江苏省海门市正余初级中学九年级英语全册《Unit 5 It must belong to Carla Period 1 Section A 1a-2c》教案 人教新目标版.doc

九年级英语全册《Unit 5 It must belong to Carla Period 1 Section A 1a-2c》教案
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(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.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence using the target language.
3. Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Ⅱ.Teaching Key Points(教学重点)
1. Key vocabulary
2. Target language
Ⅲ. Teaching Difficult Point(教学难点)
1. Listen for the target language
2. Oral practice using the target language
Ⅳ. Teaching Methods(教学方法)
1. Scene teaching method
2. Listening method
3. Pairwork
Ⅴ. Teaching Aid(教学工具)
.A tape recorder and courseware
教学步骤 建议和说明
Teaching steps
Step I Presentation
Show the pictures of football, backpack, violin .Ask Whose --- is it ? Lead in “ It might be \ must belong to \ could be . Then show a picture of T-shirt Ask “Is this T-shirt yours ?” lead in “ can’t be”
Step Ⅱ Practise
Show pictures of football, hat , watch, glasses, eys etc make students practise in pairs with the follow sentences “ whose ---is it \are they? It It might be \ must belong to \ could be---. Is the --- yours? No It can’t be mine . It could be---“
Step III
1a 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
Clothing Things Fun things Kitchen
hat volleyball plate
jacket CD cups
T-shirt toy car
magazine
book
Step IV
(1) lb
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.
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.
Answers
Jane’s little brother—toy car—He was the only little kid at the picnic.
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.
(2) 1c
Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.
SA: Whose volleyball is this?
SB: 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.
SA : Whose book is this?
SB: It must be Mary’s. Wanda Wilbur is her favorite 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 Ⅴ 2a and 2b
Say :Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Play the recording. The students listen and write down , check the answers with the whole class. Then listen again and fill in the blank of 2b. check the answers with the whole class.
Explain how to use “might be \ must belong to \ could be and can’t be” again
StepⅥ 2c
Summary the grammar and go through the grammar focus , then make the sstudents fill in the blank of 2c with might be \ must belong to \ could be \can’t be.
check the answers with the whole class. If time permit ,do some more exercises.
Step VIISummary
The key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language. How to use“might be \ must belong to \ could be and can’t be”to make inferences.
StepVIII 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.
Blackboard Design

Unit 5 It must belong to Carla. Section A
The First Period
1. Key vocabulary:
belong v. belong to
plate n. author n.
toy n. picnic n.
2. Target language:
Whose book is this?
It must be Mary’s.
WandaWilbur
is her favourite author.
Teaching rethink(教学反思)
________________________________________________________________
(课前让学生收集一些自己喜欢的物品带到学校来).
导入本单元知识目标
(五分钟练习并分组表演出来)

训练重点句型和本单元目标语言

这部分活动让学生在锻炼英语听力的语言环境中对目标语言进行有效练习。

运用目标语言进行口语练习

针对目标语言进行挺立练习