九年级英语人教新目标教材全析Unit5

新目标英语九年级u5知识点Unit 5 of the New Target English textbook for ninth grade covers a variety of interesting and useful topics. In this unit, students will learn about the environment, climate change, and ways to protect the planet. Additionally, they will delve into the fascinating world of science and technology, exploring advancements in robotics and the potential impact on society. Let's take a closer look at some key points from this unit.1. Environmental Issues:One of the key themes in Unit 5 is the environment and its preservation. Students will gain an understanding of urgent environmental problems, such as deforestation, air pollution, and water scarcity. They will learn about the consequences of these issues, including the loss of biodiversity and the threat to ecosystems. Through discussions and reading materials, students will be encouraged to reflect on their own roles and responsibilities as individuals in protecting the environment.2. Climate Change:Another crucial topic covered in this unit is climate change. Students will explore the causes and effects of global warming, as wellas strategies to mitigate its impacts. They will discuss the role of greenhouse gases, the melting of glaciers, and rising sea levels. Through engaging activities, students will also learn about renewable energy sources and their potential to combat climate change.3. The Robotic Revolution:The unit also delves into the exciting world of robotics and artificial intelligence. Students will discover the advancements made in this field and the potential impact on various industries and society as a whole. They will explore the advantages and disadvantages of using robots in manufacturing and service sectors. Through role-plays and debates, students will develop critical thinking skills, considering ethical questions related to the use of robots.4. The Impact of Technology:Unit 5 also examines the general impact of technology on our daily lives. Students will discuss the benefits and drawbacks of technological advancements, such as smartphones, social media, and online shopping. They will reflect on how technology has influenced communication, education, and entertainment and consider its implications for personal relationships and privacy.5. Vocabulary Expansion:Throughout Unit 5, students will expand their vocabulary related to the topics discussed. They will learn and practice new words and phrases to communicate effectively in both spoken and written English. Vocabulary exercises, word association games, and contextual exercises will help students consolidate their understanding of the new terminology.In conclusion, Unit 5 of the New Target English textbook for ninth grade presents an array of knowledge and skills for students to acquire. By exploring environmental issues, climate change, robotics, and the impact of technology, students will develop a better understanding of the world they inhabit and their own place within it. Through critical thinking exercises and vocabulary expansion, they will enhance their linguistic abilities while broadening their horizons. The knowledge gained from this unit will not only benefit students academically but also equip them with the necessary tools to be responsible global citizens.。

Unit 5 It must belong to Carla Period 1Course Standards in this unit:Functions How to make inferences.Key words(1)picnic, appointment, worried, chase, mystery, neighbor, garbage, escape,(2)belong to, use upKey structures The usages of modal verbs: can, could, may, might and mustTarget language (1) —Whose volleyball is this? —It must be Carla’s. She lovesvolleyball.(2) —Whose French book is this? —It could be Ali’s. She studiesFrench.(3) —Whose guitar is this? It might belong to Alice. She playsthe guitar.(4) —Whose T-shirt is this? —It can’t be John’s. It’s muchtoo small for him.LearningstrategiesSequencing, DeducingPeriod Four periods to six periods.Teaching Recourses Information and photos about UFO.Newspaper articles from 21st century or other English papers. Photos of Sports players from tape recorder and cassette of this unit.A short quiz after finish teaching goals.Section AGoals(1)To learn must, might, could and can’t for making inferences.(2)Understand the conversation about making inferences.(3)Bottom-down method.Procedures Learn about modal verbs: Modal verbs are used to express ideas suchup as possibility, intention, obligation and nec essity. Here are the examples of can, could, may, might and must.2. Presentation Introduce must: must means certainty.a. That must be Jerry. They said he was tall with bright red hair.b. That must have been the right restaurant. There are no otherrestaurants on this street.c. NO FUTURE FORM3. Practice a. Looking and writingHello, class. On page 34 is a picture with many things in it. Writethe things you see in the correct picture.b. Listening and matchingYou are going to listen and match on page 34 each person with a thingand a reason. Pay attention to the use of MUST in the sentences.Columns in the chart.c Pair workIn pairs practice the conversation in the picture on page 34. Thenmake 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. 4. Listening a.Bob and Anna found a backpack outside their school gate. Listento their conversation and write down the things found in thebackpack. Pay attention to the usages of other modal verbs aboutmaking inferences—can’t, could, might.b.Listening and fillingNext you are to listen to the tape once again. Fill in the blankswith modal verbs you hear used to make inferences.c.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.5. Consolidation 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 parts and circle the words you don’t know.Activity 1Collect some objects from the students and infer their owners.A: Here are some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earring might be a present for his mother.Subject: Thanks! From: Linda_④_ If you have any idea where it might b e, please call me._②_ I think I dropped it during the concert. So it might still be inthe symphony hall._⑤_ I tried to call you but your mom said you were still at your optometrist appointment (I hope your 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% tothe final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks, Linda6. Homework Look and sayLook at the picture below and say what is happening.。