd Per

Unit 5 It must belong to CarlaThe Second 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.Answers1. T-shirt2. hair band3. tennis ballsTapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the piic, wasn’t she? Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Oh, look! Tennis balls.Anna: Then it must be Linda’s backpack.She has long hair and she’s on the tennis team.Bob: You’re right!Step Ⅲ 2bThis 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 ing 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.Answers1. The person must go to our school.2. The person can’t be a boy.3. It could be Mei’s hair band.4. The hair band might belong to Linda.5. It must be Linda’s backpack.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 plete 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.AnswersThe notebook must/might be Ming’s. It was on her desk.The homework can’t be Carla’s. She wasn’t at school today.The soccer ball might be John’s or Tony’s.They both play soccer, don’t they?The French book must be Li Ying’s. She’sthe only one who’s studying French.I can’t find my backpack. It might/must be still at school.The photo must be Lu’s. Those are his parents.The red bicycle can’t be Hu’s. She has a blue bicycle.The ticket might be my aunt’s or uncle’s.They are both going to the concert.Step Ⅴ Grammar 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 Ⅵ SummarySay, 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 Ⅶ HomeworkMake two sentences each using the words must, could, might and can’t.Step Ⅷ Blackboard Design。

九年级英语全册 Unit 5 It must belong to Carla The Fourth

Unit 5 It must belong to CarlaSection BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：chase, 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 plete the sentences.Ⅳ．Teaching Methods1．Listening method2．Writing method3．Pair workⅤ．Teaching Aids：1．A tape recorder2．A projectorⅥ．Teaching ProceduresStep Ⅰ Revision1．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 3b and 4.3．Check answers to the exercises on pages 15～16 of the workbook.Step Ⅱ Part 1This 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 to use 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 plete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard：a. The UFO is landing.b. The alien is chasing the man.c. The man is running.Step Ⅲ 2aThis 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：2,3,1Encourage 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 makinga movie?Woman: Good idea!Step Ⅳ 2bThis activity gives students practice listening to and writing the target language. Point to the chart with sentence starters They see … The man says … and The woman says … Say, You are to listen to the same recording again. And plete 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 can check the spelling and other details of their answers.Step Ⅴ 2cThis 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 as needed. Ask several pairs to say their conversations to the class.Step Ⅵ SummarySay, In this class, we've mainly done much listening and writing practice using the target language.Step Ⅶ HomeworkAsk students to collect pictures of different kinds and then talk about themusing must, could, might and can't.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.The Fourth Period1．Answers to Activity 1:a. The UFO is landing.b. The alien is chasing the man.c. The man is running.2．A sample version to Activity 2a:Man: That's right. It must be interesting. Why not go and see how they are making a movie?Woman: Good idea.3．Target language:A: Why do you think the man is running?B: He could be running for exercise.A: No, he's wearing a suit. He might be running to catch a bus.。

九年级英语全册 Unit 5 It must belong to Carla The 6th Per

Unit 5 It must belong to CarlaThe Sixth 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 prehension.(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 projectorⅥ. Teaching ProceduresStep Ⅰ RevisionAsk several students to read the newspaper article in Activity 3a to the class. Step Ⅱ Part 1This activity provides a prehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite2. careful3. anxious4. worried5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song?2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step Ⅲ Part 2This activity provides reading, writing, listening and speaking practice using the target language.Show the vocabulary words on the screen by a projector.Say the words and have students repeat them until they can pronounce them fluently and accurately.Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean. Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.sample answers1. It’s better to have help to do even small jobs.2. Different people have different perspectives on things.3. It’s better to be poor and honest than rich and dishonest.4. Silent people and animal may be thinking about hurting you.5. Don’t try helping people if they don’t want your help.6. There are different ways of learning, but doing is best.7. Forget about things that are over and done with.8. A teacher helps to set a student’s attitudes in life.9. People should not be afraid of asking for help.Culture noteEach culture has proverbs that are unique to it. The saying, "If you want to know a people. know their proverbs" illustrates this.Step Ⅵ Part 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box.1. escape owner chase run2. piic lunch dinner alien3. land apple ice cream chicken4. creature alien exercise visitor5. lost grass tree flowerPoint out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to plete the task on their own. As they are doing this, move around the classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class.Answers1. owner2. alien3. land4. exercise5. lostStep Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language. Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Optional activityShow the cartoon pictures on the screen by a projector. Ask two students to read the speech bubbles to the class. Then all the students discuss why the cartoon is funny.(By Bud Blake)(s’pose=suppose:假设)Step Ⅵ SummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs. Step Ⅶ Homework(1) Read and remember the proverbs learned in Activity 2.(2) Each student collects ten proverbs.(3) Finish off the exercises on pages 16～17,of the workbook.Step Ⅷ Blackboard DesignUnit 5 It must belong to CarlaSelf check。

九年级英语全册Unit5ItmustbelongtoCarlaperiod1教学设计人教新目标版

Unit 5 It must belong to Carla ? (The First Period )课型：Listening& speaking时刻：45 minutes教材内容：Section A 1a, 1b,2a ,2b and 2c.语言知识目标Target Language 目口号言1. Words and phrases 生词和短语belong, belong to, plate. author, toy, picnic2. Key sentences 重点句子Whose book is this?It must be Mary's. Wanda Wilbur is her favourite author.语言技术目标When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.学习策略目标By playing the guessing game,can tell the differences among must,might,could,and can’t情感态度目标If you have confidence ,everything is possible.文化意识目标Let students know something about other countries’family.Teaching important / difficult points 教学重难点1．Listen for the target language2．Oral practice using the target languageTeaching aids 教具预备a computer, blackboard, some real objects.步骤目的教师活动/方法学生活动/学法条件/手段Step I: Duty report To train thestudents tospeak Englishloudly andfluently inpublic,and leadin.Look at apicturecarefllyaand thenanswerthefollingquestionsJust look atthe picturecarefully andthen answerthe followingquestions.1 what is the weather like in thepicture.?2What is the date ?3How many people are there in thepicture?. 4who are they?6Where are they?7How do they go there?8Whose hair band is this?Step II: Lead-in Explain thefour wordsamongmust,could,might and can’t.explainthe worddirectlyand thenpaly aguessingJust listen tome carefully.性物情态动词must, might, could, can’t后接动词原形, 可以表示对现在的情况的推测.must 一定，肯定（100%的可能性）might, could 有可能，也许（20%~80%的可能性）can’t 不可能，不会（可能性几乎为零）掌握句型：belong to+名词或宾格代词be +名词所有格或名词主代词Step III: Input Let them knowthe differencesamongmust,might,could and can’tHelp thestudentsask andanswerwith thetargetwords.Follow theteacher’sinstructionsand take partin theguessinggame.She ____ _____ a boy.So she _____ ___ a girlcan’t：0%可能性must：100%可能性It could be _________________.It also might be ______________.could \might:20%-80%可能性Step IV：pair work To make sure thestudents havegotten to knowhow to use thetarget wordsand sentences..To showstudentssome realthings totalkabout thetargetwords andsentencesWork in pairsto talk aboutthe targetwords andsentences..A:Whose basketball is this?B:It must belong to ...A:Why?B:Because he is a basketballplayer..Step V：GuessinggameLet studentsuse the targetsentences toguess the jobs.Show somepptsTry to guessout thejobs,and thesuper stars.Guess:Who are they?He\She could\might\must be-----Sep VI:OutputTo make sure thestudents havegot to know howto use thetarget words.To givetheassignment to thestudentsand makesomecomments.Try to readthe articleand thenfinish thechart.The might belong to______.The might be ___________.The might belong to ______.Step VII：SummaryLet students1、know how touse thefour wordsShow outsomethingswhichbelong tosome ofthestudentsin theclass,andask whosebag thisis.Draw a linematch thecorrectexplaination.must 一定，肯定 20%-80%可能性might, could 有可能，也许 0%可能性can’t 不可能，不会100%可能性belong to ＋名词或宾格代词。

九年级英语全册 Unit 5 It must belong to Carla The 5th Per

Unit 5 It must belong to CarlaThe Fifth 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 Ⅰ RevisionCheck 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 BellTower 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 BellTower. Point out the sample answer.Get students to plete 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 Ⅲ 3bThis 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 windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about BellTown 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’tthink 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 BellTower 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 BellTower. Use the ideas you discussed along with original ideas of your own to plete the article.Get students to plete 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 ment on each paper before returning them. Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class. Point to the picture. Ask students to tell what is 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 itYourclassmates 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 Ⅵ SummarySay, 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 Ⅶ Homework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,Step Ⅷ Blackboard Design。

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新目标九年级 Unit 5
Unit 5 It must belong to Carla
Section B Period 1
Listening (1: P37)
2
The UFO is landing.
3
1
The alien is The man is
chasing the running.
man.
2. something in It could be
It muse be
the sky.
_a_h_e_l_ic_o_p_t_e_r____. _U__F_O_________.
3. a strange creature.

It must be _a_n_a_l_i_en__. _
I must be _d_r_e_a_m__in_g______
4. a woman with She could be
They must be
a camera.
f_r_o_m__th_e__T_V__n_e_w_s_. m__a_k_i_n_g_a__m_o_v_i_e_._
Pairwork (2c: P37)
Sample dialogue 1: A: Why do you think the strange
crying? B: She could be crying for the
failing of the exam. A: No, her cat died. She might be
crying for her dead cat.
Sample dialogue 3: A: Why do you think the boy
Why is the
man running?
2b Listen again. Complete the
sentences.
They see…
They man
says…
The woman says…
1. a man running.
He might be _la_t_e_f_o_r_w__o_r_k___.
is laughing? B: He could be laughing for the
exciting result of the match. A: No, can’t you see he’s reading a
storybook. He must be laughing for a funny story.
填空： 1. The white dog likes _c_h_a_s_in__g (追逐)
cat. 2. The chief has _e_s_c_a_p_e_d_ (逃跑)
already.
Homework
Preview the 3a.
Thank you for listening!
creature is running after the man? B: It could be playing with the man
for fun. A: No, can’t you see it is very fierce?
It must be hungry.
Sample dialogue 2: A: Why do you think the girl is

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