九年級英語全冊Unit5ItmustbelongtoCarla第1課時教案人教新目標版

1、文檔來源為：從網(wǎng)絡(luò)收集整理.word版本可編輯.歡迎下載支持Unit 5 It must belong to Carla.第一課時： New wordsTeaching and Learning Goals :Learn the new words of Unit5 in one class. Memorize the words by reading andusing them. Learn the use of them and try to spell the words in this unit. Students try to learn how to read and rememb

2、er the words and phrases , andhow to learnindividually and collectively.Teaching and learning stepsStep 1 Learn to read the words on P148-1491. Students try to read the words using the phonetics by themselves.2. Then read with their partners in groups.3. Get some individual students to read and corr

3、ect their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly.4. Read after the tape.5. Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly.

4、（設(shè)計意圖：利用音標讀單詞是一種能力，9年級學生已初步具有這種能力。讓學生學會試讀單詞是一種學習習慣的培養(yǎng)，首先學生自己根據(jù)音標字讀單詞，并標出試讀時有困難的。接著兩人一組或以小組為單位解決遇到的困難。然后找單個同學讀單詞，教師及時更正錯音，幫助學生正音。最后讓學生跟錄音讀。如此幾步的學習，大多數(shù)學生可以熟悉單詞的讀音，正確試讀出單詞。最后還是不會的同學，就給他們找“老師”，他們組的組長就是他們的“老 師”。負責課下教會他們。單詞的學習堅持從個體一同伴一小組一整體的原則，培養(yǎng)學生自主學習和小組互助學習的能力。盡量培養(yǎng)學生不用音標也能讀單詞的能力。）Step 2 Learn to remembe

5、r words on P148-149一.Remember the words by looking at pictures.He is the owner of the car.The carbelongs to him.Lu Xun is a famousShe is interviewingLook! The alien ismonkeys are very lovely.It s a fingerEveryone has tenfingersauthor /writer.the man.chasing the man.The smile face ismade up of thousa

6、nds of people .s an ant.They are liftingthe World Cup.Look at the beautifulstones .It s a hill ofgarbage .They are wearing beautifulfair bandsThe woman in white is ansky.The helicopter is flying in theoptometristIt s windy. The wind is blowing strongly.文檔來源為:從網(wǎng)絡(luò)收集整理.word 版本可編輯.歡迎下載支持.The dolphins ar

7、e jumping above theocean.authoradj.煩惱的，焦慮的writer anxious worried unhappy sad adj. run out of attemptadj.v.憂慮的，焦慮的，不安的n.作家，作者n.作家，作者不愉快的，傷心的不快樂的，不愉快的試圖，企圖use up 用元，用光，耗盡三. Remember the words by their similar pronunciations and forms. shop drop v. 落卜，掉下2. my shy whysky n. 天，天空3. boy toy noyannoy v.使生氣

8、；使煩惱4. match hatchcatch v.趕上（特殊：watch）5. dark mark shark6. well fellcell7. end send mendbarkv.（狗等）吠聲，smelln.氣味pretend v.假裝叫聲.Remember the words by matching itself with its meaning.by conversion（轉(zhuǎn)換）、complex words四.Rememberthe words1. top stopand derivative（派生）1. smell v.聞,聞起來n.氣味2. lift n.電梯 v.舉起，抬起3

9、. foot + step - footstep n.腳步聲，足跡4. be + long - belong v. 屬于5. appoint +ment - appointment n. 約會，約定6. interview n.&v. 采訪，面試，會見 interviewer n. 采訪者7. own v.擁有adj.某人自己的-owner n.所有者，物主8. neighbor n.鄰居 neighborhood n. 地區(qū)，社區(qū)；臨近街坊9. direct adj. 直接的adv.直接地 director n.主管，主任10. noise n.噪音，喧鬧聲，吵雜聲 noisy adj. 吵

10、鬧的11. worry n.&v著急，擔憂 worried adj.煩惱的，憂慮的12. mystery n.神秘的事物，不可思議的事物，謎mysterious adj.神秘的；保密的14. final adj.最后的，最終的finally adv.最后，終于15. extreme adj.極端的，極度的extremelyadv.極其，非常16. happy adj.高興的unhappy adj.小局興的17. honest adj.誠實的，真誠的dishonestadv.不誠實的adv.可能的，也許possibly13. possible adj. 可能的五.Remember the wor

11、ds by their Chinese.1. （自帶食物）的野餐 2. 交響樂 3. 關(guān)鍵，至關(guān)重要4. 生物，動物 5. 捕獲，趕上（車船等） 6. 逃跑，逃走（picnic,symphony,crucial, creature,catch, escape）（設(shè)計意圖： 記憶單詞的方法很多， 利用多種手段和多種形式呈現(xiàn)給學， 來吸引學生的興趣，降低難度擴大學生的詞匯量。 例如： 通過圖畫和簡單的句子記憶， 學生易于接受， 印象深刻；用一詞多義，合成， 派生等等方法能使學生舉一反三，極大的擴充詞匯量； 通過重點短語對比和漢意的方式全面的加深對詞匯的理解。 ）Step 3 Consolidati

12、on of wordsGive the students a few minutes to try to memorize the words first .1 .Get the students to read the word by looking at the Chinese. Then look at the Chinese and say English.2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books.

13、Underline the words they haven t grasped.3. Get the students to have a short dictation about the important words and phrases. If they can t , dictate after class in groups.（設(shè)計意圖：此環(huán)節(jié)為鞏固單詞。通過兩兩提問或使用助學默寫的形式來對單詞加以鞏固。這一環(huán)節(jié)有五分之二的學生往往不達標，需要利用自習課或課余的時間讓小組長跟蹤檢查，盡量能讓再有五分之一的學生順利過關(guān)， 其余的五分之一還需要時間和同學習們的幫助， 教 師應及時督

14、促、讓小組長反饋檢查的結(jié)果，做好跟蹤檢查。 ）Step 4 Read the story and translate into Chinese:1. Get the students to read the story, andunderline the new words.2. Translate the story into Chinese in groups of three.3. Read the story fluently by themselves.It was a sunny day withoutwind . The famous author Hemingway was h

15、aving anappointment with Mark Twain. They were listening to symphony in the Ocean Symphony Hall. Suddenly they heard some footsteps , barks and noise outside. They look outside and saw a monkey wearing a hair band that was lifting a stone and some garbage . He was chasing an optometrist . The garbag

16、e dropped on the ground and gave off a strange smell . Everyone was worried（anxious） . Just at the crucial moment, a director of a zoo came up and caught it. When the owner of the monkey came and was interviewed ,he told what happened. Hisneighbor , an Oxford Universitystudent was dishonestHe preten

17、ded to use up all the monkey food and attempted to feed the monkey on ants .The monkey was extremely unhappy and escaped from the cage. It grasped people hesaw with its fingers and chased them. This was what had happened. After theconcert ,the two authors went to apicnic by helicopter . There,they s

18、aw a map ofDiaoyu Island which was made up of thousands of creatures . It said “Diaoyu Island belongs to China” . This was possibly the most unbelievable mystery that they saw.在晴朗無風的一個天，著名作家海明威正在與馬克吐溫 約會.在海洋音樂廳聽交響樂。 他們忽然聽到外面有 腳步聲、犬吠聲和吵雜聲。他們看到窗外一只帶著 發(fā)帶的猴子舉著石頭 和垃圾正在追趕一個驗光師。垃圾掉了 一地發(fā)出難聞的 氣味。每個人都很 著急。就在這

19、關(guān)鍵 時刻，一個動物園主管過來抓住了猴子。猴子的主人被采訪時告訴大家，他的鄰居牛津大學 的學生不誠實，他假裝用光了所有的猴食而 企圖用螞蟻喂猴子。猴子極不高興，從籠子里逃 出，用手指抓并且追趕它看到的人。就發(fā)生開頭的場面。 音樂會后，兩名作家乘 直升機去野 餐。在那里他們看到有數(shù)百萬 生物組成了一個釣魚島圖，而且上面寫著：釣魚島 屬于中國。 這也許是他們見到的最不可思議的事。（設(shè)計意圖：詞不離句，句不離篇。在學生掌握本單元單詞的基礎(chǔ)上，再學習由本單元的生詞編成了一篇小故事，引導學生不僅記憶詞匯本身的意義，同時在具體的語境中體會它的意義。體現(xiàn)了詞不離句，句不離篇的教學原則。有助于學生學習理解和使

20、用本單元的詞匯。）Step 5 Mind map1. Get the students to read the mind map and fill in the mind map according to the story , they can discuss in groups.2. Get the students to retell the story using the mind map.設(shè)計意圖：把故事和思維導圖結(jié)合起來，讓學生加深對本單元詞匯和短語的理解，使學生對 詞匯從邏輯范疇上進一步鞏固記憶。Step 6當堂檢測（5單元）一.按要求寫出下列單詞或短語。1 .可能的（形容詞 ）

21、可能地（副詞）2.最后的 最后地 3. drop（ 過去 式）4.煩惱的 （ 近義詞）（動詞）5.own（名詞）6.catch（ 過 去式）7.噪音（形容詞）8.風（形容詞）9. 猴子 （復數(shù)）10.作家/ 11 用了，用光 12.組成二根據(jù)括號中的漢語意思或首字母提示寫單詞，并用其適當形式完成句子。long walk.1.F, the soldiers arrived at the village after a few days1.1 f you hurry, you can c the bus.3 .The book isn t mine. It b to Lucy.4 .Tom is

22、very a about his exams.5 .She（ 掉下）her wallet yesterday.文檔來源為 :從網(wǎng)絡(luò)收集整理.word 版本可編輯.歡迎下載支持6 .We got on well with our ( 鄰居) .7 .Who is the (主管) of the zoo?8 .Fred wrote down his name on the ( 石頭)9 .I can t stand the ( 噪音 ).10.The strange boy (采訪) by the reporter yesterday.三用括號內(nèi)所給單詞的適當形式天空1.He is (happy) because he failed the test1.1 t s very (noise) in the market.3 .These (monkey)