Unit 5 It must belong to Carla教案。
每个老师需要在上课前弄好自己的教案课件，大家在认真准备自己的教案课件了吧。写好教案课件工作计划，才能规范的完成工作！你们会写一段优秀的教案课件吗？考虑到您的需要，小编特地编辑了“Unit 5 It must belong to Carla教案”，相信能对大家有所帮助。
Unit5ItmustbelongtoCarla教案单词释义
belong
vi.不及物动词，不能用于进行时。n.belong(s),常用复数，（个人的）所有物，财产。
1.合适；对…合适或有用Atelephonebelongsineveryhome.电话对每户家庭都有用。
2.处在适当的位置Thatchairbelongsintheotherroom那把椅子应放在另一个房间。
belongto
1.属于；为…的财产Ithasbelongedtoourfamilyforalongtime.它成为我们的家产已很多年了。
Thatbookbelongstome.那本书属于我。
2.为…的一员Doyoubelongtothetradeunion?你是工会会员吗？
Whatclubdoyoubelongto?你是哪个俱乐部的?
belongin应归入Thebooksbelongsinthatbookcase.这些本书应该放在那个书架里。
plate
n.
1.盘子；碟子asoupplate汤碟aplateoffood一盘食物
2.一份（菜），一人份的菜Thedinnercost50dollarsaplate.一人份的晚餐要花50美元。
3.金属板，玻璃板asteelplate钢板
havealotonone’splate《口》有很多该做的事giveaperson…onaplate轻而易举地给（某）人…
author
authoress[5C:WEris]n.女作家
1.作者：某一文学作品的原作者：Doyouwhotheauthorofthebookis?你知道这本书的作者是谁吗？
2.创始人：创作者或制造者：theauthorofanewtheory.这一新理论的创始人
toy
n.玩具atoygun玩具手枪
vi.toyed,toying（常与with连用）不认真地对待；玩弄，戏弄Don’ttoywithyourfood.别把食物当玩物。
makeatoyof…把…当作玩具消遣
picnic
picnicker郊游者
n.c.
野餐（自备盒饭的）Wewenton(for)apicnicto(at)thebeach.
(口)轻松的工作，愉快的事情It’snopicnictobaby-sit.照顾婴儿不是轻松的工作。
hairband发带
haircream头发油,发乳hairdrier吹风机hairdye染毛剂,染发剂hairpencil画笔hairspring细弹簧hairstandsonend毛骨悚然
possibly
possibleadj.possibilityn.
adv.
1.可能地IlldoallIpossiblycan.我会做我可能做到的事。
2.或许；也许Youmaypossiblygetanewjob.你也许能得到一个新工作。
drop
vi.,vt.-pp-
1.滴；滴落；使滴落Tearsdroppeddownfromhereyes.她眼里淌着眼泪。
2.扔下；降低；丢下Theplatedroppedfromherhands.盘子从她手中掉了下来。
3.下降；转弱Thewindhasdropped.风势已减。
Pricesdropped.价格降低了。
1.让某人下车WhereshallIdropyou?我应在什么地方让你下车？
2.放弃；断绝（往来）；停止同某人交往Heseemstohavedroppedmostofhisfriends.他好像与大多数的朋友不再来往了。
3.顺便走访Dropovertoourhouseforavisitsometime.有功夫请到我们家来玩。
4.落后Ourcardroppedbehind.我们的车落后了。
n.c.
1.滴；点Afewdropsofrainlandedontheroof.几滴雨水落在了屋顶上。
2.最少量的(液体)Hehasnotadropofconscience{[5kCnFEns]n.良心}.他没有一点良心。
3.下降；落下；下跌adropinthepriceofwheat小麦价格下跌
4.滴落之物adrop-curtain剧院中的垂幕
5.(pl)滴剂；滴药eyedrops眼药水
dropbehind落伍Shedroppedbehindtherestoftheclassduringherlongillness.在长期生病时，她的功课落在了班里其他同学后面
dropacross偶然碰见Ijustdroppedacrossherattheairport.我方才在机场无意中碰到她。
dropinon/at+n.顺便到某地Shedroppedinatthelibrary.她顺便走进了图书馆。
symphony
n.c.
asymphonyorchestra交响乐团
anorchestralconcert交响音乐会
〔交响乐是欧洲文艺复兴时期的产物。交响乐曲的名称源出希腊语，原意为“一齐响”的意思。交响曲是一种具有奏鸣曲（由呈示部、展开部、再现部组成的曲式）体裁特点，由庞大的管弦乐队演奏的宏大套曲（是由若干在结构上各自独立、音乐性质上互相对比的部分组合而成的特殊曲式）形式的音乐作品。由于交响乐曲式结构宏大，乐队宠大齐全，有强大的音响力量，加上丰富多彩的音乐千变万化，管弦乐队的表现力能得到高度发挥，因此意蕴深远，善于表现神秘、丰富而复杂的感情，对于大自然的诗情画意的描绘更是有独特的色彩效果。因此，交响乐有强烈感人的艺术魅力。〕
optometrist
optic[5Cptik]adj.眼的,视觉的,光学上的
optometry[Cp5tCmitri]n.[医]视力测定,验光optometer[Cp5tCmitE]n.[医]视力计,视力检定装置
appointment
appoint[E5pCint]任命[ap-是加强语气的前缀]+-ment名词后缀
n.u/chave/makeanappointment+with＋n.have/makeanappointment+with＋todo
1.约定（会面时间或地点）Imadeanappointmenttoseethedoctor.我约定好时间去看医生。
Ihaveanappointmentwiththepresidentofhisfirmthisafternoon.我和他公司的经理约在今天下午见面。
2.职位theappointmentofachairman主席职位
[用复数形式appointments表示旅馆、船等的设备或陈设]
byappointment依约（见面）
Thedoctorseespatientsonlybyappointment.那位医生只预约的病人。
algebra
n.u.algebraic[7AldVi5breiik]adj.代数的,关于代数学的algebraist[7AldVi5breiist]n.代数学家
[代数学：计算的普遍原理，其中通常为字母表中字母的符号，其代表数字或一组特定数字中的几个数字，它们通过对组中全部数字都适合的运算法则相联系。]
crucial
extremelysignificantorimportantcruciallyadv.more,most
becrucialto/for+n.对…来说是至关重要的
Learningaforeignlanguageiscrucialtoeachstudent.
count
vt.,vi.
1.点数；数；算tocountfrom1to100从1数到100
2.计算；清点；总计达…Counttheseapples.清点一下这些苹果。
3.认为；视为；看作countitanhonor(todosth.)（把做某事）引以为荣
4.有价值；重要；有用Everysecondcounts.每一秒钟都很重要。
n.
1.计算；合计数ThereweresomanycarsthatIlostcount.有那么多的小汽车，以致于我忘记数到那儿了。
2.（被告的一条）罪状Hewasfoundguiltyontwocounts.他被判定有两条罪状。
3.（棉纱）支数countdown倒数计时
counton依靠
countoff分出或挑选出
final
finality[fai5nAliti]n.终结，定局finallyadv.more,mostfinalize[5fainElaiz]v.做最后决定
adj.
1.最后的，最终的Thefinalthingshedidbeforesheleftthehousewastolockthedoor.她离开房子前做的最后一件事是锁门。
Zisthefinalletterinthealphabet.Z是字母表中最后的一个字母。
2.决定了的；不能变的Myjudgmentisfinal.我的判断不变。
"Iwontaccepttheterms,andthatsfinal!""我决不接受这些条件,这是不能改变的!"
final
n.决赛，末版，期末考试
Whendoyoutakeyourfinals?你什么时候参加期终考试?
[final表示一连串事情的终了;last表示顺序的最后]
anxious
adj.more,mostanxiouslyadv.anxiety[AN^5zaiEti]n.
1.忧虑的；焦虑的，不安的Hewasanxiousforhersafety.他担心她的安全。
Weareallanxiousabout/forhissafety.我们都为他的安全而忧虑。
2.渴望的Weareanxiousthathe(should)dohisbit.我们非常希望他能尽到自己的本分。
Heisanxioustoenterforthecompetition.他很想去参加比赛。
owner
n.c.ownv./n.
所有人，业主Theownerofacarisnolongerforcedtorelyonpublictransport.车主人再也不要依赖公共交通了。
OxfordUniversity
[牛津大学有著名的“梦想之颠”,位于伦敦西北的100多公里的牛津城泰晤士河畔。牛津城始建于十世纪，虽没有正式的建校日期，但早在1096年，就已有人在牛津讲学。是英语世界最古老的大学。是英格兰南部的文化古城。牛津城内多塔状建筑，故又得名“塔城”。今天的牛津城，由两个截然不同的部分组成:一部分是以制造汽车为经济主体的现代工业区；另一部分则是牛津大学所在地，后者几乎占了城区的一半。目前，牛津共有39个学院，6个准学院（称为“永久性私人学堂”、为各宗教教派所办）。各学院规模不等，但都在500人以下，学生、教师（院士）来自不同的专业学科。除学院外，牛津大学的教学和研究活动（尤其是后者）主要由学部来组织，牛津现有16个学部。在其教师队伍中，就有83位皇家学会会员，125位英国科学院士。在数学、计算机科学、物理、生物学、医学等领域，它都名列英国乃至世界前茅。牛津大学目前有1．65万名学生，其中本科生１万人，研究生和博士生5000多人。牛津吸引了世界130多个国家的4000多名海外学生。]
chase
v.chasern.追踪者，狩猎者
1.追赶Theboychasedthedog.男孩追狗。
TheJohnsonscatlikestochasethemiceasifitwereplayingwiththem.约翰逊家的猫喜欢追逐老鼠,好象它在跟它们闹着玩似的。
2.（与after连用）追捕；追猎；追击Twopolicemenchasedafterthethief.两个警察追捕那个小偷。
3.（常与after连用）追求chaseafterone’sdream追求个人的梦想
4.（常与round,about连用）到处奔波
creature
[create创造+ure名词后缀]n.c.creaturaladj.动物的，人的
adj.（形容词）
（包含人类的）生物、动物ahumancreature人
extremely
extremeadj.(通常置于名词前)极端的Imextremelysorry.我非常抱歉。
interview
〔inter-互相+view见〕
n.接见；会见Ithankyouverymuchindeedforthisinterview.非常感谢你这次接见。
v.与(人)面谈;对…提出问题并询问意见Hehasinterviewedalotofpeopleforthejob.他已和许多应征这份工作的人面谈过。
noise
n.c.noisyadj.noiseless[反]
声音；噪音；杂音Whatswrongwithmycar?Theenginemakesfunnynoise.我的车出了什么毛病？发动机发出了奇怪的响声。
abignoise（含贬义）要人makeanoise(1)发出嘈杂的声音（2）[口]发出不平之鸣makenoises将意见说出
neighbor
neighborhoodc.四邻，邻近地区community[kE5mju:niti]n.公社，团体，社区
n.邻居Mynext-doorneighborlivesinthehousenexttomine.我的隔壁邻居住在紧挨着我家的房子里。
v.与…邻接Ourcampusneighborsonapark.我们的校园和公园邻接。
footstep
〔foot脚＋step步〕
n.足迹；脚步声Iheardfootstepsintheroombehindme.我听见房间里有脚步声跟在我后面。
followin(someones)footsteps步某人的后尘：继承…的行为、事业或传统
garbage
trash,rubbish,refuse[5refju:s][同]
n.u.
garbagecan垃圾桶〔美〕＝dustbin[英]
garbagecollector垃圾收集清洁员＝dustman[英]
mystery
mysteriousadj.mysteriouslyadv.
n.c.谜；难以理解的事物Whohadtakenthebook?Itwasamystery.谁把书拿走了？这是个谜。
Itsamysterytome.这对我来说是个谜。
themysteryofnature大自然的奥秘
n.u.神秘感storiesfullofmystery充满神秘感的故事
(pl)秘密的宗教仪式
director
n.指导者；领导者；主持人;董事
Heisoneofthedirectorsofthecompany.他是这个公司的董事之一。
Theboardofthedirectorsdecidedtocarryonthediscussionnextday.董事会决定第二天继续讨论。
directv./adj./adv.directionn.
〔v.〕Whodirectstheorchestraintoday’sconcert?今天的音乐会中谁指挥管弦乐队呢？
〔adj.〕Thearrowmadeadirecthitonthetarget.箭笔直射中靶子。
〔adv.〕Imustgodirecthome.我必须直接回家。
escape
escapeen.c.逃亡者，越狱者escapistn.c.逃避现实
1.escape+from/outof+n.从…逃走
Someprisonershaveescaped.一些犯人已经逃走。
2.escape+n./动名词（doing）[doing用于被动语态“being+过去分词”的句型较多]
escapebeingpunished逃脱处罚
bark
vi.〔＋at〕barkern.咆哮的人，吠叫的动物
1.吠；狗叫Barkingdogsdonotbite.(谚);Barkingdogsseldombite.(谚)吠犬不咬人。
Dogsalwaysbarkatstrangers.狗总是对着陌生人吠。
2.吼叫；大声喊叫Thenhesitsandbarksuntilsomeoneletshimout.然后它便坐在那里直叫到有人放它出去为止。
Theofficerbarkedoutanorder.那军官大声发出命令。
smell
n.u/c
1.气味〔c〕Thereisasmelloffriedchickeninthisroom.这屋里有一股烧焦了鸡的味儿。
2.嗅觉〔u〕agoodsenseofsmell灵敏的嗅觉
v.smelled[英]或smelt[美],smelling
1.闻，嗅Hesmelttheflowers.他闻了闻花。
2.嗅出；闻知Icansmellsomethingburninginthekitchen.我闻到厨房里有什么东西烧着了。
3.（用某种本能）注意到；领略；意识到Wesmelledtrouble.我们觉得会有麻烦。
4.（与of连用）发出…臭味；发出…坏味smellsoffish发出鱼的坏味
finger
n.c.手指(尤指大拇指以外的手指)脚趾为toe.
Sheisverycleverwithherfingers.她的手（指）非常灵巧。
theindex[fore,first]finger食指themiddle[long,second]finger中指
thering[third]finger无名指thelittle[small,fourth]finger小指thumb大拇指
burnone’sfingers(多管闲事而)倒大霉
crossone’sfingers（中指重叠在食指上）祝好运
snapone’sfingers(啪)的一声弹指用响[以引起别人的注意]
fingeralphabet手语
fingermark指痕，手垢
lift
相关词组
adeadlift(不用机械)硬搬，需要全力以赴的难事givesb.alift让某人搭车，帮某人一把
onthelift[美方]虚弱的[地],弱不经风的[地]thumbalift(伸出翘起拇指的拳头向司机示意)要求搭车;搭乘便车
liftdown(用于将东西)搬下去;从高处搬到低处liftoff(火箭,导弹等)发射,(直升飞机等)起飞liftup举起,提起
stone
n.c.
1.石块Thisisastonebuilding.这是一座石头建筑物。
2.矿石；岩石Adiamondisapreciousstone.金刚钻是一种宝石。
3.（樱桃、李子、桃子等水果的）核，籽stonesofapricots杏仁
adj.石制的,石头的stonesculpture石雕
vt.向...扔石头stonesb.todeath用石头击毙某人
dishonest
honest[反]dishonestlyadv.
adj.不诚实的;欺诈的getmoneybydishonestmeans非法赚钱,得不义之财
pretend
vt.,vi.pretense[pri5tens],pretension[pri:5tenFEn]n.pretentious[pri5tenFEs]adj.
伪装；假装
1.pretend+(that)从句
Hepretendedthathewasillsothathecouldstayathome.他假装病了以便能待在家里。
2.pretend+todo
Hepretendedtobereadinganimportantpaperwhenthebossentered.老板进来时他假装在看一份重要的文件。
3.pretend+n.
Hedidn’twanttogotoschool,sohepretendedillness.他不想上学，所以装病。
useup用完，用光
和use相关词组
makeuseof利用，使用outofuse不再使用了bring…intouse启用inuse使用之中
attempt
vt.比try更正式的说法attemptedadj.未遂的，意图的[anattemptedsuicide[5sjuisaid]自杀未遂]
（常与to连用）企图；尝试
1.Anastronautwillattempttoleavethestationaryspaceshipandthenreturntoit.
一名宇航员将试着离开停着的宇宙飞船,然后再回到里面去。
n.（常与at,on,to连用）努力；尝试
2.Shemadeanattempttocookthedinner.她试着做这顿饭。
扩展阅读
Unit 5 It must belong to Carla Section B教案
每个老师不可缺少的课件是教案课件，大家在仔细设想教案课件了。教案课件工作计划写好了之后，这样我们接下来的工作才会更加好！你们会写一段适合教案课件的范文吗？下面是小编帮大家编辑的《Unit 5 It must belong to Carla Section B教案》，仅供参考，大家一起来看看吧。
Unit5ItmustbelongtoCarla
SectionB
Ⅰ．TeachingAimsandDemands（教学目标）
1．KnowledgeObjects（知识目标）
(1)KeyVocabulary（重点词汇）
chase,creature，land,sky，helicopter
(2)TargetLanguage（目标语言）
Whydoyouthinkthemanisrunning?
Hecouldberunningforexercise.
No,heswearingasuit.Hemightberunningtocatchabus.
2．AbilityObjects（能力目标）
(1)Trainstudentslisteningskill.（培养学生听的技能）
(2)Trainstudentswritingskill.（培养学生写的技能）
(3).Trainstudentsspeakingskill.（培养学生说的技能）
3．MoralObject（情感目标）
TheUFOandalienarebothunreal.Asstudents,wemustworkhard.toexploretheuniverseinthefuture.（激发学生对宇宙空间的探索）
Ⅱ．TeachingKeyPoints（教学重点）
1．Listeningpractice
2．Writingpractice
3.情态动词的用法。
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（教学设备）
1．Ataperecorder
2．Aprojector
Ⅵ．TeachingProcedures（教学程序）
StepⅠGreeting(第一步，问候)
1.T:Howareyoutoday?
S:Fine,thankyou!Andyou?
T:Verywell!Thankyou!
2.学生做“英语值日”报告。
3.将学生分成三个小组，TeamA,TeamB,TeamC，让小组成员之间相互合作，组与组之间相互竞争，看看谁是本堂课的赢家。听音乐，激发学生去挑战自我。
StepIIRevision（第二步，复习）
展示给学生一些很熟悉的明星和知名人物，通过视觉和猜的方式复习句型“Itmight/could/mustbe…….”
通过听觉和猜的方式继续复习情态动词的用法。
StepIIILead-in（第三步,导入）
Thisactivityprovideswritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Readthewordsintheboxandhavestudentsrepeatseveraltimes.Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords.
Getstudentstolookatthethreepicturescarefully.Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture.Pointoutwheretowritethesentences.Askastudenttosaythesampleanswertotheclass.Getstudentstocompletetheactivityindividually.Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded.
Checktheanswersontheblackboard.
Answers
a.TheUFOislanding.
b.Thealienischasingtheman.
c.Themanisrunning.
让学生仔细观察图片，猜测图片可能要告诉我们什么事情。
（说明：通过问题让学生猜既对对话内容有整体的了解，为听力练习作好准备；又培养学生的注意力，想像力，观察力。）
StepIV2aListening（第四步,听）
Thisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation.
Readtheinstructionstotheclass.PointtothethreepicturesinActivity1.Say,Youwillhearaconversationaboutthesepictures.Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents.
Pointoutthesampleanswerintheboxofthethirdpicture.Say,Youwillhearthemanisrunningfirst.
Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandnumberthepictures.
Checktheanswers.
Answers
Thepicturesshouldbenumberedinthisorder:
2,3,1
Tapescript（听力内容）
Man:Hey,lookatthemanrunningdownthestreet.Iwonderwhatshappening.
Woman:Hecouldberunningforexercise.
Man:Butheswearingasuit.
Woman:Well,hemightbelateforwork.
Man:Helookskindofscared.
Woman:Oh,no!Whatsthat?
Man:Where?
Woman:Theressomethinginthesky.
Man:Itcouldbeahelicopter.
Woman:No,itcantbeahelicopter.Itstoobig.ItmustbeaUFO.
Man:AUFO?Whatsgoingon?
Woman:Look,nowtheUFOislanding…
Man:Andtheresastrangecreaturegettingout.Itmustbeanalien.
Woman:Andthealienischasingtheman!Imustbedreaming.
Man:Maybeweshouldcallthepolice.(pause)Hey,waitaminute.Whatsthat?
Woman:Where?
Man:Overthere.
Woman:Itsawomanwithacamera.
Man:ShecouldbefromtheTVnews.
Woman:No,lookatallthoseotherpeople.Theyareactors.Oh!Theymustbemakingamovie.
Encouragestudentstowritetwoorthreesentencestofinishthestory.
Answerswillvary.Writeasampleversionontheblackboard.Askstudentstouseitasamodel.
Asampleversion
Man:Thatsright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?
Woman:Goodidea!
（第四步，训练学生的听力，让学生理解故事的内容，同时检测一下先前猜测的正确与否。一个不明飞行物着落后，外星人来到地球，开始抓地球人，地球人疯狂的逃跑。）
StepV2b（第五步，说）
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.
SA:Whydoyouthinkthemanisrunning?
SB:Hecouldberunningforexercise.
SA:No,heswearingasuit.Hemightberunningtocatchabus.
Writeitontheblackboard.
Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.ThenroleplayconversationsusinginformationinActivity2b.Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpasneeded.Askseveralpairstosaytheirconversationstotheclass.
（第五步培养学生写和说的技能，通过小组合作学习，大胆的发挥想象，猜测以下故事的结果。地球人是被抓了？还是••••？然后由学生来讨论结果，教师总结）。
观看一部时间5分钟时间和外星人有关的影片，培养学生的视听水平。
StepVI.Listening（第六步）
听力练习(Listeningpractice)，要求学生快速阅读2a，2b，帮助学生明确听力语言目标的要求。接着，听力练习，学生根据录音内容完成2aand2b。
最后，重放一遍录音内容，学生跟读。
(学生通过听力练习，进一步熟悉本课的目标语言。)
教学操练目标语言(Practicetargetlanguage)，2cPairwork根据掌握的对话内容，扮演在场的人，模仿2c部分的对话，利用2b的内容进行操练。
(先进行语言输入，再进行语言输出，充分训练目标语言)
StepVIISummary（第七步，总结）
1.Say,Inthisclass,wevemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.
2.总结情态动词的用法。
StepVIIIPractice（第八步，练习）
通过中考题，让学生知道本堂中的重点在中考中是怎么考的，提前为中考做好准备。
StepVIIIIHomework（第九步，作业）
Askstudentstocollectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcant.
最后，评选出本堂课的赢家。学生共同唱一首英文歌曲，结束本堂课。
BlackboardDesign（板书设计）
Unit5ItmustbelongtoCarla.
SectionB
1．AnswerstoActivity1:
a.TheUFOislanding.
b.Thealienischasingtheman.
c.Themanisrunning.
2．AsampleversiontoActivity2a:
Man:Thatsright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?
Woman:Goodidea.
3．Targetlanguage:
A:Whydoyouthinkthemanisrunning?
B:Hecouldberunningforexercise.
A:No,heswearingasuit.Hemightberunningtocatchabus.
Unit 5 It must belong to Carla.教案示例
教案课件是老师上课中很重要的一个课件，大家静下心来写教案课件了。只有规划好了教案课件新的工作计划，这样我们接下来的工作才会更加好！你们会写教案课件的范文吗？急您所急，小编为朋友们了收集和编辑了“Unit 5 It must belong to Carla.教案示例”，相信能对大家有所帮助。
Unit5ItmustbelongtoCarla.教案示例（1）
Ⅰ.AnalysisoftheTeachingMaterial
1.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
TheFirstPeriod
Ⅰ.TeachingAimsandDemands
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
1.Keyvocabulary
2.Targetlanguage
Ⅲ.TeachingDifficultPoints
1.Listenforthetargetlanguage
2.Oralpracticeusingthetargetlanguage
Ⅳ.TeachingMethods
1.Sceneteachingmethod
2.Listeningmethod
3.Pairwork
Ⅴ.TeachingAids
1.Blackboarddrawings
2.Ataperecorder
3.Aprojector
Ⅵ.TeachingProcedures
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
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
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.
Tapescript
Girl1:Whosevolleyballisthis?
Boy1:ItmustbeCarla’s.Shelovesvolleyball.
Girl1:Howaboutthistoycar?
Girl2:Oh,thattoycarmustbelongtoJane’slittlebrother.Hewastheonlylittlekidatthepicnic.AndthemagazinemustbelongtoDengWen.Helovescats.
Boy1:Oh,andlook,someoneleftabook.
Girl2:Oh,yeah…ThisbookmustbeMary’s.WandaWilburisherfavouriteauthor.
Girl1:OK…andhowaboutthisCD?
Girl2:Hmmmmm…TheCDmustbelongtoGrace.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.
StepⅦBlackboardDesign
Unit5ItmustbelongtoCarla.
SectionA
TheFirstPeriod
1.Keyvocabulary:
belongv.
belongto
platen.
authorn.
toyn.
picnicn.2.Targetlanguage:
Whosebookisthis?
ItmustbeMary’s.
WandaWilbur
isherfavouriteauthor.
Unit5ItmustbelongtoCarla教案示例（2）
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
band,hairband
(2)TargetLanguage
Whosenotebookisthis?
ItmustbeNing’s.Ithashernameonit.
WhoseFrenchbookisthis?
ItcouldbeAli’s.ShestudiesFrench.
Whoseguitaristhis?
ItmightbelongtoAlice.Sheplaystheguitar.
WhoseT-shirtisthis?
Itcan’tbeJohn’s.It’smuchtoosmallforhim.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’writingskill.
(3)Trainstudents’abilitytodeduce.
3.MoralObject
Useyourmind,thenmakeinferencescorrectly.
Ⅱ.TeachingKeyPoints
1.Listeningandwritingpracticeusingthetargetlanguage.
2.Makeinferencesusingthetargetlanguage.
Ⅲ.TeachingDifficultPoint
Makeinferencesusingthetargetlanguage.
Ⅳ.TeachingMethods
1.Practicemethod
2.Agame
Ⅴ.TeachingAids
1.Ataperecorder
2.Realobjects
Ⅵ.TeachingProcedures
StepIRevision
Revisetheconversationsinlb.Getdifferentpairsofstudentstotalkaboutwhoeachthingmightbelongtoandgiveareason.
StepⅡ2a
Thisactivityprovideslisteningpracticeusingthetargetlanguage.Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber.
Say.BobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Pointoutthesampleanswer.
Playtherecordingthefirsttime.
Studentsonlylisten.Playtherecordingasecondtime.Studentswritethecorrectwordsineachblank.
Checktheanswers.
Answers
1.T-shirt
2.hairband
3.tennisballs
Tapescript
Bob:Oh,look!Whosebackpackdoyouthinkthisis?
Anna:Idon’tknow.Look,here’saschoolT-shirt.
Bob:Wellthen,thepersonmustgotoourschool.Oh!Hereisahairband,sothepersoncan’tbeaboy.
Anna:ItcouldbeKumi’shairband.Shehaslonghair.
Bob:OrthehairbandmightbelongtoLinda.Shewasatthepicnic,wasn’tshe?
Anna:Yes,shewas.ButthenthebackpackcouldbelongtoRita.She’salwaysforgettingthings.
Bob:Oh,look!Tennisballs.
Anna:ThenitmustbeLinda’sbackpack.
Shehaslonghairandshe’sonthetennisteam.
Bob:You’reright!
StepⅢ2b
Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callstudents’attentiontothechart.Pointtothenumberedlistofsentenceswhichcontainablank.Readthesentencestotheclasssayingblankwhencomingtoawrite-online.
Say,Youaretohearthesamerecordingagain.Thistimepleasefillintheblanksinthesesentencesusingthewordsmust,might,couldorcan’t.Pointoutthesampleanswer.
Playtherecording.Studentslistenandfillintheblanks.
Checktheanswers.
Answers
1.Thepersonmustgotoourschool.
2.Thepersoncan’tbeaboy.
3.ItcouldbeMei’shairband.
4.ThehairbandmightbelongtoLinda.
5.ItmustbeLinda’sbackpack.
Pointtotheboxthatcontainstheexplanationsofhowtousethewordsmust,
might,couldandcan’t.Readtheexplanationstotheclass.
Use"must"toshowthatyouthinksomethingisprobablytrue.
Use"might"or"could"toshowthatyouthinksomethingispossiblytrue.
Use"can’t"toshowthatyouarealmostsuresomethingisnottrue.Andthenhavedifferentstudentsexplaininhis/herownwordswhateachwordmeans.Encouragestudentstomaketheirownsentencesusingthesewords.Forexample,forthewordmust,astudentmightsay,TheEnglishmagazinemustbeLiLei’s.HelikesreadingEnglishmagazinesverymuch.
StepⅥ2c
Thisactivityprovideswritingpracticeusingvocabularyintroducedintheunit.
Readtheinstructionstotheclass.Pointtothelistofsentencesthatcontainablank.Say,Pleasefillintheblankswiththewordsfromthisunit.Someanswerswillvary.Elicitthefirstanswerfromtheclass(Thenotebookmust/mightbeMing’s.Itwasonherdesk).
Getstudentstocompletethetaskontheirown.Asstudentswork,movearoundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.
Checktheanswers.
Answers
Thenotebookmust/mightbeMing’s.Itwasonherdesk.
Thehomeworkcan’tbeCarla’s.Shewasn’tatschooltoday.
ThesoccerballmightbeJohn’sorTony’s.
Theybothplaysoccer,don’tthey?
TheFrenchbookmustbeLiYing’s.She’s
theonlyonewho’sstudyingFrench.
Ican’tfindmybackpack.Itmight/mustbestillatschool.
ThephotomustbeLu’s.Thosearehisparents.
Theredbicyclecan’tbeHu’s.Shehasabluebicycle.
Theticketmightbemyaunt’soruncle’s.
Theyarebothgoingtotheconcert.
StepⅤGrammarFocus
Askstudentstosaythequestionsandanswersinpairs.Atthesametime,writethemontheblackboard.
SA:Whosenotebookisthis?
SB:ItmustbeNing’s.Ithashernameonit.
SA:WhoseFrenchbookisthis?
SB:ItcouldbeAli’s.ShestudiesFrench.
SA:Whoseguitaristhis?
SB:ItmightbelongtoAlice.Sheplaystheguitar.
SA:WhoseT-shirtisthis?
SB:Itcan’tbeJohn’s.It’smuchtoosmallforhim.
Inviteastudenttounderlinethewordsmust,could,mightandcan’tandthenwritetheminalistontheblackboard.
Askstudents,whatdoesitmeanwhenyousaysomethingmustbetrue?Howsureareyouthatitistrue?100percent?50percent?10percent?
Whenastudentanswers100percent,writeitnexttothewordmustontheblackboard.
Repeattheprocesswiththewordsmight,couldandcan’t.
Optionalactivity
Askallbutfourstudentstoputtheirheadsdownontheirdesks.Meanwhile,collectoneitemeachfromthefourstudents.
Playthegamelikethis:
T:(Holdingupapen)Whosepenisthis?
S1:ItcouldbeLiLei’s.
T:LiLei,isthisyourpen?
L:No,itisn’t.
T:Itcan’tbeLiLei’s.Hesaysit’snothis.
S2:ItmightbeWuJun’s.
T:WuJun,isthisyourpen?
W:Yes,itis.
T:Hesaysit’shis.ThepenmustbeWuJun’s.
(Holdingupanotebook)Whosenotebookisthis?
S3:ItmustbeLiNa’s.Igaveittoherasabirthdaypresent.
Repeattheprocesswiththeotheritems.
StepⅥSummary
Say,Inthisclass,we’veclonesomelisteningandwritingpracticeusing’thetargetlanguage.Andwe’velearnedhowtomakeinferencesusingthewordsmust,might,couldandcan’t.
StepⅦHomework
Maketwosentenceseachusingthewordsmust,could,mightandcan’t.
StepⅧBlackboardDesign
Unit5ItmustbelongtoCarla.
SectionA
TheSecondPeriod
Targetlanguage:
A:Whosenotebookisthis?
B:ItmustbeNing’s.
Ithashernameonit.
A:WhoseFrenchbookisthis?
B:ItcouldbeAli’sShestudiesFrench.
must100%
could20%～80%
might20%～80%
can’t0%A:Whoseguitaristhis?
B:ItmightbelongtoAlice.
Sheplaystheguitar.
A:WhoseT-shirtisthis?
B:Itcan’tbeJohn’s.
It’smuchtoosmallforhim.
Unit5ItmustbelongtoCarla教案示例（3）
I.TeachingAimsandDemands
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
1.Readingpractice
2.Oralpracticeusingthetargetlanguage
Ⅲ.TeachingDifficultPoints
1.Keyvocabulary
2.Targetlanguage
Ⅳ.TeachingMethods
1.Practicemethod
2.Pairwork
3.Agame
Ⅴ.TeachingAid
Theblackboard
Ⅵ.TeachingProcedures
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
Unit5ItmustbelongtoCarla.
SectionA
TheThirdPeriod
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.
Unit 8 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《Unit 8 It must belong to Carla教案》，欢迎大家阅读，希望对大家有所帮助。
Unit8ItmustbelongtoCarla.
SectionA1(1a-2d)
一、教学目标：
1.语言知识目标：
1)能掌握以下单词：
truck,picnic,whose,pink,rabbit,magazine
能掌握以下句型：
①Thepersonmustgotoourschool.
②—Whosebookisthis?
—ItmustbeMarys./ItmustbelongtoMary.
2)能够用情态动词表推测.
2.情感态度价值观目标：
让学生根据已有事实推测可能性。
二、教学重难点
1.教学重点：
1)掌握本课时中出现的生词truck,picnic,volleyball,whose,pink,rabbit,valuable,somebody,anybody
2)学会描述表示物品所属提问和回答：
—Whosebookisthis?
—ItmustbeMarys.
2.教学难点：
Whose.......isthis?句型
三、教学过程
Ⅰ.Finish1a.
1.Lookatthechartin1a,thendiscusswithyourgroupmates.Trytofillinthechartwithwordstodescribepeople.
2.LetsomeSssaytheiranswers.LetotherSsaddmore.
Ⅱ.Presentation
Presentsomepicturesaboutthenewwords,thenlearn.
Ⅲ.Listening
1.T:Herearesomethingsbelongingtothosefivepeople.Listenandmatcheachpersonwithathingandareason.
2.PlaytherecordingfortheSstolisten.
3.Sslistenandtrytomatchtheeachpersonwithathingandareason.
4.Checktheanswers.
Ⅳ.Pairwork
1.Lookattheconversationin1candmakeconversationsinpairs.
2.Letsomepairsaskandanswerinpairs.
e.g.A:Whosebookisthis?
B:ItmustbeMarys.J.K.Rowlingisherfavouritewriter.
Ⅴ.Listening
Workon2a:
T:BobandAnnafoundaschoolbagatthepark.Listenandwritedownthethingsintheschoolbag.
1.Lookatthechartin2a.
2.PlaytherecordingfortheSstolistenandcheckthewordstheyhear.
3.Playtherecordingagaintochecktheanswers.
Workon2b:
1.LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.
2.PlaytherecordingfortheSstofillintheblankswiththerightwords.
3.Playtherecordingagaintochecktheanswers.
Summary:表推测的形容词的用法
Ⅵ.Pairwork
1.TellSstomakeconversationsabouttheschoolbagusingtheinformationin2a.
2.Letsomepairsactouttheirconversationsbeforetheclass.
e.g.A:Look!Theresaschoolbaghere.
B:Whatsinside?
A:There’saT-shirt,…
Ⅶ.Role-play
1.ReadtheconversationsandLetSsreadaftertheteacher.
2.Explainsomenewwordsandmainpointsintheconversation.
3.AskSstorole-playtheconversationingroups.
VIII.Languagepoints
1.ItmustbelongtoCarla.
belongto意为“属于”，它一般不用于
进行时态和被动语态。如：
ThehairbandbelongstoAnna.(√)
ThehairbandisbelongingtoAnna.(×)
ThehairbandisbelongedtoAnna.(×)
此外,belongtosb.通常可以和名词性物主代词或名词所有格(一般是’s所有格)互相转换。如：
Thebluejacketbelongstohim/Jerry.→
Thebluejacketishis/Jerry’s.
2.Well,wheredidyoulastputit?
lastadv.上次;最近的一次;最后一次
last除用于句末外,还常置于句子中间。
e.g.WhenIlastsawher,shewasworkinginShanghai.
我上次见她时,她在上海工作。
Whendidyouseehimlast?
你最近见到他是什么时候?
3.Iattendedaconcertyesterdaysoitmightstillbeinthemusichall.
辨析join/takepartin/attend
join指加入某个党派,团体组织等,成为其中一员,意为“参军,入党,入团”。
e.g.jointheArmy/theParty/theLeague
joinsb.in(doing)sth.和某人一道做某事
e.g.Willyoujoinusinthepicnic?你参加我们的野炊吗？
joinin多指参加小规模的活动如“游戏,比赛”,口语中常用。
e.g.Joininthebasketballgame.参加篮球赛。
takepartin指参加会议或群众性活动,着重说明主语参加该项活动并在活动中发挥作用。
e.g.We’lltakepartinthesportsmeeting/club.
takeanactivepartin积极参加……
attend正式用语
vt.指参加会议,婚礼,葬礼,典礼;去上课,上学,听报告等。
句子主语只是去听,去看,自己不一定起积极作用。
e.g.Iattendedanightschool.我上夜校。
4.Ithinksomebodymusthavepickeditup.
must在此处表示推测,意为“一定”。英语中当情态动词后接havedone时,表达对过去的事情进行推测,故musthavedonesomething表示“过去一定做过了”这样的意思。
e.g.He’splayingoutside.Hemusthavefinishedhishomework.
5.I’llcallthemnowtocheckifanybodyhasit.
anybodypron.任何人
常用于否定句或疑问句中;当用于肯定句中时,相当于anyperson,意为“任何
人”。
e.g.Iwillnottellanybodythesecret.
Isthereanybodyintheoffice?
Anybodycoulddoit!
IX.Exercises
X.Homework
1.Recitetheconversationsin2d.
2.Finishtheexercisesintheworkbook.
SectionA2(3a-3c)
一、教学目标：
1.语言知识目标：
1)学习掌握下列词汇：policeman,noise,wolf,happening,uneasy
2）阅读短文，能按要求获取相关的信息。
3）通过阅读训练来提高学生们的阅读能力。
4)学习运用情态动词表推测。
2.情感态度价值观目标：
面对身边暂时不可解释的现象，根据已有证据进行合理推测。不信谣，不传谣。
二、教学重难点
1.教学重点：
1)掌握本部分出现的生词和词组，达到熟练运用的目标。
2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2.教学难点：
1)阅读短文，获得相关的信息的能力。
2)理解并运用所学的词汇及表达方式。
三、教学过程
I.Revision
1.Haveadictationofthenewwordslearnedinthelastclass.
2.Checkthephrases.
II.Presentation
Presentthenewwordsinthedialogues.
A:Doyouhearstrangenoisesoutsideourwindow?
B:Yes,somethingunusualishappeninginourtown.
A:Myfathercalledthepoliceman,buthecouldn’tfindanythingstrange.
B:Maybeitwasawolf,everyoneinourtownisfeelinguneasy.
III.Reading
Workon3a:
1.TellSstoreadthearticleanddecidewhichmightbethebesttitle.
A.ASmallandQuietTown
B.StrangeHappeningsinmytown
C.Animalsinourneighborhood
2.方法指导：先读懂所给的三个句子的意思，明确标题大意。然后快速阅读短文开头和结尾，争取在较短的时间内，确定课文大意。
3.学生们，按老师指导的方法进行阅读，确定课文大意。
4.最后，教师让部分说出自己的答案，并校对答案。
IV.CarefulReading
1.Workon3b:
1.学生们再次阅读短文内容，并完成3b中的内容。
2.学生们先读3b中的单词短语，理解其大意，然后仔细回读短文，找到相同意思的单词。
3.让学生们相互讨论，并校对答案。
2.Workon3c
1.Readthearticlecarefullyandwritewhatpeoplethinkaboutthestrangenoises.
2.Ssworkinpairs.Letstudentsdiscusstheanswers.
3.Checktheanswerswiththestudents.
V.Languagepoints
1.Itusedtobeveryquiet.
usedtodosth曾经，过去常常（现在不做了）
beusedtodosth.(=beusedfordoingsth.)被用来做……
beusedtodoingsth习惯于做……
2.However,thesedays,somethingunusualishappeninginourtown.
构成：不定代词+形容词(定语后置)
e.g.一些重要的事情somethingimportant
un-表示否定usual通常的unusual不平常的
happy快乐的unhappy不快乐的
3.Victor,ateacheratmyschool,isreallynervous.
ateacheratmyschool在句中作同位语。它指的是Victor。
e.g.Mysister,Helen,willhaveapicnicwithme.
我的姐姐海伦将和我一起野餐。
4….butIcouldntseeadogoranythingelse,either.
too“也”肯定句。句末。
also“也”肯定句。句中，be后面,行为动词前。
either“也”否定句。句末。
e.g.Sheisasinger,too.她也是个歌手。
HecanalsosingtheEnglishsong.他也可以唱英文歌。
Ifyoudontgotothepark,hewontgothere,either.如果你不去公园，他也不去。
5.Onewomanintheareasawsomethingrunningaway.
seesb.doingsth.看见某人正在做某事
（强调动作正在发生）
seesb.dosth.看见某人做某事
（强调发生的整个过程）
e.g.Iseemomcookinginthekitchen.
我看见妈妈正在厨房做饭。
Lucysaidshesawmedothehousework.
露西说她看见我做家务了。
6.Thenoise-makerishavingtoomuchfuncreatingfearintheneighborhood.
havefundoingsth.做某事玩得愉快。
=haveagoodtimedoingsth.
=enjoydoingsth.
e.g.Ihavefunflyingkites.我享受放风筝的乐趣。
VI.Homework
1.Makesentenceswiththesewords.
usedto,havenoidea,too...to...,
seesbdosth，seesbdoingsth
2.Reviewthearticle.
SectionA3(GrammarFocus-4c)
一、教学目标：
1.语言知识目标：
1)学习掌握下列词汇：laboratory,coat,sleepy,pocket
2）进行一步复习巩固学习SectionA部分所学的生词和词组。
3）掌握情态动词的用法和物体所属的句型。
2.情感态度价值观目标：
面对身边暂时不可解释的现象，根据已有证据进行合理推测。不信谣，不传谣。
二、教学重难点
1.教学重点：
1)复习巩固SectionA部分所学的生词和词组，达到熟练运用的目标。
2)总结情态动词的用法。
2.教学难点：
1)学习运用情态动词的用法。
2)掌握物体所属的句型。
三、教学过程
Ⅰ.Revision
Reviewsomemainphrasesandsentenceswelearnedinthelastclass.
Ⅱ.GrammarFocus
Fillintheblanks.
1.这是谁的排球?
___________________isthis?
这一定是卡拉的。她热爱排球运动。
It_________be______.Shelovesvolleyball.
2.这是谁的发带？
__________________isthis?
它可能是梅的发带。或者可能属于琳达。她们两人都是长头发。
It_____beMei’shairband.Orit______belongtoLinda.They___havelonghair.
3.那晚你看见了什么？
______didyouseethatnight?
我不确定，但肯定不可能是狗。它更大。我想也许是一头熊或一匹狼。
Im_________,butit_________adog.
Itwasbigger.Ithinkit_________abearorawolf.
Ⅲ.TrytoFind
情态动词表推测，可能性：must>can/could>may/might
一、must
表示可能性最大的肯定推测，意思是“一定、准是”。只能用于肯定句。如果要表示“一定不”，应该用cant。如果询问可能性时，应该用can。
e.g.Hemustknowtheanswers.他肯定知道答案。
Hecantknowtheanswers.他肯定不知道答案
Canheknowtheanswer?他知道答案吗？
二、can/could
can表示推测“可能性”时，一般用于否定句或疑问句。can在疑问句中意思是“会，可能”。
e.g.Hecan’tpickherschoolbagup.他不可能拿了她的书包。
could用于表示某事有可能发生或可能是事实。
e.g.Don’teatit.Itcouldgobad.不要吃它，可能坏了。
Theplanecouldbeputoffbythestorm.这趟飞机可能会因为暴风雨而推迟。
could可用于表示客气、礼貌、委婉的请求语气。
Couldyoupleasehelpmewithmyhomework？你能帮我完成我的家庭作业吗？
三、may/might
may,might表示推测“可能性”时，意思是“可能”，“也许”。might不表示过去时态，语气更委婉，可能性更小。may,might表推测时，可用于否定句，但不用于疑问句。
e.g.Hemay/mightnotbeathome,butImnotsure.他可能不在家，不过我也不确定。
四、推测时态
1.must:推测现在/正在/过去发生的动作。
e.g.Hemusthaveacarnow.
(现在)他一定有一辆小汽车。
Hemustbefinishinghishomeworkathome.
(正在进行)他一定在家做作业。
Hemusthavefinishedthework.
(过去)他一定已完成了工作。
2.can
can/can’t后可接进行时/完成时，表示对现在发生的动作或过去发生的动作进行推测。
e.g.Theycan’tbereadinginthelibrary.他们一定不在图书馆读书。
Hecan’thavegonetoShanghaibecauseIsawhimjustnow.
他不可能去了上海，我刚看见他了。
3.may/might
may，might可以推测现在正在发生的动作或过去发生的动作，还可以推测将来的情况。
e.g.Hemay/mightbesleepingnow.
(现在)他可能正在睡觉。
Thesepeoplemay/mighthaveseenthefilmbefore.
(过去)这些人以前可能看过这部电影。
Itmayrain.Therearesomeclouds.
(将来)可能会下雨。因为有一些乌云。
Ⅳ.Exercises
Choosethecorrectanswer.
1.—Excuseme.IsthistherightwaytotheSummerPalace?
—Sorry,Iamnotsure.It________be.
A.mightB.willC.mustD.can
2.—Isn’tthatAnn’shusbandoverthere?
—No,it____behim—I’msurehedoesn’twearglasses.
A.can’tB.mustnotC.won’tD.maynot
3.You______betired—you’veonlybeenworkingforanhour.
A.mustnotB.won’tC.can’tD.maynot
4.—IsJohncomingbytrain?
—Heshould,buthe________not.Helikesdrivinghiscar.
A.mustB.canC.needD.may
Ⅴ.Practice
Workon4a.Choosethebestwaytocompleteeachsentenceusingthewordsinbrackets.
