新目標(biāo)九年級(jí)英語(yǔ)Unit4 SectionA

1、新目標(biāo)九年級(jí)英語(yǔ)Unit4 SectionA(3a-4) Teaching GoalsTalk about their own problems and worries using “pimple, trouble, nervous, tooto, before going to bed, I f I were you, Id ” .If others are in trouble, students can think of some advice to help them. Students are encouraged to brave to face the life and lear

2、ning difficulties. Step1. Preview 預(yù)習(xí)檢測(cè)Put them into English orally.（學(xué)生通過(guò)預(yù)習(xí)重點(diǎn)單詞和短語(yǔ)，能夠?qū)Ρ竟?jié)課的內(nèi)容有初步了解，為學(xué)習(xí)新內(nèi)容掃清障;并能培養(yǎng)學(xué)生發(fā)現(xiàn)問(wèn)題的能力。）Step2. 教師可以利用一些實(shí)物或圖片，比如一輛破舊不堪的摩托車，堆積如山的文件，或者是一些生活中讓人備受困擾的問(wèn)題的圖片來(lái)導(dǎo)出本節(jié)課的話題。 T: Do you have some trouble during your daily life?T: This is my motorbike. It is very old and often brok

3、en. What shall I do? S: If I were you, Id buy a new one. T: Thank you for your advice. I will think about buying a new one. And do you have any problems? (展示另一張圖片，一個(gè)長(zhǎng)著青春痘的女孩。)This is Tracy. She is a little nervousDo you know why? Yes. She has got pimples. Do you have such a problem? T: So today, we

4、will study Section A 3a to 4. What would you do if（實(shí)物和圖片的展示最大程度激發(fā)學(xué)生的學(xué)習(xí)興趣，使其輕松愉快進(jìn)入本節(jié)課的中心話題。）Step3. Read the paragraphs fast and silently to find the general idea讀取大意1. The main idea of the passage is about A. how to keep healthy. B. some problems and advice. C. what are your worries.(學(xué)生對(duì)學(xué)習(xí)段落進(jìn)行整體了解和把握

5、，了解大意主旨。培養(yǎng)學(xué)生閱讀概括能力。)Step4. Read the paragraphs carefully and silently to find the specific ideas讀取細(xì)節(jié)Match each problem with the correct advice.1._ 2._ 3._（本環(huán)節(jié)的設(shè)計(jì)促進(jìn)學(xué)生對(duì)整篇文章細(xì)節(jié)的理解和把握。鍛煉學(xué)生的理解能力和全盤(pán)操縱能力。）Step 5. Post-reading activities聽(tīng)后活動(dòng)1. Listen and repeat.（學(xué)生模仿專家正確的語(yǔ)音語(yǔ)調(diào)，糾正自己的發(fā)音錯(cuò)誤。鍛煉學(xué)生的模仿能力，培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)感。）2

6、. Read aloud by themselves then read the paragraphs in pairs.（加深對(duì)所學(xué)文章深層次的理解，鍛煉學(xué)生的口語(yǔ)表達(dá)能力。特別是要給后進(jìn)生表現(xiàn)的機(jī)會(huì)。） 3. Retell the passages according to the key words in the chart . NameProblemsAdvice MouseDont enjoy parties.Talk to some who looks friendly.SpottyGet pimples.Eat fruits.SleeplessCant sleep.Take a

7、long walk. （培養(yǎng)學(xué)生靈活自如的運(yùn)用所學(xué)語(yǔ)言目標(biāo)。）4. Groupwork: What problems do you have at home? What problems do you have at school? 1).Make a list.NameAt homeAdviceAt schoolAdviceRose LiCant have a dog.Be shyMary YangCelia Liu2).Discuss them in groups, other students give some advice .3).Try to make a conversation

8、 like this: A: I really want a dog, but my parents wont let me have one.B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.A: Thats a good idea.4).The group leader does a report like this: Rose Li wants a dog, but her parents wont let her have one. Tom Yang gave

9、 her a piece of advice : “Have a small pet, like a goldfish.” Mary Liu.（用所學(xué)語(yǔ)言目標(biāo)解決自己的實(shí)際問(wèn)題，并能幫助別人解決困難,對(duì)學(xué)生進(jìn)行情感教育。) Step 6. Inquiry into knowledge by translation 翻譯探究一、If I were you, Id take a long walk before going to bed. _1. If 引導(dǎo)的是_ 條件狀語(yǔ)從句，即 _ 語(yǔ)氣。本句是與現(xiàn)在相反的虛擬語(yǔ)氣，其結(jié)構(gòu)為：條件從句中謂語(yǔ)動(dòng)詞形式主句中謂語(yǔ)動(dòng)詞形式2. before goin

10、g to bed 意為“_”, before 為介詞，后跟 _.類似用法的詞還有 _. 如：I went to bed after _ yesterday evening.昨天晚上我做完作業(yè)就上床睡覺(jué)了。二、Im too tired to do well. too.to.意為“ ”。too 為副詞，后接形容詞或副詞的 級(jí)，其中的不定式表示否定的結(jié)果。如：My brother to school.我弟弟太小，不能去上學(xué)。（引導(dǎo)學(xué)生觀察、發(fā)現(xiàn)、歸納和總結(jié)語(yǔ)言學(xué)習(xí)規(guī)律，形成有效的學(xué)習(xí)策略。培養(yǎng)學(xué)生歸納、總結(jié)的能力。）Step 7. The end-of- class test當(dāng)堂檢測(cè)一、根據(jù)句意和首

11、字母或漢語(yǔ)提示完成句子。1. I used to feel _(緊張) when I spoke in front of a group.2. Molly often gets _(丘疹) before a big exam.3. You should eat lots of fruit and _ (蔬菜) every day.4.What would you do if you had two _(百萬(wàn)) dollars?二、根據(jù)提示翻譯下列句子。1.大考之前我變得緊張然后我就起丘疹。（get nervous）_2.如果我是你，上床之前我會(huì)散步。那應(yīng)該有助你放松。（before doing

12、 ）_3.我太累了不能按時(shí)完成這項(xiàng)工作，我該怎么辦呢？(too.to.)_4.如果我有一百萬(wàn)美元，我會(huì)捐獻(xiàn)給慈善機(jī)構(gòu)。(had)_（檢查學(xué)生對(duì)本節(jié)課的知識(shí)掌握的情況，以便于及時(shí)的查漏補(bǔ)缺。）教學(xué)反饋：亮點(diǎn)：本節(jié)課設(shè)計(jì)了多個(gè)環(huán)節(jié)來(lái)鍛煉學(xué)生的閱讀和口語(yǔ)表達(dá)能力。充分地調(diào)動(dòng)了學(xué)生的學(xué)習(xí)熱情，特別是小組活動(dòng)環(huán)節(jié)更是把整堂課推向了高潮。不足之處：時(shí)間分配上有點(diǎn)前松后緊。合作探究環(huán)節(jié)處理的倉(cāng)促。使用建議：小組活動(dòng)環(huán)節(jié)可以適當(dāng)?shù)赝卣沟叫〗M外。參考答案：翻譯探究：一 如果我是你，睡覺(jué)前我會(huì)去散步。1. 非真實(shí)性；虛擬語(yǔ)氣；一般過(guò)去式，be were；would /could /should/might +V.

13、睡覺(jué)2. 答案前；V-ing；when, while, after；doing my homework二 我太累了做不好。太.而不能.；原；is too young to go當(dāng)堂檢測(cè)：一1. nervous 2. pimples 3. vegetables 4. million二1. I get nervous before big parties and then I get pimples. 2. If I were you, Id take a long walk before going to bed. That should help you relax. 3. Then Im t

14、oo tired to do well. What should I do? 4. If I had a million dollars, I would give it to charity.Unit 11 It must belong to Carla. 第一課時(shí)Section A 1a-2c Learning Goals: In this lesson, the students will learn to use “could and could you please” to make polite request and ask for permission. The Ss shou

15、ld master when and how to use “could you please and could I/you” to make polite request and ask for permission after finishing the listening and speaking tasks. The Ss can also learn how to help their parents do chores according to this lesson.Teaching and learning steps:Step I. Pre-listening activi

16、ties1. PreviewAsk the Ss to translate the following Chinese into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.(1)玩具車 _(2)她最喜歡的作家 _(3)在野餐時(shí) _(4)聽(tīng)古典音樂(lè) _(5)發(fā)帶 _(6)棒球 _Ask the Ss to translate the following sentences.（1）-這是誰(shuí)的書(shū)

17、？-它一定是Mary的。_（2）它一定屬于Carla._（設(shè)計(jì)說(shuō)明：本部分詞組和句子為學(xué)生的預(yù)習(xí)作業(yè)，詞組和句子都是本節(jié)課的重要語(yǔ)言知識(shí)，該部分預(yù)習(xí)內(nèi)容可以幫助學(xué)生更有目的性的預(yù)習(xí)。同時(shí)通過(guò)檢測(cè)學(xué)生的預(yù)習(xí)效果，教師可以更有針對(duì)性地教，學(xué)生可以更有針對(duì)性的學(xué)。）2. Lead in(1)Show two photos of a boy and a girl. Tell the Ss the boy is Tom and he likes listening to music and playing soccer. The girl is Lucy and she has long hair an

18、d likes playing tennis. They are both learning English. Then show the Ss the following things：a CD, a soccer ball, a hair band, a tennis ball and an English book. Tell the Ss these things are Toms and Lucys. These things belong to Tom and Lucy. Help the Ss understand what “belong to” means. Let the

19、Ss guess which things belong to Tom and which things belong to Lucy. First, give the Ss an example.e.g. Whose CD is this？ -The CD must be Toms. Because he likes listening to music. So it cant belong to Lucy.(2) Have the Ss try making the similar guesses with the soccer ball, the hair band and the te

20、nnis ball in groups of two. (3)For the English book, lead the Ss to guess like : The English book might / could belong to Tom or Lucy. Because they are both learning English. （設(shè)計(jì)說(shuō)明：先給學(xué)生們創(chuàng)設(shè)易于理解的語(yǔ)用情景，并逐步引導(dǎo)學(xué)生們?cè)趯?shí)際運(yùn)用中初步感知如何依據(jù)事實(shí)做推測(cè)。）Step II. While-listening activities1. Listen and find the general idea.(1

21、) Show the picture of a picnic in 1a and ask the Ss to write the things they see in the right column in the chart.ClothingFun thingsKitchen thingshatvolleyballplates(2) Tell the Ss that the people at the picnic are talking about something. Ask the Ss to listen to their conversation and find out:What

22、 are they talking about ？_A. They are talking about the picnic.B. They are talking about the weather.C. They are talking about whose things those are2. Listen to the conversation more carefully and find the specific ideas(1)Ask the Ss to listen again and match each person with a thing and a reason.P

23、ersonThingReasonJanes little brotherMaryCarla Deng Wen Gracevolleyball toy carmagazine book CDHemingway is her favorite author.She loves volleyball.He was the only little kid at the picnic.She always listens to classical music.He loves cats.(2) Check the Ss answers and ask the Ss to answer with comp

24、lete sentences like：The volleyball must be Carlas / belong to Carla. Because she loves volleyball. (3) Then, ask the Ss to listen to the tape a third time and finish the tape scripts.Girl1: volleyball is this?Boy1: be Carlas. She loves .Girl1:How this car?Girl2:Oh, that toy car must to Janes brother

25、. He was the little kid at the . And the must belong to Deng Wen. He cats.Boy1:Oh, and look, a book.Girl2:Oh, yeah This must be Marys. Hemingway is her .Girl1:OK and how about this ?Girl2:Hmmmm The CD belong to Grace. She always listens to music.(4) Check the Ss answers.3. Listen and find the genera

26、l idea.(1) Show a picture of a backpack to the Ss and tell the Ss Bob and Anna found the backpack in front of their school. Ask the Ss to listen to Bob and Annas conversation and find out:What is the conversation about? Its about _.A. Bob and Anna want to know what is in the backpackB. Bob and Anna

27、want to know whose backpack it is (2) Check the Ss answers.4. Listen to the conversation more carefully and find the specific ideas(1) Ask the Ss to listen again and write down the things in the backpack.Things in the backpack1.T-shirt2. _3. _(2)Play the tape a third time and ask the Ss to fill in t

28、he blanks.1.The person _ go to our school.2.The person _ be a boy.3.It _ be Meis hair band.4.The hair band _ belong to Linda.5.It _ be Lindas backpack(3)Check the Ss answers.(設(shè)計(jì)說(shuō)明：本部分的內(nèi)容重在培養(yǎng)學(xué)生們聽(tīng)尋大意,和聽(tīng)尋細(xì)節(jié)信息的能力)Step III. Post-listening activities1. Read and retell(1)Play the tape and ask the Ss to rea

29、d 2a after the tape and prepare for retelling.(2)Let the Ss fill in the blanks in the rewriting passage. First give the Ss time to practice it by themselves. Then the Ss do it with the teacher. Last choose one or two Ss to retell the conversation individually.Whose backpack is this? Heres a school T

30、-shirt. The person _ to our school. Here is hair band, so the person _a boy. It _Meis hair band. She has long hair. Or the hair band _ Linda. She was at the picnic. Then the backpack _Rita. Shes always forgetting things. There are also some tennis balls. Then it _Lindas backpack. She has long hair a

31、nd shes on the tennis team. (設(shè)計(jì)說(shuō)明：本部分的內(nèi)容重在培養(yǎng)學(xué)生們口頭表達(dá)的能力，同時(shí)通過(guò)復(fù)述引導(dǎo)學(xué)生更好地內(nèi)化語(yǔ)言知識(shí)。)2. A guessing game. Show a pen, a watch and a pencil bag to the Ss and tell the Ss these things are from three of the Ss. Let the Ss guess the owners.e.g. Whose pencil bag is this? -It must be Because Choose three groups to

32、show their guesses and see which group can get the right guess.(設(shè)計(jì)說(shuō)明：為學(xué)生們創(chuàng)設(shè)較為真實(shí)的語(yǔ)用環(huán)境，使學(xué)生們體會(huì)所學(xué)的語(yǔ)言是真實(shí)可用的。)Step IV. Summary：Inquiry into knowledge by translation1. Ask the Ss to look at the following sentences and try to summarize the language rules about how to use “must, might, could, cant ” to make

33、inferences and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.*That toy car must belong to Janes little brother. He was the only kid at the picnic.*Here is a hair band, so the person cant be a boy.*It could be Meis hair band. She has long

34、 hair. Or the hair band might belong to Linda. (1) must:表示很有把握的推測(cè)，只用于 句，意為“ ”。Our teacher in the office, because the light is on.我們的老師一定在辦公室里，(2)cant:表示_推測(cè)，意為“ ”。He _ at home because he has gone to Beijing.他不可能在家，因?yàn)樗チ吮本?3)could, might:表示把握性不大的推測(cè)，用于 句，意為“ ”。The ticket _ be my aunts or uncles. Theyr

35、e both going to the concert.這票可能是我姨媽的也可能是我姨夫的。他倆都要去音樂(lè)會(huì)。(4) belong to 中的 是介詞，后面不能接 詞。belong to 不用于 時(shí)態(tài)，也不用于 語(yǔ)態(tài)。他自愿在農(nóng)村工作。（設(shè)計(jì)說(shuō)明：教師要引導(dǎo)學(xué)生們運(yùn)用他們從實(shí)踐中的感知來(lái)嘗試歸納語(yǔ)言規(guī)律，然后再給以必要幫助。通過(guò)小組討論的形式可獲得更為準(zhǔn)確的答案。）Step V. Exercises: the end-of- class testI. Fill the blanks with “must ”, “might” ,“could” ,“cant”.1.The notebook _b

36、e Mings. It was on her desk.2.The homework _be Carols. She wasnt at school today.3.The soccer ball _be John s or Tonys. They both play soccer, dont they?4.The French book _be Li Yings. Shes the only one whos studying French.5.I cant find my backpack. It _be still at school.6.The photo _be Lus. Those

37、 are his parents.7.The red bicycle _be Hus. She has a blue bicycle.8.This ticket _be my aunts or uncles. Theyre both going to the concert.II. Translate Chinese into English.1.這本字典一定是他的。 上面寫(xiě)有他的名字。(must)_2.那張光盤(pán)可能屬于Tom。因?yàn)樗矚g聽(tīng)流行音樂(lè)。(could, belong to)_（設(shè)計(jì)意圖：通過(guò)檢測(cè)學(xué)生的學(xué)習(xí)情況，有助于以學(xué)定教。）Step VI. Homework1. Read 1b

38、 and 2a after the tape and recite them.( )2. Rewrite 2a into a short text. ( )3. Preview 3a.( ) 本節(jié)課亮點(diǎn)：1. 預(yù)習(xí)環(huán)節(jié)緊扣教材，突出重點(diǎn)部分引導(dǎo)學(xué)生去思考，去學(xué)習(xí)，去總結(jié)。并且預(yù)習(xí)部分的詞組和句子都是本節(jié)課的重要語(yǔ)言知識(shí)，該部分預(yù)習(xí)內(nèi)容可以幫助學(xué)生更有目的性的預(yù)習(xí)。同時(shí)通過(guò)檢測(cè)學(xué)生的預(yù)習(xí)效果，教師可以更有針對(duì)性地教，學(xué)生可以更有針對(duì)性的學(xué)。2.導(dǎo)入部分，以自己為例先給學(xué)生們創(chuàng)設(shè)易于理解的語(yǔ)用情景，并逐步引導(dǎo)學(xué)生們?cè)趯?shí)際運(yùn)用中初步感知如何進(jìn)行有禮貌的提問(wèn)和回答。3. 最后的猜測(cè)游戲4. 家庭作業(yè)分

39、層布置，讓學(xué)習(xí)能力強(qiáng)的同學(xué)做更能體現(xiàn)他們高水平的作業(yè)。使用注意事項(xiàng)：1預(yù)習(xí)內(nèi)容一定要提前布置給學(xué)生，便于學(xué)生更有目的性的去預(yù)習(xí)，提高課上做題速度。2導(dǎo)入部分，不必要求學(xué)生們就都能快速掌握“must, might, could, and cant”用于推測(cè)時(shí)的區(qū)別，在接下的活動(dòng)中學(xué)生們會(huì)逐步感知。Keys:Step I. Phrases:(1) toy car (2)her favorite author(3)at the picnic(4)listen t classical music(5)hair band(6)tennis ballSentences:(1)-Whose book is

40、this?-It must be Marys.(2) It must belong to Carla.Step II. 1. (2). C 3.(1) BStep III.1.(2) must go, cant be, could be, might belong to, could belong to, must beStep IV. (1)肯定句，一定，must be (2) 否定，不可能，cant be (3) 肯定，有可能，might / could (4) to, 動(dòng)，進(jìn)行，被動(dòng)Step V. I. 1.must / might 2.cant 3. might/ could 4. m

41、ust 5. might / could 6.must 7.cant 8. might / couldII.1. The dictionary must be his. His name is on it.2. The CD might belong to Tom. Because he likes listening to pop music.案例三閱讀課Unit 5 It must belong to Carla. Section A（3a-4）Learning Goals1.Review the dialogue in period12.Talk about the words they

42、 dont understand like appointment, worried, optometrist crucial symphony anxious using What do you think. mean? Well, it cant mean . It might mean .Learn how to use Must, might, could and cant for other guessing jobs .3.Show students how to write a thank-you message to ask friends for help. Teaching

43、 and learning stepsReview復(fù)習(xí) Role play the dialogue A 2b and fill in the blanks below with must ,may, might, could, cantBob: Oh, look! Whose backpack do you think this is?Anna: I dont know. Look, heres a school T-shirt.Bob: Well then, the person go to our school. Oh! Here is a hair band, so the perso

44、n be a boy.Anna: It be Kumis hair band. She has long hair.Bob: Or the hair band belong to Linda. She was at the picnic, wasnt she?Anna: Yes, she was. But then the backpack belong to Rita. Shes always forgetting things.Bob: Then it be Lindas backpack. She has long hair and shes on the tennis team.Bob

45、: Youre right!（推測(cè)情態(tài)動(dòng)詞排列Mustcancouldmaymightcant）Preview預(yù)習(xí)(write them down without looking at the text.)1.word learning:落下; 掉下_交響樂(lè); 交響曲_驗(yàn)光師; 配鏡師_約會(huì); 約定. _關(guān)鍵的；至關(guān)重要的_形成; 組成; 構(gòu)成_最后的; 最終的_憂慮的; 焦慮的; _所有者;_ 牛津大學(xué)_ 2.sentence translating 如果你知道它可能在哪兒，請(qǐng)給我打電話，我想我是在音樂(lè)會(huì)期間把它掉了，所以它可能仍在音樂(lè)大廳里。這次考試至關(guān)重要，我在為它做準(zhǔn)備，因?yàn)樗计谀┛?/p>

46、試的百分之三十。我真的很著急，因?yàn)槲艺也坏轿业谋嘲?。你認(rèn)為anxious 是什么意思？她因?yàn)榭荚嚩?。這兒有些耳環(huán)，主人不可能是個(gè)男孩。 Warming up and leading in熱身導(dǎo)入1.Show the students some pictures and ask them to make guesses:What could/might .be doing? He /she could/might be .2.look at the picture of 3a on Page 36.and guess:.What might this girl be doing in th

47、e picture?While-reading activities讀中活動(dòng)Read the passage fast and silently to find the general idea讀取大意What s the passage about ? A. Lindas book B.Lindas beautiful backpack C.Lindas lost backpack Read the text carefully and silently to find the specific ideas讀取細(xì)節(jié)1. Why does Linda really need her backp

48、ack?2. Why is the math test very crucial?3. Where was Anna when Linda called her?4. What does Linda want Anna do?5. Why is Linda so anxious?3a Read the text again， Number the parts in order and circle the words you dont know. 細(xì)節(jié)再讀，排序圈詞 Put Lindas thank you message in the right order. Ask the student

49、s to circle the words they dontknow.3b Ask the students to talk about the circled words they dont understand in 3a. Using “cant”, “must”, “might, could”.猜詞悟意，語(yǔ)法突破A: What do you think “”mean? B: Well, it cant mean “.”. A: It might mean “”.B: Oh, yes.Its/Shes . Post-reading activities讀后活動(dòng)Listen and repeatRetell the passage according to the key words in the chart .Subject: Thanks! From: Linda_ If you .where it might be, please ._ I think I . so it might still be_ I tried to .but your mom said you were still ( I hope you new glasses.!)._ I really