九年级英语Unit 5 It must belong to Carla教案示例（3）.doc

Unit 5 It must belong to Carla教案示例（3）
I. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, 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.
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 Object
When you are in trouble, send an e-mail message to your friends to ask for help.
Ⅱ. Teaching Key Points
1.Reading practice
2.Oral practice using the target language
Ⅲ. Teaching Difficult Points
1. Key vocabulary
2. Target language
Ⅳ. Teaching Methods
1. Practice method
2. Pairwork
3. A game
Ⅴ. Teaching Aid
The blackboard
Ⅵ. Teaching Procedures
Step I Revision
Revise 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 Ⅱ 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.
T: What’s the girl doing?
Ss: 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.
Answers
The notes should be numbered in this order:
5,2,4,3,1
circled words might include anxious, symphony hall algebra, optometrist appointment, crucial, count, drop
Step Ⅲ 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.
SA: What do you think "anxious" mean?
SB: Well, it can’t mean "happy".
SA: It might mean "worried".
SB: 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 of
Practice the pronunciation of these words and explain the meaning of each word.
Optional activity
Have students write the new words in
Activity 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 worried
cuilarc crucial
aegarbl
Step Ⅳ 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.
SA: Here are some earrings. The owner can’t be a boy.
SB: 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 Ⅴ Summary
Say, 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 Ⅵ Homework
1. Read the letter in Activity 3a again for further understanding of the vocabulary
words.
2. Read the conversations in Activities 3b and 4 again for further understanding
of the target language.
3. Finish off the exercises on pages 15～16 of the workbook.
StepⅦ Blackboard Design
Unit 5 It must belong to Carla.
Section A
The Third Period
1.Vocabulary words:
drop v.
symphony n.
optometrist n.
appointment m
algebra n.
crucial adj.
count v.
because of
Chinese-English dictionary
Oxford University
2. Target language:
(1)A: What do you think "anxious" mean?
B: Well, it can’t mean "happy".
A: It might mean "worried".
B: Oh, yes. She is worried because of her test.
(2) A: Here are some earrings. The owner can’t be a boy.
B: Welt, it could be a boy. The earrings might be a present for his mother.