九年级英语全册Unit8ItmustbelongtoCarlaSectionA2a_2d教案新版人教新目标版
九年级英语全册Unit8ItmustbelongtoCarla教案3新版人教新目标版
young people ____________
person in the next ho use ____________
area where people live ____________
animal like a very large dog ____________
Step 1 Revision
Revise the usage of the words must, might, could and can't by checking homework.
Step 2 Lead in3a
Play some strange noise and ask students to make inferences using modal verbs.
Emotional attitude and value:
In the face of the phenomenon that can not be explained by the side of the moment, according to the existing evidence for reasonable speculation. Do not believe rumors, do not pass rumors
Teaching focus and difficulties
M aster the key words and phrases
Be able to make inferences.
Teaching Content and Teacher’s Activities
Personalized design
九年级英语全册 Unit 8 It must belong to Carla教案1 (新版)人教新目标版
Ability Objects
1. Train students’listening ski ll.
2. Train students’communicative competence using the target language.
1. ask students to watch a cartoon, and ask students some questions about cartoon.
Have you ever watched this cartoon?
Do you know its name?
2. play a guessing game. Ask students to guess who he\she is according to the picture.
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.
StepⅡ1a
This activity introduces the key vocabulary.
Write the key vocabulary words on the blackboard.
初中英语 人教版新目标 九年级 It must belong to CarlaPPT课件
Jane’s little brother Mary Carla Deng Wen Grace
toy car magazine book CD
He was the only little kid at the picnic. She always listens to classical music.
He loves cats.
1c
Practise making conversations using the informations in 1b. （利用1b中的信息两人一组练习对话） A: Whose book is this? B: It must be Mary’s. Because Hemingway is her favorite author. author与writer的区别： author单纯制作者或作品； writer的意思较多，有“作者，抄写员”等
学习内容
Sum up
2b Listen again. 情态动词的用法
Grammar Focus
Conclusion
HomeWork
2c Fill in blank.
1. 学习情态动词must, might/could ,can ’t表示 推断，后面接be的用法。 2. 重点句型: It can’t be… It might/could be… It must be …
plate glass
1b
Listen and match each person with a thing and a reason. Person Thing
volleyball
Reason
Hemingway is her favorite author. She loves volleyball.
九年级英语全册Unit8ItmustbelongtoCarlaSectionA1教案设计(新版)人教
Key structure
1. Whose book is this?
—It must be Mary’s. J.K. Rowling id her favorite writer.
2. Look! There’s a schoolbag here.
E.g.:
I’m Lily. I like dancing.
Lily may be a dancer when she grows up.
Step 1
Enjoy a flash.
Step 2
Activity 1a.
Ask Ss to look at the picture and write the things in the correct columns in the chart.
E.g.:
A: Where is/are my ...?
B: It/ They ...
Step 16
Language points: explain the key words and phrases in section A-1.
Step 17
Let Ss do some exercises about the language pointsType
Listening, reading and speaking
Objectives
1.To understand the relationship between things and persons by listening.
2.To read and understand the dialogues.
九年级英语全册 Unit 8 It must belong to Carla教案1 (新版)人教新目
StepⅢlb
This activity gives students practice in understanding the target language in spoken conversation.
Girl 2:Hamm…The CD must belong to Grace. She always listens to classical music.
StepⅣ1c
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.
Teaching Key Points
1. Key Vocabulary
whose. truck.Piic .rabbit. attend. valuable.Pink . anybody.
2. Target Language
Whose book is this?
It must be Mary’s. J. K . Rowling is her favorite writer.
Boy 1: Oh, and look, someone left a book.
Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favorite author.
九年级英语人教版Unit 8 It must belong to CarlaSection A 全单元教案25页很好
It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus 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 t o 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 read ing an article, students can’t help meeting with some new words. In the third period, students are asked to practice using the target language by talking about the new words, It’s helpful to arouse students’ learn ing inter est 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 understa nding 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 studen ts’ 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 l oves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypicnic, 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 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 studen ts’ 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 Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v belong to plate 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.Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep Ⅲ lbThis activity gives students practice in understanding the target language in spoken conversation.Call st udents’ atten tion 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 talk ing 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。
九年级英语全册 Unit 8 It must belong to Carla Section B教学设计 (新版)人教新目标版
设计思路
《英语课程标准》明确指出：课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
3a-3b是本单元的写作板块。在前面听，说，写的基础上，让学生尝试写作。
学情分析
教学目标
一、教学目标：
1.语言知识目标：
1)能掌握以下单词：UFO, alien, run after, suit, express, not only...but also..., circle,Britain, receive, leader, midsummer, medical, prevent, energy, position, burial, honor, ancestor, victory, enemy, period
Para 4
Do you know who builtStonehenge?
1.教学重点：
1)掌握本课时出现的生词及用法。
2)进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2.教学难点:
有条理地写出事件发生过程和事件发展可能性。
教学方法
根据本课教学目标和重点内容，教师可采用听，读，小组讨论等活动来引导学生进行学习。
教学资源
PPT, handouts, MP3, video…
1a-1c
1.要求学生翻开课本P61，迅速浏览1a中的图片。并按要求完成课本上相应的任务。然后要求5-8名同学给出自己的答案，教师可把这些问题在黑板上列举出来，看哪个同学对图片把握得更好。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
1
It must belong to Carla
教学 目标 知识与技能：
1. 能掌握以下单词和短语：truck, picnic, whose, pink, rabbit
2. 能掌握以下句型：
1)The person must go to our school.
2)---Whose book is this?
---It must be Mary's. /It must belong to Mary.
3.能够用情态动词表推测。
过程与方法：
采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。
情感态度价值观:
让学生根据已有事实推测可能性。
教学方法 课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。
学习方法 加强小组合作学习，积极回答问题。
教学准备 图片，录音机，多媒体。
教 学 过 程 设计意图
Step 1 Greetings Greet the students as usual. Step 2 Listening Work on 2a T: Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. 1. Look at the chart in 2a. 2. Play the recording for the students to listen and check the words they hear. 3. Play the recording again to check the answers. Work on 2b 1. Let students read the sentences below. Explain some main sentences for the students. Make sure they know what to do.
Make students
be interested
in and get
involved in
the topic of
this unit.
2
2. Play the recording for the students to fill in the blanks with the right words. 3. Play the recording again to check the answers. Summary: 表推测的形容词的用法。 Step 3 Pair work 1. Tell students to make conversations about the schoolbag using the information in 2a. 2. Let some pairs act out their conversations to the class. e.g. A: Look! There's a schoolbag here. B: What’s inside? A: There’s a T-shirt. … Step 4 Role-play 1. Read the conversations and Let students read after the teacher. 2. Explain some new words and main points in the conversation. 3. Ask students to role-play the conversation in groups. Step 5 Language points Deal with the language points. 1. It must belong to Carla. belong to 意为“属于”，它一般不用于进行时态和被动语态。如： The hair band belongs to Anna. (√) The hair band is belonging to Anna. (×) The hair band is belonged to Anna. (×) 此外, belong to sb. 通常可以和名词性物主代词或名词所有格(一般是’s 所有格)互相转换。如：The blue jacket belongs to him / Jerry. →The blue jacket is his / Jerry’s. 2. Well, where did you last put it ? last adv. 上次; 最近的一次; 最后一次 last除用于句末外, 还常置于句子中间。 e.g. When I last saw her, she was working in Shanghai.我上次见她时, 她在上海工作。
By listening
and speaking,
students can
improve their
listening and
speaking
skills.
3
When did you see him last? 你最近见到他是什么时候?
3. I attended a concert yesterday so it might still be in the music hall.
辨析 join/take part in/attend
join指加入某个党派, 团体组织等, 成为其中一员, 意为“ 参军, 入党, 入团 ”。
e.g. join the Army/the Party/the League.
join sb. in (doing) sth. 和某人一道做某事。
e.g. Will you join us in the picnic? 你参加我们的野炊吗？
join in多指参加小规模的活动如“游戏, 比赛”, 口语中常用。
e.g. Join in the basketball game. 参加篮球赛。
take part in 指参加会议或群众性活动, 着重说明主语参加该项活动并在活动中发挥
作用。
e.g. We’ll take part in the sports meeting/club.
take an active part in 积极参加……
attend 正式用语。vt. 指参加会议, 婚礼, 葬礼, 典礼; 去上课, 上学, 听报告等。
句子主语只是去听, 去看, 自己不一定起积极作用。
e.g. I attended a night school. 我上夜校。
4. I think somebody must have picked it up.
must在此处表示推测, 意为“一定”。英语中当情态动词后接have done时, 表达对
过去的事情进行推测, 故must have done sth.表示“过去一定做过了”的意思。
e.g. He’s playing outside. He must have finished his homework.
5. I’ll call them now to check if anybody has it.
anybody pron. 任何人
常用于否定句或疑问句中。当用于肯定句中时, 相当于any person, 意为“任何
人”。
e.g. I will not tell anybody the secret.
Is there anybody in the office?
Anybody could do it!
Step 6 Homework
Practice the conversation in 2d in pairs.
4
板书 设计 Unit 8: It must belong to Carla. Section A:2a-2d belong to 意为“属于”，它一般不用于进行时态和被动语态。如：
The hair band belongs to Anna. (√)
The hair band is belonging to Anna. (×)
The hair band is belonged to Anna. (×)
此外, belong to sb. 通常可以和名词性物主代词或名词所有格(一般是’s 所有格)互相
转换。如：The blue jacket belongs to him / Jerry. →The blue jacket is his / Jerry’s.
教 后 反 思