九年级英语UNIT 5 It must belong to Carla教案。

作为老师的任务写教案课件是少不了的，大家正在计划自己的教案课件了。各行各业都在开始准备新的教案课件工作计划了，才能更好的在接下来的工作轻装上阵！你们清楚教案课件的范文有哪些呢？以下是小编为大家收集的“九年级英语UNIT 5 It must belong to Carla教案”仅供参考，希望能为您提供参考！

UNIT5ItmustbelongtoCarla.一、学习目标·学会使用might，could，must等情态动词进行合理的推测。·学会根据一定的背景或前提对某事进行判断和预测。二、知识概览图jAb88.CoM

类别

课程标准要求掌握的内容

必备单词名词：author，picnic，symphony，appointment，owner，helicopter，creature，neighbor，footstep,garbage，mystery,director,monkey,smell,finger,stone,ant,ocean动词：drop,chase,catch,interview,escape,bark,pretend形容词：crucial,anxious,worried,unhappy,dishonest副词：possibly,extremely常考短语belongto,airband，makeup．useup，turnoff，becauseof，trytodosth．，toomuch／muchtoo经典句型1．ItmustbelongtoCarla．2．It’scrucialthatIstudyforitbecauseitmakesup30%ofthefinalexam．3．Hemightberunningtocatchabus．4．Theremustbesomethingvisitingthehomesinourneighborhood,butwhatisit?重点语法如何用must，may，might，can，could来表达推测 三、新课导引

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SELFCHECK四、教材精华1．Becarefulofthedogthatdoesnotbark．当心不叫的狗。(1)becarefulof意为“注意……，当心……，小心……”。Youshouldbecarefulofyourhealth．你应当注意身体。(2)thatdoesnotbark是定语从句，修饰先行词dog。that在该句中既是关系代词，又在从句中作主语，且不可省略。2．Itislessofaproblemtobepoorthantobedishonest．贫穷比起不诚实来是一个较小的问题。(1)“Itis+形容词或名词+动词不定式”是固定句式，其中it是形式主语，真正的主语是不定式短语tobepoorthantobedishonest。Itsimpossibleforhimtodoit．要他做这件事是不可能的。(2)less是little的比较级，意为“较小的”“更少的”。ItseemedlessofathreatthanIdexpected．威胁好像比我预料的要小。

中考链接40.—Manypeopleeat_____meatthantheydidbefore.—Yes,that’swhythey’regettingfatterandfatter.A.moreB.lessC.fewerD.much答案：A考查点：考察比较级。解题思路：根据句中than可知此处应该用比较级。根据答句：是的。那就是他们变的越来越胖的原因。可知前一句：很多人比以前吃的肉多了。Fewer修饰可数名词故选A。(2010·湖北黄冈)一Whatsthelow-carbonlifestylelike?——Saveenergy，producecarbon．A．more；moreB．less；moreC．less；lessD．more；less解析：本题考查形容词的比较级。此处题意指“低碳的生活方式是节约更多的能量，产生更少的二氧化碳”。more为much的比较级，less为little的比较级，选D。答案：D(3)poor作形容词，意为“贫穷的，可怜的”。Hisfamilyisverypoor．他家里很穷。注意thepoor指“穷人”，poor的反义词为rich(富有的)。(4)dishonest是由形容词honest加前缀dis-构成的意义相反的形容词，意为“不诚实的”。Idontbelieveinthosedishonestpeople．我不信任那些不诚实的人。3．Youcan’twakeapersonwhoispretendingtobeasleep．你不可能唤醒假装睡着的人。(1)wake为动词，意为“醒，唤醒”。Motherwillgetangryifyouwakethebaby．你要是把孩子吵醒了，母亲会生气的。(2)pretend动词，意为“假装，伪装”，后面常接名词、代词、动词不定式或从句作宾语。pretend之后不跟v．—ing形式作宾语，但可跟tobedoing表达“假装正在做某事”。Shepretended(that)shedidntknowme．她假装不认识我。HepretendedtobestudyingwhenMothercamein．当妈妈进来时，他假装正在学习。(3)beasleep意为“入睡，睡着(表示状态)”。表示“入睡”的短语有：fallintosleepgotosleepfallasleep4．Don’tletyesterdayuseuptoomuchoftoday．不要让昨日（之事）占用今天太多（的时间）。useup意为“用完，用尽”，是由“动词+副词”构成的短语，相当于runoutof。若名词作宾语，可放在use和up之间，也可放在useup之后；但代词作宾语，只能放在二者之间。Whenyouuseitup，pleaseletmeknow．用完时请告诉我。Allthepaperhasbeenusedup．所有的纸都用完了。5．Hewhowoulddogreatthingsshouldnotattemptthemallalone．想要做大事的人不应试图独自去做它们。(1)本句中whowoulddogreatthings是定语从句，修饰先行词he。who在定语从句中作主语，不能省略。HewhodoesnotreachtheGreatWallisnotatrueman．不到长城非好汉。(2)attempt动词，意为“试图，企图”，后接名词、代词或不定式作宾语。DongisattemptingtoswimfromEnglandtoFrance．董正试图从英国游到法国。五、课堂检测1．属于2．drop3．catch4．追逐，追赶5．面试6．逃跑7．吠声8．lift9．假装10．试图11．作者12．picnic13．symphony14．约会，约定15．owner16．天空17．helicopter18．生物，动物19．噪音20．wind21．邻居22．footstep23．垃圾24．谜，神秘的东西25．主管，主任26．猴子27．smell28．手指29．stone30．海洋31．可能地32．final33．忧虑的34．烦恼的35．极其，非常36．不诚实的37．unhappy38．关键的1．belong属于2．hair发带3．up形成，组成4．up用完，耗尽5．noise制造噪音6．escapeaplace从一个地方逃走7．to过去常常8．beworried非常担心9．happendosth．碰巧做某事10．todosth．试图做某事11．letter大写字母12．intheof．．．在……附近13．betosb．对某人来说至关重要14．be／feelabout对……忧虑15．pretendsth．假装正在做某事16．ofsth．／doingsth．因为(做)某事17．thewindow从窗子进来18．beofaproblemtodosth．做某事不成问题

谈论如何进行

合理的推测

1．一Whosevolleyballisthis?这是谁的排球?一IttoCarla．Shelovesit．它一定是卡拉的。她喜欢排球。2．It’sthatIstudyforitbecauseit30％ofthefinalexam．我的备考学习至关重要，因为它占期末成绩的30％。3．Heberunningabus．他也许是跑着去赶公共汽车。4．Theresomethingthehomesourneighborhood，butwhatisit?一定有某种东西闯入了我们的小区，但那是什么呢?答案速递基础词汇1．belong2．落下，掉下3．赶上；抓捕4．chase5．interview6．escape7．bark8．举起，提升9．pretend10．attempt11．author12．野餐13．交响乐；交响曲14．appointment15．所有者，物主16．sky17．直升机18．creature19．noise20．风21．neighbor22．脚步声，足迹23．garbage24．mystery25．director26．monkey27．气味28．finger29．石头30．ocean31．possibly32．最后的；最终的33．anxious34．worried35．extremely36．dishonest37．不快乐的，不愉快的38．crucial重点短语1．to2．band3．make4．use5．make6．from7．used8．extremely9．to10．attempt11．capital12．neighborhood13．crucial14．anxious15．tobedoing16，because17．getin18．less经典句式1．mustbelong2．crucial，makesup3．might，tocatch4．mustbe，visiting，in

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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。

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.