2019-2020年九年級(jí)英語全冊(cè) Unit 5 It must belong to Carla The First Period教案 人教新目標(biāo)版.doc

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2019-2020年九年級(jí)英語全冊(cè) Unit 5 It must belong to Carla The First Period教案 人教新目標(biāo)版 Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary：belong, belong to, plate. author, toy, picnic (2) Target Language：Whose book is this? It must be Marys. Wanda Wilbur is her favorite author. 2．Ability Objects (1) Train students listening skill. (2) Train students municative petence using the target language. 3．Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ．Teaching Key Points：1．Key vocabulary 2．Target language Ⅲ．Teaching Difficult Points 1．Listen for the target language 2．Oral practice using the target language Ⅳ．Teaching Methods 1．Scene teaching method 2．Listening method 3．Pair work Ⅴ．Teaching Aids：1．Blackboard drawings 2．A tape recorder 3．A projector Ⅵ．Teaching Procedures 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 plete 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 Kitchen things hat volleyball plate jacket CD cups T-shirt toy car magazine book Step Ⅲ 1b 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 thats 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 Janes little brother—toy car—He was the only little kid at the picnic. Mary—book—Wanda Wilbur is her favorite 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 1b. Invite a pair of students to say the conversation in the speech bubbles. SA: Whose volleyball is this? SB: It must be Carlas. 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 Marys. Wanda Wilbur is her favorite author. Write the conversation on the blackboard. Point out the chart in Activity 1 b. 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 Summary Say, In this class, weve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language. Step Ⅵ Homework (1) Say and remember the spelling of the vocabulary words. (2) Say the conversations in Activity 1c to get a further understanding of the target language. Step Ⅶ Blackboard Design