It must belong to Carla课堂教案二。
每个老师需要在上课前弄好自己的教案课件，大家在细心筹备教案课件中。我们制定教案课件工作计划，才能在以后有序的工作！哪些范文是适合教案课件？下面是小编为大家整理的“It must belong to Carla课堂教案二”，大家不妨来参考。希望您能喜欢！
[重点词组](Ke yPhrases) 1.belongto 属于 2.hairband 发带 3.becauseof 因为 4.Chinese-EnglishDictionary 汉英词典 5.OxfordUniversity 牛津大学 6.useup 用光、用完 7.theonlykid 独生子,唯一的孩子 8.classicalmusic 古典音乐 9.makeguesses 做出猜测 10.outsideourwindow 在窗子外面 11.nomore 不再 12.escapefrom 逃离 13.becarefulof 留神、当心 [交际用语] 1.Whosevolleyballisthis? ItmustbeCarla's.Shelovesvolleyball. 2.WhoseFrenchbookisthis? ItcouldbeAli's.ShestudiesFrench. 3.Whoseguitaristhis? ItmightbelongtoAlice.Shepla ystheguitar. 4.WhoseT-shirtisthis? Itcan'tbeJohn's.It'smuchtoosmallforhim. [重点难点释义](LanguagePoints) SectionA: 1.Ifyouhaveanyideawhereitmightbe,pleasecallme. any用于if引导的条件从句中,有"若干的,有多少"的意思。 例如: 2.n omore与not…anymore的区别 二者都表示"不再","再没有"的含义但nomore 要用在谈数量或程度时,nomore用在说时间时。 例如: Thereisnomorebread. 没有面包了。(指数量) He'snomoregeniusthanIam. 他和我都不是天才。(指程度) Hedoesn'tlivehereanymore. 他不住在这里了。(指时间) 3.IthinkIdropped itduringtheconcertsoitmightstillbeinthesymphonyhall. during是介词,意为"在……期间",其后跟时间段。在引导时间状语时注意区分和for的用法。 介词for引导时间状语时,很易和during混淆不清。它们的区别如下: (1)during用在已知的时期、节日或表示时间观念的名词之前。 其后通常接the,this,that,these,those,my,your,his……等词。 例如: during the last four days during the winter during that time during my holidays during our stay in Japan 而for则用以表示"有限的"或"无限的"时间概念,通常其后接冠词、数词,复数名词或副词ever。 例如: for the first time for two months for many years[来源:学科网] for years for ever (2)during的涵义是"当……之际"。 它既可指某个动作在某个时期里连续不断地进行,也可以指某个动作在这段时期里的某个时间发生。 例如: It snowed all day but stopped snowing during that night. 下了一整天雪,到晚上才停了。 而for的涵义是指某个动作在某个时期里处于连续不断的状态。 例如: They worked for the whole day. 他们干了一整天。 在某些场合下,for含有"预先安排"或"为了某一目的"之涵义。 表示此意味时,大都和come、go、stay、lend、rent、hire等词连用。 例如: They will stay with us for the New Year. 他们将和我们在一起,共度新年。 SectionB: (一)However,thesedays,strangethingsarehappeninginourneighbourhoodand everyoneisunhappy. 然而,最近在我们附近却在发生一些奇怪的事情,并且每个人都不高兴。 1.however是一个转折连词,表示"然而,可是"的意思,与but的意义相同,但however是较正式的说法。 例如: IknowhowtopronouncethisEnglishword,howeverIcan'twriteit. 我知道怎么读这个英语单词,但是我不知道怎么写。 2.thesedays意为"最近,近来,近几天。" 3.unhappy是happy的反义词。unhappy是一个合成词,由un+happy组合而成。 我们常用的在词前加前缀变为其反义词的有: 前 缀例 词派生词 un-"不"happyunhappy likeunlike gratefulungrateful friendlyunfrie ndly luckyunlucky (二)Myparentscalledthepolice,buttheycan'tfindanythingstrange. 我的父母亲报了警,但他们也没能发现奇怪的东西。 (1)thepolice可以看作为复数名词,意思是"警察、警方"。 但如果指一个警员,就要用apoli ceman或apolicewoman。 (2)can't在本句中,不表示"推断",而表示"能力"。 (三)Inmydream,Iwasswimminginanoceanofpaper.相关推荐
It must belong to Carla教案
每个老师不可缺少的课件是教案课件，规划教案课件的时刻悄悄来临了。需要我们认真规划教案课件工作计划，这样我们接下来的工作才会更加好！你们会写适合教案课件的范文吗？请您阅读小编辑为您编辑整理的《It must belong to Carla教案》，欢迎大家阅读，希望对大家有所帮助。
ItmustbelongtoCarla教案
教学目标
学会（对当前发生的事）做出推测和判断
（learnhowtomakeinferences）
联系使用本单元的目标英语
（Practiseusingthetargetlanguage.）
Inthisunitwewilllearntousecould，may，might，mustandcouldn’t/can’ttoshowhowcertainyouareaboutapresentsituation.Andtellthedifferencebetweenthem.Wewillalsolearntopractice“whosequestions”.
一、目标语言（Targetlanguage）
1.Whosevolleyballisthis？
ItmustbeCarla’s.Shelovesvolleyball.
2.WhoseFrenchbookisthis？
ItcouldbeAli’s.ShestudiesFrench.
3.Whoseguitaristhis？
ItmightbelongtoAlice.Sheplaystheguitar.
4.WhoseT-shirtisthis？
Itcan’tbeJohn’s.It’smuchtoosmallforhim.
二、重点词组（Keyphrases）
1.belongto属于
2.callthepolice报警
3.becauseof因为
4.escapefrom逃避
5.useup用光、用完
6.makeguesses做出猜测
7.nomore不再
8.becarefulof留神、当心
9.hairband发带
10.Chinese-EnglishDictionary汉英词典
11.OxfordUniversity牛津大学
12.classicalmusic古典音乐
13.theonlykid独生子，唯一的孩子
重、难点知识讲解
一、重点词汇
1.belongto属于
eg.Thesebooksbelongtome.
这些书是我的。
Who(m)doesthisbelongto？
这是谁的？
Hebelongstotheswimmingclub.
他是这个游泳俱乐部的成员。
注意：belongto是一个不及物动词短语，不能用被动语态.
Thispenisbelongedtome.（X）
Thispenbelongstome.（√）
2.because与becauseof因为，由于
because通常是说话人用来陈述理由或原因，后面接从句，作为原因状语从句。
eg.Hedidn’tattendthemeetingbecausehehadtoomuchworktodo.
他因为要干的活儿太多，没来参加会议。
becauseof是一个介词短语，后面接名词、代词及名词性短语。可置于句首和句末，常用来表示引起时间发生的直接原因。
eg.Becauseofillness，theboydidnotgotoschool.
因为生病，这个男孩没有去上学。
Theyhadtostayathomebacauseofaheavyrain.
因为一场大雨，他们只好呆在家里。
Hewalkedslowlybecauseofhisbadleg.
他走的很慢是因为腿有毛病。
Bacauseofhiswife(‘s)beingthere，Isaidnothingaboutit.
因为他妻子在场，我对此事一字未提。
3.useup用光，耗尽
eg.I’veusedupallthemoney.
我把钱全部用光了。
Sheusedupthechickenbonestomakesoup.
她把鸡骨头全用来熬汤了。
I’veusedupallmystength.
我耗尽了体力。
4.toomuch与muchtoo
toomuch通常位于动词之后，修辞动词；toomuch后面也可接名词。
eg.Don’teattoomuch.
别吃得太多了。
Heworkstoomuch.
他工作太辛苦了。
Hehastoomuchworktodo.
他有很多工作要去做。
muchtoo则常用在形容词或副词之前，修饰形容词或副词。
eg.Thedressismuchtoolongforme.
这衣服我穿太长了。
Igotintothetaxianddrovemuchtoofast.
我上了出租车，并开得飞快。
5.dropv.落下，掉落；扔下；（使）变弱，降低
eg.Shedroppedthevaseonthefloor.
她失手把花瓶掉在了地板上。
Themonkeysdroppedthebasketandranawayassoonastheysawthechildren.
猴子们一看见孩子们就扔下篮子逃跑了。
Hervoicedroppedtoawhisper.
她的声音已降低成轻言细语了。
二、重点句型
1.Youngpeopleneedtosleep.年轻人需要睡（足够的）觉。
need既可用作情态动词，也可以用作实义动词。用作情态动词时，它就像can，may，must一样，没有人称和数的变化，后面跟不带to的动词不定式，即动词原形，构成否定句和疑问句时，不借助于助动词do，而采用neednot(needn’t)的形式。注意：need做情态动词时，多用于否定句和疑问句中。
例如：
NeedIdoitagain？
我是不是需要把它再做一遍？
Abusiscoming，soIneedn’ttakeataxi.
公共汽车来了，因此我不必乘出租车了。
Wehaveplentyoftime.SoIneedn’tdrivequickly.
我们有足够的时间，所以我不必开车开得太快。
need用作实义动词时，有人称和数的变化。后面要跟带to的动词不定式，构成否定句和疑问句时，要借助于助动词do。这种用法可以用于肯定句也可以用于否定句和疑问句。
eg.Youneedtotidyyourroomtoday.
今天你需要整理房间。
Heneedstogotothestation.
他需要去车站。
Doesheneedtolookafterhislittlebrotherathome？
他需要在家里照看他的小弟弟吗？
Peopledon’talwaysneedwhattheyhave.
人们并不总是需要他们所需要的东西。
2.—Wehavealotofrulesatmyhouse.
我们家有许多规矩。
—Sodowe.
我们也是。
sodowe的句型结构为so+助动词do+主语，是倒装句，重音在主语上，意为“我们也是”。so后也可以情态动词或连系动词，主要根据前一句的情况来决定。例如：
Youfinishedyourhomework，andsodidI.
你做完了家庭作业，我也是。
Iamastudent.soismybrother.
我是一个学生，我哥哥也是。
Johncandriveacar，andsocanMary
约翰会开车，玛丽也会。
如果前后两个句子说明同一个人或事物，表示强调前一句的情况，则so后的句子不用倒装，表明情况就是如此。例如：
Youaskedmetoleave，andsoIdid.
你要求我离开，我这样做了。
Yourpenmaybeinyourbag.Oh，soitis.
你的钢笔可能在你包里。噢，是这样。
Hisbrotherstudiesveryhard，sohedoes.
他弟弟学习很努力，他就是这样。
“so+助动词/情态动词/连系动词+主语”这一结构是说明肯定的情况，如果表示否定，则so应改为neither或nor。例如：
I’mnotwatchingTV.Neither(Nor)ismycousin.
我没有看电视，我表哥也没看。
Hedidn’tfinishreadingthatbook.Neither(Nor)didI.
他没读完那本书，我也没读完。
“Idon’tlikeBeijingOpera.”“Neither(Nor)doI.”
“我不喜欢京剧。”“我也不喜欢。”
3.Ifyouhaveanyideawhereitmightbe，pleasecallme.
（1）Ifyouhaveanyidea…=Ifyouknow…意为“如果你知道……”
（2）whereitmightbe作“haveanyidea”的宾语从句。
（3）idean.主意、想法
eg.amanfullofideas主意很多的人
另外，idea还指“想象，（模糊的）想法”。
Youcanhavenoideaofwhathesaid.
你根本想象不到他说了些什么。
（4）any除了用于否定句、疑问句中，还用于if引导的条件从句中，意为“若干的，有多少”。
eg.Ifyouhaveanytime，I’dliketotalk.
如果你有（些许）时间，我希望与你谈谈。
Ifyouhaveanyinterstingbooks，pleaselendmesome.
你如果有什么有趣的书，请借我几本。
4.Myparentscalledthepolice，buttheycan’tfindanythingstrange.
我的父母亲报了警，但他们也没能发现奇怪的东西。
（1）police是名词，通常用thepolice指“警察、警方”，thepolice被视为集体名词，其谓语通常要用复数形式。如果指一个警员，要用apoliceman或apolicewoman。
eg.Youshouldcallthepoliceifyoumeetathief.
你遇到贼的话，应该报警。
Thepolicearechasing(after)thethieves.
警方正在追赶窃贼。
（2）something，anything等复合不定代词的修饰词要放在其后面。
eg.Thereisn’tanythingwrongwiththiscomputer.
这台电脑没毛病。
Isthereanythingnewintoday’snewspaper？
今天的报纸上有新东西吗？
5.Inmydream，Iwasswimminginanoceanofpaper.
在我的梦里，我浸泡在数不尽的试卷中。
anoceanof，或oceansof意为“极多的，用不尽的”，广泛用于口语中。介词of后常接不可数名词或可数名词复数形式。
例如：Don’tworry—we’vegotoceansoftime.
别担心—我们有的是时间。
Thereareoceansoffoodanddrinksthere.
那里有大量的食物和饮料。
三、语法（GrammarFocus）表示推测的情态动词（ModalsofProbabilityandPossibility）
1.在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词，must，can/could，may/might
2.根据确信程度的不同，你可以选择用不同的词。
（1）20%—70
新目标It must belong to Carla 教学设计
Unit5ItmustbelongtoCarla教案一.本周教学内容：[话题](Topic):Apicnic[重点词组](KeyPhrases)1.belongto属于2.hairband发带3.becauseof因为4.Chinese-EnglishDictionary汉英词典5.OxfordUniversity牛津大学6.useup用光、用完7.theonlykid独生子，唯一的孩子8.classicalmusic古典音乐9.makeguesses做出猜测10.outsideourwindow在窗子外面11.nomore不再12.escapefrom逃离13.becarefulof留神、当心[交际用语]1.Whosevolleyballisthis?ItmustbeCarla’s.Shelovesvolleyball.2.WhoseFrenchbookisthis?ItcouldbeAli’s.ShestudiesFrench.3.Whoseguitaristhis?Itmightbelongto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Alice.Sheplaystheguitar.4.WhoseT-shirtisthis?Itcan’tbeJohn’s.It’smuchtoosmallforhim.[重点难点释义](LanguagePoints)SectionA：1.Ifyouhaveanyideawhereitmightbe,pleasecallme.Ifyouhaveanyidea...=Ifyouknow...意为“如果你知道……”。any用于if引导的条件从句中，有“若干的，有多少”的意思。例如：IfyouhaveanytimeI’dliketotalkwithyou.如果你有（些许）时间，我希望与你谈谈。2.nomore与not…anymore的区别二者都表示“不再”，“再没有”的含义但nomore要用在谈数量或程度时，nomore用在说时间时。例如：Thereisnomorebread.没有面包了。（指数量）He’snomoregeniusthanIam.他和我都不是天才。（指程度）Hedoesn’tlivehereanymore.他不住在这里了。（指时间）3.IthinkIdroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.during是介词，意为“在……期间”，其后跟时间段。在引导时间状语时注意区分和for的用法。介词for引导时间状语时，很易和during混淆不清。它们的区别如下：（1）during用在已知的时期、节日或表示时间观念的名词之前。其后通常接the、this、that、these、those、my、your、his……等词。例如：duringthelastfourdaysduringthewinterduringthattimeduringmyholidaysduringourstayinJapan而for则用以表示“有限的”或“无限的”时间概念，通常其后接冠词、数词，复数名词或副词ever。例如：forthefirsttimefortwomonthsformanyyearsforyearsforever（2）during的涵义是“当……之际”。它既可指某个动作在某个时期里连续不断地进行，也可以指某个动作在这段时期里的某个时间发生。例如：Itsnowedalldaybutstoppedsnowingduringthatnight．下了一整天雪，到晚上才停了。而for的涵义是指某个动作在某个时期里处于连续不断的状态。例如：Theyworkedforthewholeday．他们干了一整天。在某些场合下，for含有“预先安排”或“为了某一目的”之涵义。表示此意味时，大都和come、go、stay、lend、rent、hire等词连用。例如：TheywillstaywithusfortheNewYear．他们将和我们在一起，共度新年。SectionB：（一）However,thesedays,strangethingsarehappeninginourneighbourhoodandeveryoneisunhappy.然而，最近在我们附近却在发生一些奇怪的事情，并且每个人都不高兴。1.however是一个转折连词，表示“然而，可是”的意思，与but的意义相同，但however是较正式的说法。例如：IknowhowtopronouncethisEnglishword,howeverIcan’twriteit.我知道怎么读这个英语单词，但是我不知道怎么写。2.thesedays意为“最近，近来，近几天。”3.unhappy是happy的反义词。unhappy是一个合成词，由un+happy组合而成。我们常用的在词前加前缀变为其反义词的有：前缀例词派生词un-“不”happyunhappylikeunlikegratefulungratefulfriendlyunfriendlyluckyunlucky（二）Myparentscalledthepolice,buttheycan’tfindanythingstrange.我的父母亲报了警，但他们也没能发现奇怪的东西。（1）thepolice可以看作为复数名词，意思是“警察、警方”。但如果指一个警员，就要用apoliceman或apolicewoman。（2）can’t在本句中，不表示“推断”，而表示“能力”。（三）Inmydream,Iwasswimminginanoceanofpaper.在我的梦中，我浸泡在数不尽的试卷中。（in）anoceanof,或（in）oceansof是介词短语，口语中常用，意为“极多的，用不尽的”。在of后接不可数名词或可数名词复数形式均可。例如：Hethinkshehasoceansoftime.他认为他有用不尽的时间。语法知识：表示推测的情态动词。在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词，must,might,could,may,can’t,couldn’t.一.can和could的区别和用法1．can表示体力和脑力方面的能力，或根据客观条件能做某种动作的”能力”。例如：CanyouspeakEnglish？WhatcanIdoforyou？Canyoumakeacake？can用在否定句和疑问句中时有时表示说话人的“猜测”或“不肯定”。例如：Wherecanhebe？Canthenewsbetrue？（在日常会话中，can可代替may表示”允许”，may比较正式）2.could是can的过去式，表示过去有过的能力和可能性，还有怀疑和不肯定的意思（在否定和疑问句中）。例如：Thedoctorsaidhecouldhelphim．（能力）Shecouldntskatewhenshewasfiveyearsold.（能力）Atthattimewethoughtthestorycouldbetrue．（可能性）could用来提问，是有礼貌的请求Could....Please?语气较为婉转。例如：CouldIspeaktoMr.Smith,please?Couldyouhelpuscarrythisbox,please?二.跟上组词一样,might也是may的过去式,其用法如下:1.may的用法:a.表示”允许”或”请求”。例如：MayIcomein？在使用这一用法时需注意:may表示”允许”的否定形式是mustnot，意思是”不应该”“不许可”。例如：—MayItakethisbookoutofthereading-room？—No，youmustnt．不行。b.表示说话人的猜测，认为某一事情”或许”或”可能”发生。例如：Hemayknowtheanswer．TomorrowImaygoshopping．c.may用在感叹句中可表示祝愿、愿望。例如：Mayyousucceed．(祝你成功。)Mayyouhaveapleasantjourney．(一路平安。)2.might的用法:a.might可以代替may，表示现在时间的动作，但语气较为婉转客气或更加不肯定。例如：Hemightnotcometoday．MightItakeasuggestion？b.might用来表示现在时间时，还可表示”规劝”。例如：YoumightpaymoreattentiontospokenEnglish．三.must与haveto的区别haveto比较强调客观需要，must着重说明主观看法。另外haveto能用于更多时态，比较下面的句子：Wehadtobethereatten．我们得在十点钟到那里。Wellhavetoreconsiderthewholething．这一切我将不得不重新加以考虑。有时两者都可以用，意思差别不大。例如：Wemusthavetoleavenow．我们得走了。must在表示说话人对事物的推测时候要注意它比may肯定得多，相当于汉语的”一定”或”准是”。（只有在肯定句中能这样用。）Thismustbeyourroom．Theremustbeamistake．在回答由must引起的问题时，如果是否定的答复，不能用mustnt，而需要用neednt或donthaveto，因为mustnt是”一定不要”的意思。例如：—Mustwehandinourexercisestoday？—No，youneednt．mustnot的否定形式则表示”不应该”或”不许可”，语气比较强烈。例如：Youmustntplayontheroad．Youmustnteatanythinguntilyouseethedoctor．
It must belong to Carla导学案
Unit5ItmustbelongtoCarla.
Ⅰ.AnalysisoftheTeachingMaterial
StatusandFunction
Thetopicofthisunitisapicnic,Inthisunit,studentslearntomakeinferences.
Suchtopicishelpfultoactivatestudents’imaginationandimprovestudents’abilitytodeduce.Eitherlessormoreadvancedstudentswillbeactiveintheactivitiesinclass.Soit’susefultoimprovestudents’spokenEnglishandcommunicativecompetence.
(1)Thefirstperiodmainlyintroducesthekeyvocabularyandthetargetlanguagetostudents.Throughlisteningandoralpractice,studentshaveabriefunderstandingofhowtomakeinferences.
(2)Inthesecondperiod,studentslearntheexactmeaningsofthewordsmust,might,couldandcan’t.
Meanwhile,studentspracticelisteningandwritingthetargetlanguage.
(3)Whenreadinganarticle,studentscan’thelpmeetingwithsomenewwords.Inthethirdperiod,studentsareaskedtopractiseusingthetargetlanguagebytalkingaboutthenewwords,It’shelpfultoarousestudents’learninginterestandimprovestudents’listeningandspeakingskills.
(4)Thefourthperiodgivesstudentsfurtherlisteningandoralpracticeusingthetargetlanguagebytalkingaboutanalienischasingaman.
Inthisclass,studentshaveabetterunderstandingofthewordsmust,might,couldandcan’t.
(5)Inthefifthperiod,studentslearnmorevocabularywordsfirst,andthenpracticereadingandwritingthetargetlanguage.Alltheactivitiesaredesignedtoimprovestudents’readingandwritingskills.
(6)Inthelastperiod,studentslearnalotofproverbs.Proverbsarefulloftruthandadvice.Studentswillbenefitalotinthisclass.
2.TeachingAimsandDemands
(1)KnowledgeObjects
Inthisunit,studentslearntomakeinferencesusingthewordsmust,might,couldandcan’t.
(2)AbilityObjects
Totrainstudents’listening,speaking,readingandwritingskills.
Totrainstudents’abilitytodeduce.
(3)MoralObjects
Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.
We’llbenefitalotbylearningproverbs.
3.TeachingKeyPoints
Tolearnthekeyvocabularywordsandthetargetlanguage.
Tolearntomakeinferencesusingthewordsmust,might,couldandcan’t.
4.TeachingDifficultPoints
Totrainstudents’listening,speaking,readingandwritingskills.
Toenablestudentstograsptheusageofmust,might,couldandcan’t.
5.StudyingWay
Teachstudentshowtomakeinferencesusingmust,might,couldandcan’t.
Ⅱ.LanguageFunction
Makeinferences
Ⅲ.TargetLanguage
Whosevolleyballisthis?
ItmustbeCarla’s.Shelovesvolleyball.
ItcouldbeTed’s.
Ⅳ.Structure
must,might,couldandcan’t
Ⅴ.Vocabulary
picnic,chase,escape,belongto,toycar,plate’,mystery,appointment,worried,wake,neighbor,garbage
Ⅵ.Recycling
suit,land,volleyball,magazine,book,CD,bat,earring,T-shirt,UFO,whose,owner,exercise,dream,anxious
Ⅶ.LearningStrategies
1.Sequencing
2.Deducing
Ⅷ.TeachingTime
Sixperiods
No.20TheFirstPeriod
I.TeachingAimsandDemands(教学目的和要求)
1.KnowledgeObjects
(1)KeyVocabulary
belong,belongto,plate,author,toy,picnic
(2)TargetLanguage
Whosebookisthis?
ItmustbeMary’s.WandaWilburisherfavouriteauthor.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’communicativecompetenceusingthetargetlanguage.
3.MoralObjects
Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.
Ⅱ.TeachingKeyPoints(教学重点)
1.Keyvocabulary
2.Targetlanguage
Ⅲ.TeachingDifficultPoint(教学难点)
1.Listenforthetargetlanguage
2.Oralpracticeusingthetargetlanguage
Ⅳ.TeachingMethods(教学方法)
1.Sceneteachingmethod
2.Listeningmethod
3.Pairwork
Ⅴ.TeachingAid(教学工具)
1.Blackboarddrawings
2.Ataperecorder
3.Aprojector
VI.TeachingProcedures(教学过程)
StepIRevision
Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.
StepⅡ1a
Thisactivityintroducesthekeyvocabulary.
Writethekeyvocabularywordsontheblackboard.
belongv.
belongto
platen.
authorn.
toyn.
picnicn.
Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.
Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.
Belongmeanstobeownedbysomebody.
Anauthorisawriterofabookoraplay.
Apicnicisamealeatenoutofdoors.
Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.
Focusattentiononthepicture.Havestudentspointtoeachitemandsayitsname.Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsandkitchenthingsatthetop.Invitedifferentstudentstoexplainthemeaningsofthecolumnheads.
Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.Pointoutthesampleanswers.Getstudentstocompletethetaskontheirown.Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.
Showthecorrectanswersonthescreenbyaprojector.
ClothingFunthingsKitchen
Things
hatvolleyballplate
jacketCDcups
T-shirttoycar
magazine
book
StepⅢlb
Thisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation.
Callstudents’attentiontothechart.Setatimelimitoftwominutes.Studentsreadthepersons,thethingsandthereasons.
Say,Youwillhearaconversation.Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.
Pointoutthesampleanswer.Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.
Playtherecordingthefirsttime.
Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.
Checktheanswers.
Answers
Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.
Mary—book—WandaWilburisherfavouriteauthor.
Carla—volleyball—Shelovesvolleyball.
DengWen—magazine—Helovescats.
Grace—CD—Shealwayslistenstoclassicalmusic.
StepⅣ1c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
PointtothepictureinActivitylb.Invitepairofstudentstosaytheconversationinthespeechbubbles.
SA:Whosevolleyballisthis?
SB:ItmustbeCarla’s.Shelovesvolleyball.
Pointouttheconversationinthebox.Inviteanotherpairofstudentstosayittotheclass.
SA:Whosebookisthis?
SB:ItmustbeMary’s.WandaWilburisherfavouriteauthor.
Writetheconversationontheblackboard.
PointoutthechartinActivity1b.Say.
Nowworkwithapartner.Startbyreadingtheconversationsinthepictureandinthebox:ThenmakeconversationsusingtheinformationinthechartinActivity1b.Talkaboutwhoeachthingmightbelongtoandgiveareason.Getstudentstopracticeinpairs.Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.
Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity.Getdifferentpairsofstudentstosaytheirconversationstotheclass.
StepⅤSummary
Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.
StepⅥHomework
(1)Sayandrememberthespellingofthevocabularywords.
(2)SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage.
StepⅦBlackboardDesignVI.TeachingProcedures(教学过程)
Unit5ItmustbelongtoCarla.SectionA
TheFirstPeriod
1.Keyvocabulary:
belongv.belongto
platen.authorn.
toyn.picnicn.2.Targetlanguage:
Whosebookisthis?
ItmustbeMary’s.
WandaWilbur
isherfavouriteauthor.
Ⅳ.TeachingMethods(教学后记)
Unit5ItmustbelongtoCarla.
No.21TheSecondPeriod
I.TeachingAimsandDemands(教学目的和要求)
1.KnowledgeObjects
(1)KeyVocabulary
drop,symphony,optometrist,appointment,algebra,crucial,count,becauseof,Chinese-Englishdictionary,OxfordUniversity
(2)TargetLanguage
Whatdoyouthink"anxious"means?
Well,itcan’tmean"happy".
Itmightmean"worried".
Oh,yes,sheisworriedbecauseofhertest.
Herearesomeearrings.Theownercan’tbeaboy.
Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.
2.AbilityObjects
(1)Trainstudents’readingskill.
(2)Trainstudents’communicativecompetenceusingthetargetlanguage.
MoralObject
Whenyouareintrouble,sendane-mailmessagetoyourfriendstoaskforhelp.
Ⅱ.TeachingKeyPoints（教学重点）
1.Readingpractice
2.Oralpracticeusingthetargetlanguage
Ⅲ.TeachingDifficultPoints（教学难点）
1.Keyvocabulary
2.Targetlanguage
Ⅳ.TeachingMethods（教学方法）
1.Practicemethod
2.Pairwork
3.Agame
Ⅴ.TeachingAid（教学手段）
Theblackboard
Ⅵ.TeachingProcedures（教学过程）
StepIRevision
Revisetheusageofthewordsmust,might,couldandcan’tbycheckinghomework.
Askstudentstoexchangetheirexercisesbooksandhelpcorrectanyerrorswitheachother,Astheyaredoingthis,movearoundtheclassroomofferinglanguagesupportasneeded.Theninvitedifferentstudentstosaytheirsentencestotheclass.
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage.
Callstudents’attentiontothepicture.
Askstudentstotellwhat’shappeninginthepicture.
T:What’sthegirldoing?
Ss:Sheisusingthecomputertowritee-mail.
Pointtothepartsofthee-mailmessage.
Tellstudentsthatthisisthemessagethegirlinthepicturewrites.Say,Rightnowthepartsareinthewrongorder.Whentheyareintherightorder,theywillmakeaclearmessage.Nowpleasereadthepartscarefully.Numbertheminorder.Whenyouaredoingthis,youwillmeetwithsomewordsyoudon’tknow.
Don’tworrytoomuchaboutthem.Justcirclethem.We’lltalkaboutwhattheymeanlater.
Getstudentstocompletethetaskontheirown.Pointoutthesampleanswer.
Say.Thefirstsentenceofthee-mailmessageisI’mreallyanxious,becauseIcan’tfindmybackpack.
Checktheanswers.
Answers
Thenotesshouldbenumberedinthisorder:
5,2,4,3,1
circledwordsmightincludeanxious,symphonyhall,algebra,optometristappointment,crucial,count,drop
StepⅢ3b
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.
SA:Whatdoyouthink"anxious"mean?
SB:Well,itcan’tmean"happy".
SA:Itmightmean"worried".
SB:Oh,yes.Sheisworriedbecauseofhertest.
Writetheconversationontheblackboard.
Say,YouaretotalkaboutthecircledwordsinActivity3a.Usethewordscan’t,must,couldormightasinthesample.
Getstudentstoworkwithapartner.Astheyworkinpairs,movearoundtheclassroomhelpingstudentswithpronunciationandansweringanyquestionstheymayhave.Sometimelater,stoptheactivity.Askdifferentstudentstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.
dropv.
symphonyn.
opotometristn.
appointmentn.
algebran.
crucialadj.
countv.
becauseof
Practicethepronunciationofthesewordsandexplainthemeaningofeachword.
Optionalactivity
Havestudentswritethenewwordsin
Activity3baswellasothernewwordsinthisunitwiththelettersinscrambledorderandthenputtwospacesaftereachword.Askastudenttowritethecorrectspellinginthefirstspace.Askanotherstudenttowritethemeaningofthewordinthesecondspace.Forexample:
xosainuanxiousworried
cuilarccrucial
aegarbl
StepⅣPart4
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Callstudents’attentiontothepicture.
Getstudentstonameeachiteminit.
WritethenewwordsChinese-EnglishdictionaryandOxfordUniversityontheblackboard.Pointtothesampleconversation.Inviteapairofstudentstoreadittotheclass.
SA:Herearesomeearrings.Theownercan’tbeaboy.
SB:Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.
Writetheconversationontheblackboard.Explainthemeaningofeachsentence.
FocusattentiononthechartwiththeheadlinesCan’t,Could/mightandMustatthetop.Pointoutthesampleanswer.
Readtheinstructionstotheclass.
Getstudentstocompletethetaskinpairs.Asthepairsworktogether,movearoundtheclassroomhelpingstudentswithpronunciation,sentenceformationoranythingelsetheyaskforhelpwith.
Asksomepairstosaytheirconversationstotheclass.
Note:Answerstothechartwillvary.
StepⅤSummary
Say,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony.
Andwe’vedonemuchoralpracticeusingthetargetlanguage.
StepⅥHomework
1.ReadtheletterinActivity3aagainforfurtherunderstandingofthevocabulary
words.
2.ReadtheconversationsinActivities3band4againforfurtherunderstanding
ofthetargetlanguage.
3.Finishofftheexercisesonpages15～16oftheworkbook.
StepⅦBlackboardDesign（板书设计）
Unit5ItmustbelongtoCarla.
SectionA
TheSecondPeriod
1.Vocabularywords:
dropv.
symphonyn.
optometristn.
appointmentm
algebran.
crucialadj.
countv.
becauseof
Chinese-Englishdictionary
OxfordUniversity2.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.
VII.TeachingMethods(教学后记)
No.22TheThirdPeriod
I.TeachingAimsandDemands(教学目的和要求)
1.KnowledgeObjects
(1)KeyVocabulary
chase,creature
(2)TargetLanguage
Whydoyouthinkthemanisrunning?
Hecouldberunningforexercise.
No,he’swearingasuit.Hemightberunningtocatchabus.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’writingskill.
3.MoralObject
TheUFOandalienarebothunreal.Asstudents,wemustworkhardtoexploretheuniverseinthefuture.
Ⅱ.TeachingKeyPoints（教学重点）
1.Listeningpractice
2.Writingpractice
Ⅲ.TeachingDifficultPoints(教学难点)
1.Writeasentenceabouteachpicture.
2.Writetwoorthreesentencestofinishthestory.
3.Listenandcompletethesentences.
Ⅳ.TeachingMethods(教学方法)
1.Listeningmethod
2.Writingmethod
3.Pairwork
Ⅴ.TeachingAids（教学手段）
1.Ataperecorder
2.Aprojector
Ⅵ.TeachingProcedures（教学过程）
StepⅠRevision
1.InviteastudenttoreadthethankyoumessageLindawrotetoAnnatotheclass.
2.GetdifferentpairsofstudentstoreadtheconversationsinActivities3b
and4.
3.Checkanswerstotheexercisesonpages15～16oftheworkbook.
StepⅡPartl
Thisactivityprovideswritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Readthewordsintheboxandhavestudentsrepeatseveraltimes.Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords.
Getstudentstolookatthethreepicturescarefully.Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture.Pointoutwheretowritethesentences.Askastudenttosaythesampleanswertotheclass.Getstudentstocompletetheactivityindividually.Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded.
Checktheanswersontheblackboard.
Answers
a.TheUFOislanding.
b.Thealienischasingtheman.
c.Themanisrunning.
StepⅢ2a
Thisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation.
Readtheinstructionstotheclass.PointtothethreepicturesinActivity1.Say,Youwillhearaconversationaboutthesepictures.Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents.
Pointoutthesampleanswerintheboxofthethirdpicture.Say,Youwillhearthemanisrunningfirst.
Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandnumberthepictures.
Checktheanswers.
Answers
Thepicturesshouldbenumberedinthisorder:
2,3,1
Encouragestudentstowritetwoorthreesentencestofinishthestory.
Answerswillvary.Writeasampleversionontheblackboard.Askstudentstouseitasamodel.
Asampleversion
Man:That’sright.Itmustbeinteresting.
Whynotgoandseehowtheyaremakingamovie?
Woman:Goodidea!
StepⅣ2b
Thisactivitygivesstudentspracticelisteningtoandwritingthetargetlanguage.
Pointtothechartwithsentencestarters
Theysee…Themansays…andThewomansays…Say,Youaretolistentothesamerecordingagain.Andcompleteeachsentence.
Pointoutthesampleanswers.Say,Theyseeamanrunning.Themansayshecouldberunningforexercise.Thewomansayshemightbelateforwork.Explainthemeaningofthewordcreaturetothestudents.
Playtherecordingonceortwice,usingthePausebuttonasnecessary.
Showtheanswersonthescreenbyaprojectorsothatstudentscancheckthespellingandotherdetailsoftheiranswers.
Themansays…
1.Hecouldberunningforexercise.
2.Itcouldbeahelicopter.
3.ItmustbeanAlien.
4.ShecouldbefromtheTVnews.
Thewomansays…
Hemightbelateforwork.
ItmustbeaUFO.
Imustbedreaming.
Theymustbemakingamovie
StepⅤ2c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.
SA:Whydoyouthinkthemanisrunning?
SB:Hecouldberunningforexercise.
SA:No,he’swearingasuit.Hemightberunningtocatchabus.
Writeitontheblackboard.
Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.ThenroleplayconversationsusinginformationinActivity2b.
Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded.Askseveralpairstosaytheirconversationstotheclass.
StepⅥSummary
Say,Inthisclass,we’vemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.
StepⅦHomework
Askstudentstocollectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcan’t.
StepⅧBlackboardDesign（板书设计）
Unit5ItmustbelongtoCarla.
SectionB
TheThirdPeriod
1.AnswerstoActivity1:
a.TheUFOislanding.
b.Thealienischasingtheman.
c.Themanisrunning.
2.AsampleversiontoActivity2a:
Man:That’sright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?
Woman:Goodidea.
3.Targetlanguage:
A:Whydoyouthinkthemanisrunning?
B:Hecouldberunningforexercise.
A:No,he’swearingasuit.Hemightberunningtocatchabus.
VII.TeachingMethods(教学后记)
No.23TheFourthPeriod
I.TeachingAimsandDemands(教学目的和要求)
1.KnowledgeObjects
(1)KeyVocabulary
extremely,worried,neighbor,garbage,mystery,director,escape,ocean
(2)TargetLanguage
Inmydream,Iwasswimminginanoceanofpaper.
Maybeitmeansyou’reafraidoftoomuchhomework!
2.AbilityObjects
(1)Trainstudents’readingskill.
(2)Trainstudents’writingskill.
(3)Trainstudents’integratingskills.
3.MoralObject
Everyonehashadadream.Butdon’tdreamawayyourtime.
Ⅱ.TeachingKeyPoints（教学重点）
1.Keyvocabulary
2.Readingpractice
3.Writingpractice
Ⅲ.TeachingDifficultPoints(教学难点)
1.Readingpractice
2.Writingpractice
Ⅳ.TeachingMethods(教学方法)
1.Practicemethod
2.Groupwork
Ⅴ.TeachingAids（教学手段）
Aprojector
Ⅵ.TeachingProcedures（教学过程）
StepⅠRevision
Checkhomework.Collectpicturesfromstudentsontheteacher’sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:
T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothepersoninthepicture?
S1:Hemustbeastudent.
S2:Hecouldbehavingadream.
S3:Hemightlikereadingbooks.
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage.
Showthekeyvocabularywordsonpage38onthescreenbyaprojector.
extremelyadv．极其；非常
worriedadj．烦恼的；焦虑的
neighborn．邻居；邻人
garbagen．垃圾；废料
mysteryn．神秘的事物；不可思议的事物，
directorn．决策者；董事；导演
escapev.逃跑；逃走
oceann.大海；海洋
Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately.ReadthetitleofthenewspaperarticlestrangeeventsinBellTowerneighborhoodtotheclass.Andthenpointtothepictureandaskstudents.Howisthepersonfeeling?Helpstudentstoanswer.Heisconfusedandupset.
Callstudents’attentiontothearticle.Readittotheclass.Say,NowpleasereadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.
Getstudentstocompletethetaskindividually.Astheywork,walkaroundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.
Checktheanswers.
Answers
ananimal,teenagers,thewind,adog
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Getstudentstodiscussanywordsorsentencestheydon’tknowinActivity3awithoneanother.Callstudents’attentiontothethreesetsofnotes.Askdifferentstudentstoreadthemtotheclass.
Chufamily--latenightfootstepsinthehallway--mightbetheneighbors
LaoZheng--someonetryingtogetinthewindow--mightbethewind
XiaoNing--findsgarbageinfrontofherhouse--mightbecats
Say,YouaretowriteanotherparagraphaboutBellTownusingthesenotes.YoumayusethearticleinActivity3aasamodel.Askstudentstowritetheirparagraphsontheirownintheexercisebooks.Astheywork,movearoundtheclassroomofferinglanguagesupportasneeded.Getafewstudentstoreadtheirworkstotheclass.Answerswillvary.Writethesampleversionontheblackboard.
Asampleversion
Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.
StepⅣ3c
Thisactivityprovideswritingpracticeusingthetargetlanguage.
ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.Dividetheclassintogroupsoffourtodiscusswhatshouldbeincludedinthearticle.
Twoorthreeminuteslater,stoptheactivity.Say,NowpleasefinishthearticleaboutthestrangeeventsinBellTower.Usetheideasyoudiscussedalongwithoriginalideasofyourowntocompletethearticle.
Getstudentstocompletethetaskontheirownintheexercisebooks.Astheyarewriting,movearoundtheclassroomofferinghelpasneeded.Asksomestudentstoreadtheirarticlestotheclass.
Collectstudents’worksandwriteacommentoneachpaperbeforereturningthem.
StepⅤPart4
Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthe
targetlanguage.
Readtheinstructionstotheclass.Pointtothepicture.Askstudentstotellwhat
ishappeninginit.Inviteapairofstudentstoreadthesampleconversationintheboxtotheclass.
SA:Inmydream,Iwasswimminginanoceanofpaper.
SB:Maybeitmeansyou’reafraidoftoomuchhomework.
Say,OnceIhadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.
Maybeitmeansyouaretoohungry.
Say.ThinkofadreamyouhadrecentlyandtellyourclassmatesaboutitYourclassmatesguesswhatthedreammightmean.Pleaseworkwithapartner.Startpracticebyreadingthesampleconversation.Asthepairsworktogether,walkaroundtheroomofferinghelpwithpronunciationandlanguage.Askdifferentpairstotelltheclassabouttheirdreamandwhattheymaymean.
StepⅥSummary
Say,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We’velearnedsomevocabularywordsaswell.
StepⅦHomework
1.RereadthenewspaperarticleinActivity3a.
2.ReviewtheparagraphinActivity3b,
StepⅧBlackboardDesign（板书设计）
Unit5ItmustbelongtoCarla.
SectionB
TheFourthPeriod
AsampleversiontoActivity3b:
Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.
VII.TeachingMethods(教学后记)
No.24TheFifthPeriod
I.TeachingAimsandDemands(教学目的和要求)
1.KnowledgeObjects
(1)KeyVocabulary
finger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt
(2)Fillinblanksandmakesentencesusingvocabularywords.
(3)Learnsomeproverbs.
(4)Circlethewordthatdoesn’tbelong.
2.AbilityObjects
(1)Trainstudents’writingskill.
(2)Trainstudents’abilityofreadingcomprehension.
(3)Trainstudents’abilityofclarifying.
3.MoralObject
We’llbenefitalotbylearningproverbs.
Ⅱ.TeachingKeyPoints（教学重点）
1.Makesentencesusingvocabularywords.
2.Saythemeaningsofdifferentproverbsinyourownwords.
3.Circlethewordthatdoesn’tbelong.
Ⅲ.TeachingDifficultPoints(教学难点)
1.Makesentencesusingvocabularywords.
2.Saythemeaningsofdifferentproverbsinyourownwords.
Ⅳ.TeachingMethods(教学方法)
Teachingbyexplanation
Ⅴ.TeachingAids（教学手段）
Aprojector
Ⅵ.TeachingProcedures（教学过程）
StepⅠRevision
AskseveralstudentstoreadthenewspaperarticleinActivity3atotheclass.
StepⅡPart1
Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.
Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.
anxiousstrangeworriedcarefulfavourite
Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.
AskstudentstofillintheblanksontheirOwn.
Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.
Answers
1.favourite2.careful3.anxious4.worried5.strange
Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.
Helpcorrectthemistakes.
Sampleanswers
1.What’syourfavouritesong?
2.Becarefulwhilecrossingaroad.
3.Weareanxiousforhissafety.
4.Youdon’thavetobeworriedaboutme.
5.Ihadastrangedreamlastnight.
StepⅢPart2
Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.
Showthevocabularywordsonthescreenbyaprojector.
fingern．手指
stonen．石头；石块
antn．蚂蚁
pooradj．贫穷的；贫困的
dishonestadj.不诚实的
barkv.(狗等)吠声；叫声
wakev.唤醒；弄醒
pretendv.假装；佯若
useup用完；用光；耗尽
attemptv.认试图；企图
Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately.
Readtheinstructionstotheclass.Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice.
Readthefirstproverbtotheclass.Onefingercannotliftasmallstone.Elicittheinterpretationfromthestudents(It’sbettertohavehelptodoevensmalljobs).
Say,Pleasereadtheproverbs,Discusswithyourclassmateswhattheymightmean.
Getstudentstoworkingroupsoffour.
Asthegroupsworktogether,walkaroundtheroomtomakesurethatstudentsarediscussingthetopicinEnglish.Invitedifferentstudentstosaywhattheythinkeachproverbmeans.
Therecanbemorethanoneinterpretationforeachproverb.Checktheanswersbyshowingthesampleanswersonthescreenbyaprojector.
sampleanswers
1.It’sbettertohavehelptodoevensmalljobs.
2.Differentpeoplehavedifferentperspectivesonthings.
3.It’sbettertobepoorandhonestthanrichanddishonest.
4.Silentpeopleandanimalmaybethinkingabouthurtingyou.
5.Don’ttryhelpingpeopleiftheydon’twantyourhelp.
6.Therearedifferentwaysoflearning,butdoingisbest.
7.Forgetaboutthingsthatareoveranddonewith.
8.Ateacherhelpstosetastudent’sattitudesinlife.
9.Peopleshouldnotbeafraidofaskingforhelp.
Culturenote
Eachculturehasproverbsthatareuniquetoit.Thesaying,"Ifyouwanttoknowapeople.knowtheirproverbs"illustratesthis.
StepⅥPart3
Thisactivityfocusesonthenewvocabularyintroducedinthisunit.
Askstudentstoreadthefivelinesofwordsinthebox.
1.escapeownerchaserun
2.picniclunchdinneralien
3.landappleicecreamchicken
4.creaturealienexercisevisitor
5.lostgrasstreeflower
Pointoutthefirstline.Inthisline,escape,chaseandrunareallverbs.However,thewordownerisanoun.Sowecircleit.Nowpleasecirclethewordthatdoesn’tbelongineachline.
Getstudentstocompletethetaskontheirown.Astheyaredoingthis,movearound
theclassroomcheckingtheirprogressandofferinghelpasneeded.
Checktheanswersbyaskingastudenttoreadhisorhercircledwordstotheclass.
Answers
1.owner2.alien3.land4.exercise5.lost
StepⅤJustforFun!
Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.
Askallthestudentstoreadthecartoonstory.Askstudentswhyitisfunny.Helpstudentstoanswer.Theboysthinktheyaregoingtolandonanisland.Instead,theyhavelandedonthebackofawhale.
Optionalactivity
Showthecartoonpicturesonthescreenbyaprojector.Asktwostudentstoreadthespeechbubblestotheclass.Thenallthestudentsdiscusswhythecartoonisfunny.
(ByBudBlake)
(s’pose=suppose:假设)
StepⅥSummary
Say.Inthisclass,we’vepracticedfillinginblanksandmakingsentenceswithsomevocabularywordsintroducedinthisunit.Andwe’velearnedseveralproverbs.
StepⅦHomework
(1)ReadandremembertheproverbslearnedinActivity2.
(2)Eachstudentcollectstenproverbs.
(3)Finishofftheexercisesonpages16～17,oftheworkbook.
StepⅧBlackboardDesign（板书设计）
Unit5ItmustbelongtoCarla
Selfcheck
TheFifthPeriod
SampleanswerstoActivity1:
1.What’syourfavouritesong?
2.Becarefulwhilecrossingaroad.
3.Weareanxiousforhissafety.
4.Youdon’thavetobeworriedaboutme.
5.Ihadastrangedreamlastnight.
VII.TeachingMethods(教学后记)
