【初中英语】英语九年级教案(全套教案) 人教版94

Unit 5 It must belong to Carla.

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

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.

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.

Show the correct answers on the screen by a projector.

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

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.

Step Ⅳ 1c

This activity provides oral practice using the target language.

Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.

Point out the conversation in the box. Invite another pair of students to say it to the class. Write the conversation on the blackboard.

Point out the chart in Activity 1 b. 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 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

The Second Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary：band, hair band

(2) Target Language：Whose notebook is this?

It must be Ming’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 Object：Use your mind, then make inferences correctly. Ⅱ．Teaching Key Points

1．Listening and writing practice using the target language.

2．Make inferences using the target language.

Ⅲ．Teaching Difficult Point：Make inferences using the target language. Ⅳ．Teaching Methods：1．Practice method 2．A game

Ⅴ．Teaching Aids：1．A tape recorder 2．Real objects

Ⅵ．Teaching Procedures

Step Ⅰ Revision

Revise the conversations in 1b. Get different pairs of students to talk about

who each thing might belong to and give a reason.

Step Ⅱ 2a

This 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.

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：1．T-shirt 2．hair band 3．tennis balls

Step Ⅲ 2b

This 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.

Play the recording. Students listen and fill in the blanks.

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.

Step Ⅳ 2c

This 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.

Step Ⅴ Grammar Focus

Ask students to say the questions and answers in pairs. At the same time,

write them on the blackboard.

Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.

Repeat the process with the words might, could and can't.

Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.

Repeat the process with the other items.

Step Ⅵ Summary

Say, In this class, we've done 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 Ⅶ Homework

Make two sentences each using the words must, could, might and can't.

Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla

The Third Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University

(2) Target Language

What 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.

3．Moral Object

When you are in trouble, send an e-mail message to your friends to ask for help. Ⅱ．Teaching Key Points

1．Reading practice

2．Ora1 practice using the target language

Ⅲ．Teaching Difficult Points：1．Key vocabulary 2．Target language Ⅳ．Teaching Methods：1．Practice method 2．Pair work 3．A game Ⅴ．Teaching Aid：The blackboard

Ⅵ．Teaching Procedures

Step Ⅰ Revision

Revise 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 Ⅱ 3a

This activity provides reading practice using the target language.

Call students' attention to the picture.

Ask students to tell what's happening in the picture.

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： 5,2,4,3,1 circled words might include

anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop

Step Ⅲ 3b

This 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.

Write the conversation on the blackboard.

Practice the pronunciation of these words and explain the meaning of each word.

Step Ⅳ Part 4

This 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.

Write the conversation on the blackboard. 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 Ⅴ Summary

Say, 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 Ⅵ Homework

1．Read the letter in Activity 3a again for further understanding of the vocabulary words.

2．Read the conversations in Activities 3b and 4 again for further understanding of the target language.

3．Finish off the exercises on pages 15～16 of the workbook.

教学反思：（十八）2011年月日

开发课程资源，拓展学用渠道。作为新时代的英语教师，要在有效的40-45分钟时间内，设计灵活新颖的活动来激发学生的学习热情,让学生自然地学会和运用所学知识,并成为课堂教学的主角。我发现自己还有许多地方需要学习，需要改进，在客观的列出自己的优缺点后，我将继续努力，发扬优点，改进缺点，努力提升自己的各方面素质。

Unit 5 It must belong to Carla

Section B

The Fourth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary：chase, creature

(2) Target Language

Why do you think the man is running?

He could be running for exercise.

No, he's wearing a suit. He might be running to catch a bus.

2．Ability Objects

(1) Train students' listening skill.

(2) Train students' writing skill.

3．Moral Object

The UFO and alien are both unreal. As students, we must work hard. to explore the universe in the future.

Ⅱ．Teaching Key Points

1．Listening practice

2．Writing practice

Ⅲ．Teaching Difficult Points

1．Write a sentence about each picture.

2．Write two or three sentences to finish the story.

3．Listen and complete the sentences.

Ⅳ．Teaching Methods

1．Listening method 2．Writing method 3．Pair work

Ⅴ．Teaching Aids：1．A tape recorder 2．A projector

Ⅵ．Teaching Procedures

Step Ⅰ Revision

1．Invite a student to read the thank-you message Linda wrote to Anna to the class. 2．Get different pairs of students to read the conversations in Activities 3b and 4. 3．Check answers to the exercises on pages 15～16 of the workbook.

Step Ⅱ Part 1

This activity provides writing practice using the target language.

Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.

Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.

Check the answers on the blackboard：

Step Ⅲ 2a

This activity gives students practice understanding and writing the target language in spoken conversation.

Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.

Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.

Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.

Check the answers：2,3,1

Encourage students to write two or three sentences to finish the story.

Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.

Step Ⅳ 2b

This activity gives students practice listening to and writing the target language. Point to the chart with sentence starters They see … The man says … and The woman says … Say, You are to listen to the same recording again. And complete each sentence.

Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.

Play the recording once or twice, using the Pause button as necessary.

Show the answers on the screen by a projector so that students can check the spelling and other details of their answers.

Step Ⅴ 2c

This activity provides oral practice using the target language.

Point out the sample conversation in the box. Invite a pair of students to read it to the class.

Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b. Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help as needed. Ask several pairs to say their conversations to the class.

Step Ⅵ Summary

Say, In this class, we've mainly done much listening and writing practice using the target language.

Step Ⅶ Homework

Ask students to collect pictures of different kinds and then talk about

them using must, could, might and can't.

Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla.

The Fourth Period

1．Answers to Activity 1:

a. The UFO is landing.

b. The alien is chasing the man.

c. The man is running.

2．A sample version to Activity 2a:

Man: That's right. It must be interesting. Why not go and see how they are making a movie?

Woman: Good idea.

3．Target language:

A: Why do you think the man is running?

B: He could be running for exercise.

A: No, he's wearing a suit. He might be running to catch a bus.

教学反思：（十九）2011年月日

上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。不过部分活动可以新颖些，过度语言或许可以丰富点，与学生的交流可以加强些，还有一个重要问题就是没有很好的利用自己设计的评价体系，只把它作为了一个摆设，在课堂中应该时刻鼓励落后的Team，最后应该称赞胜利的冠军等。

Unit 5 It must belong to Carla

The Fifth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

extremely, worried, neighbor, garbage, mystery, director, escape, ocean

(2) Target Language

In my dream, I was swimming in an ocean of paper.

Maybe it means you're afraid of too much homework!

2．Ability Objects

(1) Train students' reading skill.

(2) Train students' writing skill.

(3) Train students' integrating skills.

3．Moral Object：Everyone has had a dream. But don't dream away your time. Ⅱ．Teaching Key Points

1．Key vocabulary 2．Reading practice 3．Writing practice Ⅲ．Teaching Difficult Points：1．Reading practice 2．Writing practice Ⅳ．Teaching Methods：1．Practice method 2．Group work

Ⅴ．Teaching Aid：A projector

Ⅵ．Teaching procedures

Step Ⅰ Revision

Check homework. Collect pictures from students on the teacher's desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:

T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?

Step Ⅱ 3a

This activity provides reading practice using the target language.

Show the key vocabulary words on page 38 on the screen by a projector.

Call students' attention to the article.

Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.

Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.

Check the answers：an animal, teenagers, the wind, a dog

Step Ⅲ 3b

This activity provides reading and writing practice using the target language.

Get students to discuss any words or sentences they don't know in Activity 3a with one another. Call students' attention to the three sets of notes. Ask different students to read them to the class.

Answers will vary. Write the sample version on the blackboard.

Step Ⅳ 3c

This activity provides writing practice using the target language.

Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery.

Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article.

Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article.

Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.

Collect students' works and write a comment on each paper before returning them.

Step Ⅴ Part 4

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.

Step Ⅵ Summary

Say, In this class, we've mainly done much reading and writing practice using the target language. We've learned some vocabulary words as well.

Step Ⅶ Homework

1．Reread the newspaper article in Activity 3a.

2．Review the paragraph in Activity 3b.

Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla.

Section B

The Fifth Period

A sample version to Activity 3b:

These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do.

Unit 5 It must belong to Carla

The Sixth Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary

finger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt

(2) Fill in blanks and make sentences using vocabulary words.

(3) Learn some proverbs.

(4) Circle the word that doesn't belong.

2．Ability Objects

(1) Train students' writing skill.

(2) Train students' ability of reading comprehension.

(3) Train students' ability of clarifying.

3．Moral Object：We'll benefit a lot by learning proverbs. Ⅱ．Teaching Key Points

1．Make sentences using vocabulary words.

2．Say the meanings of different proverbs in your own words.

3．Circle the word that doesn't belong.

Ⅲ．Teaching Difficult Points

1．Make sentences using vocabulary words.

2．Say the meanings of different proverbs in your own words. Ⅳ．Teaching Method：Teaching by explanation

Ⅴ．Teaching Aid：A projector

Ⅵ．Teaching Procedures

Step Ⅰ Revision

Ask several students to read the newspaper article in Activity 3a to the class.

Step Ⅱ Part 1

This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box Invite a student to read the vocabulary words at the top.

Ask students to fill in the blanks on their own.

Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers：

Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students' answers with mistakes on the blackboard.

Step Ⅲ Part 2

This activity provides reading, writing, listening and speaking practice using the target language.

Show the vocabulary words on the screen by a projector.

Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.

Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students (It's better to have help to do even small jobs) .

Get students to work in groups of four. As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.

There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.

Each culture has proverbs that are unique to it. The saying, “If you want to know a people, know their proverbs” illustrates this.

Step Ⅳ Part 3

This activity focuses on the new vocabulary introduced in this unit.

Ask students to read the five lines of words in the box.

Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn't belong in each line.

Get students to complete the task on their own. As they are doing this, move around the classroom checking their progress and offering help as needed.

Check the answers by asking a student to read. his or her circled words to the class. Answers：1．owner 2．alien 3．land 4．exercise 5．lost Step Ⅴ Just for Fun

This activity provides reading and speaking practice with the target language.

Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.

Show the cartoon pictures on the screen by a projector. Ask two students to read the speech bubbles to the class. Then all the students discuss why the cartoon is funny.

Step Ⅵ Summary

Say. In this class, we've practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we've learned several proverbs.

Step Ⅶ Homework

(1) Read and remember the proverbs learned in Activity 2.

(2) Each student collects ten proverbs.

(3) Finish off the exercises on pages 16～ 17 of the workbook.

Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla

Self check

The Sixth Period

Sample answers to Activity 1:

初中英语备课教案模板

初中英语备课教案模板 【篇一：初中英语教学设计模板】 初中英语教学设计模板 【篇二：初中英语教案范例】 unit 4 i want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。教学内容： 重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. what does your mother do? she is a teacher. what does your father do? he is an engineer. 2. what do you want to be? i want to be a teacher. what does she want to be? she wants to be a singer. 总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然 后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由 简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识一般现在时 （1）一般现在时主要由动词原形表示，但第三人称单数后要加-s， 另外be有特殊的人格形式，见下表: 一般现在时 （2）一般现在时的否定式见下表 一般现在时的否定式 （3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式 （4）一般现在时的基本用法如下。①经常性或习惯性的i get up at six every day． ②客观真理，客观存在，科学事实。 the moon moves round the earth．月亮围着地球转。③表示格 言或警句中。 pride goes before a fall. 骄者必败。④现在时刻的状态、能力、 性格、个性。i dont want so much.

初中英语人教版七年级教案

Teaching Plan 学校：云南师范大学 学院：外国语学院 专业：英语教育 姓名：单坤妍&曹慧仙 学号：114050282&114050281 2013年10月19日星期六

Teaching Plan Name : Shan Kunyan & Cao Huixian No: 114050282& 114050281 Teaching Materials:Go for It (Unit 6 : Do you like bananas ?) ( period: 1 ) Students’ level : Junior 1 1:Teaching content :SectionA(1a-1c) (1)Vocabulary: food, hamburger, tomato, ice-scream, salad, strawberry, pear, milk, bread, ,apple, banana (2)Structure : Yes/No questions and short answers Affirmative and negative statement Examples : Do you like bananas? Yes , I do ./No , I don’t. Do you like salad ? Yes , I do ./No , I don’t. 2:Teaching aim : (1) To learn to use words about some foods . (2) To enable students to ask and answer easy questions about likes and dislikes . 3: Function : Talk about likes and dislikes about foods . 4: Teaching methods : 3P model 5: Teaching aids: pictures , real objects , stick figures 6: Teaching Time: 45 minutes

英语九年级人教版初中英语听力专题讲座教案-word文档

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