1、10新目標人教版九年級Unit 5 It must belong to Carla.單元教學設計一、教學內容及分析1、教學內容：新目標人教版九年級Unit 5 It must belong to Carla.2、教材分析：本單元通過學習情態動詞，學會正確運用must, might, could 和cant 對事物進行推斷(make inferences)，并注意體會這些詞表示判斷時的程度，盡量做到用詞準確。拓展了belong to, much too, too much, count等詞的使用，并提供了一些實用的英語諺語，要對本單元中的生詞做到會讀、會寫、會用。Section A 以“推測誰是

2、物品的主人以及做出推測的根據”這一話題來進行課堂教學和語言實踐，為目標句型提供分步示例和指導性練習。(1a-1c)展示了重點詞匯和目標語言，通過聽說訓練，讓學生初步領會must表推測的含義和用法。（2a-grammar）在前面的基礎上更明確了“must, might, could, cant”等詞的不同。同時附以練習，加以落實。（3a -4）讓學生通過閱讀文章，推測詞義的方式，讓學生體會“學以致用”。 Section B 是在Section A的基礎上，對話題的拓展和知識的延伸，使學生能夠對已學過的目標句型運用自如。（1-2c）讓學生發揮想象，運用推測的句型，講述外星人追逐一個人的故事。（3a

3、-4）閱讀短文，談論奇怪的幻想和噩夢，自如地運用推測的句型，尋求原因。Self Check 使學生對自己的英語水平有明確的認識，其中的諺語使學生受益非淺。本單元是在以前學習的基礎上學習掌握運用情態動詞表示推測的用法，圍繞“物品的歸屬”這一話題，讓學生學會運用“must, might, could 和cant”等詞進行推測。本單元對教材的處理：由于本單元安排4課時，根據內容安排，將self check部分內容移至Section B部分1, 2a, 2b, 2c之后作為課堂練習及延伸。 二、學習者特征分析1.本單元學生將本單元是在以前學習的基礎上學習掌握運用情態動詞表示推測學習使用情態動詞的用法。

4、學生在七、八年級已經學習過can, could ,may ,might ,must ,should , will ,would , have to，need等情態動詞，主要學習其表示能力can, could；表示請求和允許can, could，may, might；表示必須、必要must, have to；表示征求建議shall, should，表示建議勸告should，must，have to， need;表示意志、愿望和決心will would；表示許可的 can / could / may / might / must 的用法，學生本單元主要是學習情態動詞must, might, cou

5、ld 和cant表推測的用法。2. 本單元這個話題是學生與他們生活實際聯系，且學習內容比較簡單，是他們很感興趣的話題。所以每位學生都會愿意參與討論。學生對于PPT的呈現形式依然感到有趣，學生思維活躍，能夠積極的參與到教學活動中來。但是學生的語言綜合運用能力還有待加強。三、單元整體目標分析1、知識與能力： （1）knowledge objects：Key vocabulary: belong to, picnic, possibly, drop, final, worried, owner, sky, catch, interview, noise, wind, neighbor, direct

6、or, monkey, smell, finger, lift, stone, ant, ocean, etc.Target language:Whose volleyball is this?It must belong be Carlas. She loves volleyball.（2）Ability objects：Enable students listening, speaking, reading, and writing skills.Enable students ability to deduce.2、情感態度與價值觀：在日常生活中我們用善于動腦觀察，比較事物的特點與區別，

7、逐漸培養自己的推理、判斷能力。同時要學會對某一事物表示自己的看法并申明理由，進而鍛煉自己的演講口才與交往能力，還要注意環保，野餐后要記得帶走垃圾，保持環境的干凈整潔，注意鄰里的友好相處等等。 四、重點、難點1、（1）knowledge objects：Key vocabulary: belong to, picnic, possibly, drop, final, worried, owner, sky, catch, interview, noise, wind, neighbor, director, monkey, smell, finger, lift, stone, ant, oce

8、an, etc.Target language:Whose volleyball is this?It must belong be Carlas. She loves volleyball.（2）Ability objects：Enable students listening, speaking, reading, and writing skills.Enable students ability to deduce.2、學會運用重點詞匯和目標語言，學會能口筆頭運用must, might, could, cant 進行推論。五、教法選擇與學法指導教法選擇：以任務教學策略為主，采用情景教學

9、法、聽力訓練法、并輔助個人，小組競賽和圖片等興趣策略教學。如在教授單詞時，通過一些圖片等進行分析教學，以至于從視角引起他們的注意，從而記注單詞。采取任務型教學策略的目的是讓學生多練多用，在做中學，學中樂，樂中掌握。學法指導：采用合作式學習方式，有目的的讓學生預習，在完成任務的活動中主動的學習語言，養成繼續學習英語和學好英語的良好習慣。歸納總結情態動詞 must , might, could 和 cant 表示推斷的用法，比較它們的用法區別，在選擇它們進行運用時，要多角度，全方位地思考，根據句子語境，明確句子的含義，選擇正確的情態動詞。強調學生不僅在課上積極發言、多練，并讓學習學會查字典。六、課

10、時及教學內容安排教學內容課時安排教法選擇資源準備教學評價Section A 1a, 1b, 1c, 2a, 2b, 2c，Grammar FocusPeriod 1情景教學法聽說法交際法小組合作多媒體課件觀察激勵提問Section A 3a, 3b, 4Period 2“三一三”模式；閱讀技巧訓練。小組合作。多媒體課件提問獨立思考互評Section B 1, 2a, 2b, 2c,Self checkPeriod 3聽說法交際法小組合作多媒體課件觀察提問激勵Section B 3a, 3b, 3c,4Period 4“三一三”模式；講解法，閱讀技巧訓練。多媒體課件提問獨立思考互評教學內容Uni

11、t 5 It must belong to Carla.Section A(1a2c)、grammar focus.課時Period 1教學對象九年級設計者一、教材內容分析本節課是九年級第五單元第一課時。 本節課的主要教學目標任務讓學生在學習情態動詞表示能力、請求等用法的基礎上，學會初步運用情態動詞表示推測的用法，讓學生 利用情態動詞must, might, could 和cant 根據相關信息對事物進行推斷。(1a-1c)展示了重點詞匯和目標語言，通過聽說訓練，讓學生領會must表推測的含義和用法。（2a-grammar）在前面的基礎上更明確了“must, might, could, can

12、t”等詞的不同。二、教學目標（知識與能力，情感態度與價值觀）1.knowledge objects:(1) Key Vocabulary belong, belong to, plate, author, toy, picnic，band, hair, band, possibly.(2)Target Language Whose book is this?It must be Marys. Hemingway is her favorite author.Whose French book is this? It could be Carols. She studies French.Who

13、se guitar is this? It might belong to Alice. She plays guitar.Whose T-shirt is this/ It cant be Johns. Its much too small for him.2.ability objects: (1) Enable students listening skill.(2) Enable students communicative competence using the target language.(3) Enable students ability to deduce.3.情感態度

14、目標: Enhance the awareness of environment protection .When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. 三、重點、難點1. Listening and writing practice using the target language.2. Make inferences using the target language.四、教法選擇與學法指導1. Scene teaching method 2.

15、Listening method 五、資源準備1. A computer for multimedia use. 2. A tape recorder.六、教學過程教學任務教師活動學生活動設計意圖及資源準備Task 1Organization and lead in.( 2 min)1. Greeting.2. Guessing game. What does/do she/he/they do?I think/guess she/he is a/anWe can also say :she/he could be a/an She/he must be a/an1. Warm up,2. L

16、ook and guess.通過猜測游戲調動學生興趣，導入主題。Task 2Presentation( 6 min)1. Show some pictures and ask some questions.Guess What does/do she/he/they do?I think/guess she/he is a/anWe can also say :she/he could be a/an She/he must be a/an(看圖確認后)（從而引出利用情態動詞must, might, could 和cant進行推斷）Ask and answer.What does/do she

17、/he/they do?I think/guess she/he is a/anshe/he could be a/an She/he must be a/an 讓學生通過watch and answer來培養學生的語言能力和聽的能力，并導入本節重點：使用情態動詞進行推測。Task 31a(4 min)1. Show the picture with some things in disorder. And ask Ss to look at it.2. Ask Ss to match the things together.3. Correct the answers.1. Look at

18、the picture and say what they see.2. Fill in the chart.3. Report.以學生“外出野餐”為話題介紹圖片，讓學生散亂的物品分類整理填表，并對學生進行思想教育，教育學生養成良好的生活習慣和環保意識。Task 41b(6 min)1. Ask Ss to look at books and match the things together. 2. Play the tape for Ss to listen1. Read.2. Listen.通過聽力訓練，培養學生聽力。Task 51cpair work(5 min)1. Ask a pa

19、ir of Ss to make a conversation using the information in the chart in 1b. 2. Ask Ss work in pairs.Practice the conversations in 1c（運用A: Whose book is this? B: It must be . ） 通過小組合作，利用聽力材料進行口語練習目標語言。Task 6Listen and finish off 2a and 2b.(9 min)1. Look at books.2. Play the tape for Ss to listen.1. Loo

20、k and listen.2. Ss listen to the tape and finish 2a and 2b.1.通過聽力訓練，培養聽能力。2.培養學生熟練運用單元語言知識的能力。Task 72c(5 min)Ask Ss to fill the chart in 2c.Fill in the blanks.通過填空練習進一步鞏固用“must, might, could, cant”表示推測的用法。Task 8Grammar focus and summary(6 min)1. Ask Ss read the sentences.2.Introduce the usage of“mus

21、t, might, could, cant” .Read and remember.總結“must, might, could, cant”表示推測的用法。Task 8Homework(2 min)1. Write 3 to 5 sentences using “must”, “might”, “could”, “cant”. 2. Group A: Make three conversations using the target language you learnt in this class. 3. Group B: copy 10 sentences at least. Do the

22、 homework.作業分A、B兩組布置，分層要求，以適應不同層次的學生學習。七、板書設計Unit 5 It must belong to Carla.Section A(1a2c)、grammar focus. 教學內容Unit 5 It must belong to Carla.Section A (3a-4)課時Period 2教學對象九年級設計者一、教材內容分析本節課是九年級第五單元第二課時。本節課的主要教學目標任務是在進一步鞏固學習情態動詞must, might, could 和cant表示進行推斷，學習（3a-4）讓學生通過閱讀，進一步學習、體會、掌握其用法。 二、教學目標（知識與

23、能力，情感態度與價值觀）1.知識和能力Knowledge objects:1) Key VocabularyDrop, symphony, optometrist, appointment, crucial, final, anxious, worried, owner, Oxford University.(2)Target LanguageWhat do you think “anxious” means?Well, it cant mean “happy”.It might mean “worried”.Oh, yes. She is worried because of her res

24、t.Here are some earrings. The owner cant be a boy. Well, it could be a boy. The earrings might be a present for his mother.Ability objects:(1) Enable students reading skill.(2) Enable students communicative competence using the target language.(3) Enable students ability to deduce.2.情感態度與價值觀: be kin

25、d to others and be ready to help others.三、重點、難點1. Knowledge objects (1) Key VocabularyDrop, symphony, optometrist, appointment, crucial, final, anxious, worried, owner, Oxford University.(2)Target Language What do you think “anxious” means?ell, it cant mean “happy”.It might mean “worried”. 0h, yes.

26、She is worried because of her rest.2.Ability objects:(1) Enable students reading skill.(2) Enable students communicative competence using the target language.(3) Enable students ability to deduce.四、教法選擇與學法指導“三一三”模式；閱讀技巧訓練。小組合作。五、資源準備1. A computer for multimedia use. 2. A tape recorder.六、教學過程教學任務教師活動

27、學生活動設計意圖及資源準備Task 2Presentation( 4min)1. Guess What does she do?she could/might be a/an 2. Look at the pictures and learn new words.Learn to read the words and try to understand the phrase.通過猜測引入新課，為閱讀做好準備。Task 33a,3b(20 min)1. Read the message first.2. Guess what the words mean.3. Read again and tr

28、y to number the parts in the order.4. Read again and answer the questions.5. Practice.1. Read the message.2. Talk about the words you dont understand. Use must, might, could and cant.3. Try to number the parts in the order. 4. Read he message again and answer the questions.5. Fill in the blanks.1.在學

29、生初步閱讀電子郵件之后根據郵件內容利用情態動詞猜測其生詞的意思。2.利用“三一三”模式進行閱讀教學，并設置相關練習促使學生理解短文內容，進一步提高學生口語。Task 4Memory Challenge(10 min)1. Read the material twice.2. Find the owner of these things.1. Read the passage.2. Find the owner of these things.通過閱讀短文提高學生的閱讀、記憶以及口語表達能力。Task 5Writing practice (5 min)1. Ask Ss to read the

30、material. 2. Make a model.3. Ask Ss work in pairs.1. Look at the chart and read the material.2. Talk about a friend of his or hers. Using might/could/must/cant.通過小組合作，利用補充材料使用目標語言進行寫作練習。Task 6Homework(2 min)Group A: Write something about your friends using might/could/must/cant. Group B: Do the home

31、work.作業分A、B兩組布置，分層要求，以適應不同層次的學生學習。七、板書設計Unit 5 It must belong to Carla.Section A(3a4c)教學內容Unit 5 It must belong to Carla.Section B(1a2c)、self check課時Period 3教學對象九年級設計者一、教材內容分析本節課是九年級第五單元第三課時。Section B 是在Section A的基礎上，對話題的拓展和知識的延伸，使學生能夠對已學過的目標句型運用自如。（1-2c）讓學生發揮想象，運用推測的句型，講述外星人追逐一個人的故事，要求學生學校會根據一定的背景或

32、前提，進行預測或續寫。Self Check調整到之后（1-2c）作為練習使學生對自己的英語水平有明確的認識，其中的諺語使學生受益非淺。我對教材的處理：將2a寫作部分放在聽力訓練結束之后進行；并將self check調整至本節課完成。二、教學目標（知識與能力，情感態度與價值觀）1.knowledge objects:(1) Key VocabularyChase，creature，sky, helicopter, catch, smell, ginger, lift, ant, ocean, dishonest, bark, pretend, use up, attempt.(2)Target

33、Language Why do you thing the man is running?He could be running for exercise. No, hes wearing a suit. He might be running to catch a bus.2.ability objects: (1) Enable students listening and writing skills.(2) Enable students ability of reading comprehension.3.情感態度目標: The UFO and alien are both unre

34、al. As students, we must work hard to explore the universe in the future.三、重點、難點1. Write a sentence about each picture. 2. Write two or three sentences to finish the story.3. Listen and complete the sentences.四、教法選擇與學法指導1聽說 2交際法 3小組合作五、資源準備1. A computer for multimedia use.2. A tape recorder.六、教學過程教學

35、任務教師活動學生活動設計意圖及資源準備Task 1Organization and lead in.( 3 min)1. Greeting.2. Guessing game. 1. Warm up,2. Listen and guess.通過猜測游戲調動學生興趣，導入主題。Task 2Presentation( 5 min)1. Show some pictures in Part 1 and ask some questions.1. Describe these pictures on page 37.讓學生通過看圖片讓學生進行判斷，使所學知識達到學以致用的目的。Task 3Listeni

36、ng 2a 2b(14 min)1. Read the material.2. Play the tape.3. Correct the answers.1. Read.2. Listen.3. Report.結合圖片和提示材料進行聽力訓練。Task 4Writing(8 min)1. Read the listening material.2. Writing practice.1. Read.2. Writing.結合聽力材料，培養學生寫作能力。Task 52cpair work(5 min)1. Ask a pair of Ss to make a conversation using

37、the information in the chart in 1b. 2. Ask Ss work in pairs.practice通過小組合作，利用聽力材料進行口語練習目標語言。Task 6practice (8 min)1. Read the example.2. Practice.3. Try to read the proverbs.1. Practice the conversations.2. Fill in the blanks.3. Discuss the proverbs.及時練習，嘗試理解猜測諺語意思，并從中受到啟示。Task 8Homework(2 min)1. Fi

38、nish the story.2. Make some sentences with the words in part 1 in self check.Finish the homework.完成課堂作業，加深鞏固和理解。七、板書設計Unit 5 It must belong to Carla.Section A(1a2c)、grammar focus.教學內容Unit 5 It must belong to Carla.Section A (3a-4)課時Period 4教學對象九年級設計者一、教材內容分析本節課是九年級第五單元第四課時。本節課在復習運用情態動詞must, might, c

39、ould 和cant表示推斷的方法，（3a-4）閱讀短文，談論奇怪的幻想和噩夢，自如地運用推測的句型，尋求原因，讓學生體會“學以致用”。 二、教學目標（知識與能力，情感態度與價值觀）1.knowledge objects:(1) Key VocabularyExtremely, interview, noise, wind, neighbor, garbage, mystery, director, monkey, escape.(2)Target Language In my dream, I was swimming in an ocean of paper.Maybe it means, youre afraid of too much homework.2.ability objects: (1) Enable students reading skill. 2) Enable students writing skill.3.情感態度目標: Everyone has a dream. But dont dream away your time.三、重點、難點1. Reading practice. 2. Writing practic