UnitItmustbelongtoCarla1(00001)

1、Unit 5It must belong to Carla. . Learning objectives 教案目標(biāo)Skill FocusLearn to make inferences with“ must ” ,“ might ” ,“ could ” , and“ caTalk about the words you don t understand or something that worries you.LanguageFocus功Make inferences (P34- P35)能Whose is this?句It must be式Talk aboutthe words you

2、don tunderstand or something thatworries youWhat do you thinkmean?It might mean詞1. 重點(diǎn)詞匯匯picnic, possibly, drop, count, final, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone2認(rèn)讀詞匯belong, author, symphony, optometrist, algebra, crucial, anxious, worried, Oxfor

3、d, chase, creature, unhappy, extremely, footstep, garbage, mystery, monkey, escape, bark, ant, dishonest, pretend, attempt, Hemingway, Fred, Mark Twain3詞組belong to, hair band, use up語(yǔ)must, might, could and can t for making inferences法Strategy1.sequencingFocus2.deducingCultureDifferent opinions about

4、 dreams.FocusDifferent proverbs show different cultures. .Teaching materials analyzing and rearranging 教材分析和重組1教材分析本單元以It must belong to Carla 為話題，共設(shè)計(jì)了三部分的內(nèi)容：1 / 6Section A該部分有4 個(gè)模塊：第一模塊圍繞Whose volleyballis this? 這一話題展開(kāi)思維（1a）、聽(tīng)力（ 1b）、口語(yǔ)（ 1c）訓(xùn)練；第二模塊圍繞上一模塊中的話題進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)訓(xùn)練（ 2c）；第三模塊繼續(xù)圍繞前兩個(gè)模塊中的“maki

5、ng inferences 展”開(kāi)訓(xùn)練。訓(xùn)練形式為閱讀排序（3a）和兩人問(wèn)答（3b）；第四模塊仍就上一話題展開(kāi)討論。Section B該部分有4 個(gè)模塊：第一模塊要求根據(jù)圖畫(huà)和所提供的單詞寫(xiě)出合理的句子；第二模塊在聽(tīng)力（ 2a-2b）和分角色口語(yǔ)訓(xùn)練（2c）的基礎(chǔ)上，繼續(xù)進(jìn)行“推測(cè) ”訓(xùn)練。第三模塊圍繞 “Strangeevents in Bell Tower neighborhood ”這一話題展開(kāi)閱讀（3a）和寫(xiě)作（3b-3c）訓(xùn)練；第四模塊以dream 為話題展開(kāi)小組活動(dòng)。Self Check該部分有3 個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練；第二模塊就8 個(gè)諺語(yǔ)展開(kāi)閱讀和討論。第

6、三模塊要求找出不同類(lèi)的詞。2教材重組和課時(shí)分配Period1(Section A: 1a, 1b,1c)New function presentingPeriod 2(Section A: 2a, 2b, 2c, 3a, 3b, 4)PracticePeriod 3(Section B: 1, 2a, 2b,2c ， 3a, 3b, 3c, 4 ) Integrating skillsPeriod 4(Self Check: 1, 2,3 & Workbook)Comprehensive review . Teaching procedures and ways 教案過(guò)程與方式Peri

7、od 1 New function presentingLanguage goals 語(yǔ)言目標(biāo)1. Words & expressions 生詞和短語(yǔ)picnic, author, belong, belong to2. Key sentences 重點(diǎn)句子Whose volleyball is this? (P34)It must be Carla s. (P34)2 / 6Ability goals 能力目標(biāo)Enable the students to infer the owners of the things using “ must ”“, might ”“,could ”a

8、nd,“ can t ”.Emotion & attitude goals 情感和態(tài)度目標(biāo)Learn to infer the owners of the things purposefully.Strategy goals 策略目標(biāo)Listen and match each person with a thing.Culture awareness goals 文化意識(shí)目標(biāo)Enable the students to guess the owners of the unknown thingsusing“ must ” ,“ migand “ can t ”.Teaching imp

9、ortant points 教案重點(diǎn)Learn to make inferences using“ must ” ,“ might ” ,“ could ” and“ can t ”.Teaching Procedures and ways 教案過(guò)程與方式StepI Revision and Lead-inAsk thestudents to do a game guessing the owners of things.T: In the last unit, we have learnt what we should do if we are in an imaginary situati

10、on. If we had problems, we would ask for advice or help. Now, imagine, if you have found somethingand don knowt who the owner is, what would you doSs: We would try to guess who the owner is, then give it to him/her.T: Now, boys and girls, close your eyes.Collect some books from the students and put

11、them together, asking the students to guesswhose books they are.T: OK, open your eyes, please. Hold up one of the books.T: Whose book is this?3 / 6S1: Bill s ?T:It might be Bill s. Let s ask him. Bill, is this your book?S2: No, it s not mine.T: Well, it isn t Bill s. He says it s not his.S2: Is it A

12、nna s? T: Let s ask her. Anna, is this your book? S3: No, it isn t. T: So it s not Anna s book.canAditbet Maria s. Because I didn t take hers. Then whosebook is it?S1: Is it Lee s? T: Yes, it doesn t belong to Bill, Anna or Maria. Somustit be Lee s.StepII Brainstorming (1a: P 34)T: When we talk abou

13、t things we are not sure of, we use the wordscould, might, cantandmust. It could be Bill smight.It be Bill s.canIt tbe Maria s.It must be Lee s. Now, lookat 1a on Page 34. What can you see in the picture?S: W e can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books

14、and magazines.T: It isn t hard for us to judgeo thewh things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Then ask the students to read their answers.S: Sure. The hat, the jacket and the T-shirt must belong to clothing.

15、 The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.StepIII Listening and speaking (1b: P 34)4 / 6Ask the students to read the instruction in 1b.T: Read the instructions and find out what you are asked to do. S

16、1: To match each person with a thing and a reason.T: 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 match the thing in the second column with the reason in the third column.Ask the students to listen to the recording

17、 for the first time.T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.Point out the sample answer.T: The name Carla in the first column is connected tovolleyball in the second column becausethat thes thing they are talking about. And the w

18、ord volleyball in the second column connected with the sentence She loves volleyball. in the third column.Ask the students to listen to the recording again.T: Now listen to the conversation again. This time connect the items in the three columns. Play the recording again.T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you d better read the example in the boxAsk the students to make dialogues after the mode