Unit2ItmustbelongtoCarla.
I目标提示
1.语言目标
1.掌握情态动词must,might,could,can’t的用法
2.学会谈论自己的推理,能灵活运用以下句型和词汇:
Whosebookisit?ItmustbeTom’s.Ithashisnameonit.
Whoserulerisit?Itcould/mightbeJim’s.Hehasablueone.
Whosehairbandisit?Itcan’tbelongtoMary.Maryhasshorthair.
belongto,muchtoo,anxious,becauseof…,……2.认知目标
掌握must,might,could,can’t的用法,理解之后通过练习和运用加以巩固。
3.情感目标
通过本单元学习使学生学会用自己的生活常识来判断事务。
培养学生的逻辑思维和推断能力。
4.TeachingSteps.
Step1.Learnthenewwords:from“belong”to“OxfordUniversity”.Thisactivityintroducesthekeyvocabulary.
Writethekeyvocabularywordsontheblackboard.
Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.Belongmeanstobeownedbysomebody.Anauthorisawriterofabookoraplay.andsoon
Step2.Mastertheimportantphrasesandsentences.
短语:属于_________________组成________________
听古典音乐__________________知道,了解_____________
太小______________因为,由于_______________________
句子:这个排球一定是Carla的。
他是野餐时唯一的一个小孩子。
Step3ListeningPlaytherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.Checktheanswers.Finish1b2a2b
Step4PairworkLetthestudentspracticeaccordingtothecontentsoflistening
Step5.Grammar:情态动词表示推测
ExplainthegrammartotheSs.
1.情态动词must,can,may,should,could,might等可以用来表示推断。
1.must指对所推测的事情有很大的把握,意为“一定是,必然”
只用于肯定句中,如果表示否定的推测,要用can’t。
2.can的肯定式表示推测时,一般表示客观的可能性,表示推测的疑问句式只能用can。
3.may,might,could表示推测时,意为“可能,也许”,其可能性比must,can要弱,常用于肯定句中。
4,can’t和maynot用于否定句中,can’t用于很有把握的推测,意为“不可能”,而maynot常用于把握性不大的推测,意为“可能不”。
2.haveany/someidea“知道,了解”havenoidea“不知道”
我不知道你为什么上学迟到。
I_______________whyyouwerelateforschool.
3.It’scrucialthat…意为“…是至关重要的”
4.Whatdoyouthink“anxious”means?
同义句What’sthemeaningoftheword“anxious”?
Whatdoyoumeanbytheword“anxious”?
5.becauseof“因为,由于”+名词,代词,动名词(doing)
Ididn’tcometoschoolyesterdaybecauseIwasill.
Ididn’tcometoschoolyesterdaybecauseofillness.
Step6Exercises:用must,might,could,can’t填空
1.Thetoy_______beBob’s.Heistheonlylittlekid.
2.Thebeautifultrousers_______beJim’s.Theyaretoolong.
3.Thefootball_______beWeiHua’sorTianHui’s.Theybothplayfootball.
4.Theearring______beJanie’s.Shewearsearringssometimes.
5.Thetextbook_______belongtoTom.Ithashisnameonit.
综合填空
Dogsareverygoodpets.Theyareveryf_______topeopleandverybeautiful,too.Mostdogsgetonwellwithc_________andtheirparents.Othersaregoodwatchdogsbecausetheycryloudlywhenas_______personarrives.
Whenyoubuyadog,animportantthingtothinkaboutisitss______-buyasmalldogifyourhomeissmallandbiggeroneify______islarger.Manypeopledon’tknowwhattofeedtheirdogs.Dogseata_________anything!Theylikemeat,rice,andlotsofotherthings.Youcanbuylotsoffoodm_______fordogsinshops.Don’tletyourdogeattoomuch.Feeditonlyonceaday.Alwaysl_______somecleanwaterforyourdog.Itcangett_______veryquickly,especiallyinsummer.
Rememberthatdogsneede________.Youshouldtakeitforawalkeveryday.Don’tkeepyourdoginsideallday.
VSummingup.
VIHomework.1,Readthewordsandtheexpressions.
2.DoExercise1,2intheworkbook.
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.
一般给学生们上课之前,老师就早早地准备好了教案课件,规划教案课件的时刻悄悄来临了。在写好了教案课件计划后,这样我们接下来的工作才会更加好!你们会写多少教案课件范文呢?小编特地为您收集整理“Unit 2 It must belong to Carla教案设计”,希望对您的工作和生活有所帮助。
Unit2ItmustbelongtoCarla.Ⅰ.Learningobjectives教学目标SkillFocusLearntomakeinferenceswith“must”,“might”,“could”,and“can’t”.Talkaboutthewordsyoudon’tunderstandorsomethingthatworriesyou.Language
Focus功能句式Makeinferences(P34-P35)Whose…isthis?Itmustbe…Talkaboutthewordsyoudon’tunderstandorsomethingthatworriesyouWhatdoyouthink…mean?Itmightmean…词汇1.重点词汇picnic,possibly,drop,count,final,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.认读词汇belong,author,symphony,optometrist,algebra,crucial,anxious,worried,Oxford,chase,creature,unhappy,extremely,footstep,garbage,mystery,monkey,escape,bark,ant,dishonest,pretend,attempt,Hemingway,Fred,MarkTwain3.词组belongto,hairband,useup语法must,might,couldandcan’tformakinginferencesStrategyFocus1.sequencing2.deducingCultureFocusDifferentopinionsaboutdreams.Differentproverbsshowdifferentcultures.Ⅱ.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析本单元以ItmustbelongtoCarla为话题,共设计了三部分的内容:SectionA该部分有4个模块:第一模块围绕Whosevolleyballisthis?这一话题展开思维(!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1a)、听力(1b)、口语(1c)训练;第二模块围绕上一模块中的话题进行听力(2a-2b)、口语训练(2c);第三模块继续围绕前两个模块中的“makinginferences”展开训练。训练形式为阅读排序(3a)和两人问答(3b);第四模块仍就上一话题展开讨论。SectionB该部分有4个模块:第一模块要求根据图画和所提供的单词写出合理的句子;第二模块在听力(2a-2b)和分角色口语训练(2c)的基础上,继续进行“推测”训练;第三模块围绕“StrangeeventsinBellTowerneighborhood”这一话题展开阅读(3a)和写作(3b-3c)训练;第四模块以dream为话题展开小组活动。SelfCheck该部分有3个模块:第一模块以填空形式对所学词汇进行训练;第二模块就8个谚语展开阅读和讨论。第三模块要求找出不同类的词。2.教材重组和课时分配Period1(SectionA:1a,1b,1c)NewfunctionpresentingPeriod2(SectionA:2a,2b,2c,3a,3b,4)PracticePeriod3(SectionB:1,2a,2b,2c,3a,3b,3c,4)IntegratingskillsPeriod4(SelfCheck:1,2,3&Workbook)ComprehensivereviewⅢ.Teachingproceduresandways教学过程与方式Period1NewfunctionpresentingLanguagegoals语言目标1.Words&expressions生词和短语picnic,author,belong,belongto2.Keysentences重点句子Whosevolleyballisthis?(P34)ItmustbeCarla’s.(P34)Abilitygoals能力目标Enablethestudentstoinfertheownersofthethingsusing“must”,“might”,“could”,and“can’t”.Emotion&attitudegoals情感和态度目标Learntoinfertheownersofthethingspurposefully.Strategygoals策略目标Listenandmatcheachpersonwithathing.Cultureawarenessgoals文化意识目标Enablethestudentstoguesstheownersoftheunknownthingsusing“must”,“might”,“could”,and“can’t”.Teachingimportantpoints教学重点Learntomakeinferencesusing“must”,“might”,“could”and“can’t”.TeachingProceduresandways教学过程与方式StepIRevisionandLead-inAskthestudentstodoagameguessingtheownersofthings.T:Inthelastunit,wehavelearntwhatweshoulddoifweareinanimaginarysituation.Ifwehadproblems,wewouldaskforadviceorhelp.Now,imagine,ifyouhavefoundsomethinganddon’tknowwhotheowneris,whatwouldyoudoSs:Wewouldtrytoguesswhotheowneris,thengiveittohim/her.T:Now,boysandgirls,closeyoureyes.Collectsomebooksfromthestudentsandputthemtogether,askingthestudentstoguesswhosebookstheyare.T:OK,openyoureyes,please.Holduponeofthebooks.T:Whosebookisthis?S1:Bill’s?T:ItmightbeBill’s.Let’saskhim.Bill,isthisyourbook?S2:No,it’snotmine.T:Well,itisn’tBill’s.Hesaysit’snothis.S2:IsitAnna’s?T:Let’saskher.Anna,isthisyourbook?S3:No,itisn’t.T:Soit’snotAnna’sbook.Anditcan’tbeMaria’s.BecauseIdidn’ttakehers.Thenwhosebookisit?S1:IsitLee’s?T:Yes,itdoesn’tbelongtoBill,AnnaorMaria.SoitmustbeLee’s.StepIIBrainstorming(1a:P34)T:Whenwetalkaboutthingswearenotsureof,weusethewordscould,might,can’tandmust.ItcouldbeBill’s.ItmightbeBill’s.Itcan’tbeMaria’s.ItmustbeLee’s.Now,lookat1aonPage34.Whatcanyouseeinthepicture?S:Wecanseeahat,aT-shirt,avolleyball,aCD,atoycar,aplate,threecups,somebooksandmagazines.T:Itisn’thardforustojudgewhothethingsbelongto.Readtheexamplesfirst,andthenwritethethingsyouseeinthecorrectcolumnsinthechartassoonaspossible.Thenaskthestudentstoreadtheiranswers.S:Sure.Thehat,thejacketandtheT-shirtmustbelongtoclothing.Thevolleyball,theCD,thetoycar,themagazine,andthebookmustbelongtofunthings.Theplate,thecupsmustbelongtokitchenthings.StepIIIListeningandspeaking(1b:P34)Askthestudentstoreadtheinstructionin1b.T:Readtheinstructionsandfindoutwhatyouareaskedtodo.S1:Tomatcheachpersonwithathingandareason.T:Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetomatchthethinginthesecondcolumnwiththereasoninthethirdcolumn.Askthestudentstolistentotherecordingforthefirsttime.T:Nowlistenforthefirsttimetogetthekeyinformation:who,whatandwhy.Keepthemdownwhilelistening.Pointoutthesampleanswer.T:ThenameCarlainthefirstcolumnisconnectedtovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.AndthewordvolleyballinthesecondcolumnconnectedwiththesentenceShelovesvolleyball.inthethirdcolumn.Askthestudentstolistentotherecordingagain.T:Nowlistentotheconversationagain.Thistimeconnecttheitemsinthethreecolumns.Playtherecordingagain.T:Weheardjustnowthattheownersofthethingsandthereasonswhythethingsbelongtothem.Next,makeconversationswiththehelpoftheinformationinthechartinactivity1b.First,you’dbetterreadtheexampleintheboxAskthestudentstomakedialoguesafterthemodel.T:Nowworkwithapartnerandpractisemakingconversations.Sampledialogue1:S1:Look!Whosetoycaristhis?S2:ItmustbeJane’slittlebrother’s.Becausehewastheonlylittlekidinthepicture.Sampledialogue2:S3:Look!Whosebookisthis?S4:ItmustbeMary’s.BecauseHemingwayisherfavoriteauthor.Sampledialogue3:S3:WhoseCDisthis?S4:ItmustbeGrace’s.Becauseshealwayslistenstoclassicalmusic.StepIVHomework1.Askthestudentstodomorepracticeasrequiredin1conPage34.2.Askthestudentstoprepareforthenextperiod:Ifyouarenotsureofsomething,howdoyoumakeinferences?
文章来源:http://m.jab88.com/j/89185.html
更多