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1、25 / 24 . Teaching Aims and Demands1. Knowledge Objects1 Key VocabularyUnit 5 It must belong to Carla The Third Period 1a-1cbelong, belong to, plate, author, toy, picnic 2Target LanguageWhose book is this.It must be Mary s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students li
2、stening skill.(2) Train students communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. . Teaching Key Points1. Key vocabulary2. Target language .Teaching Difficult Points1. Listen for the tar
3、get language2. Oral practice using the target language .Teaching Methods “三化五步”教案法 .Teaching Aids1. Blackboard drawings2. A tape recorder .Teaching Procedures Step I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12 14 of the workbook.Step Presentation
4、This activity introduces the key vocabulary.Write the key 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.1. Askdifferentstudentstoexplainintheir
5、ownwordsthemeaningsofthewords belong to, author 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.2. Then invite some students to make sentences .3. Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsand kit
6、chenthingsat the top.Invitedifferent studentstoexplainthemeaningsof the column heads.Step DrillThis activity gives students practice in understanding the target langugage in spoken conversation.1.Call students attentiontothechart.Setatimelimitoftwominutes.Studentsread the persons, the things and the
7、 reasons. 2.Play the recording the first time.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatch each person with a thing and a reason.3. Check the answers.AnswersJane s little brother toy car He was the only little kid at the picnic.Mary book Wanda Wilbur is her favourite autho
8、r. Carla volleyball She loves volleyball.Deng Wen magazine He loves cats.Grace CD She always listens to classical music. TapescriptGirl 1:Whose volleyball is this.Boy 1:It must be Carla s. She loves volleyball. Girl 1: How about this toy car.Girl2:Oh,thattoycarmustbelongtoJaneslittlebrother.He wasth
9、eonly little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah This book must be Mary s. Wanda Wilbur is her favourite author. Girl 1: OK and how about this CD.Girl 2: Hmmmmm The CD must belong to Grace. She always li
10、stens to classical music. Step PracticeThis 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 Carla s. She loves volleyball.Point out the con
11、versation in the box. Invite another pair of students to say it to the class.SA : Whose book is this.SB: It must be Mary s. 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 conversatio
12、ns in the picture and in thebox: 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 inpairs.Astheywork,move aroundtheclassroomlisteninginonvariouspairsand offering help with language and pro
13、nunciation 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 ConsolidationAsk some students to make conversation with theirs partner. Step SummarySay, In this class, we
14、 ve learned the key vocabulary words belong to, plate, author,toy and picnic 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 targe
15、t language.Step Blackboard Design课后小记: . Teaching Aims and Demands1. Knowledge Objects1 Key Vocabulary band, hair band 2Target Language Whose notebook is this.Unit 5 It must belong to Carla The Second Period2a-2cIt must be Ning s. It has her name on it.Whose French book is this.It could be Ali s. Sh
16、e studies French. Whose guitar is this.It might belong to Alice. She plays the guitar. Whose T-shirt is this.It can t be John s. It s much too small for him.2. Ability Objects(1) Train students listening skill.(2) Train students writing skill.(3) Train students ability to deduce.3. Moral ObjectUse y
17、our mind, then make inferences correctly. . Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language. . Teaching Difficult PointMake inferences using the target language. . Teaching Methods “三化五步”教案模式 . Teaching AidsA tape recorder .
18、 Teaching Procedures Step I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step PresentationThis activity provides listening practice using the target language. Using a hair band, teach students to practice the w
19、ords hair band, Point to the numbered list with blank lines after each number.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time.Studentsonlylisten.Playtherecordingasecondtime.St
20、udentswritethecorrect words in each blank.Check the answers.Answers1. T-shirt2. hair band3. tennis balls TapescriptBob: Oh, look. Whose backpack do you think this is.Anna: I dont know. Look, here s a school T-shirt.Bob:Wellthen, thepersonmustgotoourschool. Oh.Hereisahairband,so the person can t be a
21、 boy.Anna: It could be Kumi s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the picnic, wasn t she.Anna:Yes,shewas.ButthenthebackpackcouldbelongtoRita.Shesalways forgetting things.Bob: Oh, look. Tennis balls.Anna: Then it must be Linda s backpack.She has long h
22、air and she s on the tennis team. Bob: You re right.Step DrillThis activity provides listening and writing practice using the target language.Call students attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming
23、to a write- on line.Say, You are to hear the same recording again. This time please fill in the blanks inthesesentencesusingthewordsmust,might,couldorcan t.Pointoutthesample answer.Play the recording. Students listen and fill in the blanks. Check the answers.Answers1. The person must go to our schoo
24、l.2. The person can t be a boy.3. It could be Mei s hair band.4. The hair band might belong to Linda.5. It must be Linda s backpack.Point to the box that contains the explanations of how to use the words must, might, could and cant. Read the explanations to the class.Use must to show that you think
25、something is probably true.Use might or could to show that you think something is possibly true.Use can t to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using t
26、hese words. For example, for the word must,a student might say, The English magazine must be Li Lei s. He likes reading English magazines very much.Step PracticeThis activity provides writing practice using vocabulary introduced in the unit.Read theinstructionstotheclass.Pointtothelistofsentencestha
27、tcontaina blank. Say, Please fill in the blanks with the words from this unit. Some answers willvary. Elicit the first answer from the class The notebook must/might be Ming s. Itwas on her desk.Getstudentstocompletethetaskontheirown.Asstudentswork,move aroundthe classroom answering any questions the
28、y may have and offering help as needed.Check the answers.AnswersThe notebook must/might be Ming s. It was on her desk.The homework can t be Carla s. She wasn t at school today. The soccer ball might be John s or Tony s.They both play soccer, dont they.The French book must be Li Ying s. She s the onl
29、y one who s studying French.I can t find my backpack. It might/must be still at school.The photo must be Lu s. Those are his parents.The red bicycle cant be Hu s. She has a blue bicycle. The ticket might be my aunt s or uncle s.They are both going to the concert. Step ConsolidationAsk students to sa
30、y the questions and answers in pairs. At the same time, write themon the blackboard.SA: Whose notebook is this.SB: It must be Ning s. It has her name on it. SA: Whose French book is this.SB: It could be Ali s. She studies French. SA: Whose guitar is this.SB: It might belong to Alice. She plays the g
31、uitar. SA: Whose T-shirt is this.SB: It can t be Johns. It s much too small for him.Invite a student to underline the words must, could, might and can t and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true. How sure are you that it is tr
32、ue. 100 percent. 50 percent. 10 percent.When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can t. Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each f
33、rom the four students.Play the game like this:T: Holding up a pen Whose pen is this. S1:It could be Li Leis.T: Li Lei, is this your pen.L: No, it isn t.T: It can t be Li Lei s. He says it s not his.S2:It might be Wu Juns. T: Wu Jun, is this your pen.W: Yes, it is.T: He says it s his. The pen must be
34、 Wu Jun s. Holding up a notebookWhose notebook is this.S3: It must be Li Na s. I gave it to her as a birthday present. Repeat the process with the other items.Step SummarySay,Inthisclass,we veclonesome listeningandwritingpracticeusing the target language. And we ve learned how to make inferences usi
35、ng the words must, might,could and can t.Step HomeworkMake two sentences each using the words must, could, might and cant. Step Blackboard DesignUnit 5 It must belong to Carla.Section AThe Second PeriodTarget language:A: Whose notebook is this. B: It must be Ning s. It has her name on it.A: Whose Fr
36、ench book is this.B:ItcouldbeAli sShestudies French.must 100%could 20% 80%might 20% 80%can t 0%课后小记:A: Whose guitar is this. B: It might belong to Alice. She plays the guitar.A: Whose T-shirt is this.B: It can t be Johns.It smuchtoosmallfor him.I. Teaching Aims and Demands1. Knowledge Objects(1) Key
37、 VocabularyUnit 5 It must belong to Carla The Third Period3a-4drop,symphony,optometrist,appointment,algebra,crucial,count,becauseof,Chinese-English dictionary, OxfordUniversity(2) Target LanguageWhat do you think anxious means. Well, it can t mean happy.It might mean worried.Oh, yes, she is worried
38、because of her test.Here are some earrings. The owner can t 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 trouble,
39、send an e-mail message to your friends to ask for help. . Teaching Key Points 1.Reading practice2.Oral practice using the target language . Teaching Difficult Points1. Key vocabulary2. Target language . Teaching Methods “三化五步”教案法 . Teaching AidThe blackboard . Teaching Procedures Step I RevisionRevi
40、se the usage of the words must, might, could and can t 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. Then invite different students to say their s
41、entences to the class.Step PresentationThis activity provides reading practice using the target language. Call students attention to the picture.Ask students to tell what s happening in the picture.T: What s the girl doing.Ss: She is using the computer to write e-mail. Point to the parts of the e-ma
42、il 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 aclear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with s
43、ome words you don t know.Don t worry too much about them. Just circle them. We ll talk about what they meanlater.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 can t find my backpack.Check the
44、answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep DrillThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sampl
45、e conversation. Invite a pair of students to say it to the class.SA: What do you think anxious mean. SB: Well, it can t 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 aretotalkaboutthecircledwordsinActivity3a.Use thewordscan t,must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroomhelpingstudentswithpronunciationandansweringanyquestionstheymay have.Some timelater,stoptheactivity.Askdifferentstudentstosharetheirco
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