Unit8ItmustbelongtoCarla.doc

学科
English
课型
fresh
年级
9
课题
Unit 8 It must belong to Carla 1/6
教学媒体
A tape recorder
教

学

目

标

知识
技能

1. Key Vocabulary
belong, belong to, plate. author, toy, picnic
2. Target Language
Whose book is this?
It must be Mary's. Wanda Wilbur is her favorite author.
过程
方法
According to designing some tasks, train students' listening skill and communicative competence using the target language.
情感
态度
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
教学重点
1．Key vocabulary
2．Target language
教学难点
1．Listen for the target language
2．Oral practice using the target language
教学内容及教师活动
学生活动
设计意图
Step 1 warm up
Show some new words in this unit.
Step 2 Presentation
I.1a
This activity introduces the key vocabulary.
Focus attention on the picture. Have students point to each item and say its name.
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.
II.1b
This 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.
Play the recording the first time.
Play the recording again.

Step3 Consolidation and extension
1c
This 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.
Point out the conversation in the box. Invite another pair of students to say it to the class.
Point out the chart in Activity 1 b. 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.

Step4 Summary

Repeat after teacher.

Look at the picture and write the things you see in the correct columns in the chart.

Read the persons, the things and the reasons

Only listen.
Listen and match each person with a thing and a reason.

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 whom each thing might belong to and give a reason.

为学习新句型做好准备。

对词汇的进一步复习。

将知识点融入实际生活，便于实用。

板
书
设
计

Unit 8 It must belong to Carla
1. Key Vocabulary
belong, belong to, plate. author, toy, picnic
2. Target Language
Whose book is this?
It must be Mary's. Wanda Wilbur is her favorite author.
教
学
反
思

课题
Unit 8 It must belong to Carla 2/6
教学媒体
A tape recorder
教

学

目

标

知识
技能
1. Key Vocabulary
band, hair band
2. Target Language
Whose 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.
过程
方法
According to designing some tasks, train students' listening skill and writing skill.
情感
态度
Use your mind, then make inferences correctly.
教学重点
1．Listening and writing practice using the target language.
2．Make inferences using the target language.
教学难点
Make inferences using the target language.
教学内容及教师活动
学生活动
设计意图
Step 1 Revision
Revise the conversations in 1b. Get different pairs of students to talk about who each thing might belong to and give a reason.
Step 2 Presentation
I.2a
This 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.
Play the recording the first time.
Play the recording a second time.
Check the answers.

II. 2b
This 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.
Play the recording.
Check the answers.
Point to the box that contains the explanations of how to use the words must, might, could and can't. Read the explanations to the class.
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.
III.2c
This 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. 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.
IV.Grammar Focus
Ask students to say the questions and answers in pairs.
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.

Step3 Summary

Look at the picture and say .

.

Only listen
Students write the correct words in each blank.

Students listen and fill in the blanks.

Make new sentences.

Fill in the blanks with the words from this unit.

Work in pairs, ask and answer.

Answer the questions.

通过复习，使学生对上节课所学知识进行温习。

检测学生的听力水平。

让学生参与，对本节内容的实际运用进一步理解。

板
书
设
计

Unit 8 It must belong to Carla
1. Key Vocabulary
band, hair band
2. Target Language
Whose 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.
教
学
反
思

课题
Unit 8 It must belong to Carla. 3/6
教学媒体
A tape recorder
教

学

目

标

知识
技能

1. Key Vocabulary
symphony, optometrist, appointment, algebra, crucial, because of, Chinese-English Oxford University
2. Target Language
What do you think “anxious” means?
Well, it can't mean “happy”.
It might mean “worried”.
Oh, yes, she is worried because of her test.
过程
方法
According to designing some tasks, train students' reading skill and communicative competence using the target language.
情感
态度
When you are in trouble, send an e-mail message to your friends to ask for help.
教学重点
1．Reading practice
2．Ora1 practice using the target language
教学难点
1．Key vocabulary
2．Target language
教学内容及教师活动
学生活动
设计意图
Step 1 Revision
Revise the usage of the words must, might, could and can't by checking homework.
Step 2 Presentation
I. 3a
This activity provides reading practice using the target language.
Call students' attention to the picture.
Ask students to tell what's happening in the picture.
Point to the parts of the e-mail message.

Check the answers.

II.3b
This activity provides oral practice using the target language.
Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.
Get students to talk about the circled words in Activity 3a. Use the words can't, must, could or might as in the sample. circled words might include
anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop

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 of
Practice the pronunciation of these words and explain the meaning of each word.
Step3 Consolidation and extension
Part 4
This 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.
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.
Step4 Summary

Look and say.

Read the parts carefully and Number them in order.
Circle the new words.

Read the conversation in pairs.

Make new conversations.

.

Read the words.

Look and read the conversation.

Work in pairs and fill the chart.

复习。

注重学生的观察和表达能力。

掌握句型结构，用所学知识解决实际问题。

通过此环节，既培养了学生口语，也让学生慢慢掌握如何解决阅读过程中的生词问题。

通过此活动，让学生对本课内容进一步掌握。

板
书
设
计

Unit 8 It must belong to Carla.
Section A
The Third Period
1．Vocabulary words:
drop v.
symphony n.
optometrist n.
appointment n.
algebra n.
crucial adj.
count v.
because of
Chinese-English dictionary
Oxford University
2．Target language:
A: What do you think “anxious” mean?
B: Well, it can't mean “happy”.

教
学
反
思

课题
Unit 8 It must belong to Carla. 4/6
教学媒体
A tape recorder
教

学

目

标

知识
技能

1. Key Vocabulary
chase, creature
2. Target Language
Why do you think the man is running?
He could be running for exercise.
No, he's wearing a suit. He might be running to catch a bus.
过程
方法
According to designing some tasks to train students' listening skill and writing skill.
情感
态度
The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.
教学重点
1．Listening practice
2．Writing practice
教学难点
1．Write two or three sentences to finish the story.
2．Listen and complete the sentences.
教学内容及教师活动
学生活动
设计意图
Step 1 Revision
1．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.
Step 2 Presentation
I. Part 1
This 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. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.
Check the answers on the blackboard.
II.2a
This 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.
Play the recording the first time.
Play the recording again.
Check the answers.
Encourage students to write two or three sentences to finish the story.
Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.
III.2b
This activity gives students practice listening and writing the target language.. 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.
The man says …
1．He could be running for exercise.
2．It could be a helicopter.
3．It must be an Alien.
4．She could be from the TV news.
The woman says …
He might be late for work.
It must be a UFO.
I must be dreaming.
They must be making a movie.
Step3 Consolidation and extension
2c
This 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.
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.
Step4 Summary

Read the message and the conversations.

Repeat the words in the box

Look at the pictures and write a sentence about each picture.

Only listen.
Listen and number the pictures.
Write two or three sentences to finish the story.

Listen and complete the sentences.

Start by reading the conversation in the box with their partner. Then role play conversations using information in Activity 2b.

对上节课所学知识进行复习。

训练学生的写作能力。

听写结合，对听力的要求更高一层。

把所学知识口语化，时学生的记忆更加深刻，使用更加便捷。

板
书
设
计

Unit 8 It must belong to Carla.
Section B
The Fourth Period
1．Answers to Activity 1:
a. The UFO is landing.
b. The alien is chasing the man.
c. The man is running.
2．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.
教
学
反
思

课题
Unit 8It must belong to Carla. 5/6
教学媒体
A tape recorder
教

学

目

标

知识
技能

1.Key Vocabulary
extremely, garbage, mystery, director, escape,
2. Target Language
In my dre