G 9 Unit 5 it must belong to Carla单元设计Word文档格式.docx
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G 9 Unit 5 it must belong to Carla单元设计Word文档格式.docx
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有目的的让学生预习,在完成任务的活动中主动的学习语言,养成继续学习英语和学好英语的良好习惯。
归纳总结情态动词must,might,could和can’t表示推断的用法,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。
并让学习学会查字典。
3.情感态度与价值观
在日常生活中我们用善于动脑观察,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民表自己的看法并申明理由,进而锻炼自己的演讲口才与交往能力,还要注意环保,野餐后要记得带走垃圾,保持环境的干净整洁,注意邻里的友好相处等等。
三.教学重点
学会重点词汇和目标语言,学会用must,might,could,can’t进行推论。
四.教学难点
训练学生的听、说、读、写的能力,让学生掌握must,might,could和can’t的用法。
五.课时划分
分为五课时
第一课时:
SectionA1a,1b,1c,2a,2b,2c,GrammarFocus
第二课时:
SectionA3a,3b,4
第三课时:
SectionB1,2a,2b,2c
第四课时:
SectionB3a,3b,3c
第五课时:
SectionB4,Selfcheck
TeachingProceduresandways教学过程与方式
Period1
Languagegoals
1.Words&
expressions
picnic,author,belong,belongto,band,hairband
2.Keysentences
Whosevolleyballisthis?
ItmustbeCarla’s.
Whosenotebookisthis?
ItmustbeNing’s.Ithashernameonit.
WhoseFrenchbookisthis?
ItcouldbeAli’s.ShestudiesFrench.
Whoseguitaristhis?
ItmightbelongtoAlice.Sheplaystheguitar.
WhoseT-shirtisthis?
Itcan’tbeJohn’s.It’smuchtoosmallforhim.
Abilitygoals
Enablethestudentstoinfertheownersofthethingsusing“must”,“might”,“could”,and“can’t”.
Emotion&
attitudegoals
Learntoinfertheownersofthethingspurposefully.
Strategygoals
Listenandmatcheachpersonwithathing.
Cultureawarenessgoals
Enablethestudentstoguesstheownersoftheunknownthingsusing“must”,“might”,“could”,and“can’t”.
Teachingimportantpoints
Learntomakeinferencesusing“must”,“might”,“could”and“can’t”.
StepIRevision
Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12~14oftheworkbook.
StepⅡ1a
Thisactivityintroducesthekeyvocabulary.
Writethekeyvocabularywordsontheblackboard.
belongv.belongtoplaten.authorn.toyn.picnicn.
Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.
Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.
Belongmeanstobeownedbysomebody.
Anauthorisawriterofabookoraplay.
Apicnicisamealeatenoutofdoors.
Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.
Focusattentiononthepicture.Havestudentspointtoeachitemandsayitsname.Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsandkitchenthingsatthetop.Invitedifferentstudentstoexplainthemeaningsofthecolumnheads.
Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.Pointoutthesampleanswers.Getstudentstocompletethetaskontheirown.Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.
Showthecorrectanswersonthescreenbyaprojector.
ClothingFunthingsKitchen
Things
hatvolleyballplate
jacketCDcups
T-shirttoycar
magazine
book
StepⅢlb
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Callstudents’attentiontothechart.Setatimelimitoftwominutes.Studentsreadthepersons,thethingsandthereasons.
Say,Youwillhearaconversation.Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.
Pointoutthesampleanswer.Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.
Playtherecordingthefirsttime.
Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.
Checktheanswers.
Answers
Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.
Mary—book—WandaWilburisherfavouriteauthor.
Carla—volleyball—Shelovesvolleyball.
DengWen—magazine—Helovescats.
Grace—CD—Shealwayslistenstoclassicalmusic.
StepⅣ1c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
PointtothepictureinActivitylb.Invitepairofstudentstosaytheconversationinthespeechbubbles.
SA:
Whosevolleyballisthis?
SB:
ItmustbeCarla’s.Shelovesvolleyball.
Pointouttheconversationinthebox.Inviteanotherpairofstudentstosayittotheclass.
SA:
Whosebookisthis?
ItmustbeMary’s.WandaWilburisherfavouriteauthor.
Writetheconversationontheblackboard.
PointoutthechartinActivity1b.Say.
Nowworkwithapartner.Startbyreadingtheconversationsinthepictureandinthebox:
ThenmakeconversationsusingtheinformationinthechartinActivity1b.Talkaboutwhoeachthingmightbelongtoandgiveareason.Getstudentstopracticeinpairs.Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.
Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity.Getdifferentpairsofstudentstosaytheirconversationstotheclass.
StepV.2a
Thisactivityprovideslisteningpracticeusingthetargetlanguage.Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber.
Say.BobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Pointoutthesampleanswer.
Studentsonlylisten.Playtherecordingasecondtime.Studentswritethecorrectwordsineachblank.
1.T-shirt
2.hairband
3.tennisballs
StepVI2b
Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callstudents’attentiontothechart.Pointtothenumberedlistofsentenceswhichcontainablank.Readthesentencestotheclasssayingblankwhencomingtoawrite-online.
Say,Youaretohearthesamerecordingagain.Thistimepleasefillintheblanksinthesesentencesusingthewordsmust,might,couldorcan’t.Pointoutthesampleanswer.
Playtherecording.Studentslistenandfillintheblanks.
1.Thepersonmustgotoourschool.
2.Thepersoncan’tbeaboy.
3.ItcouldbeMei’shairband.
4.ThehairbandmightbelongtoLinda.
5.ItmustbeLinda’sbackpack.
Pointtotheboxthatcontainstheexplanationsofhowtousethewordsmust,
might,couldandcan’t.Readtheexplanationstotheclass.
Use"
must"
toshowthatyouthinksomethingisprobablytrue.
might"
or"
could"
toshowthatyouthinksomethingispossiblytrue.
can’t"
toshowthatyouarealmostsuresomethingisnottrue.Andthenhavedifferentstudentsexplaininhis/herownwordswhateachwordmeans.Encouragestudentstomaketheirownsentencesusingthesewords.Forexample,forthewordmust,astudentmightsay,TheEnglishmagazinemustbeLiLei’s.HelikesreadingEnglishmagazinesverymuch.
StepVII2c
Thisactivityprovideswritingpracticeusingvocabularyintroducedintheunit.
Readtheinstructionstotheclass.Pointtothelistofsentencesthatcontainablank.Say,Pleasefillintheblankswiththewordsfromthisunit.Someanswerswillvary.Elicitthefirstanswerfromtheclass(Thenotebookmust/mightbeMing’s.Itwasonherdesk).
Getstudentstocompletethetaskontheirown.Asstudentswork,movearoundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.
Thenotebookmust/mightbeMing’s.Itwasonherdesk.
Thehomeworkcan’tbeCarla’s.Shewasn’tatschooltoday.
ThesoccerballmightbeJohn’sorTony’s.
Theybothplaysoccer,don’tthey?
TheFrenchbookmustbeLiYing’s.She’s
theonlyonewho’sstudyingFrench.
Ican’tfindmybackpack.Itmight/mustbestillatschool.
ThephotomustbeLu’s.Thosearehisparents.
Theredbicyclecan’tbeHu’s.Shehasabluebicycle.
Theticketmightbemyaunt’soruncle’s.
Theyarebothgoingtotheconcert.
StepⅤVIIIGrammarFocus
Askstudentstosaythequestionsandanswersinpairs.Atthesametime,writethemontheblackboard.
Inviteastudenttounderlinethewordsmust,could,mightandcan’tandthenwritetheminalistontheblackboard.
Askstudents,whatdoesitmeanwhenyousaysomethingmustbetrue?
Howsureareyouthatitistrue?
100percent?
50percent?
10percent?
Whenastudentanswers100percent,writeitnexttothewordmustontheblackboard.
Repeattheprocesswiththewordsmight,couldandcan’t.
StepⅤSummary
Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpractice
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- Unit it must belong to Carla单元设计 Carla 单元 设计
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