It must belong to Carla
Analysis of the Teaching Material The fifth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t.
Teaching Aims and Demands Knowledge Objects 1. Key Vocabulary land alien suit run after wear a suit in the sky something strange run for exercise catch a bus to work a woman with a camera2. Target LanguageWhy do you think the man is running He could be running for exercise. No, he’s wearing a suit. He might be running to catch a bus.
Ability Objects 1.Train students’ listening skill.2. Train students’ writing skill.
Moral Objects The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key Vocabularyland alien suit run after wear a suit in the sky something strange run for exercise catch a bus to work a woman with a camera 2. Target LanguageWhy do you think the man is running He could be running for exercise. No, he’s wearing a suit. He might be running to catch a bus.
Teaching Difficult Points 1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.
Teaching aid Recorder Student’s Book
Design of period Period 5
Teaching Procedures Teacher-student Interaction Revise
Step I: ReviewKey Vocabulary ：land alien suit run after wear a suit something strange run for exercise catch a bus to work in the sky a woman with a cameraStep II :New lessonPresentation：A: Who is he/ she B: He/ She can’t be ______, because _______. / He/ she could/ might be ________, because ________. / He/ She must be _________, because _______2.1a. Look at the pictures. Then use the words in the box to write a sentence about each picture.Check the answers . a. The UFO is landing. b. The alien is chasing the man. c. The man is running.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 left 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.Check the answers. 2,3,1Encourage students to write two or three sentences to finish the story.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie Woman: Good idea!Listen again and fill in the blank of listening, try to use Target Language.3. 1c Listen again and complete the sentences.Play the recording once or twice, using the Pause button as necessary.Show the answers so that students can check the spelling and other details of their answers.The man says… 1. 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 says… He might be late for work. It must be a UFO. I must be dreaming. They must be making a movie4. 1d. Role-play a conversation between the man and the woman.Point out the sample conversation in the box. Invite a pair of students to read it to the class.Then ask students to work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 1c.Step III: Practice:句型转换1. This sweater must be Li Ming’s .(同义句转换)This sweater _______ ______ _______ Li Ming .2. That new car is my cousin’s . (同义句转换) My cousin is _______ _______ ________ that new car .Step IV: SummaryIn this class, we’ve mainly done much listening and writing practice using the target language. Help the students to study the new words.Listen to write down the topics they are talking about.Use the sentences pattern to make dialogues.Do some practice to consolidate what we have learnt.
Blackboard Design Unit 8 It must belong to Carla. Section B (1a—1c)A: Why do you think the man is running B: He could be running for exercise.A: No, he’s wearing a suit. He might be running to catch a bus.
Homework 1. Ask students to collect pictures of different kinds and then talk about them using must, could, might and can’t.2. Finish the exercises in your learning materials
Record after teachingIt must belong to Carla
Analysis of the Teaching Material In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.
Teaching Aims and Demands Knowledge Objects 1. Key Vocabulary in the neighborhood wear such colorful clothes eat sweet food rock music talk to sb. on the phone be at work running shoes 2. Finish off the Self Check
Ability Objects 1. Train students’ writing skill.
Moral Objects 让学生根据已有事实推测可能性。面对暂时不可解释的事情，不信谣不传谣。
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key vocabulary2. Finish off the Self Check correctly.
Teaching Difficult Points 1. Finish off the Self Check2. Train students’ writing skill.
Teaching aid Recorder Student’s Book
Design of period Period 7
Teaching Procedures Teacher-student Interaction Revise
Ⅰ. Revision1. Have a dictation of the new words and expressions. 2. Review the main phrases and sentences. 1) 属于 belong to2) 最喜爱的作家 favorite writer3) 怎么啦 What’s wrong 4) 参加音乐会 attend a concert5) 捡起 pick up6) 不平常的事 something unusual7) 奇怪的噪音 strange noisesImportant sentences:Stonehenge, a rock circle, is not only one of Britain's most famous historical places but also one of its greatest mysteries.However, historian Paul Stoker thinks this can't be true because Stonehenge was built so many centuries ago.…, but most agree that the position of the stones must be for a special purpose.Most historians believe it must be almost 5,000 years old.And perhaps we might never know, ...II. Work on 3a1. Tell Ss to read through the article in 3a on page 59 again. And answer the following questions. What do you think the noise could be Why do you think that 2. Then talk with a partner about your inferences and reasons. 3. Let Ss tell out their answers. III. Writing Work on 3b1. Tell Ss what they should do. Look at this newspaper headline and finish the article about the strange happenings.Writing tips:First part: background information about the mysterySecond part: how the mystery was solvedThird part: how the people in the neighborhood now feel2. 写作指导： [单元话题分析]根据一些依据或者现象进一步判断出一个结论。本单元的重点就是谈论猜测和判断。用情态动词表达猜测或判断,常见的有: must, may, might, could和can't等词。情态动词表示推测，可能性从小到大依次为：can't, might, may, could, must.本单元话题涉及多种时态，因此要注意时态的正确使用。 3. Ss try to write a short article. IV. Self Check Work on Self Check 1 1. Let Ss read the sentences in Self check 1. Then Ss try to fill in the blanks with the correct words in the box. Fill in the blanks with must, might, or can't.2. Let some Ss read their answers. Check the answers with the Ss. Work on Self check 2 1. Tell Ss to write sentences for the things below. They should write sentences by using the chart.2. Understand the example. Ss try to complete the sentences by themselves. 1) DVD It can't be Mike's. He doesn't like to watch movies.2) bowl of ice-cream_________________________________3) camera_________________________________4) cookbook______________________________5) tennis ball_________________________________6) running shoes_________________________________3. Let some Ss read their sentences to the class. 4. Correct the mistakes they have.5.Give some possible sentences. dictate of the new words.Show some words that are the materials of the things.Listen to write down the topics they are talking about.Use the sentences pattern to make dialogues.
Blackboard Design Unit 8 It must belong to Carla. Section B (Shelf Check)Key Vocabulary: Grammar: wear such colorful clothes must be -----can’t be talk to sb on the phone is running shoes may be could be might be
Homework Write a passage.昨晚天空中有不明飞行物体。对此，你的同学有不同的猜测。请根据下面表格中的信息写一篇80词左右的短文。
Record after teachingIt must belong to Carla
Analysis of the Teaching Material The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.
Teaching Aims and Demands Knowledge Objects 1. Key Vocabularywhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.2. Target LanguageWhose book is this It must be Mary’s. J. K . Rowling is her favorite writer.
Ability Objects 1. Train students’ listening skill.2. Train students’ communicative competence using the target language.
Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key Vocabularywhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.2. Target LanguageWhose book is this It must be Mary’s. J. K . Rowling is her favorite writer.
Teaching Difficult Points 1. Listen for the target language2. Oral practice using the target language
Teaching aid Recorder Student’s Book
Design of period Period 1
Teaching Procedures Teacher-student Interaction Revise
Step I: Review Key Vocabularywhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.Step II :New lesson1. ask students to watch a cartoon, and ask students some questions about cartoon.Have you ever watched this cartoon Do you know its name 2. play a guessing game. Ask students to guess who he\she is according to the picture.3. help students to infer who he\she is.4.show some pictures to help students use the target language.5. introduce xi yangyang’s five friends to help students do listening task.Step Ⅱ 1a
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.
Ask different students to explain in their own words the meanings of the words 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.
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 name. 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 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.
Step Ⅲ lb
This activity gives students practice in understanding the target language 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 to 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 that’s 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.
Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.
Check the answers.
Answers
Girl 1:Whose volleyball is this
Boy 1:It must be Carla’s. She loves volleyball.
Girl 1: How about this toy car
Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only 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 favorite author.
Girl 1: OK…and how about this CD
Girl 2: Hamm…The CD must belong to Grace. She always listens to classical music.
Step Ⅳ 1c
This 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 conversation 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 favorite 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 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 and 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 Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language. Help the students to study the new words.Show some words that are the materials of the things.Listen to write down the topics they are talking about.Use the sentences pattern to make dialogues.Consolidate the sentence pattern be made……
Blackboard Design Unit 8 It must belong to Carla. Section A(1a—1c)1. Key vocabulary:whose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.2. Target language: Whose book is this It must be Mary’s.
Homework 1. homework: Recite Section A 1b2. Finish the exercises in your learning materials
Record after teachingIt must belong to Carla
Analysis of the Teaching Material In the sixth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.
Teaching Aims and Demands Knowledge Objects 1. Key vocabulary express circle receive leader medical prevent purpose energy position victory enemy period hard--working.2. Read the article and understand the meaning .
Ability Objects 1. Train students’ reading skill.2. get the main idea of the passage.
Moral Objects 1. Learn about some historical places.
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key vocabulary2. Find out the mainly idea of each paragraph.
Teaching Difficult Points 1. Find out the mainly idea of each paragraph. 2. Train students’ reading skill.
Teaching aid Recorder Student’s Book
Design of period Period 6
Teaching Procedures Teacher-student Interaction Revise
Reading Fast Reading1. Tell Ss the following passage is the mystery of Stonehenge. Skim the article and underline the sentences with linking words or phrases.2. Check the answers with the Ss.①Stonehenge, a rock circle, is not only one of Britain's most famous historical places but also one of its greatest mysteries. ②People like to go to his place especially in June as they want to see the sun rising on the longest day of the year.③However, historian Paul Stoker thinks this can't be true because Stonehenge was built so many centuries ago.④One of the greatest mysteries is how it was built because the stones are so big and heavy.......Careful Reading1. T: Now let’s work on 2c. First, let Ss read the article again. Then try to put the right answers into the chart. 2. Check the answers with the class. Post readingWork on 2d 1. Tell Ss to understand linking words in 2a again. 2. Then use these words to complete the sentences.3. Let some Ss say their answers.4. Check their answers with the class and tell Ss why. Work on 2e1. Show some pictures of the mystery places that are similar to Stonehenge. 2. Let Ss discuss the following questions:What do you know about these mysteries What is mysterious about them 3. Let some Ss show their understanding. Ⅷ. Language points1. express v. 表达，表示 expression n. 表达 ，表示，表情e.g. It expresses my love for the novel. 这表达了我对这部小说的爱。 an expression of support 表示支持2. receive v. 接受；收到e.g. Yesterday I received his gift, but I didn’t accept it so I returned it to him. 昨天我收到了他的礼物，但是我没有接受并且退回去了。3. leader n. 领导，领袖 lead v. 带领e.g. Workers lead the leaders around the factory. 工人带着领导参观工厂。4. midsummer n. 仲夏, 中夏 mid-autumn 中秋 midnight 午夜e.g. It is said that the story happened in the midsummer. 据说故事发生在仲夏。5. medical adj. 医疗的；医学的 medicine n. 药e.g. Other people believe the stones have a medical purpose. 其他人相信石头带有医疗目的。6. prevent v. 阻止；阻挠prevent sb from doing 阻止某人做某事=stop sb from doing e.g. Nothing can prevent us from carrying out the plan.
什么也无法阻挡我们去实施这个计划。7. energy n. 精力；力量e.g. He is saving his energy for next week’s race. 他正为下周的比赛养精蓄锐。8. position n. 位置, 地方, 姿势e.g Tom raised himself to a sitting position. 汤姆坐了起来。 9. burial n. 埋葬；安葬 bury v. 埋e.g. His body was brought back to England for burial.
他的遗体已运回英国埋葬。10. honor v. 尊重，表示敬意 n. 荣幸（=honour）e. g. It’s my honor to stand here to give my speech. 我很荣幸能站在这儿作演讲。11. victory n. 胜利，成功e.g. They celebrated their victory cheerily. 他们兴高采烈地庆祝胜利。12. enemy n. 敌人，仇人 e.g. be one’s own worst enemy是自己最大的敌人13. period n. 一段时间；时期e.g. the most difficult periods of history历史上最艰难的时期14. For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods. 多年以来，历史学家们认为巨石阵是古代首领用来与神灵沟通的一座神庙。 此句中的where ancient leaders tries to communicate with the gods是由关系副词where引导的一个定语从句，修饰名词temple.15. The large stones were put together in a certain way.这些大块的石头以某种方式被摆放在一起。 in a certain way表示“以某种方式”，其中certain表示 “某一；某个；某些”的意思，用于名词之前。 e.g. The doctor is only at this hospital on certain days. 那位医生只有在某些日子才在这所医院。16. As you walk there, you can feel the energy from your feet move up your body. 当你走到那儿，你能感觉到能量从你的双脚上升到你的身体里。 此句中的feel是感官动词，其后可接宾语和不带to的动词不定式充当的宾语补足语，其用法与see, hear, watch等词一样。 e.g. We felt the house shake. Skim the article and underline the sentences with linking words or phrases.Read the passage carefully and finish the task.Help the students master the language points.
Blackboard Design receive leader medical prevent purpose energy position victory enemy period hard--working.
Homework 1. Find more information about the mysterious things.2. read the passage again and again to get the general idea.
Record after teachingIt must belong to Carla
Analysis of the Teaching Material This period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.
Teaching Aims and Demands Knowledge Objects 1. Key Vocabularywhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.2. Target LanguageWhose book is this It must be Mary’s. J. K . Rowling is her favorite writer.
Ability Objects 1. Train students’ listening skill.2. Train students’ communicative competence using the target language.
Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key Vocabularywhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.2. Target LanguageWhose book is this It must be Mary’s. J. K . Rowling is her favorite writer.
Teaching Difficult Points 1. Listen for the target language2. Oral practice using the target language
Teaching aid Recorder Student’s Book
Design of period Period 2
Teaching Procedures Teacher-student Interaction Revise
Step 1: Reviewwhose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.Step 2 :New lessonStep 3. ListeningWork on 2a: T: Bob and Anna found a schoolbag at the park. Listen and write down the things in the schoolbag. 1. Look at the chart in 2a. 2. Play the recording for the Ss to listen and check the words they hear. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2. Play the recording for the Ss to fill in the blanks with the right words. 3. Play the recording again to check the answers. Summary: 表推测的形容词的用法Step 4.Pair work 1. Tell Ss to make conversations about the schoolbag using the information in 2a. 2. Let some pairs act out their conversations before the class. e.g. A: Look! There's a schoolbag here. B: What's inside A: There’s a T-shirt, …Step 5. Role-play 1. Read the conversations and Let Ss read after the teacher. 2. Explain some new words and main points in the conversation. 3. Ask Ss to role-play the conversation in groups. Step 6. Language pointsIt must belong to Carla.belong to 意为“属于”，它一般不用于进行时态和被动语态。此外, belong to sb. 通常可以和名词性物主代词或名词所有格(一般是’s 所有格)互相转换。如：The blue jacket belongs to him / Jerry. →The blue jacket is his / Jerry’s.IX. ExercisesFill in the blanks with must, might /could, can’t, belong to.1).Whose earrings are these They __________ be Mary’s. she never wears earrings.2).The telephone is ringing, but nobody answers it. He ____________ be out. Help the students to study the new words.Show some words that are the materials of the things.Listen to write down the topics they are talking about.Use the sentences pattern to make dialogues.
Blackboard Design Unit 8 It must belong to Carla. Section A(2a—2d)1. Key vocabulary:whose. truck. Picnic .rabbit. attend. valuable. Pink . anybody.2. Target language: Whose book is this It must be Mary’s.
Homework 1. Recite the conversations in 2d.2. Finish the exercises in the workbook.
Record after teachingIt must belong to Carla
Analysis of the Teaching Material When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills.
Teaching Aims and Demands Knowledge Objects 1. Key Vocabulary: happening noise policeman wolf uneasy 2. Target LanguageWhat did you see that night I’m not sure. But it can’t be a dog . It was bigger. I think it might be a bear of a wolf .
Ability Objects 1. Train students’ reading skill.2. Train students’ writing skill.
Moral Objects 面对身边暂时不可解释的现象，根据已有证据进行合理推测。不信谣，不传谣。
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key Vocabulary: happening noise policeman wolf uneasy 2. Target LanguageWhat did you see that night I’m not sure. But it can’t be a dog . It was bigger. I think it might be a bear of a wolf .
Teaching Difficult Points 1. Reading practice2. Writing practice
Teaching aid Recorder Student’s Book
Design of period Period 3
Teaching Procedures Teacher-student Interaction Revise
I. Revision 1. Have a dictation of the new words learned in the last class. 2. Check the phrases. II. Presentation Present the new words in the dialogues.A: Do you hear strange noises outside our window B: Yes, something unusual is happening in our town.A: My father called the policeman, but he couldn’t find anything strange.B: Maybe it was a wolf, everyone in our town is feeling uneasy.III. Reading Work on 3a: Tell Ss to read the article and decide which might be the best title.A Small and Quiet TownStrange Happenings in my townAnimals in our neighborhood IV. Careful Reading 1. Work on 3b: 2. Work on 3c 1. Read the article carefully and write what people think about the strange noises.2. Ss work in pairs. Let students discuss the answers. 3. Check the answers with the students. V. Language pointsIt used to be very quiet. Used to do sth 曾经，过去常常（现在不做了）be used to do sth. (=be used for doing sth.) 被用来做……be used to doing sth 习惯于做……However, these days, something unusual is happening in our town.构成：不定代词+形容词 (定语后置)e.g. 一些重要的事情something importantun- 表示否定usual 通常 unusual 不平常的happy 快乐的 unhappy 不快乐的Victor, a teacher at my school, is really nervous. a teacher at my school 在句中作同位语。它指的是 Victor 。e.g. My sister, Helen, will have a picnic with me.我的姐姐海伦将和我一起野餐。4….but I couldn't see a dog or anything else, either. too “也” 肯定句。句末。also “也”肯定句。句中，be后面,行为动词前。either “也”否定句。句末。e.g. She is a singer, too. 她也是个歌手。He can also sing the English song. 他也可以唱英文歌。If you don't go to the park, he won't go there ,either. 如果你不去公园，他也不去。5. One woman in the area saw something running away. see sb. doing sth. 看见某人正在做某事see sb. do sth. 看见某人做某事Step vi: Practice:用所给词的适当形式填空1.There are many _____(wolf) and _____(bear) in the forest.2.I hear water ____(run) in the bathroom.3.It must belong to ______(Carla). It can’t be _____(Mary).4.Did you make a careful ______(choose) in the matter.5.The students may feel _____(sleep) in class if the teacher can’t make his class interesting .Step IV: summary: What did you see that night I’m not sure. But it can’t be a dog . It was bigger. I think it might be a bear of a wolf . Check if the students master the new words.Show new words on the blackboard.Ask students to read the passage and finish the task.Help the students master the language points.Do some practice to help the studentsconsolidate the sentence pattern
Blackboard Design 1. Key Vocabulary: happening noise policeman wolf uneasy 2. Target LanguageWhat did you see that night I’m not sure. But it can’t be a dog . It was bigger. I think it might be a bear of a wolf .
Homework 1. Make sentences with these words.used to, have no idea, too... to... , see sb do sth，see sb doing sth2. Review the article.
Record after teachingIt must belong to Carla
Analysis of the Teaching Material The fourth period gives students further practice using the target language. In this class, students have a better understanding of the words must, might, could and can’t.
Teaching Aims and Demands Knowledge Objects 1. Key Vocabulary laboratory coat sleepy outdoors in the laboratory wear glasses take a shower feel sleepy 2. Target Language---Whose band is this ---It could be Mei’s hair band, or it might belong to Linda. The both have long hair. ---What did you see that night ---I’m not sure. But it can’t be a dog. It was bigger. I think it might be a bear or a wolf.
Ability Objects 1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。2) 总结情态动词的用法。
Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Teaching Key PointsAnd Teaching Difficult Points Teaching Key Points 1. Key Vocabulary laboratory coat sleepy outdoors in the laboratory wear glasses take a shower feel sleepy 2. Target Language---Whose band is this ---It could be Mei’s hair band, or it might belong to Linda. The both have long hair. ---What did you see that night ---I’m not sure. But it can’t be a dog. It was bigger. I think it might be a bear or a wolf.
Teaching Difficult Points 1) 学习运用情态动词的用法。2) 掌握物体所属的句型。
Teaching aid Recorder Student’s Book
Design of period Period 4
Teaching Procedures Teacher-student Interaction Revise
Ⅰ. Revision Review some main phrases and sentences we learned in the last class.Ⅱ. Grammar FocusFill in the blanks.1. 这是谁的排球 _________ __________ is this 这一定是卡拉的。她热爱排球运动。It _________ be ______. She loves volleyball.2. 这是谁的发带？_________ _________ is this 它可能是梅的发带。或者可能属于琳达。她们两人都是长头发。It _____ be Mei’s hair band. Or it ______ belong to Linda. They___ have long hair.3. 那晚你看见了什么？______ did you see that night 我不确定，但肯定不可能是狗。它更大。我想也许是一头熊或一匹狼。I'm ____ _____, but it ____ _____a dog.It was bigger. I think it ____ _____ a bear or a wolf.Ⅲ. Try to Find 情态动词表推测，可能性： must> can/could> may/might一、must表示可能性最大的肯定推测，意思是“一定、准是”。只能用于肯定句。如果要表示“一定不”，应该用can't。如果询问可能性时，应该用can。e.g. He must know the answers. 他肯定知道答案。He can't know the answers. 他肯定不知道答案Can he know the answer 他知道答案吗？二、can/couldcan表示推测“可能性”时，一般用于否定句或疑问句。can在疑问句中意思是“会，可能”。e.g. He can’t pick her schoolbag up. 他不可能拿了她的书包。could 用于表示某事有可能发生或可能是事实。e.g. Don’t eat it. It could go bad. 不要吃它，可能坏了。The plane could be put off by the storm. 这趟飞机可能会因为暴风雨而推迟。could可用于表示客气、礼貌、委婉的请求语气。Could you please help me with my homework？你能帮我完成我的家庭作业吗？may/mightmay, might表示推测“可能性”时，意思是“可能”，“也许”。might不表示过去时态，语气更委婉，可能性更小。may, might表推测时，可用于否定句，但不用于疑问句。e.g. He may/ might not be at home, but I'm not sure. 他可能不在家，不过我也不确定。四、推测时态1. must: 推测现在/ 正在/ 过去发生的动作。e.g. He must have a car now. (现在) 他一定有一辆小汽车。 He must be finishing his homework at home. (正在进行) 他一定在家做作业。 He must have finished the work. (过去) 他一定已完成了工作。2. cancan/ can’t 后可接进行时/完成时，表示对现在发生的动作或过去发生的动作进行推测。e.g. They can’t be reading in the library. 他们一定不在图书馆读书。 He can’t have gone to Shanghai because I saw him just now. 他不可能去了上海，我刚看见他了。3. may/ mightmay，might 可以推测现在正在发生的动作或过去发生的动作，还可以推测将来的情况。e.g. He may/might be sleeping now. (现在) 他可能正在睡觉。 These people may/might have seen the film before. (过去) 这些人以前可能看过这部电影。 It may rain. There are some clouds. (将来) 可能会下雨。因为有一些乌云。Ⅳ.Practice Work on 4a. Choose the best way to complete each sentence using the words in brackets.让学生们理解句子意思。2. 根据句意选择正确的情态动词。3. 最后，通读一遍句子，进行综合理解，看句子内容是否通顺，合理。4. Check the answers with the Ss. Keys: might be, must be, could be, can’t be, must be5. Explanation. (1) be sure (of/about sth/doing) 确信...，对...有把握be sure to do sth “ 必定” ，“ 必然会”, "准会" (2) 表示“位移”的动词用现在进行时态表将来，例如：go去，come来，leave离开，arrive到达，return 回来，fly 飞。 (3) wonder v. “想知道”（want to know）No wonder + 句子 “难怪.....”e.g. No wonder you are angry. 难怪你觉得生气。Ⅵ. Group Work Look at this picture of a room. How much can you tell about the person who lives here Is it a boy or a girl What are his/ her hobbies Discuss your ideas with a partner. Review some main phrases and sentences Do some practice to consolidate what we have learnt.Help the students master the language point.
Blackboard Design ---Whose band is this ---It could be Mei’s hair band, or it might belong to Linda. They both have long hair. ---What did you see that night ---I’m not sure. But it can’t be a dog. It was bigger. I think it might be a bear or a wolf.
Homework 1. Remember the Grammar.2. Finish the exercise in 4c.
Record after teaching
