2024年Unit 5 It must belong to Carla. 全單元教案

Unit5ItmustbelongtoCarla一、教材分析本單元圍繞“物品的歸屬”這一話(huà)題，讓學(xué)生學(xué)會(huì)運(yùn)用“mustmaycan”等詞進(jìn)行推測(cè)。這個(gè)話(huà)題是學(xué)生與他們生活實(shí)際聯(lián)絡(luò)，是他們很感愛(ài)好的話(huà)題。因此每位學(xué)生都會(huì)樂(lè)意參與討論。SectionA以“推測(cè)誰(shuí)是物品的主人以及作出推測(cè)的根據(jù)”這一話(huà)題來(lái)進(jìn)行課堂教學(xué)和語(yǔ)言實(shí)踐，為目的句型提供分步示例和指導(dǎo)性練習(xí)。(1a-1c)展示了重點(diǎn)詞匯和目的語(yǔ)言，通過(guò)聽(tīng)說(shuō)訓(xùn)練，讓學(xué)生初步領(lǐng)會(huì)must表推測(cè)的含義和使用方法。（2a-grammar）在前面的基礎(chǔ)上更明確了“mustmightcouldcan”等詞的不一樣。同步附以練習(xí)，加以貫徹。（3-4）讓學(xué)生通過(guò)閱讀文章，推測(cè)詞義的方式，讓學(xué)生體會(huì)“學(xué)以致用”。SectionB是在SectionA的基礎(chǔ)上，對(duì)話(huà)題的拓展和知識(shí)的延伸，使學(xué)生可以對(duì)已學(xué)過(guò)的目的句型運(yùn)用自如。（1-2c）讓學(xué)生發(fā)揮想象，運(yùn)用推測(cè)的句型，講述外星人追逐一種人的故事。（3a-4）閱讀短文，談?wù)撈婀值幕孟牒蛺簤?mèng)，自如地運(yùn)用推測(cè)的句型，尋求原因。SelfCheck使學(xué)生對(duì)自已的英語(yǔ)水平有明確的認(rèn)識(shí)，其中的諺語(yǔ)使學(xué)生受益非淺。二、教學(xué)目的語(yǔ)言技能目的能使用whose引導(dǎo)的特殊疑問(wèn)句尋找物品的主人，如Whosebookisthis?能運(yùn)用情態(tài)動(dòng)詞“must,could,might,can’t”進(jìn)行合理的推斷，如ItmustbelongtoCarla,becauseithashernameonit.能根據(jù)有關(guān)的信息進(jìn)行合理的想象或推論，培養(yǎng)綜合分析能力；能根據(jù)一定的背景或前提進(jìn)行預(yù)測(cè)或續(xù)寫(xiě)。2．語(yǔ)言知識(shí)目的掌握新詞匯和運(yùn)用情態(tài)動(dòng)詞進(jìn)行推測(cè)掌握whose引導(dǎo)的特殊疑問(wèn)句的使用方法；掌握情態(tài)動(dòng)詞“must,could,might,can’t”表達(dá)猜測(cè)的使用方法；理解并對(duì)的辨別情態(tài)動(dòng)詞“must,could,might,can’t”表達(dá)猜測(cè)時(shí)的異同。3．能力目的訓(xùn)練聽(tīng)說(shuō)讀寫(xiě)能力和推測(cè)能力4．情感目的滲透保護(hù)環(huán)境，熱愛(ài)大自然的情感教育。培養(yǎng)學(xué)生良好的合作意識(shí)，鼓勵(lì)學(xué)生大膽體現(xiàn)自已的想法、推測(cè)和意愿。5．文化意識(shí)目的通過(guò)Selfcheck中英語(yǔ)諺語(yǔ)的學(xué)習(xí)，理解有關(guān)的英語(yǔ)文化。三、學(xué)情分析初三的學(xué)生有較豐厚的語(yǔ)言積累和知識(shí)儲(chǔ)備，他們有較強(qiáng)的求知欲和好奇心，在課堂上他們善于體現(xiàn)自我，樂(lè)于積極思索，勇于刊登自已的觀(guān)點(diǎn)，這些個(gè)性心理特點(diǎn)均有助于師生在課堂上進(jìn)行交流。四、單元教學(xué)思緒采用自主，合作和探究的學(xué)習(xí)方略，運(yùn)用多媒體課件，來(lái)展開(kāi)課堂Pairwork問(wèn)答式的口語(yǔ)交際活動(dòng)和討論活動(dòng)，來(lái)推測(cè)物品的歸屬和事情發(fā)生過(guò)程及原因。本單元的教學(xué)法提議：詞匯教學(xué)：情景操演、反復(fù)使用；口語(yǔ)教學(xué)：師生互動(dòng)，生生互動(dòng)、對(duì)話(huà)練習(xí)、交際活動(dòng)；閱讀教學(xué)：推測(cè)新詞義、事情發(fā)生的原因；語(yǔ)法教學(xué)：總結(jié)句型、比較異同、模仿操演。五、教學(xué)重難點(diǎn)：1.教學(xué)重點(diǎn)重點(diǎn)詞匯picnic,possibly,drop,final,worried,owner,sky,catch,interview,noise,wind,chase,escape,belongto,mystery,appointment,wake,neighbor,garbage,derector,finger,lift,ant,ocean（2）重點(diǎn)句式：Whosevolleyballisthis?ItmustbeCarla’s./ItmustbelongtoCarla.Shelovesvolleyball.Itcould/might/can’tbeTed’s.（3）話(huà)題：Makinginferences.教學(xué)難點(diǎn)理解并掌握情態(tài)動(dòng)詞“mustmaymightcancould”表達(dá)猜測(cè)的使用方法；能能根據(jù)有關(guān)的信息進(jìn)行合理的想象或推論，作出預(yù)測(cè)或續(xù)寫(xiě)。TheFirstPeriodSectionA1aI.TeachingAims(教學(xué)目的)1.KeyVocabulary(理解并掌握下列詞匯)belong,belongto,author,picnic，hairband2.TargetLanguage(掌握下列重點(diǎn)句子)Whosebookisthis?ItmustbeMary’s.Hemingwayisherfavouriteauthor.Itcan/could/might/must/can’tbe…ItmightbelongtoAlice.Sheplaysrtheguitar.Ⅱ.DifficultPoint(教學(xué)難點(diǎn))1.理解并掌握情態(tài)動(dòng)詞can/could/might/must/can’t的使用方法，并作出不一樣的判斷。2.理解并運(yùn)用belongto的構(gòu)造Ⅲ.TeachingProcedures(教學(xué)過(guò)程)1.Warming-upandrevision（課堂熱身和復(fù)習(xí)）（1）AsongDailygreetingstothestudents（平常問(wèn)候）（2）Revision（復(fù)習(xí)）Doyouliketoseethemovies?Yes,Iliketoseethemoviesverymuch.Whoisyourfavoritemoviestar?Myfavoritestaris…2.Presentation（展現(xiàn)新知識(shí)）Guessinggames（1）Whoisthisstar/he/she？Whatisit?（從猜測(cè)中引入新知和生詞并操演目的語(yǔ)言）He/Shecan’tbe_______.He/Shecould/mightbe_______.He/Shemustbe_______.Itcould/might/can’t/mustbe______.（2）Whosebookisthis?ItmustbeMary’s.ItmustbelongtoMaryWhoisitsauther?ItsauthorisHemingway.Whosefootballisthis?It_might/could/can’t/mustbeJohn’sorTony’s.(=belongtoJohnorTony)Becausetheybothplayfootball.教學(xué)設(shè)計(jì)闡明運(yùn)用圖片提供學(xué)生大量語(yǔ)言操演信息，掌握句型It_might/could/can’t/mustbeJohn’s和It_might/could/can’t/mustbelongtoJohn..的構(gòu)造。3.Workon1aWhatisit?Writethethingsyouseeinthecorrectcolumnsinthechart.ChecktheanswersclothingFunthingsKitchenthingshatvolleyballplatejackettoycarT-shirtclassicalCDsoccerskateboarding4.Workon1b（1）Listenandmatcheachpersonwithathingandareason.（2）Thenplaythetapeagainandchecktheanswers.AnswersJane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.Mary—book—WandaWilburisherfavouriteauthor.Carla—volleyball—Shelovesvolleyball.DengWen—magazine—Helovescats.Grace—CD—Shealwayslistenstoclassicalmusic.（3）Listenandrepeat教學(xué)設(shè)計(jì)闡明訓(xùn)練學(xué)生的聽(tīng)力能力。5．Workon1c（1）PointtothepictureinActivitylb.Getapairofstudentstosaytheconversationinthespeechbubbles.SA:Whosevolleyballisthis?SB:ItmustbeCarla’s.Shelovesvolleyball.（2）Studentsworkinpairstotalkaboutthepicture.（3）Thenaskseveralpairstopresenttheirdialogues.（4）Makesimilarconversations,usingtheclassroomobjects.教學(xué)設(shè)計(jì)闡明生生互動(dòng)，加強(qiáng)學(xué)生的語(yǔ)速語(yǔ)感訓(xùn)練，運(yùn)用教室物品進(jìn)行交際會(huì)話(huà)，激發(fā)學(xué)生的愛(ài)好，深入鞏固句型Itmustbe…構(gòu)造。6.Workon2a,2b（1）2aBobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Answers:1.T-shirt2.hairband3.tennisballs（2）2bListenagainandfillintheblanks.Answers:1.Thepersonmustgotoourschool.2.Thepersoncan’tbeaboy.3.ItcouldbeMei’shairband.4.ThehairbandmightbelongtoLinda.5.ItmustbeLinda’sbackpack.（3）Readthetapescriptandfillintheblankswithmodalverbs.教學(xué)設(shè)計(jì)闡明深入強(qiáng)化訓(xùn)練學(xué)生的聽(tīng)力能力,鞏固might/could/can’t/must/can的使用方法。7.ExplainthegrammarUse“must”toshowthatyouthinksomethingisprobablytrue.Use“might”or“could”toshowthatyouthinksomethingispossiblytrue.Use“can’t”toshowthatyouarealmostsuresomethingisnottrue.8.Workon2c2cFillintheblankswith“must,might,could,can’t”.Thentellyourpartnerwhyyouchoosethewords.9.GrammarFocus（1）Readthequestionsandanswersinthegrammarbox.Studentsrepeat.Explainsomethingaboutthem（2）Summary10.ExercisesA.Fillintheblankswithmust,may,might,could,can’tWhoseearringsarethese?They____________beMary’s.shewearsearringssometimes.Gina______________cometothepartytonight,butI’mnotsure.Thetelephoneisringing,butnobodyanswersit.He______beathome.IsthisLanQiang’sboxingglove?Yes,it_____behis.Thereishisnameontheback.You’dbettertakeanumbrella.It_____________rainthisafternoon.B.Choosethebestanswer（）1.Ididn’thearthephone.I___asleepA.mustbeB.musthavebeenC.shouldbeD.shouldhavebeen（）2.Mary____beinParis.Isawherintownonlyafewminutesago.A.mustn’tB.shouldn’tC.can’tD.maynot（）3.Peter____comewithustonight,butheisn’tverysureyet.A.mustB.mayC.CanD.will（）4.Ithoughtyou____likesomethingtoread,soIhavebroughtyousomebooks.A.mayB.mightC.couldD.mustC.Translation1.這本書(shū)一定是李雷的。他正在找這本書(shū)。2.這個(gè)發(fā)帶也許是韓梅的。她喜歡戴發(fā)帶。3.這個(gè)玩具也許是約翰的妹妹的。他還是個(gè)小姑娘。4.這個(gè)排球不是瑪麗的。她主線(xiàn)不喜歡排球。Homework1.Write2conversationslike1cinyourexercisesbook.2.LearnGrammarfocusbyheart.Payattentiontomust/might/could/can’t/belongto3.Prepare3c—4BlackboardDesignUnit5ItmustbelongtoCarla.TheFirstPeriodSectionA1a1.Keyvocabulary:belongv.belongtoplaten.authorn.toyn.picnicn.2.Targetlanguage:Whosebookisthis?ItmustbeMary’s.Hemingwayisherfavouriteauthor.TheSecondPeriodSectionA3c-4I.TeachingAims(教學(xué)目的)1.KeyVocabulary(理解并掌握下列詞匯)drop,symphony,optometrist,appointment,crucial,makeup,becauseof,final,anxious,worried,owner,Chinese-Englishdictionary,Oxford2.TargetLanguage(掌握下列重點(diǎn)句子)（1）Whatdoyouthink"anxious"means?Well,itcan’tmean"happy".Itmightmean"worried".Oh,yes,sheisworriedbecauseofhertest.（2）Herearesomeearrings.Theownercan’tbeaboy.Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.（3）I’mreallyanxiousbecauseIcan’tfindmybackpack..Ⅱ.TeachingDifficultPoints（教學(xué)難點(diǎn)）1.Keyvocabulary2.運(yùn)用can/could/might/must/can’t對(duì)生詞的詞義作出推斷Whatdoyouthink"anxious"means?Well,itcan’tmean"happy".Itmightmean"worried".Oh,yes,sheisworriedbecauseofhertest.3.運(yùn)用can/could/might/must/can’t對(duì)物品的歸屬作出推斷Herearesomeearrings.Theownercan’tbeaboy.Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.Ⅲ.TeachingProcedures（教學(xué)過(guò)程）1.Warming-upandrevision（1）Asong:Whosepuppyisthis?（2）Revision:Whosefootballisthis?Itmight/could/can’t/mustbe…（3）TalkaboutthethingsintheLostandfound…（最終一件物品）—Whosebackpackisthis?—ItmustbeLinda’s.Becauseithashernameonit.教學(xué)設(shè)計(jì)闡明通過(guò)歌曲引出復(fù)習(xí)內(nèi)容，運(yùn)用圖片提供學(xué)生復(fù)習(xí)操演，鞏固句型It_might/could/can’t/mustbe和It_might/could/can’t/mustbelongto構(gòu)造。2.Workon3a（1）LeadinT:Lookatthispicture,whatisthegirldoing?Doyouknowwhosheis?(引出上節(jié)課聽(tīng)力書(shū)包的主人)Ss:SheisLinda,thebackpack’sowner(引出新單詞)T:whatisshedoing?Sa:Shemightbeplaycomputergame.Shecouldbewritinganemailtoherfriend.T:Yes,sheiswritinganemail,it’sathank-youmessage.whatisthethank-youmessage(讓學(xué)生解釋)Athank-youlettermustbeapersonalletter.Intheletterthewritermayexpresshisgratitudeforwhatthereceiverhasdoneforhim/her.教學(xué)設(shè)計(jì)闡明由復(fù)習(xí)內(nèi)容自然、巧妙地過(guò)渡到新課內(nèi)容。（2）.Readthethank-youmessagecarefully.Numberthepartsinorder.Circlethewordsyoudon’tknow.Checktheanswers.Answers:5,2,4,3,1（3）.Readthemessageagainandanswerthefollowingquestions.Thelostthing:__________________Theplacethatshelostit:___________________WhyisLindasoanxious?WhydoesLindareallyneedherbackpack?Whyisthemathtestverycrucial?WherewasAnnawhenLindacalledher?WhatdoesLindawantAnnado?教學(xué)設(shè)計(jì)闡明讓學(xué)生帶著問(wèn)題進(jìn)行有目的地閱讀，提高閱讀的效率。3.Workon3b（1）Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.SA:Whatdoyouthink"anxious"mean?SB:Well,itcan’tmean"happy".SA:Itmightmean"worried".SB:Oh,yes.Sheisworriedbecauseofhertest.（2）PairworkTalkaboutthecircledwordsinActivity3ainpairs.Usethewordscan’t,must,couldormight.Thengetsomepairstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.dropv.symphonyn.optometristn.appointmentn.finaladj.crucialadj.countv.becauseofPracticethepronunciationofthesewordsandexplainthemeaningofeachword.4.Workon4（1）Lookatthethingsinthebackpack.GetSstowritedowntheirnames.Explainthenewwords.aflower,aglove,earring,keys,aCD,Oxford（2）Lookatthethingsinthebackpack.Makeguessesabouttheownerofthebackpack.Writeyourideasinthechart.（3）PairworkA:Herearesomeearrings.Theownercan’tbeaboy.B:Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.Sampleconversations(4:P36)1.HereisaChinese-Englishdictionary.ItcouldbelongtoMary.Iknowshehasone.—Idon’tthinkso.Itcan’tbeMary’s.Thisoneisnew,buthersisold.2.—Hereisaflower.Theownermustbeagirl.—Well,itcouldbeaboy.Theflowermightbeapresentforhisteacher.3.Here’saschoolT-shirt.Theownermustbeastudent.Well,itcouldbeaclassmateofours.TheschoolT-shirtisthesameasours.4.Here’sahairband.Theownercan’tbeaboy.Well,itcouldbeaboy.Thehairbandmightbeapresentforhismother.….5.SummarySay,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony….Andwe’vedonemuchoralpracticeusingthetargetlanguage.Gooverthecontestsontheblackboard.6.ExercisesA.Fillintheblanks1.Themonkeys_________(扔下)thebasketandranaway.2.Heisvery_________(焦急)becauseoftheimportantexam.3.You’dbettermakean______(約定)withthedoctor,beforeyougotoseehim.4.Thestudentsareallbusygettingreadyforthef________exam.5.Hesavedthegirlatthec________moment.6.Westillhaven’tfoundthedog’s___B.Choosetherightanswers.1.Whatdoyouthink“anxious”_____?A.meantB.meansC.meaningD.mean2.MayIgoswimmingnow?No,you_Youmustfinishyourhomeworkfirst.A.mustn’tB.needn’tC.can’tD.maynot3.Theman____beMrWu.BecausehehasgonetoJapanwithhiswife.A.can’tB.mightC.couldD.must4.You’dbetter____math.It’sveryimportant.A.dropB.notdropC.nottodropD.stoplearning5.Whyissheworried?She’sworried______hertest.A.becauseB.withC.becauseofD.to6.Alexwasn’tathomeyesterday.Hemightbe________hisdentistappointment.A.inB.forC.atD.with7.Hewastheonlykid_______thepicnic.A.inB.atC.onD.ofHomework1.Writeathank-youmessagetoyourfriendforhis/herhelp.2.Write2conversationslikethatin4inyourexercisebooks.3.PrepareforSectionB1-2c.BlackboardDesign（板書(shū)設(shè)計(jì)）Unit5ItmustbelongtoCarla.TheSecondPeriodSectionA3c-41.Vocabularywords:dropv.symphonyn.optometristn.appointmentmfinaladj.crucialadj.worriedadj.anxiousadj.Chinese-EnglishdictionaryOxford2.Targetlanguage:(1)A:Whatdoyouthink"anxious"mean?B:Well,itcan’tmean"happy".A:Itmightmean"worried".B:Oh,yes.Sheisworriedbecauseofhertest.(2)A:Herearesomeearrings.Theownercan’tbeaboy.B:Welt,itcouldbeaboy.Theearringsmightbeapresentforhismother.TheThirdPeriodSectionB1-2cI.TeachingAims(教學(xué)目的)1.KeyVocabulary(掌握下列重點(diǎn)句子)chase,creature2.TargetLanguage—Whydoyouthinkthemanisrunning?—Hecouldberunningforexercise.—No,he’swearingasuit.Hemightberunningtocatchabus.Ⅱ.TeachingKeyPointsandDifficultPoints(教學(xué)重難點(diǎn))1.Writingpracticeandlisteningpractice（1）Writeasentenceabouteachpicture.（2）Writetwoorthreesentencestofinishthestory.（3）Listenandcompletethesentences.2.掌握can/could/might/m/must/can’t＋bedoing的構(gòu)造Ⅲ.TeachingProcedures（教學(xué)過(guò)程）1.Warming-upandrevision（1）AsongGreetinganddailytalking（2）RevisionLookatthescreenandtalklikethis:HereisaChinese-Englishdictionary.ItcouldbelongtoMary.Iknowshehasone.—Idon’tthinkso.ItmightbeBill’s.…教學(xué)設(shè)計(jì)闡明復(fù)習(xí)上節(jié)課的內(nèi)容，以便自然地引出新課內(nèi)容。2.Presentation（展現(xiàn)新知識(shí)）（1）Aguessinggame（由復(fù)習(xí)內(nèi)容過(guò)渡到新知識(shí)）--WhatcouldBill/Mary/yourfather/mother…bedoingnow?--He/Shecouldbe–ing….（2）Leadin（Lookatthepictures）T:Whatcouldthatbeinthesky?Ss:ItcouldbeaUFO.T:Whatcoulditbedoing?Ss:Itcouldbelanding.T:Whatcouldthemanbedoing?….T:Whatcouldthealienbedoing?Ss:Hecouldbechasingtheman.（Teachchase)教學(xué)設(shè)計(jì)闡明由游戲很自然地展現(xiàn)出如下要學(xué)的新句型:Itcouldbe(doing)…..。3.Workon1Getstudentstolookatthethreepicturescarefully.Thenusethewordsfromtheboxtowriteasentenceabouteachpicture.Checktheanswers..Answersa.TheUFOislanding.b.Thealienischasingtheman.c.Themanisrunning.教學(xué)設(shè)計(jì)闡明鍛煉學(xué)生的想象力和寫(xiě)的能力。4.Workon2a（1）Listentothetapeandnumberthepictures【1-3】Thenchecktheanswers.Answers:2,3,1（2）Encouragestudentstowritetwoorthreesentencestofinishthestory.Answerswillvary.Theymaywritelikethis:1.TheUFOislanding.Itiscomingdownfromthesky!2.Theterrible,ugly,frighteningalienischasingthepeople.3.Thefrightenedmanislookingbackatthealien.4.Awomanwithcameraisshootingfilms.5.Theymustbemakingamovie.…教學(xué)設(shè)計(jì)闡明訓(xùn)練學(xué)生的想象力和寫(xiě)作能力。5.Workon2b（1）Listenagain.Completethesentences.Answers.Themansays…1.Hecouldberunningforexercise.2.Itcouldbeahelicopter.3.ItmustbeanAlien.4.ShecouldbefromtheTVnews.Thewomansays…Hemightbelateforwork.ItmustbeaUFO.Imustbedreaming.Theymustbemakingamovie（2）TapeScripts:ListenandfillintheblanksM:Hey,lookatthemanrunningdownthestreet.Iwonderwhat’shappening?W:He__________runningforexercise.M:Buthe’srearingasuit.W:Well,he__________lateforwork.M:Helookskindof__________.W:Oh,no!What’sthat?M:Where?W:There’ssomethinginthesky.W:It___________ahelicopter.W:No,it__________ahelicopter.It’stoobig.It_________aUFO.M:AUFO?What’sgoingon?W:Look,theUFOis_________…M:Andthereisastrange__________gettingout.It________analien.W:Andthealienischasingtheman!I___________dreaming.M:Maybeweshould_____________.Hey,waitaminute,what’sthat?W:Where?M:Overthere.W:It’sawomanwitha__________.W:She____________fromtheTVnews.W:No,lookatthoseotherpeople.Theyare________.Oh!They_______makingamovie.教學(xué)設(shè)計(jì)闡明深入強(qiáng)化訓(xùn)練學(xué)生的聽(tīng)力和書(shū)寫(xiě)能力。Workon2cPairworkRoleplaytheconversationbetwwenthewomanandtheman,usinginformationinActivity2b.eg.SA:Whydoyouthinkthemanisrunning?SB:Hecouldberunningforexercise.SA:No,he’swearingasuit.Hemightberunningtocatchabus.Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded.Askseveralpairstosaytheirconversationstotheclass.教學(xué)設(shè)計(jì)闡明深入強(qiáng)化目的語(yǔ)言的口頭操演。7.Exercises１.Peter____comewithustonight,butheisn’tverysureyet.A.mayB.canC.will２.Ithoughtyou___likesomethingtoread,soIhavebroughtyousomebooks.A.mayB.mightc.should３.“Whosepenisthis?”It____LiuMeibecauseIsawheruseittheotherday.A.can’tbeB.mightbeC.mustbelongto４.That’sapieceofgoodnews.They___gladtohearthat.A.canbeB.mightbeC.mustbe５.She____hertestpaper,foronlyfifteenminuteshaspassed.A.can’thavefinishedB.musthavefinishedC.mighthasfinished６.Thisstory___longtimeago.A.WashappenedB.hashappenedC.happened７.He’sstayingathometoday____heisill.A.becauseB.becauseofC.so８.Peteroftenannoysothers_____hisconfidence.A.becauseB.becauseofC.use９.Hewasleftintheforestsowewere.all___abouthissafety.A.worriedB.excitedC.anxiousHomeworkWrite2conversationslikethatin2cinyourexercisebooks.Collectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcan’t..Preparethenewwordsfornextperiod.BlackboardDesign（板書(shū)設(shè)計(jì)）Unit5ItmustbelongtoCarla.TheThirdPeriodSectionB1-2cThemansays…1.Hecouldberunningforexercise.2.Itcouldbeahelicopter.3.ItmustbeanAlien.4.ShecouldbefromtheTVnews.Thewomansays…Hemightbelateforwork.ItmustbeaUFO.Imustbedreaming.TheymustbemakingamovieTargetlanguage:A:Whydoyouthinkthemanisrunning?B:Hecouldberunningforexercise.A:No,he’swearingasuit.Hemightberunningtocatchabus.TheFourthPeriodSectionB3a-4I.TeachingAims(教學(xué)目的)1．KeyVocabularyextremely,worried,neighbor,garbage,mystery,director,escape,ocean2．TargetLanguageInmydream,Iwasswimminginanoceanofpaper.Maybeitmeansyou’reafraidoftoomuchhomework!Ⅱ.TeachingKeyPointsandDifficultPoint（教學(xué)重難點(diǎn)）1.Readingpracticeandwritingpractice2.學(xué)會(huì)根據(jù)某種事實(shí),用can/could/might/m/must/can’t對(duì)事物進(jìn)行推測(cè)（1）Mywifethinksthatitcouldbeananimal.（2）Theremustbesomethingvisitingthehomesinourneighborhood.（3）Maybeitmeansyou’reafraidoftoomuchhomework!Ⅲ.TeachingProcedures（教學(xué)過(guò)程）1.Warming-upandrevision（1）Asong（2）RevisionCheckhomework.Collectpicturesfromstudentsontheteacher’sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothepersoninthepicture?S1:Hemustbeastudent.S2:Hecouldbehavingadream.S3:Hemightlikereadingbooks.2.Workon3a（1）Showthekeyvocabularywordsonpage38onthescreenbyaprojector.Teachthenewwords.MakesureSscanpronouncethemfluentlyandaccurately.unhappyadj.不快樂(lè)的；不快樂(lè)的extremelyadv．極其；非常interviewv.面試；采訪(fǎng)；會(huì)見(jiàn)neighborn．鄰居；鄰人garbagen．垃圾；廢料mysteryn．神秘的事物；不可思議的事物，directorn．決策者；董事；導(dǎo)演escapev.逃跑；逃走oceann.大海；海洋（2）ReadthetitleofthenewspaperarticleStrangeeventsinBellTowerneighborhoodtotheclass.Andpointtothepictureandaskstudents.Howisthepersonfeeling?Heisconfusedandupset.（3）ReadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.Checktheanswers.Answers:ananimal,teenagers,thewind,adog（4）Readandanswerthequestions.1).Whatcanyouseeinthepicture？2).Whatcanweknowaboutthewoman?3).Whereisthearticlefrom?4).Whatisthepassageabout?5).Whatisthestrangething?Whatdothepeoplethinkofit?（5）Readformoreinformation,thenfillinthechart.Who?Whatdidtheyfind?Whatdidtheythinkitwas?ZhouGu’swife

ZhouGu

ZhouGu’sparents

QiHui

Retellthestory.教學(xué)設(shè)計(jì)闡明讓學(xué)生帶著問(wèn)題迅速閱讀課文，把握整體，理解主旨；根據(jù)所填表格的信息進(jìn)行簡(jiǎn)樸的復(fù)述,深入熟悉課文。學(xué)生在反復(fù)閱讀後,對(duì)部分新詞有了一定的推測(cè)能力,通過(guò)師生和生生之間的對(duì)話(huà)能很好地處理詞匯問(wèn)題。3.Workon3bAskdifferentstudentstoreadthethreesetsofnotestotheclass.Chufamily--latenightfootstepsinthehallway--mightbetheneighborsLaoZheng--someonetryingtogetinthewindow--mightbethewindXiaoNing--findsgarbageinfrontofherhouse--mightbecatsWriteanotherparagraphaboutBell教學(xué)設(shè)計(jì)闡明根據(jù)所提供的信息進(jìn)行預(yù)測(cè)和續(xù)寫(xiě)，提高學(xué)生的推測(cè)能力和寫(xiě)作能力。4.Workon3c（1）ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.Dividetheclassingroupsoffourtodiscusswhatshouldbeincludedinthearticle.（2）FinishthearticleaboutthestrangeeventsinBellTower.Asksomestudentstoreadtheirarticlestotheclass.教學(xué)設(shè)計(jì)闡明深入強(qiáng)化寫(xiě)作訓(xùn)練。5.Workon4（1）T:Lastnight,Ihadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.Maybeitmeansyouaretoohungry.T:Haveyoueverdreamed?GetsomeSstotelltheclassabouttheirdrams.Othersguesswhatthedreammightmean.（2）Getapairofstudentstoreadthesampleconversationintheboxtotheclass.SA:Inmydream,Iwasswimminginanoceanofpaper.SB:Maybeitmeansyou’reafraidoftoomuchhomework.（3）GroupworkWorkingroupsoffour.ThinkofadreamyouhadeverandtellyourgroupmatesaboutitTheyguesswhatthedreammightmean.Thengetsomegroupstotelltheclassabouttheirdreamsandwhattheymightmean.教學(xué)設(shè)計(jì)闡明通過(guò)小組討論，讓學(xué)生根據(jù)所提供的夢(mèng)境信息進(jìn)行大膽的推測(cè)，刊登自已的觀(guān)點(diǎn)。6.SummarySay,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We’velearnedsomevocabularywordsaswell.7.ExecisesFillintheblankswiththerightwords.ZhouGu,thelocalschoolteacheris________worried.Whenhewas______________thelocalnewspaper,hesaid,”Everynightwehear_______noiseoutsideourwindow.Mywifethinksthatit__________ananimal,butmyfriendsandIthinksit__________teenagers_______fun.Thepolicethinkit___________thewind.ButIdon’t______________.Homework1.RereadthenewspaperarticleinActivity3a.2.FinishtheparagraphinActivity3band3c3.WriteaconversationintheexercisebooksasthatinActivity4BlackboardDesign（板書(shū)設(shè)計(jì)）Unit5ItmustbelongtoCarla.TheFourthPeriodSectionB3a-4AsampleversiontoActivity3b:Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.TheFifthPeriodI.TeachingAimsandDemands(教學(xué)目的和規(guī)定)1.KnowledgeObjects(1)KeyVocabularyfinger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt(2)Fillinblanksandmakesentencesusingvocabularywords.(3)Learnsomeproverbs.(4)Circlethewordthatdoesn’tbelong.Ⅱ.TeachingKeyPoints（教學(xué)重點(diǎn)）1.Makesentencesusingvocabularywords.2.Saythemeaningsofdifferentproverbsinyourownwords.3.Circlethewordthatdoesn’tbelong.Ⅲ.TeachingDifficultPoints(教學(xué)難點(diǎn))1.Makesentencesusingvocabularywords.2.Saythemeaningsofdifferentproverbsinyourownwords.Ⅵ.TeachingProcedures（教學(xué)過(guò)程）1.Warming-upandrevision（1）Asong（2）Revisethetargetlanguageinthisunit.1)AskandanswerWhatcanyoudo/beintenyears?2)TalkaboutLifeinthefuture/in100years,usingcan/could/might/m/must/can’t.教學(xué)設(shè)計(jì)闡明復(fù)習(xí)本單元的內(nèi)容，深入鞏固情態(tài)動(dòng)詞can/could/might/m/must/can’t的使用方法，談?wù)摗拔磥?lái)的生活”既能激發(fā)學(xué)生的學(xué)習(xí)愛(ài)好，又能發(fā)揮他們的想象力。2.WorkonActivity1（1）Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.anxiousstrangeworriedcarefulfavouriteAskstudentstofillintheblanksontheirown.Checktheanswers.1.favourite2.careful3.anxious4.worried5.strange（2）Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Collectafewstudents’answerswithmistakesontheblackboard.Helpcorrectthemistakes.Sampleanswers1.What’syourfavouritesong?2.Becarefulwhilecrossingaroad.3.Weareanxiousforhissafety.4.Youdon’thavetobeworriedaboutme.5.Ihadastrangedreamlastnight.教學(xué)設(shè)計(jì)闡明通過(guò)造句,培養(yǎng)學(xué)生善于體現(xiàn)自我，樂(lè)于積極思索的學(xué)習(xí)習(xí)慣。3.WorkonActivity2（1）Showthevocabularywordsonthescreenbyaprojector,thenwritethemontheblackboardwhileteachingfingern．手指stonen．石頭；石塊antn．螞蟻pooradj．貧窮的；貧困的dishonestadj.不誠(chéng)實(shí)的barkv.(狗等)吠聲；叫聲wakev.喚醒；弄醒pretendv.假裝；佯若useup用完；用光；耗盡attemptv.認(rèn)試圖；企圖Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately.（2）Readtheinstructionstotheclass.Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice.Readthefirstproverbtotheclass.Onefingercannotliftasmallstone.Elicittheinterp