初中九年级英语Unit5教学设计

一. 本周教学内容： [话题](Topic): A picnic [重点词组](Key Phrases)

1. belong to 属于 2. hair band 发带 3. because of 因为 4. Chinese-English Dictionary 汉英词典 5. Oxford University 牛津大学 6. use up 用光、用完

7. the only kid 独生子，唯一的孩子 8. classical music 古典音乐 9. make guesses 做出猜测 10. outside our window 在窗子外面 11. no more 不再 12. escape from 逃离

13. be careful of 留神、当心 [交际用语]

1. Whose volleyball is this?

It must be Carla’s. She loves volleyball. 2. Whose French book is this?

It could be Ali’s. She studies French. 3. Whose guitar is this?

It might belong to Alice. She plays the guitar. 4. Whose T-shirt is this?

It can’t be John’s. It’s much too small for him.

[重点难点释义](Language Points) Section A：

1 / 17

初中九年级英语教学设计 1. If you have any idea where it might be, please call me.

If you have any idea... = If you know... 意为“如果你知道……”。 any用于if引导的条件从句中，有“若干的，有多少”的意思。 If you have any time I’d like to talk with you. 如果你有（些许）时间，我希望与你谈谈。 2. no more 与not …any more的区别

二者都表示“不再”，“再没有”的含义但no more要用在谈数量或程度时，no more用在说时间时。

There is no more bread. 没有面包了。（指数量） He’s no more genius than I am. 他和我都不是天才。（指程度） He doesn’t live here any more. 他不住在这里了。（指时间）

3. I think I dropped it during the concert so it might still be in the symphony hall.

during是介词，意为“在……期间”，其后跟时间段。在引导时间状语时注意区分和for的用法。

介词for引导时间状语时，很易和during混淆不清。它们的区别如下： （1）during用在已知的时期、节日或表示时间观念的名词之前。

其后通常接the、this、that、these、those、my、your、his……等词。 during the last four days during the winter during that time during my holidays during our stay in Japan

而for则用以表示“有限的”或“无限的”时间概念，通常其后接冠词、数词，复数名词或副词ever。 for the first time for two months for many years

2 / 17

初中九年级英语教学设计 for years for ever

（2）during的涵义是“当……之际”。

它既可指某个动作在某个时期里连续不断地进行，也可以指某个动作在这段时期里的某个时间发生。

It snowed all day but stopped snowing during that night． 下了一整天雪，到晚上才停了。

而for的涵义是指某个动作在某个时期里处于连续不断的状态。 They worked for the whole day． 他们干了一整天。

在某些场合下，for含有“预先安排”或“为了某一目的”之涵义。 表示此意味时，大都和come、go、stay、lend、rent、hire等词连用。 They will stay with us for the New Year． 他们将和我们在一起，共度新年。 Section B：

（一）However, these days, strange things are happening in our neighborhood and everyone is unhappy.

然而，最近在我们附近却在发生一些奇怪的事情，并且每个人都不高兴。 1. however是一个转折连词，表示“然而，可是”的意思，与but的意义相同，但however是较正式的说法。

I know how to pronounce this English word, however I can’t write it. 我知道怎么读这个英语单词，但是我不知道怎么写。

2. these days意为“最近，近来，近几天。”

3. unhappy是happy的反义词。unhappy是一个合成词，由un+happy组合而成。 我们常用的在词前加前缀变为其反义词的有： happy unhappy like unlike grateful ungrateful friendly unfriendly lucky unlucky

3 / 17

初中九年级英语教学设计 （二）My parents called the police, but they can’t find anything strange. 我的父母亲报了警，但他们也没能发现奇怪的东西。 （1）the police可以看作为复数名词，意思是“、警方”。 但如果指一个警员，就要用a policeman或a policewoman。 （2）can’t在本句中，不表示“推断”，而表示“能力”。 （三）In my dream, I was swimming in an ocean of paper. 在我的梦中，我浸泡在数不尽的试卷中。

（in）an ocean of, 或（in）oceans of是介词短语，口语中常用，意为“极多的，用不尽的”。

在of后接不可数名词或可数名词复数形式均可。 He thinks he has oceans of time. 他认为他有用不尽的时间。 语法知识：

表示推测的情态动词。

在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词must, might, could, may, can’t, Couldn’t.

一. can和could的区别和用法

1．can表示体力和脑力方面的能力，或根据客观条件能做某种动作的”能力”。 Can you speak English？ What can I do for you？ Can you make a cake？

can用在否定句和疑问句中时有时表示说话人的 “猜测”或 “不肯定”。

Where can he be？

Can the news be true？

（在日常会话中，can可代替may表示”允许”，may比较正式）

2. could 是 can的过去式，表示过去有过的能力和可能性，还有怀疑和不肯定的意思（在否定和疑问句中）。

The doctor said he could help him．（能力）

She couldn't skate when she was five years old. （能力）

4 / 17

初中九年级英语教学设计 At that time we thought the story could be true．（可能性）

could用来提问，是有礼貌的请求 Could.... Please? 语气较为婉转。 Could I speak to Mr. Smith, please? Could you help us carry this box, please?

二. 跟上组词一样, might也是may的过去式,其用法如下: 1. may的用法:

a. 表示”允许”或”请求”。 May I come in？

在使用这一用法时需注意: may表示”允许”的否定形式是must not，意思是”不应该”“不许可”。

—May I take this book out of the reading-room？ —No，you mustn't．不行。

b. 表示说话人的猜测，认为某一事情”或许”或”可能”发生。 He may know the answer． Tomorrow I may go shopping． c. may用在感叹句中可表示祝愿、愿望。 May you succeed．(祝你成功。)

May you have a pleasant journey．(一路平安。) 2. might的用法:

a. might可以代替may，表示现在时间的动作，但语气较为婉转客气或更加不肯定。 He might not come today． Might I take a suggestion？

b. might用来表示现在时间时，还可表示”规劝”。 You might pay more attention to spoken English． 三. must与have to的区别

have to比较强调客观需要，must着重说明主观看法。另外have to能用于更多时态，比较下面的句子：

We had to be there at ten．我们得在十点钟到那里。

We'll have to reconsider the whole thing．这一切我将不得不重新加以考虑。 有时两者都可以用，意思差别不大。

5 / 17

初中九年级英语教学设计 We must have to leave now．我们得走了。

must在表示说话人对事物的推测时候要注意它比may肯定得多，相当于汉语的”一定”或”准是”。

（只有在肯定句中能这样用。） This must be your room． There must be a mistake．

在回答由must引起的问题时，如果是否定的答复，不能用mustn't，而需要用needn't或don't have

to，因为mustn't是”一定不要”的意思。 —Must we hand in our exercises today？ —No，you needn't．

must not的否定形式则表示”不应该”或”不许可”，语气比较强烈。 You mustn't play on the road．

You mustn't eat anything until you see the doctor．

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 … 6 / 17

初中九年级英语教学设计 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 Strategy Focus Culture Focus

must, might, could and can’t for making inferences 1. sequencing 2. deducing 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

7 / 17

初中九年级英语教学设计 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 教学过程与方式

Period 1 New function presenting

Language goals 语言目标

1. Words & expressions 生词和短语 picnic, author, belong, belong to 2. Key sentences 重点句子 Whose volleyball is this? (P34) It must be Carla’s. (P34) Ability goals 能力目标

Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”. Emotion & attitude goals 情感和态度目标 Learn to infer the owners of the things purposefully. Strategy goals 策略目标

Listen and match each person with a thing. Culture awareness goals 文化意识目标

Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.

Teaching important points教学重点

Learn to make inferences using “must”, “might”, “could” and “can’t”.

8 / 17

初中九年级英语教学设计 Teaching Procedures and ways 教学过程与方式

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?

9 / 17

初中九年级英语教学设计 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.

T: 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 match the thing in the second column with the reason in the third column.

Ask the students to listen to the recording for the first time.

T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.

Point out the sample answer.

T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connected with the sentence She loves volleyball. in the third column.

Ask the students to listen to the recording again.

T: Now listen to the conversation again. This time connect the items in the three columns.

Play the recording again.

T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the box Ask the students to make dialogues after the model.

T: Now work with a partner and practise making conversations. Sample dialogue 1:

S1: Look! Whose toy car is this?

10 / 17

初中九年级英语教学设计 S2: It must be Jane’s little brother’s. Because he was the only little kid in the picture. Sample dialogue 2:

S3: Look! Whose book is this?

S4: It must be Mary’s. Because Hemingway is her favorite author. Sample dialogue 3: S3: Whose CD is this?

S4: It must be Grace’s. Because she always listens to classical music.

Step IV Homework

1. Ask the students to do more practice as required in 1c on Page 34.

2. Ask the students to prepare for the next period: If you are not sure of something, how do you

make inferences?

Ⅰ. Analysis of the Teaching Material 1.Status and Function

The topic of this unit is a picnic, In this unit, students learn to make inferences.

Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.

(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.

(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.

Meanwhile, students practice listening and writing the target language.

(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practice using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by

11 / 17

初中九年级英语教学设计 talking about an alien is chasing a man.

In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.

(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class. 2. Teaching Aims and Demands (1) Knowledge Objects

In this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability Objects

To train students’ listening, speaking, reading and writing skills. To train students’ ability to deduce. (3) Moral Objects

When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs. 3. Teaching Key Points

To learn the key vocabulary words and the target language.

To learn to make inferences using the words must, might, could and can’t. 4. Teaching Difficult Points

To train students’ listening, speaking, reading and writing skills. To enable students to grasp the usage of must, might, could and can’t. 5. Studying Way

Teach students how to make inferences using must, might, could and can’t. Ⅱ. Language Function Make inferences Ⅲ. Target Language Whose volleyball is this?

It must be Carla’s. She loves volleyball. It could be Ted’s.

12 / 17

初中九年级英语教学设计 Ⅳ. Structure

must, might, could and can’t Ⅴ. Vocabulary

picnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbage Ⅵ. Recycling

suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious Ⅶ. Learning Strategies 1. Sequencing 2. Deducing Ⅷ. Teaching Time Six periods

The First Period

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 Mary’s. Wanda Wilbur is her favorite author. 2. Ability Objects

(1) Train students’ listening skill.

(2) Train students’ communicative competence 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

13 / 17

初中九年级英语教学设计 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.

14 / 17

初中九年级英语教学设计 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 complete 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 lb

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 that’s 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

Jane’s little brother—toy car—He was the only little kid at the picnic. Mary—book—Wanda Wilbur is her favorite author.

15 / 17

初中九年级英语教学设计 Carla—volleyball—She loves volleyball. Deng Wen—magazine—He loves cats.

Grace—CD—She always listens to classical music. Tape script

Girl 1:Whose volleyball is this?

Boy 1:It must be Carla’s. She loves volleyball. Girl 1: How about this toy car?

Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats. Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favorite author. Girl 1: OK…and how about this CD?

Girl 2: Hmmmmm…The CD must belong to Grace. She always listens to classical music. Step Ⅳ 1c

This activity provides oral practice using the target language.

Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.

SA: Whose volleyball is this?

SB: It must be Carla’s. 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 Mary’s. Wanda Wilbur is her favorite author. Write the conversation on the blackboard. Point out the chart in Activity 1b. 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

16 / 17

初中九年级英语教学设计 different pairs of students to say their conversations to the class. Step Ⅴ Summary

Say, In this class, we’ve 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

Unit 5 It must belong to Carla. Section A The First Period 2. Target language: Whose book is this? It must be Mary’s. Wanda Wilbur is her favorite author. 1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n.

17 / 17