每个老师需要在上课前弄好自己的教案课件，大家在细心筹备教案课件中。我们制定教案课件工作计划，才能在以后有序的工作！哪些范文是适合教案课件？下面是小编为大家整理的“It must belong to Carla课堂教案二”，大家不妨来参考。希望您能喜欢！<jaB88.Com/p>[重点词组](Ke yPhrases) 1.belongto 属于 2.hairband 发带 3.becauseof 因为 4.Chinese-EnglishDictionary 汉英词典 5.OxfordUniversity 牛津大学 6.useup 用光、用完 7.theonlykid 独生子,唯一的孩子 8.classicalmusic 古典音乐 9.makeguesses 做出猜测 10.outsideourwindow 在窗子外面 11.nomore 不再 12.escapefrom 逃离 13.becarefulof 留神、当心 [交际用语] 1.Whosevolleyballisthis? ItmustbeCarla's.Shelovesvolleyball. 2.WhoseFrenchbookisthis? ItcouldbeAli's.ShestudiesFrench. 3.Whoseguitaristhis? ItmightbelongtoAlice.Shepla ystheguitar. 4.WhoseT-shirtisthis? Itcan'tbeJohn's.It'smuchtoosmallforhim. [重点难点释义](LanguagePoints) SectionA: 1.Ifyouhaveanyideawhereitmightbe,pleasecallme. any用于if引导的条件从句中,有"若干的,有多少"的意思。 例如: 2.n omore与not…anymore的区别 二者都表示"不再","再没有"的含义但nomore 要用在谈数量或程度时,nomore用在说时间时。 例如: Thereisnomorebread. 没有面包了。(指数量) He'snomoregeniusthanIam. 他和我都不是天才。(指程度) Hedoesn'tlivehereanymore. 他不住在这里了。(指时间) 3.IthinkIdropped itduringtheconcertsoitmightstillbeinthesymphonyhall. during是介词,意为"在……期间",其后跟时间段。在引导时间状语时注意区分和for的用法。 介词for引导时间状语时,很易和during混淆不清。它们的区别如下: (1)during用在已知的时期、节日或表示时间观念的名词之前。 其后通常接the,this,that,these,those,my,your,his……等词。 例如: during the last four days during the winter during that time during my holidays during our stay in Japan 而for则用以表示"有限的"或"无限的"时间概念,通常其后接冠词、数词,复数名词或副词ever。 例如: for the first time for two months for many years[来源:学科网] for years for ever (2)during的涵义是"当……之际"。 它既可指某个动作在某个时期里连续不断地进行,也可以指某个动作在这段时期里的某个时间发生。 例如: It snowed all day but stopped snowing during that night. 下了一整天雪,到晚上才停了。 而for的涵义是指某个动作在某个时期里处于连续不断的状态。 例如: They worked for the whole day. 他们干了一整天。 在某些场合下,for含有"预先安排"或"为了某一目的"之涵义。 表示此意味时,大都和come、go、stay、lend、rent、hire等词连用。 例如: They will stay with us for the New Year. 他们将和我们在一起,共度新年。 SectionB: (一)However,thesedays,strangethingsarehappeninginourneighbourhoodand everyoneisunhappy. 然而,最近在我们附近却在发生一些奇怪的事情,并且每个人都不高兴。 1.however是一个转折连词,表示"然而,可是"的意思,与but的意义相同,但however是较正式的说法。 例如: IknowhowtopronouncethisEnglishword,howeverIcan'twriteit. 我知道怎么读这个英语单词,但是我不知道怎么写。 2.thesedays意为"最近,近来,近几天。" 3.unhappy是happy的反义词。unhappy是一个合成词,由un+happy组合而成。 我们常用的在词前加前缀变为其反义词的有: 前 缀例 词派生词 un-"不"happyunhappy likeunlike gratefulungrateful friendlyunfrie ndly luckyunlucky (二)Myparentscalledthepolice,buttheycan'tfindanythingstrange. 我的父母亲报了警,但他们也没能发现奇怪的东西。 (1)thepolice可以看作为复数名词,意思是"警察、警方"。 但如果指一个警员,就要用apoli ceman或apolicewoman。 (2)can't在本句中,不表示"推断",而表示"能力"。 (三)Inmydream,Iwasswimminginanoceanofpaper.

相关知识

It must belong to Carla教案

每个老师不可缺少的课件是教案课件，规划教案课件的时刻悄悄来临了。需要我们认真规划教案课件工作计划，这样我们接下来的工作才会更加好！你们会写适合教案课件的范文吗？请您阅读小编辑为您编辑整理的《It must belong to Carla教案》，欢迎大家阅读，希望对大家有所帮助。

ItmustbelongtoCarla教案

教学目标

学会（对当前发生的事）做出推测和判断

（learnhowtomakeinferences）

联系使用本单元的目标英语

（Practiseusingthetargetlanguage.）

Inthisunitwewilllearntousecould，may，might，mustandcouldn’t/can’ttoshowhowcertainyouareaboutapresentsituation.Andtellthedifferencebetweenthem.Wewillalsolearntopractice“whosequestions”.

一、目标语言（Targetlanguage）

1.Whosevolleyballisthis？

ItmustbeCarla’s.Shelovesvolleyball.

2.WhoseFrenchbookisthis？

ItcouldbeAli’s.ShestudiesFrench.

3.Whoseguitaristhis？

ItmightbelongtoAlice.Sheplaystheguitar.

4.WhoseT-shirtisthis？

Itcan’tbeJohn’s.It’smuchtoosmallforhim.

二、重点词组（Keyphrases）

1.belongto属于

2.callthepolice报警

3.becauseof因为

4.escapefrom逃避

5.useup用光、用完

6.makeguesses做出猜测

7.nomore不再

8.becarefulof留神、当心

9.hairband发带

10.Chinese-EnglishDictionary汉英词典

11.OxfordUniversity牛津大学

12.classicalmusic古典音乐

13.theonlykid独生子，唯一的孩子

重、难点知识讲解

一、重点词汇

1.belongto属于

eg.Thesebooksbelongtome.

这些书是我的。

Who(m)doesthisbelongto？

这是谁的？

Hebelongstotheswimmingclub.

他是这个游泳俱乐部的成员。

注意：belongto是一个不及物动词短语，不能用被动语态.

Thispenisbelongedtome.（X）

Thispenbelongstome.（√）

2.because与becauseof因为，由于

because通常是说话人用来陈述理由或原因，后面接从句，作为原因状语从句。

eg.Hedidn’tattendthemeetingbecausehehadtoomuchworktodo.

他因为要干的活儿太多，没来参加会议。

becauseof是一个介词短语，后面接名词、代词及名词性短语。可置于句首和句末，常用来表示引起时间发生的直接原因。

eg.Becauseofillness，theboydidnotgotoschool.

因为生病，这个男孩没有去上学。

Theyhadtostayathomebacauseofaheavyrain.

因为一场大雨，他们只好呆在家里。

Hewalkedslowlybecauseofhisbadleg.

他走的很慢是因为腿有毛病。

Bacauseofhiswife(‘s)beingthere，Isaidnothingaboutit.

因为他妻子在场，我对此事一字未提。

3.useup用光，耗尽

eg.I’veusedupallthemoney.

我把钱全部用光了。

Sheusedupthechickenbonestomakesoup.

她把鸡骨头全用来熬汤了。

I’veusedupallmystength.

我耗尽了体力。

4.toomuch与muchtoo

toomuch通常位于动词之后，修辞动词；toomuch后面也可接名词。

eg.Don’teattoomuch.

别吃得太多了。

Heworkstoomuch.

他工作太辛苦了。

Hehastoomuchworktodo.

他有很多工作要去做。

muchtoo则常用在形容词或副词之前，修饰形容词或副词。

eg.Thedressismuchtoolongforme.

这衣服我穿太长了。

Igotintothetaxianddrovemuchtoofast.

我上了出租车，并开得飞快。

5.dropv.落下，掉落；扔下；（使）变弱，降低

eg.Shedroppedthevaseonthefloor.

她失手把花瓶掉在了地板上。

Themonkeysdroppedthebasketandranawayassoonastheysawthechildren.

猴子们一看见孩子们就扔下篮子逃跑了。

Hervoicedroppedtoawhisper.

她的声音已降低成轻言细语了。

二、重点句型

1.Youngpeopleneedtosleep.年轻人需要睡（足够的）觉。

need既可用作情态动词，也可以用作实义动词。用作情态动词时，它就像can，may，must一样，没有人称和数的变化，后面跟不带to的动词不定式，即动词原形，构成否定句和疑问句时，不借助于助动词do，而采用neednot(needn’t)的形式。注意：need做情态动词时，多用于否定句和疑问句中。

例如：

NeedIdoitagain？

我是不是需要把它再做一遍？

Abusiscoming，soIneedn’ttakeataxi.

公共汽车来了，因此我不必乘出租车了。

Wehaveplentyoftime.SoIneedn’tdrivequickly.

我们有足够的时间，所以我不必开车开得太快。

need用作实义动词时，有人称和数的变化。后面要跟带to的动词不定式，构成否定句和疑问句时，要借助于助动词do。这种用法可以用于肯定句也可以用于否定句和疑问句。

eg.Youneedtotidyyourroomtoday.

今天你需要整理房间。

Heneedstogotothestation.

他需要去车站。

Doesheneedtolookafterhislittlebrotherathome？

他需要在家里照看他的小弟弟吗？

Peopledon’talwaysneedwhattheyhave.

人们并不总是需要他们所需要的东西。

2.—Wehavealotofrulesatmyhouse.

我们家有许多规矩。

—Sodowe.

我们也是。

sodowe的句型结构为so+助动词do+主语，是倒装句，重音在主语上，意为“我们也是”。so后也可以情态动词或连系动词，主要根据前一句的情况来决定。例如：

Youfinishedyourhomework，andsodidI.

你做完了家庭作业，我也是。

Iamastudent.soismybrother.

我是一个学生，我哥哥也是。

Johncandriveacar，andsocanMary

约翰会开车，玛丽也会。

如果前后两个句子说明同一个人或事物，表示强调前一句的情况，则so后的句子不用倒装，表明情况就是如此。例如：

Youaskedmetoleave，andsoIdid.

你要求我离开，我这样做了。

Yourpenmaybeinyourbag.Oh，soitis.

你的钢笔可能在你包里。噢，是这样。

Hisbrotherstudiesveryhard，sohedoes.

他弟弟学习很努力，他就是这样。

“so+助动词/情态动词/连系动词+主语”这一结构是说明肯定的情况，如果表示否定，则so应改为neither或nor。例如：

I’mnotwatchingTV.Neither(Nor)ismycousin.

我没有看电视，我表哥也没看。

Hedidn’tfinishreadingthatbook.Neither(Nor)didI.

他没读完那本书，我也没读完。

“Idon’tlikeBeijingOpera.”“Neither(Nor)doI.”

“我不喜欢京剧。”“我也不喜欢。”

3.Ifyouhaveanyideawhereitmightbe，pleasecallme.

（1）Ifyouhaveanyidea…=Ifyouknow…意为“如果你知道……”

（2）whereitmightbe作“haveanyidea”的宾语从句。

（3）idean.主意、想法

eg.amanfullofideas主意很多的人

另外，idea还指“想象，（模糊的）想法”。

Youcanhavenoideaofwhathesaid.

你根本想象不到他说了些什么。

（4）any除了用于否定句、疑问句中，还用于if引导的条件从句中，意为“若干的，有多少”。

eg.Ifyouhaveanytime，I’dliketotalk.

如果你有（些许）时间，我希望与你谈谈。

Ifyouhaveanyinterstingbooks，pleaselendmesome.

你如果有什么有趣的书，请借我几本。

4.Myparentscalledthepolice，buttheycan’tfindanythingstrange.

我的父母亲报了警，但他们也没能发现奇怪的东西。

（1）police是名词，通常用thepolice指“警察、警方”，thepolice被视为集体名词，其谓语通常要用复数形式。如果指一个警员，要用apoliceman或apolicewoman。

eg.Youshouldcallthepoliceifyoumeetathief.

你遇到贼的话，应该报警。

Thepolicearechasing(after)thethieves.

警方正在追赶窃贼。

（2）something，anything等复合不定代词的修饰词要放在其后面。

eg.Thereisn’tanythingwrongwiththiscomputer.

这台电脑没毛病。

Isthereanythingnewintoday’snewspaper？

今天的报纸上有新东西吗？

5.Inmydream，Iwasswimminginanoceanofpaper.

在我的梦里，我浸泡在数不尽的试卷中。

anoceanof，或oceansof意为“极多的，用不尽的”，广泛用于口语中。介词of后常接不可数名词或可数名词复数形式。

例如：Don’tworry—we’vegotoceansoftime.

别担心—我们有的是时间。

Thereareoceansoffoodanddrinksthere.

那里有大量的食物和饮料。

三、语法（GrammarFocus）表示推测的情态动词（ModalsofProbabilityandPossibility）

1.在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词，must，can/could，may/might

2.根据确信程度的不同，你可以选择用不同的词。

（1）20%—70

新目标It must belong to Carla 教学设计

Unit5ItmustbelongtoCarla教案一.本周教学内容：[话题](Topic):Apicnic[重点词组](KeyPhrases)1.belongto属于2.hairband发带3.becauseof因为4.Chinese-EnglishDictionary汉英词典5.OxfordUniversity牛津大学6.useup用光、用完7.theonlykid独生子，唯一的孩子8.classicalmusic古典音乐9.makeguesses做出猜测10.outsideourwindow在窗子外面11.nomore不再12.escapefrom逃离13.becarefulof留神、当心[交际用语]1.Whosevolleyballisthis?ItmustbeCarla’s.Shelovesvolleyball.2.WhoseFrenchbookisthis?ItcouldbeAli’s.ShestudiesFrench.3.Whoseguitaristhis?Itmightbelongto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Alice.Sheplaystheguitar.4.WhoseT-shirtisthis?Itcan’tbeJohn’s.It’smuchtoosmallforhim.[重点难点释义](LanguagePoints)SectionA：1.Ifyouhaveanyideawhereitmightbe,pleasecallme.Ifyouhaveanyidea...=Ifyouknow...意为“如果你知道……”。any用于if引导的条件从句中，有“若干的，有多少”的意思。例如：IfyouhaveanytimeI’dliketotalkwithyou.如果你有（些许）时间，我希望与你谈谈。2.nomore与not…anymore的区别二者都表示“不再”，“再没有”的含义但nomore要用在谈数量或程度时，nomore用在说时间时。例如：Thereisnomorebread.没有面包了。（指数量）He’snomoregeniusthanIam.他和我都不是天才。（指程度）Hedoesn’tlivehereanymore.他不住在这里了。（指时间）3.IthinkIdroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.during是介词，意为“在……期间”，其后跟时间段。在引导时间状语时注意区分和for的用法。介词for引导时间状语时，很易和during混淆不清。它们的区别如下：（1）during用在已知的时期、节日或表示时间观念的名词之前。其后通常接the、this、that、these、those、my、your、his……等词。例如：duringthelastfourdaysduringthewinterduringthattimeduringmyholidaysduringourstayinJapan而for则用以表示“有限的”或“无限的”时间概念，通常其后接冠词、数词，复数名词或副词ever。例如：forthefirsttimefortwomonthsformanyyearsforyearsforever（2）during的涵义是“当……之际”。它既可指某个动作在某个时期里连续不断地进行，也可以指某个动作在这段时期里的某个时间发生。例如：Itsnowedalldaybutstoppedsnowingduringthatnight．下了一整天雪，到晚上才停了。而for的涵义是指某个动作在某个时期里处于连续不断的状态。例如：Theyworkedforthewholeday．他们干了一整天。在某些场合下，for含有“预先安排”或“为了某一目的”之涵义。表示此意味时，大都和come、go、stay、lend、rent、hire等词连用。例如：TheywillstaywithusfortheNewYear．他们将和我们在一起，共度新年。SectionB：（一）However,thesedays,strangethingsarehappeninginourneighbourhoodandeveryoneisunhappy.然而，最近在我们附近却在发生一些奇怪的事情，并且每个人都不高兴。1.however是一个转折连词，表示“然而，可是”的意思，与but的意义相同，但however是较正式的说法。例如：IknowhowtopronouncethisEnglishword,howeverIcan’twriteit.我知道怎么读这个英语单词，但是我不知道怎么写。2.thesedays意为“最近，近来，近几天。”3.unhappy是happy的反义词。unhappy是一个合成词，由un+happy组合而成。我们常用的在词前加前缀变为其反义词的有：前缀例词派生词un-“不”happyunhappylikeunlikegratefulungratefulfriendlyunfriendlyluckyunlucky（二）Myparentscalledthepolice,buttheycan’tfindanythingstrange.我的父母亲报了警，但他们也没能发现奇怪的东西。（1）thepolice可以看作为复数名词，意思是“警察、警方”。但如果指一个警员，就要用apoliceman或apolicewoman。（2）can’t在本句中，不表示“推断”，而表示“能力”。（三）Inmydream,Iwasswimminginanoceanofpaper.在我的梦中，我浸泡在数不尽的试卷中。（in）anoceanof,或（in）oceansof是介词短语，口语中常用，意为“极多的，用不尽的”。在of后接不可数名词或可数名词复数形式均可。例如：Hethinkshehasoceansoftime.他认为他有用不尽的时间。语法知识：表示推测的情态动词。在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词，must,might,could,may,can’t,couldn’t.一.can和could的区别和用法1．can表示体力和脑力方面的能力，或根据客观条件能做某种动作的”能力”。例如：CanyouspeakEnglish？WhatcanIdoforyou？Canyoumakeacake？can用在否定句和疑问句中时有时表示说话人的“猜测”或“不肯定”。例如：Wherecanhebe？Canthenewsbetrue？（在日常会话中，can可代替may表示”允许”，may比较正式）2.could是can的过去式，表示过去有过的能力和可能性，还有怀疑和不肯定的意思（在否定和疑问句中）。例如：Thedoctorsaidhecouldhelphim．（能力）Shecouldntskatewhenshewasfiveyearsold.（能力）Atthattimewethoughtthestorycouldbetrue．（可能性）could用来提问，是有礼貌的请求Could....Please?语气较为婉转。例如：CouldIspeaktoMr.Smith,please?Couldyouhelpuscarrythisbox,please?二.跟上组词一样,might也是may的过去式,其用法如下:1.may的用法:a.表示”允许”或”请求”。例如：MayIcomein？在使用这一用法时需注意:may表示”允许”的否定形式是mustnot，意思是”不应该”“不许可”。例如：—MayItakethisbookoutofthereading-room？—No，youmustnt．不行。b.表示说话人的猜测，认为某一事情”或许”或”可能”发生。例如：Hemayknowtheanswer．TomorrowImaygoshopping．c.may用在感叹句中可表示祝愿、愿望。例如：Mayyousucceed．(祝你成功。)Mayyouhaveapleasantjourney．(一路平安。)2.might的用法:a.might可以代替may，表示现在时间的动作，但语气较为婉转客气或更加不肯定。例如：Hemightnotcometoday．MightItakeasuggestion？b.might用来表示现在时间时，还可表示”规劝”。例如：YoumightpaymoreattentiontospokenEnglish．三.must与haveto的区别haveto比较强调客观需要，must着重说明主观看法。另外haveto能用于更多时态，比较下面的句子：Wehadtobethereatten．我们得在十点钟到那里。Wellhavetoreconsiderthewholething．这一切我将不得不重新加以考虑。有时两者都可以用，意思差别不大。例如：Wemusthavetoleavenow．我们得走了。must在表示说话人对事物的推测时候要注意它比may肯定得多，相当于汉语的”一定”或”准是”。（只有在肯定句中能这样用。）Thismustbeyourroom．Theremustbeamistake．在回答由must引起的问题时，如果是否定的答复，不能用mustnt，而需要用neednt或donthaveto，因为mustnt是”一定不要”的意思。例如：—Mustwehandinourexercisestoday？—No，youneednt．mustnot的否定形式则表示”不应该”或”不许可”，语气比较强烈。例如：Youmustntplayontheroad．Youmustnteatanythinguntilyouseethedoctor．

It must belong to Carla导学案

Unit5ItmustbelongtoCarla.

Ⅰ.AnalysisoftheTeachingMaterial

StatusandFunction

Thetopicofthisunitisapicnic,Inthisunit,studentslearntomakeinferences.

Suchtopicishelpfultoactivatestudents’imaginationandimprovestudents’abilitytodeduce.Eitherlessormoreadvancedstudentswillbeactiveintheactivitiesinclass.Soit’susefultoimprovestudents’spokenEnglishandcommunicativecompetence.

(1)Thefirstperiodmainlyintroducesthekeyvocabularyandthetargetlanguagetostudents.Throughlisteningandoralpractice,studentshaveabriefunderstandingofhowtomakeinferences.

(2)Inthesecondperiod,studentslearntheexactmeaningsofthewordsmust,might,couldandcan’t.

Meanwhile,studentspracticelisteningandwritingthetargetlanguage.

(3)Whenreadinganarticle,studentscan’thelpmeetingwithsomenewwords.Inthethirdperiod,studentsareaskedtopractiseusingthetargetlanguagebytalkingaboutthenewwords,It’shelpfultoarousestudents’learninginterestandimprovestudents’listeningandspeakingskills.

(4)Thefourthperiodgivesstudentsfurtherlisteningandoralpracticeusingthetargetlanguagebytalkingaboutanalienischasingaman.

Inthisclass,studentshaveabetterunderstandingofthewordsmust,might,couldandcan’t.

(5)Inthefifthperiod,studentslearnmorevocabularywordsfirst,andthenpracticereadingandwritingthetargetlanguage.Alltheactivitiesaredesignedtoimprovestudents’readingandwritingskills.

(6)Inthelastperiod,studentslearnalotofproverbs.Proverbsarefulloftruthandadvice.Studentswillbenefitalotinthisclass.

2.TeachingAimsandDemands

(1)KnowledgeObjects

Inthisunit,studentslearntomakeinferencesusingthewordsmust,might,couldandcan’t.

(2)AbilityObjects

Totrainstudents’listening,speaking,readingandwritingskills.

Totrainstudents’abilitytodeduce.

(3)MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

We’llbenefitalotbylearningproverbs.

3.TeachingKeyPoints

Tolearnthekeyvocabularywordsandthetargetlanguage.

Tolearntomakeinferencesusingthewordsmust,might,couldandcan’t.

4.TeachingDifficultPoints

Totrainstudents’listening,speaking,readingandwritingskills.

Toenablestudentstograsptheusageofmust,might,couldandcan’t.

5.StudyingWay

Teachstudentshowtomakeinferencesusingmust,might,couldandcan’t.

Ⅱ.LanguageFunction

Makeinferences

Ⅲ.TargetLanguage

Whosevolleyballisthis?

ItmustbeCarla’s.Shelovesvolleyball.

ItcouldbeTed’s.

Ⅳ.Structure

must,might,couldandcan’t

Ⅴ.Vocabulary

picnic,chase,escape,belongto,toycar,plate’,mystery,appointment,worried,wake,neighbor,garbage

Ⅵ.Recycling

suit,land,volleyball,magazine,book,CD,bat,earring,T-shirt,UFO,whose,owner,exercise,dream,anxious

Ⅶ.LearningStrategies

1.Sequencing

2.Deducing

Ⅷ.TeachingTime

Sixperiods

No.20TheFirstPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

belong,belongto,plate,author,toy,picnic

(2)TargetLanguage

Whosebookisthis?

ItmustbeMary’s.WandaWilburisherfavouriteauthor.

2.AbilityObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’communicativecompetenceusingthetargetlanguage.

3.MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

Ⅱ.TeachingKeyPoints(教学重点)

1.Keyvocabulary

2.Targetlanguage

Ⅲ.TeachingDifficultPoint(教学难点)

1.Listenforthetargetlanguage

2.Oralpracticeusingthetargetlanguage

Ⅳ.TeachingMethods(教学方法)

1.Sceneteachingmethod

2.Listeningmethod

3.Pairwork

Ⅴ.TeachingAid(教学工具)

1.Blackboarddrawings

2.Ataperecorder

3.Aprojector

VI.TeachingProcedures(教学过程)

StepIRevision

Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.

StepⅡ1a

Thisactivityintroducesthekeyvocabulary.

Writethekeyvocabularywordsontheblackboard.

belongv.

belongto

platen.

authorn.

toyn.

picnicn.

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.

Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.

Belongmeanstobeownedbysomebody.

Anauthorisawriterofabookoraplay.

Apicnicisamealeatenoutofdoors.

Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.

Focusattentiononthepicture.Havestudentspointtoeachitemandsayitsname.Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsandkitchenthingsatthetop.Invitedifferentstudentstoexplainthemeaningsofthecolumnheads.

Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.Pointoutthesampleanswers.Getstudentstocompletethetaskontheirown.Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.

Showthecorrectanswersonthescreenbyaprojector.

ClothingFunthingsKitchen

Things

hatvolleyballplate

jacketCDcups

T-shirttoycar

magazine

book

StepⅢlb

Thisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation.

Callstudents’attentiontothechart.Setatimelimitoftwominutes.Studentsreadthepersons,thethingsandthereasons.

Say,Youwillhearaconversation.Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.

Pointoutthesampleanswer.Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.

Playtherecordingthefirsttime.

Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.

Checktheanswers.

Answers

Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.

Mary—book—WandaWilburisherfavouriteauthor.

Carla—volleyball—Shelovesvolleyball.

DengWen—magazine—Helovescats.

Grace—CD—Shealwayslistenstoclassicalmusic.

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

PointtothepictureinActivitylb.Invitepairofstudentstosaytheconversationinthespeechbubbles.

SA:Whosevolleyballisthis?

SB:ItmustbeCarla’s.Shelovesvolleyball.

Pointouttheconversationinthebox.Inviteanotherpairofstudentstosayittotheclass.

SA:Whosebookisthis?

SB:ItmustbeMary’s.WandaWilburisherfavouriteauthor.

Writetheconversationontheblackboard.

PointoutthechartinActivity1b.Say.

Nowworkwithapartner.Startbyreadingtheconversationsinthepictureandinthebox:ThenmakeconversationsusingtheinformationinthechartinActivity1b.Talkaboutwhoeachthingmightbelongtoandgiveareason.Getstudentstopracticeinpairs.Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.

Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity.Getdifferentpairsofstudentstosaytheirconversationstotheclass.

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.

StepⅥHomework

(1)Sayandrememberthespellingofthevocabularywords.

(2)SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage.

StepⅦBlackboardDesignVI.TeachingProcedures(教学过程)

Unit5ItmustbelongtoCarla.SectionA

TheFirstPeriod

1.Keyvocabulary:

belongv.belongto

platen.authorn.

toyn.picnicn.2.Targetlanguage:

Whosebookisthis?

ItmustbeMary’s.

WandaWilbur

isherfavouriteauthor.

Ⅳ.TeachingMethods(教学后记)

Unit5ItmustbelongtoCarla.

No.21TheSecondPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

drop,symphony,optometrist,appointment,algebra,crucial,count,becauseof,Chinese-Englishdictionary,OxfordUniversity

(2)TargetLanguage

Whatdoyouthink"anxious"means?

Well,itcan’tmean"happy".

Itmightmean"worried".

Oh,yes,sheisworriedbecauseofhertest.

Herearesomeearrings.Theownercan’tbeaboy.

Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.

2.AbilityObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’communicativecompetenceusingthetargetlanguage.

MoralObject

Whenyouareintrouble,sendane-mailmessagetoyourfriendstoaskforhelp.

Ⅱ.TeachingKeyPoints（教学重点）

1.Readingpractice

2.Oralpracticeusingthetargetlanguage

Ⅲ.TeachingDifficultPoints（教学难点）

1.Keyvocabulary

2.Targetlanguage

Ⅳ.TeachingMethods（教学方法）

1.Practicemethod

2.Pairwork

3.Agame

Ⅴ.TeachingAid（教学手段）

Theblackboard

Ⅵ.TeachingProcedures（教学过程）

StepIRevision

Revisetheusageofthewordsmust,might,couldandcan’tbycheckinghomework.

Askstudentstoexchangetheirexercisesbooksandhelpcorrectanyerrorswitheachother,Astheyaredoingthis,movearoundtheclassroomofferinglanguagesupportasneeded.Theninvitedifferentstudentstosaytheirsentencestotheclass.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Askstudentstotellwhat’shappeninginthepicture.

T:What’sthegirldoing?

Ss:Sheisusingthecomputertowritee-mail.

Pointtothepartsofthee-mailmessage.

Tellstudentsthatthisisthemessagethegirlinthepicturewrites.Say,Rightnowthepartsareinthewrongorder.Whentheyareintherightorder,theywillmakeaclearmessage.Nowpleasereadthepartscarefully.Numbertheminorder.Whenyouaredoingthis,youwillmeetwithsomewordsyoudon’tknow.

Don’tworrytoomuchaboutthem.Justcirclethem.We’lltalkaboutwhattheymeanlater.

Getstudentstocompletethetaskontheirown.Pointoutthesampleanswer.

Say.Thefirstsentenceofthee-mailmessageisI’mreallyanxious,becauseIcan’tfindmybackpack.

Checktheanswers.

Answers

Thenotesshouldbenumberedinthisorder:

5,2,4,3,1

circledwordsmightincludeanxious,symphonyhall,algebra,optometristappointment,crucial,count,drop

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.

SA:Whatdoyouthink"anxious"mean?

SB:Well,itcan’tmean"happy".

SA:Itmightmean"worried".

SB:Oh,yes.Sheisworriedbecauseofhertest.

Writetheconversationontheblackboard.

Say,YouaretotalkaboutthecircledwordsinActivity3a.Usethewordscan’t,must,couldormightasinthesample.

Getstudentstoworkwithapartner.Astheyworkinpairs,movearoundtheclassroomhelpingstudentswithpronunciationandansweringanyquestionstheymayhave.Sometimelater,stoptheactivity.Askdifferentstudentstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.

dropv.

symphonyn.

opotometristn.

appointmentn.

algebran.

crucialadj.

countv.

becauseof

Practicethepronunciationofthesewordsandexplainthemeaningofeachword.

Optionalactivity

Havestudentswritethenewwordsin

Activity3baswellasothernewwordsinthisunitwiththelettersinscrambledorderandthenputtwospacesaftereachword.Askastudenttowritethecorrectspellinginthefirstspace.Askanotherstudenttowritethemeaningofthewordinthesecondspace.Forexample:

xosainuanxiousworried

cuilarccrucial

aegarbl

StepⅣPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Getstudentstonameeachiteminit.

WritethenewwordsChinese-EnglishdictionaryandOxfordUniversityontheblackboard.Pointtothesampleconversation.Inviteapairofstudentstoreadittotheclass.

SA:Herearesomeearrings.Theownercan’tbeaboy.

SB:Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.

Writetheconversationontheblackboard.Explainthemeaningofeachsentence.

FocusattentiononthechartwiththeheadlinesCan’t,Could/mightandMustatthetop.Pointoutthesampleanswer.

Readtheinstructionstotheclass.

Getstudentstocompletethetaskinpairs.Asthepairsworktogether,movearoundtheclassroomhelpingstudentswithpronunciation,sentenceformationoranythingelsetheyaskforhelpwith.

Asksomepairstosaytheirconversationstotheclass.

Note:Answerstothechartwillvary.

StepⅤSummary

Say,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony.

Andwe’vedonemuchoralpracticeusingthetargetlanguage.

StepⅥHomework

1.ReadtheletterinActivity3aagainforfurtherunderstandingofthevocabulary

words.

2.ReadtheconversationsinActivities3band4againforfurtherunderstanding

ofthetargetlanguage.

3.Finishofftheexercisesonpages15～16oftheworkbook.

StepⅦBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionA

TheSecondPeriod

1.Vocabularywords:

dropv.

symphonyn.

optometristn.

appointmentm

algebran.

crucialadj.

countv.

becauseof

Chinese-Englishdictionary

OxfordUniversity2.Targetlanguage:

(1)A:Whatdoyouthink"anxious"mean?

B:Well,itcan’tmean"happy".

A:Itmightmean"worried".

B:Oh,yes.Sheisworriedbecauseofhertest.

(2)A:Herearesomeearrings.Theownercan’tbeaboy.

B:Welt,itcouldbeaboy.Theearringsmightbeapresentforhismother.

VII.TeachingMethods(教学后记)

No.22TheThirdPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

chase,creature

(2)TargetLanguage

Whydoyouthinkthemanisrunning?

Hecouldberunningforexercise.

No,he’swearingasuit.Hemightberunningtocatchabus.

2.AbilityObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’writingskill.

3.MoralObject

TheUFOandalienarebothunreal.Asstudents,wemustworkhardtoexploretheuniverseinthefuture.

Ⅱ.TeachingKeyPoints（教学重点）

1.Listeningpractice

2.Writingpractice

Ⅲ.TeachingDifficultPoints(教学难点)

1.Writeasentenceabouteachpicture.

2.Writetwoorthreesentencestofinishthestory.

3.Listenandcompletethesentences.

Ⅳ.TeachingMethods(教学方法)

1.Listeningmethod

2.Writingmethod

3.Pairwork

Ⅴ.TeachingAids（教学手段）

1.Ataperecorder

2.Aprojector

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

1.InviteastudenttoreadthethankyoumessageLindawrotetoAnnatotheclass.

2.GetdifferentpairsofstudentstoreadtheconversationsinActivities3b

and4.

3.Checkanswerstotheexercisesonpages15～16oftheworkbook.

StepⅡPartl

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Readthewordsintheboxandhavestudentsrepeatseveraltimes.Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords.

Getstudentstolookatthethreepicturescarefully.Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture.Pointoutwheretowritethesentences.Askastudenttosaythesampleanswertotheclass.Getstudentstocompletetheactivityindividually.Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded.

Checktheanswersontheblackboard.

Answers

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

StepⅢ2a

Thisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation.

Readtheinstructionstotheclass.PointtothethreepicturesinActivity1.Say,Youwillhearaconversationaboutthesepictures.Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents.

Pointoutthesampleanswerintheboxofthethirdpicture.Say,Youwillhearthemanisrunningfirst.

Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandnumberthepictures.

Checktheanswers.

Answers

Thepicturesshouldbenumberedinthisorder:

2,3,1

Encouragestudentstowritetwoorthreesentencestofinishthestory.

Answerswillvary.Writeasampleversionontheblackboard.Askstudentstouseitasamodel.

Asampleversion

Man:That’sright.Itmustbeinteresting.

Whynotgoandseehowtheyaremakingamovie?

Woman:Goodidea!

StepⅣ2b

Thisactivitygivesstudentspracticelisteningtoandwritingthetargetlanguage.

Pointtothechartwithsentencestarters

Theysee…Themansays…andThewomansays…Say,Youaretolistentothesamerecordingagain.Andcompleteeachsentence.

Pointoutthesampleanswers.Say,Theyseeamanrunning.Themansayshecouldberunningforexercise.Thewomansayshemightbelateforwork.Explainthemeaningofthewordcreaturetothestudents.

Playtherecordingonceortwice,usingthePausebuttonasnecessary.

Showtheanswersonthescreenbyaprojectorsothatstudentscancheckthespellingandotherdetailsoftheiranswers.

Themansays…

1.Hecouldberunningforexercise.

2.Itcouldbeahelicopter.

3.ItmustbeanAlien.

4.ShecouldbefromtheTVnews.

Thewomansays…

Hemightbelateforwork.

ItmustbeaUFO.

Imustbedreaming.

Theymustbemakingamovie

StepⅤ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.

SA:Whydoyouthinkthemanisrunning?

SB:Hecouldberunningforexercise.

SA:No,he’swearingasuit.Hemightberunningtocatchabus.

Writeitontheblackboard.

Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.ThenroleplayconversationsusinginformationinActivity2b.

Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded.Askseveralpairstosaytheirconversationstotheclass.

StepⅥSummary

Say,Inthisclass,we’vemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.

StepⅦHomework

Askstudentstocollectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcan’t.

StepⅧBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionB

TheThirdPeriod

1.AnswerstoActivity1:

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

2.AsampleversiontoActivity2a:

Man:That’sright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?

Woman:Goodidea.

3.Targetlanguage:

A:Whydoyouthinkthemanisrunning?

B:Hecouldberunningforexercise.

A:No,he’swearingasuit.Hemightberunningtocatchabus.

VII.TeachingMethods(教学后记)

No.23TheFourthPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

extremely,worried,neighbor,garbage,mystery,director,escape,ocean

(2)TargetLanguage

Inmydream,Iwasswimminginanoceanofpaper.

Maybeitmeansyou’reafraidoftoomuchhomework!

2.AbilityObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’writingskill.

(3)Trainstudents’integratingskills.

3.MoralObject

Everyonehashadadream.Butdon’tdreamawayyourtime.

Ⅱ.TeachingKeyPoints（教学重点）

1.Keyvocabulary

2.Readingpractice

3.Writingpractice

Ⅲ.TeachingDifficultPoints(教学难点)

1.Readingpractice

2.Writingpractice

Ⅳ.TeachingMethods(教学方法)

1.Practicemethod

2.Groupwork

Ⅴ.TeachingAids（教学手段）

Aprojector

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

Checkhomework.Collectpicturesfromstudentsontheteacher’sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:

T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothepersoninthepicture?

S1:Hemustbeastudent.

S2:Hecouldbehavingadream.

S3:Hemightlikereadingbooks.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

Showthekeyvocabularywordsonpage38onthescreenbyaprojector.

extremelyadv．极其；非常

worriedadj．烦恼的；焦虑的

neighborn．邻居；邻人

garbagen．垃圾；废料

mysteryn．神秘的事物；不可思议的事物，

directorn．决策者；董事；导演

escapev.逃跑；逃走

oceann.大海；海洋

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately.ReadthetitleofthenewspaperarticlestrangeeventsinBellTowerneighborhoodtotheclass.Andthenpointtothepictureandaskstudents.Howisthepersonfeeling?Helpstudentstoanswer.Heisconfusedandupset.

Callstudents’attentiontothearticle.Readittotheclass.Say,NowpleasereadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.

Getstudentstocompletethetaskindividually.Astheywork,walkaroundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.

Checktheanswers.

Answers

ananimal,teenagers,thewind,adog

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Getstudentstodiscussanywordsorsentencestheydon’tknowinActivity3awithoneanother.Callstudents’attentiontothethreesetsofnotes.Askdifferentstudentstoreadthemtotheclass.

Chufamily--latenightfootstepsinthehallway--mightbetheneighbors

LaoZheng--someonetryingtogetinthewindow--mightbethewind

XiaoNing--findsgarbageinfrontofherhouse--mightbecats

Say,YouaretowriteanotherparagraphaboutBellTownusingthesenotes.YoumayusethearticleinActivity3aasamodel.Askstudentstowritetheirparagraphsontheirownintheexercisebooks.Astheywork,movearoundtheclassroomofferinglanguagesupportasneeded.Getafewstudentstoreadtheirworkstotheclass.Answerswillvary.Writethesampleversionontheblackboard.

Asampleversion

Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.

StepⅣ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage.

ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.Dividetheclassintogroupsoffourtodiscusswhatshouldbeincludedinthearticle.

Twoorthreeminuteslater,stoptheactivity.Say,NowpleasefinishthearticleaboutthestrangeeventsinBellTower.Usetheideasyoudiscussedalongwithoriginalideasofyourowntocompletethearticle.

Getstudentstocompletethetaskontheirownintheexercisebooks.Astheyarewriting,movearoundtheclassroomofferinghelpasneeded.Asksomestudentstoreadtheirarticlestotheclass.

Collectstudents’worksandwriteacommentoneachpaperbeforereturningthem.

StepⅤPart4

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthe

targetlanguage.

Readtheinstructionstotheclass.Pointtothepicture.Askstudentstotellwhat

ishappeninginit.Inviteapairofstudentstoreadthesampleconversationintheboxtotheclass.

SA:Inmydream,Iwasswimminginanoceanofpaper.

SB:Maybeitmeansyou’reafraidoftoomuchhomework.

Say,OnceIhadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.

Maybeitmeansyouaretoohungry.

Say.ThinkofadreamyouhadrecentlyandtellyourclassmatesaboutitYourclassmatesguesswhatthedreammightmean.Pleaseworkwithapartner.Startpracticebyreadingthesampleconversation.Asthepairsworktogether,walkaroundtheroomofferinghelpwithpronunciationandlanguage.Askdifferentpairstotelltheclassabouttheirdreamandwhattheymaymean.

StepⅥSummary

Say,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We’velearnedsomevocabularywordsaswell.

StepⅦHomework

1.RereadthenewspaperarticleinActivity3a.

2.ReviewtheparagraphinActivity3b,

StepⅧBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionB

TheFourthPeriod

AsampleversiontoActivity3b:

Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.

VII.TeachingMethods(教学后记)

No.24TheFifthPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

finger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt

(2)Fillinblanksandmakesentencesusingvocabularywords.

(3)Learnsomeproverbs.

(4)Circlethewordthatdoesn’tbelong.

2.AbilityObjects

(1)Trainstudents’writingskill.

(2)Trainstudents’abilityofreadingcomprehension.

(3)Trainstudents’abilityofclarifying.

3.MoralObject

We’llbenefitalotbylearningproverbs.

Ⅱ.TeachingKeyPoints（教学重点）

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

3.Circlethewordthatdoesn’tbelong.

Ⅲ.TeachingDifficultPoints(教学难点)

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

Ⅳ.TeachingMethods(教学方法)

Teachingbyexplanation

Ⅴ.TeachingAids（教学手段）

Aprojector

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

AskseveralstudentstoreadthenewspaperarticleinActivity3atotheclass.

StepⅡPart1

Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.

Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.

anxiousstrangeworriedcarefulfavourite

Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.

AskstudentstofillintheblanksontheirOwn.

Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.

Answers

1.favourite2.careful3.anxious4.worried5.strange

Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.

Helpcorrectthemistakes.

Sampleanswers

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

StepⅢPart2

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.

Showthevocabularywordsonthescreenbyaprojector.

fingern．手指

stonen．石头；石块

antn．蚂蚁

pooradj．贫穷的；贫困的

dishonestadj.不诚实的

barkv.(狗等)吠声；叫声

wakev.唤醒；弄醒

pretendv.假装；佯若

useup用完；用光；耗尽

attemptv.认试图；企图

Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately.

Readtheinstructionstotheclass.Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice.

Readthefirstproverbtotheclass.Onefingercannotliftasmallstone.Elicittheinterpretationfromthestudents(It’sbettertohavehelptodoevensmalljobs).

Say,Pleasereadtheproverbs,Discusswithyourclassmateswhattheymightmean.

Getstudentstoworkingroupsoffour.

Asthegroupsworktogether,walkaroundtheroomtomakesurethatstudentsarediscussingthetopicinEnglish.Invitedifferentstudentstosaywhattheythinkeachproverbmeans.

Therecanbemorethanoneinterpretationforeachproverb.Checktheanswersbyshowingthesampleanswersonthescreenbyaprojector.

sampleanswers

1.It’sbettertohavehelptodoevensmalljobs.

2.Differentpeoplehavedifferentperspectivesonthings.

3.It’sbettertobepoorandhonestthanrichanddishonest.

4.Silentpeopleandanimalmaybethinkingabouthurtingyou.

5.Don’ttryhelpingpeopleiftheydon’twantyourhelp.

6.Therearedifferentwaysoflearning,butdoingisbest.

7.Forgetaboutthingsthatareoveranddonewith.

8.Ateacherhelpstosetastudent’sattitudesinlife.

9.Peopleshouldnotbeafraidofaskingforhelp.

Culturenote

Eachculturehasproverbsthatareuniquetoit.Thesaying,"Ifyouwanttoknowapeople.knowtheirproverbs"illustratesthis.

StepⅥPart3

Thisactivityfocusesonthenewvocabularyintroducedinthisunit.

Askstudentstoreadthefivelinesofwordsinthebox.

1.escapeownerchaserun

2.picniclunchdinneralien

3.landappleicecreamchicken

4.creaturealienexercisevisitor

5.lostgrasstreeflower

Pointoutthefirstline.Inthisline,escape,chaseandrunareallverbs.However,thewordownerisanoun.Sowecircleit.Nowpleasecirclethewordthatdoesn’tbelongineachline.

Getstudentstocompletethetaskontheirown.Astheyaredoingthis,movearound

theclassroomcheckingtheirprogressandofferinghelpasneeded.

Checktheanswersbyaskingastudenttoreadhisorhercircledwordstotheclass.

Answers

1.owner2.alien3.land4.exercise5.lost

StepⅤJustforFun!

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.

Askallthestudentstoreadthecartoonstory.Askstudentswhyitisfunny.Helpstudentstoanswer.Theboysthinktheyaregoingtolandonanisland.Instead,theyhavelandedonthebackofawhale.

Optionalactivity

Showthecartoonpicturesonthescreenbyaprojector.Asktwostudentstoreadthespeechbubblestotheclass.Thenallthestudentsdiscusswhythecartoonisfunny.

(ByBudBlake)

(s’pose=suppose:假设)

StepⅥSummary

Say.Inthisclass,we’vepracticedfillinginblanksandmakingsentenceswithsomevocabularywordsintroducedinthisunit.Andwe’velearnedseveralproverbs.

StepⅦHomework

(1)ReadandremembertheproverbslearnedinActivity2.

(2)Eachstudentcollectstenproverbs.

(3)Finishofftheexercisesonpages16～17,oftheworkbook.

StepⅧBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla

Selfcheck

TheFifthPeriod

SampleanswerstoActivity1:

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

VII.TeachingMethods(教学后记)

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