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2019-2020年九年级英语教案示例二人教新目标版Ⅰ.Learningobjectives教学目标SkillFocusLearntomakeinferenceswith“must”“might”“could”and“can’t”.Talkaboutthewordsyoudon’tunderstandorsomethingthatworriesyou.LanguageFocus功能句式MakeinferencesP34-P35Whose…isthisItmustbe…Talkaboutthewordsyoudon’tunderstandorsomethingthatworriesyouWhatdoyouthink…meanItmightmean…词汇重点词汇picnicpossiblydropcountfinalownerskycatchinterviewnoisewindneighbordirectorsmellfingerliftstone2.认读词汇belongauthorsymphonyoptometristalgebracrucialanxiousworriedOxfordchasecreatureunhappyextremelyfootstepgarbagemysterymonkeyescapebarkantdishonestpretendattemptHemingwayFredMarkTwain3.词组belongtohairbanduseup语法mustmightcouldandcan’tformakinginferencesStrategyFocussequencingdeducingCultureFocusDifferentopinionsaboutdreams.Differentproverbsshowdifferentcultures.Ⅱ.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析本单元以ItmustbelongtoCarla为话题,共设计了三部分的内容SectionA该部分有4个模块第一模块围绕Whosevolleyballisthis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“makinginferences”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SectionB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“StrangeeventsinBellTowerneighborhood”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SelfCheck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Period1SectionA:1a1b1cNewfunctionpresentingPeriod2SectionA:2a2b2c3a3b4PracticePeriod3SectionB:12a2b2c,3a3b3c4IntegratingskillsPeriod4SelfCheck:123WorkbookprehensivereviewⅢ.Teachingproceduresandways教学过程与方式Period1NewfunctionpresentingLanguagegoals语言目标
1.Wordsexpressions生词和短语picnicauthorbelongbelongto
2.Keysentences重点句子WhosevolleyballisthisP34ItmustbeCarla’s.P34Abilitygoals能力目标Enablethestudentstoinfertheownersofthethingsusing“must”“might”“could”and“can’t”.Emotionattitudegoals情感和态度目标Learntoinfertheownersofthethingspurposefully.Strategygoals策略目标Listenandmatcheachpersonwithathing.Cultureawarenessgoals文化意识目标Enablethestudentstoguesstheownersoftheunknownthingsusing“must”“might”“could”and“can’t”.Teachingimportantpoints教学重点Learntomakeinferencesusing“must”“might”“could”and“can’t”.TeachingProceduresandways教学过程与方式StepIRevisionandLead-inAskthestudentstodoagameguessingtheownersofthings.T:Inthelastunitwehavelearntwhatweshoulddoifweareinanimaginarysituation.Ifwehadproblemswewouldaskforadviceorhelp.Nowimagineifyouhavefoundsomethinganddon’tknowwhotheowneriswhatwouldyoudoSs:Wewouldtrytoguesswhotheowneristhengiveittohim/her.T:Nowboysandgirlscloseyoureyes.Collectsomebooksfromthestudentsandputthemtogetheraskingthestudentstoguesswhosebookstheyare.T:OKopenyoureyesplease.Holduponeofthebooks.T:WhosebookisthisS1:Bill’sT:ItmightbeBill’s.Let’saskhim.BillisthisyourbookS2:Noit’snotmine.T:Wellitisn’tBill’s.Hesaysit’snothis.S2:IsitAnna’sT:Let’saskher.AnnaisthisyourbookS3:Noitisn’t.T:Soit’snotAnna’sbook.Anditcan’tbeMaria’s.BecauseIdidn’ttakehers.ThenwhosebookisitS1:IsitLee’sT:Yesitdoesn’tbelongtoBillAnnaorMaria.SoitmustbeLee’s.StepIIBrainstorming1a:P34T:Whenwetalkaboutthingswearenotsureofweusethewordscouldmightcan’tandmust.ItcouldbeBill’s.ItmightbeBill’s.Itcan’tbeMaria’s.ItmustbeLee’s.Nowlookat1aonPage
34.WhatcanyouseeinthepictureS:WecanseeahataT-shirtavolleyballaCDatoycaraplatethreecupssomebooksandmagazines.T:Itisn’thardforustojudgewhothethingsbelongto.Readtheexamplesfirstandthenwritethethingsyouseeinthecorrectcolumnsinthechartassoonaspossible.Thenaskthestudentstoreadtheiranswers.S:Sure.ThehatthejacketandtheT-shirtmustbelongtoclothing.ThevolleyballtheCDthetoycarthemagazineandthebookmustbelongtofunthings.Theplatethecupsmustbelongtokitchenthings.StepIIIListeningandspeaking1b:P34Askthestudentstoreadtheinstructionin1b.T:Readtheinstructionsandfindoutwhatyouareaskedtodo.S1:Tomatcheachpersonwithathingandareason.T:Asyoulistendrawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetomatchthethinginthesecondcolumnwiththereasoninthethirdcolumn.Askthestudentstolistentotherecordingforthefirsttime.T:Nowlistenforthefirsttimetogetthekeyinformation:whowhatandwhy.Keepthemdownwhilelistening.Pointoutthesampleanswer.T:ThenameCarlainthefirstcolumnisconnectedtovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.AndthewordvolleyballinthesecondcolumnconnectedwiththesentenceShelovesvolleyball.inthethirdcolumn.Askthestudentstolistentotherecordingagain.T:Nowlistentotheconversationagain.Thistimeconnecttheitemsinthethreecolumns.Playtherecordingagain.T:Weheardjustnowthattheownersofthethingsandthereasonswhythethingsbelongtothem.Nextmakeconversationswiththehelpoftheinformationinthechartinactivity1b.Firstyou’dbetterreadtheexampleintheboxAskthestudentstomakedialoguesafterthemodel.T:Nowworkwithapartnerandpractisemakingconversations.Sampledialogue1:S1:Look!WhosetoycaristhisS2:ItmustbeJane’slittlebrother’s.Becausehewastheonlylittlekidinthepicture.Sampledialogue2:S3:Look!WhosebookisthisS4:ItmustbeMary’s.BecauseHemingwayisherfavoriteauthor.Sampledialogue3:S3:WhoseCDisthisS4:ItmustbeGrace’s.Becauseshealwayslistenstoclassicalmusic.StepIVHomework
1.Askthestudentstodomorepracticeasrequiredin1conPage
34.
2.Askthestudentstoprepareforthenextperiod:Ifyouarenotsureofsomethinghowdoyoumakeinferences
3.。