Unit8 It must belong to Carla Section A 3a-4c设计和课时作业人教版英语九年级全册.docx

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1、Unit8 It must belong to Carla.第二课时教学设计和课时作业The Second Period (Section A 3a-4c)Teaching Aims1. Knowledge Objects：(1)Function:Make inference (2)Key Vocabulary:Ss can master the following new words and phrases: noise, policeman, wolf, laboratory, coat, sleep, have fun, run away, go away, make noise, fe

2、el sleepy(3)Target Language:My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun.They think it might be the wind, I dont think so!So I guess it cant be a dog.There must be something visiting the homes in our neighborhood, but what is it?(4)Structure:M

3、ust, might, could and cant for making inferences2. Ability Objects Be able to master and use the key vocabulary and target language. Enable the students to understand the passage and infer the best title of passage according to the details.To learn and master how to make inferences using “must”, “mi

4、ght”, “could” and “cant”.3. Moral ObjectsLearn to make inferences through the common sense of life. Use your mind, then make inferences correctly.Teaching Key Points：Enable the students to understand the passage and infer the best title of passage according to the details.To learn and master how to

5、make inferences using “must”, “might”, “could” and “cant”.Teaching Difficult Points：To learn and master how to make inferences using “must”, “might”, “could” and “cant”. To read the passage, learn to infer the best title of passage according to the details.Teaching Methods：The Situational Teaching A

6、pproach, Task-based language teaching method, The Cooperative Learning Method.Teaching Aids：Some pictures about everyday things, PPTTeaching Procedures：Step 1 Review（About 7 minutes）Greet the class as usual. Show some groups of pictures and have students talk about them like this. T: Whose blouse is

7、 this?S1: It cant be Davids. It must belong to Lucy.T: Why?S1: Because its the clothes for woman.Have different pairs talk about the owners of the things in the pictures in front of the class. Step 2 Pairwork （About 6 minutes）First, have students look at the picture in 4c and say what they can see i

8、n the picture. Then guess who the owner of the room is and his/her hobbies.Have two students read the sample conversation and tell them to infer the owners of the room using “must”, “might”, “could”, and “cant”, and say the reason.Ask students discuss their ideas with their partners and make their o

9、wn conversations. Make sure they can make inferences using “must”, “might”, “could” and “cant” correctly. As students work, move around the classroom offering help as needed. Invite some different pairs to share their ideas with the class.Step 3 Reading (About 14 minutes)Lead-in:T: According to what

10、 we see or know about, we can make inferences using the words must, might, could and cant. Something unusual happened in Victors town. They heard strange noise at night, but didnt know what it was. Different people made different inferences. Next, please read the passage and make your inference. Pre

11、-readingHave students look at the picture and answer the questions.What is the woman in the picture doing? How did she feel? Why?Have some students try to answer the questions.While-reading:First, have students read the passage quickly and check the sentences “T” (for true) or “F” (for false) accord

12、ing to the passage.1. Victors town used to be very noisy.2. Unusual things are happening in the small town and everyone is uneasy.3. Victors wife thinks strange noises must be teenagers having fun. 4. The police find something strange.5. Victors next-door neighbor also heard the noises outside and t

13、hought it might be a dog.Then ask students to read the three titles in the box in 3a and decide which might be the best title. Ask two students to report their answers and say their reasons. Have students read the passage carefully and find out different peoples inferences about the strange noise, a

14、nd then complete the chart in 3c.Call different students to report those persons opinions. Check answers with students.Have students read the meanings in the box of 3b and guess what the words are. Then skim the passage again and find the words from the passage to match the meanings. Check the answe

15、rs in class. Call students to find out key phrases and key sentences, and then help students sum up some key language points and explain the phrases “next-door neighbor, run away, go away, create fear” and the key structures “There must be something doing sth.” and “have fun doing sth.”.After-readin

16、g:Call two students to retell the passage according to the content in the chart of 3c.Step 4 Grammar Focus (About 5 minutes)Have the students read and remember the sentences in Grammar Focus by themselves, and then ask a student to summarize how to make inferences using “must”, “might”, “could” and

17、“cant” and the usage of “whose”.Then show the picture and form to help them sum up the usage of making inferences using “must”, “might”, “could” and “cant”. Ask students to make sentences to practice making inferences using “must”, “might”, “could” and “cant”. Invite different students to share thei

18、r sentences with the class.Step 5 Practice（About 4 minutes）Have students read the sentences in 4a and choose the suitable expressions to complete each sentence according to each conversation. As they work, move around and give them some help if they need.Call different students to say their answers

19、and check them in class.Step 6 Pairwork (About 5 minutes)Ask a student to read the first sentence in 1 of 4b, and then have a talk with them.T: Why are many people wearing coats?S1: Because the weather is too cold. We have to wear warm clothes.T: So we can make an inference: “The weather must be col

20、d.”Have the students talk with their partners to complete the responses in 4b. Move around the classroom and give them some explanations if they have any difficulties.Call different pairs to share their answers with students. Step 7 Summary（About 3 minutes）In this class, weve mainly learned the usag

21、e of making inferences using “must”, “might”, “could” and “cant” and done much reading and writing practice using the target language. Ask students to sum up the important phrases and the key sentence they learned. Help students sum up and practice making inferences using “must”, “might”, “could” an

22、d “cant”. Step 8 Homework（About 1 minutes）Interview your classmates or friends about something strange or mysterious around them, then write a passage to tell everyone about their inferences. Blackboard Design：Unit8 It must belong to Carla.Section A 3a-4cVictors wife It could be an animal.Victor and

23、 his friends It must be teenagers having fun.The policeman It might be the wind.Helen (next-door neighbor) It cant be a dog.One woman in the area Maybe it was a bear or a wolf. (run away)The writer himself The noise-maker is having too much fun creating fear.There must be something doing sth. 课时作业设计

24、.根据句意、汉语意思和首字母提示完成句子。1. Tom often makes a lot of n_ (噪音)in the classroom. 2. He saw some hungry w_ (狼)running after a deer.3. Im too s_ (困倦的)to watch the end of the movie.4. The p_ (警察)warned me for speeding.5. The man is spreading a rumor to c_ (制造) fear among the public. 选择填空。1. -Have you bought f

25、or Lindas birthday?-Not exactly. Just some flowers.A. something unusual B. anything unusualC. unusual something D. unusual anything2. The man _be my English teacher. He has gone to Canada.A. might B. must C. cant D. mustnt3. I saw two thieves on my way home.A. run away B. run after C. running away D

26、. running after4. Listen! There must be some children in the next room.A. to singB. singingC. singD. will sing5. They passed a(n) night waiting for news from the hospital.A. sleepy B. noisyC. uneasy D. comfortable. 用所给词的适当形式。1. The policeman couldnt find_ (something) strange in the room.2. There is

27、a old man_(wait) for you outside the school.3. I saw a thief (enter) the shop. So I called the police at once.4. The T-shirt might be (Mark). 5. We went to the beach last Sunday, and we had great fun _ (play) volleyball.教学反思本节课教学目标明确、教学思路清晰、语法学习与阅读教学相得益彰，充分体现了新课标的理念。利用图示和表格总结语法结构，形式活泼，既能吸引学生的注意力，激发学

28、生学习兴趣，又能使学生更容易掌握语法结构。阅读教学从对图片的谈论入手，把阅读任务分解为学生易于活动的小任务，利用浏览、细读和重点研读等阅读策略，引导学生逐步完成判断正误和细节填表练习，然后理解短文大意，总结短文最好的标题。设置的任务活动符合学生的认知，学生在自主活动和合作探究中很容易完成了阅读任务，避免了学生对阅读的畏难情绪。各个层次的同学都能在教师的引导下，与同学一起合作顺利完成任务。第二课时作业设计答案. 1. noise 2. wolves 3. sleepy 4. policeman 5. create.1-5BCCBC. 1. anything 2. waiting 3. entering 4. Marks 5. playing