人教版新目标GoForIt九年级第五单元教案Word下载.docx

人教版新目标GoForIt九年级第五单元教案Word下载.docx

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SectionB1a-2c1课时

SectionB3a-41课时

ShelfCheck1课时

Reading1课时

EnglishWeekly2课时

课题：

Unit5ItmustbelongtoCarla.

课型：

NewLesson

课时：

Period1

Teaching

aims

1.KnowledgeObjects

（1）KeyVocabulary:

belong,belongto,plate,author,toy,picnic

（2）TargetLanguage

2.AbilityObjects

（1）Trainstudents’listeningskilland

（2）Trainstudents’communicativecompetenceusingthetargetlanguage.

3.MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

Targetlanguage:

1.TeachingKeyPoints

Keyvocabulary

Targetlanguage

2.TeachingDifficultPoints

Listenforthetargetlanguage

Oralpracticeusingthetargetlanguage

procedures:

StepIRevision

Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.

StepⅡ1a

Thisactivityintroducesthekeyvocabulary.

Writethekeyvocabularywordsontheblackboard.

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

Thisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation.

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.

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.

StepⅥHomework

（1）Sayandrememberthespellingofthevocabularywords.

（2）SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage.

教学后记：

Period2

（1）KeyVocabulary：

band,hairband

（1）Trainstudents’listeningskillandwritingskill.

（2）Trainstudents’abilitytodeduce.

3.MoralObject

Useyourmind,thenmakeinferencescorrectly.

Listeningandwritingpracticeusingthetargetlanguage.

Makeinferencesusingthetargetlanguage.

2.TeachingDifficultPoint

Makeinferencesusingthetargetlanguage.

Revisetheconversationsinlb.Getdifferentpairsofstudentstotalkaboutwhoeachthingmightbelongtoandgiveareason.

StepⅡ2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber.

Say.BobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Pointoutthesampleanswer.

Studentsonlylisten.Playtherecordingasecondtime.Studentswritethecorrectwordsineachblank.

1.T-shirt

2.hairband

3.tennisballs

StepⅢ2b

Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

Callstudents’attentiontothechart.Pointtothenumberedlistofsentenceswhichcontainablank.Readthesentencestotheclasssayingblankwhencomingtoawrite-online.

Say,Youaretohearthesamerecordingagain.Thistimepleasefillintheblanksinthesesentencesusingthewordsmust,might,couldorcan’t.Pointoutthesampleanswer.

Playtherecording.Studentslistenandfillintheblanks.

Pointtotheboxthatcontainstheexplanationsofhowtousethewordsmust,might,couldandcan’t.Readtheexplanationstotheclass.

Use"

must"

toshowthatyouthinksomethingisprobablytrue.

might"

or"

could"

toshowthatyouthinksomethingispossiblytrue.

can’t"

toshowthatyouarealmostsuresomethingisnottrue.Andthenhavedifferentstudentsexplaininhis/herownwordswhateachwordmeans.Encouragestudentstomaketheirownsentencesusingthesewords.Forexample,forthewordmust,astudentmightsay,TheEnglishmagazinemustbeLiLei’s.HelikesreadingEnglishmagazinesverymuch.

StepⅥ2c

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’stheonlyonewho’sstudyingFrench.

Ican’tfindmybackpack.Itmight/mustbestillatschool.

ThephotomustbeLu’s.Thosearehisparents.

Theredbicyclecan’tbeHu’s.Shehasabluebicycle.

Theticketmightbemyaunt’soruncle’s.

Theyarebothgoingtotheconcert.

StepⅤGrammarFocus

Askstudentstosaythequestionsandanswersinpairs.Atthesametime,writethemontheblackboard.

Inviteastudenttounderlinethewordsmust,could,mightandcan’tandthenwritetheminalistontheblackboard.

Askstudents,whatdoesitmeanwhenyousaysomethingmustbetrue?

Howsureareyouthatitistrue?

100percent?

50percent?

10percent?

Whenastudentanswers100percent,writeitnexttothewordmustontheblackboard.

Repeattheprocesswiththewordsmight,couldandcan’t.

Optionalactivity

Askallbutfourstudentstoputtheirheadsdownontheirdesks.Meanwhile,collectoneitemeachfromthefourstudents.

Playthegamelikethis:

T:

（Holdingupapen）Whosepenisthis?

S1:

ItcouldbeLiLei’s.

LiLei,isthisyourpen?

L:

No,itisn’t.

Itcan’tbeLiLei’s.Hesaysit’snothis.S2:

ItmightbeWuJun’s.

WuJun,isthisyourpen?

W:

Yes,itis.

Hesaysit’shis.ThepenmustbeWuJun’s.

（Holdingupanotebook）Whosenotebookisthis?

S3:

ItmustbeLiNa’s.Igaveittoherasabirthdaypresent.

Repeattheprocesswiththeotheritems.

StepⅥSummary

Say,Inthisclass,we’veclonesomelisteningandwritingpracticeusing’thetargetlanguage.Andwe’velearnedhowtomakeinferencesusingthewo