【范文】新目标九年级英语第五单元教案

Unit 5 It must belong to Carla.教案示例（1）Ⅰ. Analysis of the Teaching Material1.Status and FunctionThe 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 practise 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 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 ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen 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 PointsTo 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 PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. V ocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ. Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching Difficult Points1. Listen for the target language2. Oral practice using the target languageⅣ.Teaching Methods1. Scene teaching method2. Listening method3. PairworkⅤ.Teaching Aids1. Blackboard drawings2. A tape recorder3. A projectorⅥ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate 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 complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Step ⅢlbThis 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 thesecond 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.AnswersJane’s little brother—toy car—He was the only little kid at the picnic.Mary—book—Wanda Wilbur is her favourite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.TapescriptGirl 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 favourite 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 Ⅳ1cThis 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.S A: Whose volleyball is this?S B: 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.S A : Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite 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 different pairs of students to say their conversations to the class.Step ⅤSummarySay, 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 ⅥHomework(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.Unit 5 It must belong to Carla教案示例（2）Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyband, hair band(2)Target LanguageWhose notebook is this?It must be Ning’s. It has her name on it.Whose French book is this?It could be Ali’s. She studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It can’t be John’s. It’s much too small for him.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ writing skill.(3) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.Ⅱ. Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language.Ⅲ. Teaching Difficult PointMake inferences using the target language.Ⅳ. Teaching Methods1. Practice method2. A gameⅤ. Teaching Aids1. A tape recorder2. Real objectsⅥ. Teaching ProceduresStep I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time.Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers.Answers1. T-shirt2. hair band3. tennis ballsTapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things. Bob: Oh, look! Tennis balls.Anna: Then it must be Linda’s backpack.She has long hair and she’s on the tennis team.Bob: You’re right!Step Ⅲ2bThis activity provides listening and writing practice using the target language.Call students’ attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1. The person must go to our school.2. The person can’t be a boy.3. It could be Mei’s hair band.4. The hair band might belong to Linda.5. It must be Linda’s backpack.Point to the box that contains the explanations of how to use the words must,might, could and can’t. Read the explanations to the class.Use "must" to show that you think something is probably true.Use "might" or "could" to show that you think something is possibly true.Use "can’t" to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much.Step Ⅵ2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming’s. It was on her desk).Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.AnswersThe notebook must/might be Ming’s. It was on her desk.The homework can’t be Carla’s. She wasn’t at school today.The soccer ball might be John’s or Tony’s.They both play soccer, don’t they?The French book must be Li Ying’s. She’sthe only one who’s studying French.I can’t find my backpack. It might/must be still at school.The photo must be Lu’s. Those are his parents.The red bicycle can’t be Hu’s. She has a blue bicycle.The ticket might be my aunt’s or uncle’s.They are both going to the concert.Step ⅤGrammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.S A: Whose notebook is this?S B: It must be Ning’s. It has her name on it.S A: Whose French book is this?S B: It could be Ali’s. She studies French.S A: Whose guitar is this?S B: It might belong to Alice. She plays the guitar.S A: Whose T-shirt is this?S B: It can’t be John’s. It’s much too small for him.Invite a student to underline the words must, could, might and can’t and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true? How sure are you that it istrue? 100 percent? 50 percent? 10 percent?When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can’t.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this?S1:It could be Li Lei’s.T: Li Lei, is this your pen?L: No, it isn’t.T: It can’t be Li Lei’s. He says it’s not his.S2:It might be Wu Jun’s.T: Wu Jun, is this your pen?W: Yes, it is.T: He says it’s his. The pen must be Wu Jun’s.(Holding up a notebook)Whose notebook is this?S3: It must be Li Na’s. I gave it to her as a birthday present.Repeat the process with the other items.Step ⅥSummarySay, In this class, we’ve clone some listening and writing practice using’ the target language. And we’ve learned how to make inferences using the words must, might, could and can’t.Step ⅦHomeworkMake two sentences each using the words must, could, might and can’t.Unit 5 It must belong to Carla教案示例（3）I. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think "anxious" means?Well, it can’t mean "happy".It might mean "worried".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ communicative competence using the target language.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching Methods1. Practice method2. Pairwork3. A gameⅤ. Teaching AidThe blackboardⅥ. Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’ attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?S s: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think "anxious" mean?S B: Well, it can’t mean "happy".S A: It might mean "worried".S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxious worriedcuilarc crucialaegarblStep ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.S A: Here are some earrings. The owner can’t be a boy.S B: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sentence.Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with. Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understandingof the target language.3. Finish off the exercises on pages 15～16 of the workbook.。

新目标九年级英语Unit 5教学设计和反思新目标九年级英语Unit 5 It must belong to Carla教学设计(Section A la——Grammar)一、教学设计思想《新课程理念》屮提到基础阶段英语课程的总体目标是培养学生的综合语言运用能力，而语言知识和语言技能是综合语言运用能力的基础。

任务型教学思想，以学生为主体，以任务为驱动，提倡学生参与、体验、感知、实践和合作探究的学习方式，在完成任务的过程中达到实现语言交际的目的。

本节课以学生学习兴趣、特点及学习水平为出发点，旨在创设一个有趣，富于启发思维的教学情景，激发学生学习兴趣，让学生快乐地投入到学习活动中，从而学习运用语言的能力。

二、教材分析与重难点本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can^表示推测的用法。

情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。

本节是本单元的第一节，本节的重点是使学生能运用情态动词might could must caift对物品所属进行推测，通过学习用相关信息对物主的推测来提髙学生的逻辑思维能力和推断能力。

难点是区分belong to和名词所有格表所属关系的运用。

利用反复操练的形式来突难教学难点。

三、学情分析与教法学法学习兴趣的激发和树立学习信心是很重要的。

因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。

我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。

四、教学目标1、知识目标a识记词汇author, picnic belong to hairband possiblyb.掌握目标语言Whose English book is this? It must be Carla's. It has her name on it..Whose volleyball is this ?It could /might be Alice's. She loves volleyball.Whose pen is this ?It might belong to Helen.Ifs under her chair.Whose T-shirt is this ?It can't be John's. It's too much small for him.2、能力目标a.学生能用情态动词并根据相关信息对物品所属进行推测。

Unit 5 It must belong to Carla.Part 1: Teaching design (第一部分：教学设计)Structures: Must, might, could and can’t for making inferencesTarget language: Whose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbageLearning strategies: Sequencing, DeducingSECTION AGoals●To learn must, might, could and can’t for making inferences●To listen and speak making inferencesProceduresWarming up by learning about modal verbsModal verbs are used to express ideas such as possibility, intention, obligation and necessity.CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.eg: I would have told you, if you had wanted me to.eg: Yes, I can do that.mustcertainty 1. That must be Jerry. They said he was tall with bright red hair.2. That must have been the right restaurant. There are no other restaurants on this street.3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.2. That must not have been the right restaurant. I guess there is another one around here somewhere.3. NO FUTURE FORM have to1a Looking and writingHello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.1b Listening and matchingYou are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.TapescriptGirl 1: Whose volley ball is this?Boy 1: It must be Carla’s. She loves volley ball.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 Dengwen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.Girl 1: OK… and how about this CD?Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.1c Doing pairworkIn pairs practice the conversation in the picture on page 34Then make conversations using information in the chart in 1b.Whose volleyball is this? It must be Carla’s. She loves volleyball.Whose books are these? They must be Mary’s. The man is her favorite author.Whose CD is this? It must be Grace’s. She likes listening to classical music.Next is the conversation making inferences.Girl 1: Whose toy car is this?Boy 1: It must be Deng Wen’s. He loves toy car.Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.Boy 1: Oh, and look, someone left a magazine.Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.Girl 1: OK… and how about this volleyball?Gir l 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.2a Listening and writingBob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.TapescriptBob: Oh, look! Whose backpack do you think this is?Anna: I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the perso n can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Th en it must be Linda’s backpack. She has long hair and she’s on the tennis team.Bob: You’re right!2b Listening and fillingNext you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.2c Filling and tellingOn page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.The notebook must be Ming’s. It was on her desk.The homework can’t be Carol’s. She wasn’t at school today.The soccer b all might be John’s or Tony’s. They both play soccer, don’t they?The French book must be Li Ying’s. She’s the only one who’s studying French.I can’t find my backpack. It might be still at school.The photo must be Lu’s. Those are his parents.The red bic ycle can’t be Hu’s. She has a blue bicycle.This ticket might be my aunt’s or uncle’s. They’re both going to the concert.3a Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 pa rts and circle the words you don’t know.Subject: Thanks! From: Linda_④_ If you have any idea where it might be, please call me._②_ I think I dropped it during the concert so it might still be in the symphony hall._⑤_ I tried to call you but your mom sa id you were still at your optometrist appointment ( I hope you new glasses look nice!)._③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks,Linda3b Doing pairworkIn pairs talk about the words you don’t understand. You can use“can’t”, “must”,” could” or “might”.A: What do you think “anxious” mean?B: Well, it can’t mean “happy”.A: It might mean “worried”.B: Oh, yes. She’s worried because of her test.A: What do you think “concert” mean?B: Well, it can’t mean “music”.A: It might mean “a performance of music by players or singers”.B: Oh, yes. She was in the symphony hall.4 Doing pairworkIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.A: Here’re some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earrings might be a present for his mother.A: Here’s a s chool T-shirt. The owner must be a student.B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.A: Here’s a hair band. The owner can’t be a boy.B: Well, it could be a boy. The hair band might be a present for his mother.Closing down by looking and sayingLook at the picture below and say what is happening in the classroom.。

人教新目标九年级英语Unit5单元教学设计教案Unit 5 What are the shirts made of?Period 1 Section A 1a-2d【教材内容分析】本课是一节听说课。

主要谈论日常用品和制造该用品所需原材料以及生产地等，首先，通过谈论生活中常见物品（如杯子、课桌等）的制作原料来导入话题。

复习并呈现日常用品及原材料的相关词汇。

因本课的很多词汇与生活联系密切，所以很多物品可以通过实物进行展示，如chopsticks, fork，coin，blouse，glass，silk等。

在听说过程中，自然呈现出被动语态句式，让学生感知被动语态的结构及其表意功能。

借助听力材料，切入到再生资源和环保话题，对学生进行潜移默化的人文教育。

通过一个关于茶叶的对话，呈现被动语态在不同语境下更多真实运用的例句，加强学生对这一新语法项目的感性认识。

【学情分析】被动语态对于学生来说，这是在教材中首次接触。

但实际上，很多学生受母语的影响，对被动语态也有一定的了解。

通过给学生一定的情景，谈论日常用品的原材料和生产地，让他们体会被动语态的结构和表意功能。

在听说训练过程中，让学生通过自主和合作学习的方式进行句式结构的语言输入，并设计相应的任务,鼓励学生运用所学进行语言实践，并就原材料话题对学生进行生态环保方面的人文教育。

【学习目标】1.学生能识记本课表示日常用品的词汇：chopsticks，window，coin，stamp，fork，blouse等。

2.学生能识记表示原材料的词汇：wood，gold，silver，paper，silk，cotton，glass。

3.学生初步掌握被动语态的句式结构：A: What is the model plane made of?B：It’s made of used wood and glass.4.学生能够树立生态环保意识，简单了解中国的茶文化。

【学习重点】学会使用被动语态表达被动关系。

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 九年级英语教案编订：XX文讯教育机构新目标九年级英语第五单元教案教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中九年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 5 it must belong to carla.（共5课时）教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belong to,much too,too much 等词的使用，并提供了一些实用的英语谚语。

要对本单元中的生词做到会读，会写，会用。

2学习策略归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。

在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。

3，情感态度与价值观在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。

同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。

教学重点:1belong to 短语的应用2情态动词表推测判断的用法。

3重点词汇的学习，掌握运用。

教学方法:pairwork groupwork 教学难点：1 have 与there be 结构的区别运用 2 because与because of 区别课时安排：本单元需用5课时完成。

the 1st lessonstep 1 lead in teacher’s activitystudents’ activity批注show a backpack to everyone.ask ss to guess “whose backpack is this?”guess with “it could be …’s. it must be …’s.”启发式教学help them to guess with “it could be …’s,because….”say：itmust be ...’s.look,here’s her name.” today,let’s learn unit5 it must belong to carla.listen and try to understand.step2 1a,1b look at the picture and finish 1acheck and explain “plate”read the sentences in the picture.explain “whose is this volleyball?”listen and take notes.play the record for the first time.listen and finish 1b. if necessary,listen again.锻炼学生听力check the answers.read the sentences one by one .step3 pairwork. read 1cwalk around the classroom,help them if they need.practice the conversation in the picture and make conversations with your partner.两人一组练习act it out in class.step4 2a,2b,2c play the record first time.listen and finish 2a.if necessary, play again.if necessary,listen again.提高听力能力check the answers.in the same way,finish 2b and check the answer.finish 2c.check the answers and explain something important.read “grammar focus”.explain something important.step5 homework. 与你的好友推断附近得某物品是谁的，然后互相练习。

初中英语九年级 Unit 5 Section A (2a-2d)教学设计一. 教材分析本课选自人教版《新目标》初中英语九年级Unit 5 Section A (2a-2d)。

本部分内容主要讲述关于不同国家节日的话题。

通过本节课的学习，学生能够了解和掌握与节日相关的词汇和表达方式，提高他们的听说读写能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题有了一定的了解。

但部分学生对于表达自己观点仍存在一定的困难，因此，在教学过程中，教师需要关注这部分学生的需求，鼓励他们积极参与课堂活动。

三. 教学目标1.知识目标：学生能够掌握与节日相关的词汇和表达方式。

2.能力目标：学生能够运用所学知识进行简单的交流，提高听说读写能力。

3.情感目标：培养学生对于不同文化的尊重和理解。

四. 教学重难点1.重点：学生能够掌握与节日相关的词汇和表达方式。

2.难点：学生能够运用所学知识进行实际交流。

五. 教学方法采用任务型教学法，通过小组合作、角色扮演等方式，激发学生的学习兴趣，提高他们的参与度。

同时，教师应给予学生足够的鼓励和支持，帮助他们克服表达障碍。

六. 教学准备1.教师准备相关节日的图片、视频等教学资源。

2.学生准备笔记本，用于记录所学内容。

七. 教学过程1.导入（5分钟）教师通过展示不同国家的节日图片，引导学生谈论各自了解的节日，激发学生的学习兴趣。

2.呈现（10分钟）教师呈现2a的内容，让学生听录音并回答问题。

然后，学生两人一组，互相练习2a的对话。

3.操练（10分钟）学生分角色扮演2a的对话，教师巡回指导，纠正发音和表达错误。

4.巩固（10分钟）学生小组合作，根据2a的对话，编写类似的对话，并表演给其他小组观看。

5.拓展（10分钟）教师引导学生讨论不同国家的节日风俗，鼓励学生分享自己的经历。

6.小结（5分钟）教师总结本节课所学内容，强调重点词汇和表达方式。

7.家庭作业（5分钟）学生回家后，用所学知识写一篇关于自己喜欢的节日的短文。

新目标英语九年级unit5 section A教案一、知识目标1. 掌握下列单词：drop symphony optometrist appointment cru cial make up final anxious worried owner2. 掌握情态动词must, might, could, can’t 的用法。

3. 能够运用以下句型，谈论自己的推理过程。

It must be … ；It could/ might be … ; It can’t belong to ….4. 重点难点：情态动词must, might, could, can’t 表示推测的用法。

二、能力目标1. 训练学生听力技能，并且记住重点单词2. 训练学生运用目标语言进行交际3. 培养学生的逻辑思维和推断能力。

三、情感目标通过对情态动词的学习，能够对现实生活中的事情进行推理。

四、学习策略学会根据相关的信息进行推论教学过程：upteachers’ activity: 教师上课前收集学生一些物品，比如：书本、钢笔之类。

课上让学生猜猜这些东西是谁的。

Students' activity: 1) 猜老师手里的东西是谁的。

T: there are many things here. Who are they belong to? Can yo u guess? (教师手里拿着一只钢笔，然后问学生) whose pen is this?S1: It could belong to Li Lei.S2: It must belong to Wang Lin. He used it yesterday.2) 利用自己手里的东西，让小组内的其他成员猜猜你手里的东西可能是谁的。

通过这一任务，让学生复习学过的must could might can’t 的用法。

2. In put:teachers’ activity: Ask students to read the thanks-you messag e Linda wrote to Anna. Number the parts in order and circle th e words you don’t know.Students' activity: 1）学生自己读3a. 然后自己排列这些句子的顺序，并在小组内讨论一下。

Unit 5 What are the shirts madeof?Section A(1a－2d)1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．重点句式：What are the shirts made of?—This ring looks nice.Is it made of silver?—Yes，and it was made in Thailand.What is the painting made from?How is tea produced?As far as I know，tea plants are grown on the sides of mountains.People say that tea is good for both health and business!1．重点短语和句型2．一般现在时态和一般过去时态的被动语态一般现在时态和一般过去时态的被动语态一、预习课本P33－34新单词并背诵，完成下面的汉译英。

1．筷子________ 2.硬币________3．叉子________ 4.衬衫________5．银器________ 6.玻璃________7．棉花________ 8.钢铁________9．展览会________ 10.草地________11．叶子________ 12.生产________13．普遍地________ 14.加工________15．包装________二、认真预习1a－2d找出下列短语和句型。

1．由……制造________________________________________________________________________ 2．在……制造________________________________________________________________________ 3．据……所知________________________________________________________________________ 4．以……闻名________________________________________________________________________ 5．这些衬衫是用什么制成的？________________________________________________________________________ 6．—这个指环看起来很漂亮。