【范文】新目标九年级英语第五单元教案
新目标九年级英语unit5 教学设计方案
（设计意图：学生在小结了情态动词的用法之后，通过提示完成一些中等难度的练习有助于学生进一步熟悉其用法。）
步骤六：总结
1.教师对学生在实际中如何更恰当地选择情态动词进行总结
2.完成相应的巩固练习。
3.讲解练习，指出学生在使用的不足之处
（设计意图：前面是对情态动词的用法进行小结，而此处的总结主要针对学生在做题中如何更好地进行选择，提高做题的效率。通过做练习和讲练习，找到学生的不足之处，进一步加强学生对情态动词表推测的理解和运用。）
（设计意图：通过听力练习来导入本课的学习，一方面进一步使学生感知情态动词的在情景中的用法，另一方面为接下来的学习做好了充分的语言准备。）
步骤四：新课呈现
1.分别展示一张哈利波特的图片。
Hecan’tbe_________.He must be _________. (a girl / a boy)
2.展示两张图片（每张图片从不同角度看，可以得出不同的结论）
答: ________, they must be ___________.
4.师生共同小结must/can’t/might/could的用法
（设计意图：通过几组图片的对比，句子的提示以及教师的引导，学生进行）
步骤五：习
1.分别展示几张图片，并给出相应的提示
问：Whose…is this?
2.学生选择相应的情态动词进行推测回答，并说出推测的理由
教学设计方案基本信息
作者姓名
张琴
性别
女
工作单位
上饶市弋阳县中畈中学
所用教材
人教版新目标九年级全一册
设计主题
Unit5 It must belong toCarla (Period 2)
人教新目标九年级英语Unit5SectionB(2a2e)教学设计
-目的是培养学生自主学习和搜集信息的能力，同时激发他们对目标设定的兴趣。
5.家庭作业：家长协助学生制定一个家庭学习计划，为期一周，关注学生在家的学习目标和完成情况。
-此作业旨在培养学生的时间管理能力和自我监督意识，同时增进家长对子女学习的了解和参与。
2.词汇教学：
-采用图片、实物等直观教学手段，帮助学生形象记忆词汇。
-通过词义猜测、词汇接龙等游戏，增加词汇学习的趣味性。
3.语法教学：
-使用图表、时间轴等视觉辅助工具，帮助学生直观理解一般现在时和一般过去时的区别和用法。
-设计填空、改错等练习，巩固语法知识。
4.听说教学：
-播放与目标相关的音频材料，引导学生进行听力训练，并鼓励他们复述所听内容。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力和思维方式：
1.小组合作：学生通过小组活动，共同讨论和分享各自的目标和经验，培养团队协作和沟通能力。
2.问题解决：学生针对设定目标过程中可能遇到的挑战，提出解决方案，培养分析和解决问题的能力。
3.自主学习：学生在课后进行词汇和语法练习，培养自主学习能力和良好的学习习惯。
（二）讲授新知，500字
1.教师呈现新课的词汇和短语，通过图片、例句和情境让学生理解和记忆。
-利用PPT展示词汇和短语的含义，结合语境进行讲解。
-通过互动问答，检查学生对词汇的理解。
2.讲解一般现在时和一般过去时在描述目标、动机和挑战时的用法。
-使用时间轴和示例句子，帮助学生区分两种时态的用法。
-安排课堂小练习，让学生即时运用所学语法。
3.情感共鸣：学生通过分享和倾听他人的目标和经历，学会理解和关心他人，培养同理心。
人教新目标九年级英语Unit5SectionB(2a2e)优秀教学案例
五、案例亮点
1.创新的情景创设：本案例通过利用多媒体课件和图片等资源，创设了真实、生动的语言环境，让学生在情境中自然地接触和运用英语。这种创新的情景创设方式不仅引发了学生的兴趣和思考，还提高了他们的学习动机，使得他们对英语学习更加积极和热情。
4.学生能够培养跨文化交际的意识，了解并尊重不同的文化背景。通过引入相关文化元素，使学生了解英语的实际运用场景，提高跨文化交际能力。
三资源，创设真实、生动的语言环境，让学生在情境中自然地接触和运用英语。例如，通过展示过去发生的事情的相关图片，引发学生的兴趣和思考，激发他们的学习动机。
2.利用小组竞赛等形式，激发学生的竞争意识和团队合作精神。例如，设计一个小游戏或竞赛，要求学生分组进行，通过合作完成任务，培养他们的团队合作能力和竞争意识。
（四）反思与评价
1.设计反思性问题，引导学生对自己的学习过程进行思考和评价，培养他们的自我反思和自我评价能力。例如，在课堂结束时，引导学生思考"What did you learn in this class?"或"How can you use what you learned in real life?"，促进他们对学习内容的深入理解和应用。
2.问题导向的引入：在教学过程中，教师设计了富有思考性和挑战性的问题，引导学生主动探究和思考，激发他们的学习兴趣和求知欲。这种问题导向的方式不仅培养了学生的思维能力，还使他们能够更深入地理解和掌握知识。
3.小组合作的实践：本案例通过设计合作性任务，让学生在小组合作中共同完成任务，培养他们的团队合作能力和沟通能力。这种小组合作的方式不仅提高了学生的学习效果，还培养了他们的团队合作精神和交流能力，使得他们能够更好地与他人合作并解决问题。
新目标九年级unit 5教案(英语教案)
Unit 5 It must belong to Carla.教案示例（1）Ⅰ. Analysis of the Teaching Material1.Status and FunctionThe topic of this unit is a picnic, In this unit, students learn to make inferences.Such topic is helpful to activate students’imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. V ocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, 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 any questions they may have.Step ⅢlbThis 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 to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in thesecond 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教案示例（2）Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyband, 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 picnic, 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 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.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 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.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 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 istrue? 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教案示例（3）I. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, 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 his mother.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 the words 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.。
人教新目标英语九年级英语unit5(sectionA1a2d)教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本节课的学习，使学生掌握以下英语词汇和表达方式：illness（疾病）、symptom（症状）、medicine（药物）、cure（治愈）、recover（恢复）、sore throat（喉咙痛）、headache（头痛）、fever（发烧）、take one's temperature（量体温）、prescription（处方）、pharmacy（药店）等。同时，让学生学会使用一般过去时描述过去的疾病经历。
5.家长参与：请家长协助学生完成角色扮演视频作业，并在视频拍摄过程中关注学生的英语表达。家长可以为学生提供语言支持，同时了解孩子的学习情况。
1.对话编写：小组成员共同讨论，完成一段不少于10句话的就医对话。对话内容要贴近生活，符合实际情境。
2.角色扮演视频：视频时长不少于3分钟，包含医生、病人两个角色。注意口语表达的准确性，以及动作、表情的自然。
2.技能目标：培养学生运用英语进行就医咨询的能力，学会描述病情、询问药物及用法。通过小组讨论，提高学生的口语表达能力和听力理解能力。
（二）过程与方法
1.过程目标：通过情景教学，引导学生运用所学知识进行角色扮演，模拟就医场景，提高学生的实际应用能力。让学生在小组合作中，学会倾听、表达、沟通和协作。
2.方法目标：采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、听力训练等，激发学生的学习兴趣，提高学生的参与度和积极性。
（四）课堂练习
1.听力训练：播放一段就医场景的听力材料，让学生回答相关问题，检测他们对词汇和语法的掌握程度。
2.口语表达：邀请学生上台展示角色扮演，其他学生认真聆听，并给予评价。教师关注学生的语言表达，及时纠正错误。
新目标九年级英语Unit5教学设计和反思.doc
新目标九年级英语Unit 5教学设计和反思新目标九年级英语Unit 5 It must belong to Carla教学设计(Section A la——Grammar)一、教学设计思想《新课程理念》屮提到基础阶段英语课程的总体目标是培养学生的综合语言运用能力，而语言知识和语言技能是综合语言运用能力的基础。
任务型教学思想，以学生为主体，以任务为驱动，提倡学生参与、体验、感知、实践和合作探究的学习方式，在完成任务的过程中达到实现语言交际的目的。
本节课以学生学习兴趣、特点及学习水平为出发点，旨在创设一个有趣，富于启发思维的教学情景，激发学生学习兴趣，让学生快乐地投入到学习活动中，从而学习运用语言的能力。
二、教材分析与重难点本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can^表示推测的用法。
情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。
本节是本单元的第一节，本节的重点是使学生能运用情态动词might could must caift对物品所属进行推测，通过学习用相关信息对物主的推测来提髙学生的逻辑思维能力和推断能力。
难点是区分belong to和名词所有格表所属关系的运用。
利用反复操练的形式来突难教学难点。
三、学情分析与教法学法学习兴趣的激发和树立学习信心是很重要的。
因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。
我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。
四、教学目标1、知识目标a识记词汇author, picnic belong to hairband possiblyb.掌握目标语言Whose English book is this? It must be Carla's. It has her name on it..Whose volleyball is this ?It could /might be Alice's. She loves volleyball.Whose pen is this ?It might belong to Helen.Ifs under her chair.Whose T-shirt is this ?It can't be John's. It's too much small for him.2、能力目标a.学生能用情态动词并根据相关信息对物品所属进行推测。
新目标英语九年级全套教案 新目标 Unit 5(新目标版九年级英语教案教学设计)
Unit 5 It must belong to Carla.Part 1: Teaching design (第一部分：教学设计)Structures: Must, might, could and can’t for making inferencesTarget language: Whose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbageLearning strategies: Sequencing, DeducingSECTION AGoals●To learn must, might, could and can’t for making inferences●To listen and speak making inferencesProceduresWarming up by learning about modal verbsModal verbs are used to express ideas such as possibility, intention, obligation and necessity.CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.eg: I would have told you, if you had wanted me to.eg: Yes, I can do that.mustcertainty 1. That must be Jerry. They said he was tall with bright red hair.2. That must have been the right restaurant. There are no other restaurants on this street.3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.2. That must not have been the right restaurant. I guess there is another one around here somewhere.3. NO FUTURE FORM have to1a Looking and writingHello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.1b Listening and matchingYou are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.TapescriptGirl 1: Whose volley ball is this?Boy 1: It must be Carla’s. She loves volley ball.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 Dengwen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.Girl 1: OK… and how about this CD?Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.1c Doing pairworkIn pairs practice the conversation in the picture on page 34Then make 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.Next is the conversation making inferences.Girl 1: Whose toy car is this?Boy 1: It must be Deng Wen’s. He loves toy car.Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.Boy 1: Oh, and look, someone left a magazine.Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.Girl 1: OK… and how about this volleyball?Gir l 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.2a Listening and writingBob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.TapescriptBob: 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 perso n 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 picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Th en it must be Linda’s backpack. She has long hair and she’s on the tennis team.Bob: You’re right!2b Listening and fillingNext you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.2c 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.The notebook must be Ming’s. It was on her desk.The homework can’t be Carol’s. She wasn’t at school today.The soccer b all might be John’s or Tony’s. They both play soccer, don’t they?The French book must be Li Ying’s. She’s the only one who’s studying French.I can’t find my backpack. It might be still at school.The photo must be Lu’s. Those are his parents.The red bic ycle can’t be Hu’s. She has a blue bicycle.This ticket might be my aunt’s or uncle’s. They’re both going to the concert.3a 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 pa rts and circle the words you don’t know.Subject: Thanks! From: Linda_④_ If you have any idea where it might be, please call me._②_ I think I dropped it during the concert so it might still be in the symphony hall._⑤_ I tried to call you but your mom sa id you were still at your optometrist appointment ( I hope you 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% to the final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks,Linda3b Doing pairworkIn pairs talk about the words you don’t understand. You can use“can’t”, “must”,” could” or “might”.A: What do you think “anxious” mean?B: Well, it can’t mean “happy”.A: It might mean “worried”.B: Oh, yes. She’s worried because of her test.A: What do you think “concert” mean?B: Well, it can’t mean “music”.A: It might mean “a performance of music by players or singers”.B: Oh, yes. She was in the symphony hall.4 Doing pairworkIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.A: Here’re some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earrings might be a present for his mother.A: Here’s a s chool T-shirt. The owner must be a student.B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.A: Here’s a hair band. The owner can’t be a boy.B: Well, it could be a boy. The hair band might be a present for his mother.Closing down by looking and sayingLook at the picture below and say what is happening in the classroom.。
人教新目标九年级英语第五单元教学设计(教案)
1.Master new vocabulary:
France, no matter, local,brand, avoid, product, handbag,mobile, everyday
2.Master the target language:
Whatis it made of?
It’smade ofused wood and glass.
第 5 单 元What are the shirts made of?
单元教
材分析
本节课的主要话题是谈论产品有什么制造及产地。
单元
教学
目标
1.知识和技能目标：1）谈论产品有什么制造及产地 what is/are sth made of?或Where is/are sthmade in ?
2) 掌握本课单词和短语be made of /be made in；了解一般现在时态被动语态的结构和用法；归纳和掌握make 构成的短语。
Step3.Listen
Try to learn the new words using “be made of” structure.
e.g.This pair of chopsticks are made of bamboo.
This coin is made of silver.
Is this blouse made of cotton?
—This ring looks nice. Is it made of silver?
—Yes, and it was made inThailand.
Whatis it made of?
It’smade ofused wood and glass.
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新目标九年级英语第五单元教案www.5yUnit5Itmustbelongtocarla.（共5课时）教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belongto,muchtoo,toomuch等词的使用，并提供了一些实用的英语谚语。
要对本单元中的生词做到会读，会写，会用。
2学习策略归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。
在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。
3，情感态度与价值观在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。
同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。
教学重点:1belongto短语的应用2情态动词表推测判断的用法。
3重点词汇的学习，掌握运用。
教学方法:Pairwork Groupwork教学难点：1have与therebe结构的区别运用2because与becauseof区别课时安排：本单元需用5课时完成。
The1stlessonStep1LeadinTeacher’sActivityStudents’Activity批注Showabackpacktoeveryone.AskSstoguess“whosebackpackisthis?”Guesswith“Itcouldbe…’s.Itmustbe…’s.”启发式教学Helpthemtoguesswith “Itcouldbe…’s,because….”Say：Itmustbe...’s.Look,here’shername.”Today,let’slearnUnit5Itmustbelongtocarla.Listenandtrytounders tand.Step21a,1bLookatthepictureandfinish1acheckande xplain“plate”Readthesentencesinthepicture.Explain “whoseisthisvolleyball?”Listenandtakenotes.Playtherecordforthefirsttime.Lis tenandfinish1b.Ifnecessary,listenagain.锻炼学生听力checktheanswers.Readthesentencesonebyone.Step3Pairw ork.Read1cwalkaroundtheclassroom,helpthemiftheyneed.Practicetheconversationinthepictureandmakeconversa tionswithyourpartner.两人一组练习Actitoutinclass.Step42a,2b,2cPlaytherecordfirsttime.Listenandfinish2a.Ifnecessary,playagain.Ifnecessar y,listenagain.提高听力能力checktheanswers.Inthesameway,finish2bandchecktheans wer.Finish2c.checktheanswersandexplainsomethingimpo rtant.Read“GrammarFocus”.Explainsomethingimportant.Step5Hom ework.与你的好友推断附近得某物品是谁的，然后互相练习。
板书设计：The2ndlessonStep1warmup.Praticetheconversationsabou thomework.检查作业Listenandgivecomments.Step23a3bRead3abyyourselvesan dnumberthepartsinorder.提高学生阅读能力checktheanswers.Readagainandcirclethewordsyoudon’tknowandthesentencesyoudon’tunderstand.Explainthewordsandsentences.Listenandtr ytounderstand,takenotes.Playtherecord.Listenandcorr ectthepronunciation.Explainsomeimportantlanguages.L istenandtakenotes.Readtogether.Read3bbyyourselves.w alkaroundtheclassroom,helpthemiftheyneed.makeupnewc onversationswithyourpartner.Actout.Step3Pairwork.Lo okatthethingsinthebackpackandsaywhatitis.,两人一组练习Helpthemiftheyneed.makeguessesabouttheownerofthebac kpackwithyourpartner.Actoutinclass.Step4Homework.Do exercisesinyourworkbook.板书设计：The3rdlessonStep1GroupworkShowsomepicturesaboutalie nandUFo.Saywhattheyare.增强合作意识，锻炼思维能力LookatthepicturesinPart1andfinishit.checktheanswers .Helpthemiftheyneed.makeupastorywiththewordsandpicturesingroups.Readthestoryinclass.Step22a,2b.Playthe recordforthefirsttime.Listenandfinish2a.提升听力技巧Playagainifnecessary.Listenagainifnecessary.checkth eanswers.Inthesameway,finish2b.Step3Pairwork.Read2c together.Explainsomeimportantsentences.Listenandtry tounderstand,takenotes.两人一组练习Roleplaytheconversationbetweenthemanandthewoman.Act outinclass.Step4Homework.实践活动：与你得同桌或好友就你周围得人或物进行推断并说明理由，看谁得判断能力强。
板书设计：The4thlessonStep1warmupPracticetheconversationabouthomework.作业反馈Listenandcorrect.Step23a3bRead3abyyourselves,findth ewordsyoudon’tknowandthesentencesyoudon’tunderstand.提高阅读能力贯穿阅读方法Explainsomenewwordsandsentences.Translatethepassage ingroups.Readagainandfinish3a.checktheanswerExplain someimportantwordsandsentences.Playtherecord.Listen andtrytounderstandwithoutbooks.Readtogether.Explain thephrasesin3b.Listenandtakenotes.Helpthemiftheynee dhelp.writeapassagewithoneconditionin3bonyournotebook.锻炼写作能力Readyourpassageinclass.Step33cLookatthesentencesin3 c,trytounderstandwhat’shappeninginfact.锻炼写作与表达能力Helpthemiftheyneed.Finish3candreaditinclass.Listena ndgivecomments.多鼓励学生想象。
Step4Groupwork.Read4Explainsomeimportantsentences.H elpthemiftheyneedhelp.Thinkofadreamyouhadrecentlyan dtellyourpartnersaboutit.yourpartnersguesswhatthedr eammightmean.增强合作意识Actout.Step5Homework.把你听到或看到得事情讲述出来，并与你得伙伴一起猜是什么？板书设计：The5thlessonStep1Pairwork.Ask:whatdoesyourfatherdo? what’shedoingnow?whydoyouthinkso?Doyouthinkhe’sright?Answer:He’sa/an.....Ithinkhe’s....Helikes/often.....yes/No,Ithink......Helpthemi ftheyneed.Practicetheconversationwithyourpartner.两人一组练习Actoutinclass.Step2Part1FinishPart1byyourselves.che cktheanswers.correct.makesentenceswiththewords.Read inclass.Step3Part2.Readthemfindthenewwordsandsenten ces.重在理解，渗透情感教学Explainsomethingnewandimportant.Trytomemorizethepro verbsasquicklyaspossible.Haveacontest.Step3Part3Finish3byyourselves.checktheanswer.Step4Homewo rk.板书设计www.5y。