九年级英语It must belong to Carla 16页

Unit 5 It must belong to Carla. Ⅰ. Learning objectives 教学目标 Skill Focus Learn to make inferences with “must”, “might”, “could”, and “can’t”. Talk about the words you don’t understand or something that worries you. Language Focus 功 能 句 式 Make inferences (P34- P35) Whose…is this? It must be… Talk about the words you don’t understand or something that worries you What do you think …mean? It might mean … 词 汇 1. 重点词汇 picnic, possibly, drop, count, final, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2．认读词汇 belong, author, symphony, optometrist, algebra, crucial, anxious, worried, Oxford, chase, creature, unhappy, extremely, footstep, garbage, mystery, monkey, escape, bark, ant, dishonest, pretend, attempt, Hemingway, Fred, Mark Twain 3．词组 belong to, hair band, use up 语 法 must, might, could and can’t for making inferences Strategy Focus 1. sequencing 2. deducing Culture Focus Different opinions about dreams. Different proverbs show different cultures. Ⅱ.Teaching materials analyzing and rearranging 教材分析和重组 1．教材分析 本单元以It must belong to Carla为话题，共设计了三部分的内容： Section A 该部分有4个模块：第一模块围绕Whose volleyball is this? 这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕上一模块中的话题进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕前两个模块中的“making inferences”展开训练。训练形式为阅读排序（3a）和两人问答（3b）；第四模块仍就上一话题展开讨论。 Section B 该部分有4个模块：第一模块要求根据图画和所提供的单词写出合理的句子；第二模块在听力（2a-2b）和分角色口语训练（2c）的基础上，继续进行“推测”训练; 第三模块围绕“Strange events in Bell Tower neighborhood”这一话题展开阅读（3a）和写作（3b-3c）训练；第四模块以dream为话题展开小组活动。 Self Check 该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块就8个谚语展开阅读和讨论。第三模块要求找出不同类的词。 2．教材重组和课时分配 Period 1(Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) Practice Period 3 (Section B: 1, 2a, 2b, 2c， 3a, 3b, 3c, 4 ) Integrating skills Period 4 (Self Check: 1, 2, 3 & Workbook) Comprehensive review Ⅲ. Teaching procedures and ways 教学过程与方式 Period 1 New function presenting Language goals 语言目标 1. Words & expressions 生词和短语 picnic, author, belong, belong to 2. Key sentences 重点句子 Whose volleyball is this? (P34) It must be Carla’s. (P34) Ability goals 能力目标 Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”. Emotion & attitude goals 情感和态度目标 Learn to infer the owners of the things purposefully. Strategy goals 策略目标 Listen and match each person with a thing. Culture awareness goals 文化意识目标 Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”. Teaching important points教学重点 Learn to make inferences using “must”, “might”, “could” and “can’t”. Teaching Procedures and ways 教学过程与方式 Step I Revision and Lead-in Ask the students to do a game guessing the owners of things. T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something and don’t know who the owner is, what would you do Ss: We would try to guess who the owner is, then give it to him/her. T: Now, boys and girls, close your eyes. Collect some books from the students and put them together, asking the students to guess whose books they are. T: OK, open your eyes, please. Hold up one of the books. T: Whose book is this? S1: Bill’s ? T: It might be Bill’s. Let’s ask him. Bill, is this your book? S2: No, it’s not mine. T: Well, it isn’t Bill’s. He says it’s not his. S2: Is it Anna’s? T: Let’s ask her. Anna, is this your book? S3: No, it isn’t. T: So it’s not Anna’s book. And it can’t be Maria’s. Because I didn’t take hers. Then whose book is it? S1: Is it Lee’s? T: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s. Step II Brainstorming (1a: P 34) T: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be Maria’s. It must be Lee’s. Now, look at 1a on Page 34. What can you see in the picture? S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines. T: It isn’t hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible. Then ask the students to read their answers. S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things. Step III Listening and speaking (1b: P 34) Ask the students to read the instruction in 1b. T: Read the instructions and find out what you are asked to do. S1: To match each person with a thing and a reason. T: 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 match the thing in the second column with the reason in the third column. Ask the students to listen to the recording for the first time. T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening. Point out the sample answer. T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connected with the sentence She loves volleyball. in the third column. Ask the students to listen to the recording again. T: Now listen to the conversation again. This time connect the items in the three columns. Play the recording again. T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the box Ask the students to make dialogues after the model. T: Now work with a partner and practise making conversations. Sample dialo