Unit 5 It must belong to Carla.（单元设计）

本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
新目标英语九年级Unit 5 It must belong to Carla 教学设计
一．知识体系分析
《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新，实践能力，发展学习策略。它采用任务型语言教学模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。在这个单元，学生要学会进行合理的推论，这样的主题对活跃学生的想像力和提高学生的推测能力很有帮助。对于一些掌握快的学生会在课上就活跃地参与到活动当中。通过各部分的学习，要求学会如何进行推测，并了解、学会基本句型的使用。教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。
二．教学目标
1. 知识与技能
本单元通过学习情态动词，学会正确运用must, might, could 和can’t 对事物进行推断，并注意体会这些词表示判断时的程度，尽量做到用词准确。拓展了belong to, much too, too much, count等词的使用，并提供了一些实用的英语谚语，要对本单元中的生词做到会读、会写、会用。学会根据一定的背景或前提进行续写。
2. 学习策略
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：Section A 1a, 1b, 1c, 2a, 2b, 2c，Grammar Focus
第二课时：Section A 3a, 3b, 4
第三课时：Section B 1, 2a, 2b, 2c
第四课时：Section B 3a, 3b, 3c
第五课时：Section B 4, Selfcheck
Teaching Procedures and ways 教学过程与方式
Period 1
Section A 1a, 1b, 1c, 2a, 2b, 2c，Grammar Focus
Language goals
1. Words & expressions
picnic, author, belong, belong to, band, hair band
2. Key sentences
Whose volleyball is this
It must be Carla’s.
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.
Ability goals
Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.
Emotion & attitude goals
Learn to infer the owners of the things purposefully.
Strategy goals
Listen and match each person with a thing.
Culture awareness goals
Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.
Teaching important points
Learn to make inferences using “must”, “might”, “could” and “can’t”.
Step I Revision
Check homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.
Step Ⅱ 1a
This 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 carmagazinebook
Step Ⅲ lb
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. 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 talking 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.
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 favourite author.
Carla—volleyball—She loves volleyball.
Deng Wen—magazine—He loves cats.
Grace—CD—She always listens to classical music.
Step Ⅳ 1c
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.
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 favourite 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
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.
Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.
Play the recording the first time.
Students only listen. Play the recording a second time. Students write the correct words in each blank.
Check the answers.
Answers
1. T-shirt
2. hair band
3. tennis balls
Step VI 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.
Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.
Play the recording. Students listen and fill in the blanks.
Check the answers.
Answers
1. The person must go to our school.
2. The person can’t be a boy.
3. It could be Mei’s hair band.
4. The hair band might belong to Linda.
5. It must be Linda’s backpack.
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.
Use "must" to show that you think something is probably true.
Use "might" or "could" to show that you think something is possibly true.
Use "can’t" to show that you are almost sure something is not true. 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.
Step VII 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. Say, Please fill in the blanks with the words from this unit. Some answers will vary. 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.
Answers
The notebook must/might be Ming’s. It was on her desk.
The homework can’t be Carla’s. She wasn’t at school today.
The soccer ball might be John’s or Tony’s.
They both play soccer, don’t they
The French book must be Li Ying’s. She’s
the only one who’s studying French.
I can’t find my backpack. It might/must be still at school.
The photo must be Lu’s. Those are his parents.
The red bicycle can’t be Hu’s. She has a blue bicycle.
The ticket might be my aunt’s or uncle’s.
They are both going to the concert.
Step ⅤVIII Grammar Focus
Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard.
SA: Whose notebook is this
SB: It must be Ning’s. It has her name on it.
SA: Whose French book is this
SB: It could be Ali’s. She studies French.
SA: Whose guitar is this
SB: It might belong to Alice. She plays the guitar.
SA: Whose T-shirt is this
SB: It can’t be John’s. It’s much too small for him.
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.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.
And we’ve done some listening and writing practice using’ the target language. Also we’ve learned how to make inferences using the words must, might, could and can’t.
Step Ⅵ Homework
(1) Say the conversations in Activity 1c to get a further understanding of the target language
(2).Make two sentences each using the words must, could, might and can’t.
Period 2
Section A 3a-4
I. Language goals
Words & expressions
drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University
band, hair band
Key sentences
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.
Ability goals
(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.
Period 3
Section B 1, 2a, 2b, 2c
Goals
1. To learn Must, might, could and can't for making inferences
2. To use Must, might, could and can't for making inferences in listening, speaking,
Procedures
1 Looking and writing
Hello, class. Have you ever seen any UFOs or aliens What are they How do they look
Now turn to page 37, look at the pictures and write a sentence about each picture. Use Must, might, could and can't for making inferences.
The UFO is land. It is coming down from the sky!
The terrible, ugly, frightening alien is chasing the two people.
The frightened man is looking back at the alien.
A woman with camera is shooting films.
They must be making a movie.
…
2a Listening and numbering
To know more about the UFO and aliens you shall listen to a recording. While listening pay attention to the uses of Must, might, could and can't for making inferences and try to number the pictures on page 37.
Tapescript
Man: Hey, look at the man running down the street. I wonder what's happening
Woman: He could be running for exercise
Man: But he's wearing a suit.
Woman: Well, he might be late for work.
Man: He looks kind of scared.
Woman: Oh, no! What’s that
Man: Where
Woman: There's something in the sky.
Man: It could be a helicopter.
Woman: No, it can't be a helicopter. It's too big. It must be a UFO.
Man: A UFO What's going on
Woman: Look, now the UFO is landing…
Man: And there's a strange creature getting out. It must be an alien.
Woman: And the alien is chasing the man! I must be dreaming.
Man: Maybe we should call the police. (pause) Hey, wait a minute. What's that
Woman: Where
Man: Over there.
Woman: It's a woman with a camera.
Man: She could be from the TV news.
Woman: No, look at all those other people. They're actors. Oh! They must be making a movie.
2b Listening and completing
You are going to listen to the tape again and complete the sentences in the box on page 37. Use Must, might, could and can't for making inferences.
They see… The man says… The woman says…
1. a man running He could be running for exercises. He might be late for work.
2. something in the sky It could be a helicopter. It must be a UFO.
3. a strange creature It must be an alien. I must be dreaming.
4. a woman with a camera She could be from the TV news.
They must be making a movie.
2c Doing pairwork
In pairs role play the conversations between the man and woman. Use Must, might, could and can't for making inferences.
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.
B: There's something in the sky. It could be a helicopter.
A: No, it cant'be a helicopter. It must be a UFO.
B: And there's a strange creature getting out. It must be an alien.
A: I must be dreaming.
B: Look, there's a woman with a camera.
A: She could be from the TV news.
B: Oh! They must be making a movie.
Period 4
Section B 3a, 3b, 3c
Goals
To use Must, might, could and can't for making inferences in reading and writing
3a Reading and underlining
There's a newspaper article here on page 38. Read it, underline what causes the strange things and circle all the expressions used.
Strange events in Bell Tower neighborhood
Our neighborhood used to be very quiet. However, these days, strange things are happening in our neighborhood and everyone is unhappy. Zhou Gu, the local school teacher is extremely worried. When he was interviewed by the local newspaper, he said, “Every night we hear strange noises outside our window. My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun. My parents called the police, but they can’t find anything strange. They think it might be the wind. I don't think so！”
Zhou's next door neighbor Qi Hui is unhappy too. “At first, I thought it might be a dog, but I can't see a dog and I still hear the noises outside.” Everyone in our neighborhood is worried, and everyone has his or her ideas. There must be something visiting the homes in our neighborhood, but what is it
3b Writing another paragraph
You have read the newspaper article about strange events in Bell Tower. Now using the notes on page 38 to write another paragraph about the events. Use Must, might, could and can't for making inferences in your writing.
“Late last night, we heard footsteps in the hallway. We thought that they might be the neighbors,” says one of the Chu family. “We thought it might be the wind. It can't be someone trying to get in the window.” “You are all mistaken. This early morning I found garbage in front of my house, so it might be the cats making trouble and causing the strange things happening in our Bell Tower,” shouted Xiao Ning.
3c Looking and finishing
Now please look at the headline in the box on page 38 and finish the article about the strange events in Bell Tower. Use Must, might, could and can't for making inferences.
No more mystery in Bell Tower neighborhood
We now know what was happening in Bell Tower Neighborhood.
The director of the local zoo says that three monkeys escaped from the zoo and ran into the very quiet Bell Tower neighborhood. These days they caused many strange things in the neighborhood and everyone was unhappy.
Zhou Gu, the local school teacher was extremely worried. He said that every night they heard strange noises outside their window. His wife thought that it could be an animal, but his friends and he thought it must be teenagers having fun. His parents called the police, but they couldn't find anything strange. They thought it might be the wind.
Zhou's next door neighbor Qi Hui was unhappy too. At first, he thought it might be a dog, but he couldn't see a dog and he still heard the noises outside.
Everyone in our neighborhood was worried, and everyone had his or her ideas. There must be something visiting the homes in our neighborhood, but what was it
Now everyone knows it was the three monkeys who escaped from the zoo running into the very quiet Bell Tower neighborhood and caused the many strange things.
Period 5
Section B 4, Selfcheck
Section B 4
Doing groupwork
Tell your classmates about a recent dream and let them guess what the dream might mean. Use Must, might, could and can't for making inferences.
A: In my dream, I was swimming in an ocean of paper.
B: Maybe it means you're afraid of too much homework.
A: In my dream, I was running down the street.
B: Maybe it means you're afraid of something strange.
A: In my dream, I was running for exercise.
B: Maybe it means you're afraid of being ill.
A: In my dream, I was wearing a suit in the daytime.
B: Maybe it means you're afraid of being late for work.
A: In my dream, I was looking kind of scared.
B: Maybe it means you saw something strange in the sky yesterday morning.
A: In my dream, I saw a UFO was landing.
B: Maybe it means you wanted to go to the sky.
A: In my dream, I found an alien chasing me!
B: Maybe it means you are fond of making a movie!
Closing down by writing a newspaper article
Here are some pictures. Look at them and write a newspaper article. Use Must, might, could and can't for making inferences.
Selfcheck
Filling the blanks
On page 39 you will see 5 sentences. Now read them and fill in each blank with a correct word given. Make necessary changes to the form.
Then make your own sentence with each word.
(Key: 1. favorite 2. careful 3. worried 4. anxious 5. strange)
Your own sentences might be:
1. I'm very anxious about it.
2. These days, everyone is extremely worried about the weather.
3. We hear strange noises outside our classroom.
4. You are not very careful of the aliens swimming in the river.
fun.
5. My parents are my favorite teachers of English.
2 Read the proverbs and tell what they mean. Use Must, might, could and can't for making inferences.
1. One finger cannot lift a small stone. Maybe it means only one person alone can't do a thing very well.
2. When an ant says “ocean”, he's talking about a small pool. Maybe it means different persons might have different understanding of the same thing.
3. It is less of a problem to be poor than to be dishonest Maybe it means being dishonest could be worse than being poor.
4. Be careful of the person who does not talk, and the dog that does not bark. Maybe it means the person who does not talk, and the dog that does not bark must be more dangerous.
5. You can't wake a person who is pretending to be asleep. Maybe it means a bad person can't be stopped from doing bad things.
6. Tell me and I'll forget. Show me, and I may not remember. Let me try, and I'll understand. Maybe it means doing is learning, and teaching might not be very effective.
7. Don't let yesterday use up too much of today. Maybe it means what was done yesterday can't be changed.
8. He who would do great things should not attempt them all alone.Maybe it means one can't do a great thing alone all by oneself.
3 Circling the odd word
On page 39 is a box with 5 groups of words. Read them and circle the one that does not belong.
1.escape owner chase run
2.picnic lunch dinner alien
3.land apple ice cream chicken
4.creature alien exercise visitor
5.lost grass tree flower
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网