1、1Unit 5 It must belong to Carla.1. Language FunctionMake inferences. 2 Target LanguageWhose volleyball is this?It must be Carlas. She loves volleyball.It could be Teds.3. Structuremust, might, could and cant4. Vocabularypicnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried,
2、 wake, neighbor, garbage5Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious6. Learning Strategies1. Sequencing2. Deducing7. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vo
3、cabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Marys. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students listening skill.(2) Train students communicative competence using the target language.3. Moral ObjectsWhen you are on
4、a picnic, remember to bring litter back to keep our environment clean and tidy.Teaching Key Points(教学重点)1. Key vocabulary2. Target language. Teaching Difficult Point( 教学难点)1. Listen for the target language2. Oral practice using the target language. Teaching Methods(教学方法)1. Scene teaching method2. Li
5、stening method3. Pairwork2. Teaching Aid(教学工具)1. Blackboard drawings2. A tape recorderVI. Teaching Procedures(教学过程)Step I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 1214 of the workbook.Step 1aThis activity introduces the key vocabulary.Write the k
6、ey vocabulary words on the blackboard.belong v. belong to plate n. author n. toy n. picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, auth
7、or and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its na
8、me. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample
9、 answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagaz
10、inebookStep lbThis activity gives students practice in understanding the target langugage in spoken conversation.Call students attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines t
11、o connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because th
12、ats the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.3Students only listen. Play the recording again. This time students listen and match each person with a thing and a
13、 reason.Check the answers.Step 1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.SA: Whose volleyball is this?SB: It must be Carlas. She loves volleyball.Point out the conversati
14、on in the box. Invite another pair of students to say it to the class.SA : Whose book is this?SB: It must be Marys. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the
15、 picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language an
16、d pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step SummarySay, In this class, weve learned the key vocabulary words belong to, plate, author, toy and pic
17、nic and done much listening and oral practice using the target language.Step Homework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language. Teaching Methods(教学后记)The Second PeriodI. Teaching Aims and De
18、mands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think “anxious“ means?Well, it cant mean “happy“.It might mean “worried“.4Oh, yes, she is wor
19、ried because of her test.Here are some earrings. The owner cant be a boy.Well, it could be a boy. The earrings might be a present for his mother.2. Ability Objects(1) Train students reading skill.(2) Train students communicative competence using the target language.Moral ObjectWhen you are in troubl
20、e, send an e-mail message to your friends to ask for help. Teaching Key Points（教学重点）1.Reading practice2.Oral practice using the target language. Teaching Difficult Points（教学难点）1. Key vocabulary2. Target language. Teaching Methods（教学方法）1. Practice method2. Pairwork. Teaching Aid（教学手段）The blackboard.
21、Teaching Procedures（教学过程）Step I RevisionRevise the usage of the words must, might, could and cant by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Th
22、en invite different students to say their sentences to the class.Step 3aThis activity provides reading practice using the target language.Call students attention to the picture.Ask students to tell whats happening in the picture.T: Whats the girl doing?Ss: She is using the computer to write e-mail.P
23、oint to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are do
24、ing this, you will meet with some words you dont know.Dont worry too much about them. Just circle them. Well talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is Im really anxious, because I cant
25、find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,15circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep 3bThis activity provides oral practice using the target language.Read the instructions to the
26、class. Point to the sample conversation. Invite a pair of students to say it to the class.SA: What do you think “anxious“ mean?SB: Well, it cant mean “happy“.SA: It might mean “worried“.SB: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk abou
27、t the circled words in Activity 3a. Use the words cant, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask d
28、ifferent students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v. symphony n. opotometrist n. appointment n. algebra n.crucial adj. count v. because ofPractice the pronunciation of these words and explain the meaning of each
29、word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the w
30、ord in the second space. For example:xosainu anxious worriedcuilarc crucialStep Part 4This activity provides oral practice using the target language.Call students attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the
31、 blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.SA: Here are some earrings. The owner cant be a boy.SB: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sent
32、ence.Focus attention on the chart with the headlines Cant, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence f
33、ormation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Summary6Say, In this class, weve learned some vocabulary words, such as drop, symphony.And weve done much oral practice using the target language.Step Hom
34、ework1. Read the letter in Activity 3a again for further understanding of the vocabularywords.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 1516 of the workbook.VII. Teaching Methods(教学后记)The Third PeriodI
35、. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularychase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, hes wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students listening skill.(2)Train stu
36、dents writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future. Teaching Key Points（教学重点）1. Listening practice2. Writing practice. Teaching Difficult Points(教学难点)1. Write a sentence about each picture.2. Write two or three s
37、entences to finish the story.3. Listen and complete the sentences. Teaching Methods(教学方法)1. Listening method2. Writing method3. Pairwork. Teaching Aids（教学手段）1. A tape recorder2. A projector. Teaching Procedures（教学过程）Step Revision1. Invite a student to read the thank you message Linda wrote to Anna t
38、o the class.72. Get different pairs of students to read the conversations in Activities 3band 4.3. Check answers to the exercises on pages 1516 of the workbook.Step Part lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box a
39、nd have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask
40、 a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Answersa. The UFO is landing.b. The alien is chasing the man.c. The man is running
41、.Step 2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the le
42、ft corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.Che
43、ck the answers.Step 2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see The man says and The woman saysSay, You are to listen to the same recording again. And complete each sentence.Point out the sample answers. Say,
44、They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so that studen
45、ts can check the spelling and other details of their answers.The man says1. He could be running for exercise.2. It could be a helicopter.3. It must be an Alien.4. She could be from the TV news.The woman says8He might be late for work.It must be a UFO.I must be dreaming.They must be making a movieSte
46、p 2cThis activity provides oral practice using the target language.Point out the sample conversation in the box. Invite a pair of students to read it to the class.SA: Why do you think the man is running?SB: He could be running for exercise.SA: No, hes wearing a suit. He might be running to catch a b
47、us.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs
48、 and offering help needed. Ask several pairs to say their conversations to the class.Step SummarySay, In this class, weve mainly done much listening and writing practice using the target language.Step HomeworkAsk students to collect pictures of different kinds and then talk about them using must, co
49、uld, might and cant.VII. Teaching Methods(教学后记)The Fourth PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means youre afraid of too much homework!2. Ability Objects(1) Train students reading skill.(2) Train students writing skill.(3) Train students integrating skills.3. Moral O
