九年级英语It must belong to Carla教案

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

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.

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