UNIT
3
It
must
belong
to
Carla.单元备课
Ⅰ.Analysis
of
the
Teaching
Material
1.Status
and
Function
The
topic
of
this
unit
is
about
advice.In
this
unit,students
will
learn
to
talk
about
problems
and
give
advice.The
teaching
in
this
unit
is
divided
into
two
parts,Section
A
and
Section
B.The
former
part
intends
to
make
students
involved
in
the
learning
activities
while
the
later
focuses
on
deepening
the
learning
result.
(1)The
first
period
serves
as
an
introduction
and
lead-in
part.Activity
1a
introduces
some
key
vocabulary.Activity
1b
gives
students
practice
in
understanding
the
target
language
in
spoken
conversation.Activity
1c
gives
students
an
opportunity
to
practice
their
speaking
skill
using
the
target
language.In
this
period
students
can
learn
to
express
their
problems
in
their
daily
life.
(2)In
the
second
period
all
activities
provide
listening
and
speaking
practice.Students
can
improve
their
listening
and
speaking
skills
by
doing
these
activities.In
this
period
students
learn
to
give
somebody
advice
for
his/her
problems.So
students
can
help
people
who
are
in
trouble.This
will
make
students
feel
happy.It
can
raise
students’
interest
in
learning
English.Grammar
focus
can
make
students
understand
that
they
can
use
could,should
or
shouldn’t
when
they
give
advice.
(3)In
the
third
period
all
activities
provide
reading,writing
and
speaking
practice
using
the
target
language.Pairwork
provides
an
opportunity
for
students
to
use
the
language
of
this
unit
to
give
advice.All
these
activities
can
help
students
train
their
integrating
skills.The
exercises
of
the
workbook
can
strengthen
the
knowledge
of
students.This
can
make
students
realize
they
are
able
to
solve
problems
in
their
daily
life.
(4)Section
B
introduces
more
new
vocabulary.Activities
in
section
B
also
help
students
integrate
the
new
target
language
with
the
language
studied
in
earlier
periods.Activity
2c
is
designed
so
that
students
can
work
in
pairs.Help
students
form
mixed-level
pairs.The
more
advanced
learners
help
the
less
advanced
students
while
at
the
same
time
getting
a
valuable
review
of
their
own.
(5)In
the
fifth
period
students
will
learn
to
ask
for
advice
when
they
have
problems.Activity
3a
provides
reading
practice.Activity
3b
and
3c
provide
writing
practice.Groupwork
gives
an
opportunity
for
students
to
use
the
language
of
this
unit
to
ask
and
offer
advice.Students
can
improve
their
reading
and
writing
skills
in
this
period.
(6)Self
check
section
helps
students
review
all
key
vocabularies
as
well
as
new
grammar
items.This
page
ends
with
a
cartoon
with
the
target
language.A
penguin
wants
to
be
original.But
the
other
penguins
have
the
same
clothes
as
he
does.
(7)In
the
last
period
of
this
unit
I’ll
deal
with
the
reading
page.Maybe
you
should
learn
to
relax!
All
activities
encourage
students
to
use
the
reading
strategy
for
compre-hension
and
in
context.To
train
students’
reading
skill
and
ability
of
comprehension
is
the
difficulty
in
this
period.
2.Teaching
Aims
and
Demands
(1)Knowledge
Object
In
this
unit
students
learn
to
talk
about
problems
and
give
advice.
(2)Ability
Objects
To
improve
students’
ability
of
listening,speaking,reading
and
writing.
To
improve
students’
ability
of
communication.
To
improve
students’
ability
of
integrating
skills
(3)Sensibility
and
Value
To
be
able
to
realize
the
other
people’s
feeling
in
communication.
To
enable
to
cooperate
with
other
students,help
each
other
and
complete
the
tasks
together.
3.Teaching
Key
Point
To
master
the
key
vocabulary
and
the
target
language
in
this
unit.
4.Teaching
Difficulty
To
have
students
know
how
to
use
the
target
language
in
daily
life.
5.Studying
Ways
To
teach
students
how
to
listen
for
specific
information.
To
teach
students
how
to
cooperate
with
others
in
pairs
or
groups.
Ⅱ.Language
Functions
Talk
about
problems.
Give
advice.
Ⅲ.Target
Language
My
brother
plays
his
stereo
too
loud.
What
should
I
do
Why
don’t
you
talk
to
him
about
it
Ⅳ.Structures
Modals
could,should
Why
don’t
you... (formulaic)
Ⅴ.Vocabulary
stereo,loud,argue,original
out
of
style,say
you’re
sorry,talk
on
the
phone
Ⅵ.Recycling
problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ball
game,surprise,comfortable,colorful,inexpensive,borrow,write,call
someone
up,go
to
someone’s
house,every
night
Ⅶ.Learning
Strategies
Listening
for
specific
information.
Cooperating.
Ⅷ.Teaching
Time
Seven
periods.
教
学
设
计
备课时间__9__月__5__日
上课时间__9___月__14__日
周一1九三
7
九四
课题
UNIT
3
It
must
belong
to
Carla.
课时
1
课型
新授课
教学目标
1.Knowledge
Objects:
学会使用might，could，must等情态动词进行合理的推测。
·学会根据一定的背景或前提对某事进行判断和预测。
2.Ability
Objects:To
train
listening
skill.To
train
students’
ability
of
communication.3.Sensibility
and
Value通过本单元学习使学生
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )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。
重点难点分析及突破措施
教学重点：Vocabulary
and
structures.教学难点：Listening
practice.Pairwork.突破措施：Listening
and
speaking
municative
approach.
教具准备
A
tape
recorder.A
projector.
板书设计
Unit
2
It
must
belong
to
Carla。
1．It
must
belong
to
Carla．2．It’s
crucial
that
I
study
for
it
because
it
makes
up
30%
of
the
final
exam．3．He
might
be
running
to
catch
a
bus．4．There
must
be
something
visiting
the
homes
in
our
neighborhood,
but
what
is
it
教
学
过
程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step1.Learn
the
new
words:from“belong”to
“Oxford
University”.
This
activity
introduces
the
key
vocabulary.
Write
the
key
vocabulary
words
on
the
blackboard.
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.and
so
onStep
2.Master
the
important
phrases
and
sentences.短语：属于_________________
组成________________听古典音乐
( http: / / www.21cnjy.com"
\t
"_blank"
\o
"欢迎登陆21世纪教育网 )__________________
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。Step3
Listening
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.Finish
1b
2a
2b
Step4
Pairwork
Let
the
students
practice
according
to
the
contents
of
listeningStep5.
Grammar:
情态动词表示推测Explain
the
grammar
to
the
Ss.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may
not
用于否定句中，can’t用于很有把握的推测，意为“不可能”，而may
not常用于把握性不大的推测，意为“可能不”。2.
have
any/some
idea
“知道，了解”
have
no
idea
“不知道”我不知道你为什么上学迟到。I
_______________
why
you
were
late
for
school.3.
It’s
crucial
that…
意为“…是至关重要的”4.
What
do
you
think
“anxious”
means 同义句
What’s
the
meaning
of
the
word
“anxious” What
do
you
mean
by
the
word
“anxious” 5.
because
of
“因为，由于”＋名词，代词，动名词（doing）I
didn’t
come
to
school
yesterday
because
I
was
ill.I
didn’t
come
to
school
yesterday
because
of
illness.Step
6
Exercises:
用must,
might,
could,
can’t填空1.
The
toy
_______
be
Bob’s.
He
is
the
only
little
kid.2.
The
beautiful
trousers
_______
be
Jim’s.
They
are
too
long.3.
The
football
_______
be
Wei
Hua’s
or
Tian
Hui’s.
They
both
play
football.4.
The
earring
______
be
Janie’s.
She
wears
earrings
sometimes.5.
The
textbook
_______
belong
to
Tom.
It
has
his
name
on
it.综合填空
Dogs
are
very
good
pets.
They
are
very
f_______
to
people
and
very
beautiful,
too.
Most
dogs
get
on
well
with
c_________
and
their
parents.
Others
are
good
watchdogs
because
they
cry
loudly
when
a
s_______
person
arrives.
When
you
buy
a
dog,
an
important
thing
to
think
about
is
its
s______
-buy
a
small
dog
if
your
home
is
small
and
bigger
one
if
y______
is
larger.
Many
people
don’t
know
what
to
feed
their
dogs.
Dogs
eat
a_________
anything!
They
like
meat,
rice,
and
lots
of
other
things.
You
can
buy
lots
of
food
m_______
for
dogs
in
shops.
Don’t
let
your
dog
eat
too
much.
Feed
it
only
once
a
day.
Always
l_______
some
clean
water
for
your
dog.
It
can
get
t_______
very
quickly,
especially
in
summer.
Remember
that
dogs
need
e________.
You
should
take
it
for
a
walk
every
day.
Don’t
keep
your
dog
inside
all
day.V
Summing
up.VI
Homework.1,Read
the
words
and
the
expressions.
2.Do
Exercise
1,2
in
the
workbook.
教
学
后
记（包括达标情况、教学得失、改进措施等）
情态动词表推测，学生需要时间加强巩固。
教
学
设
计
备课时间___9___月___8__日
上课时间___9____月___15__日
周二2九三
3九四
课题
Unit
3
It
must
belong
to
Carla.
课时
1
课型
新授课
教学目标
1.Knowledge
Objects(1)Key
vocabulary:can;could;call
up;argument(2)Key
structuresWhat
should
I
do You
should
write
him
a
letter.What
should
he
do Maybe
he
should
say
he’s
sorry.What
should
they
do They
shouldn’t
argue.2.Ability
Objects:To
train
students’
listening
skill.To
master
some
grammar
rules.3.Sensibility
and
Value:To
enjoy
helping
others
when
they
have
trouble.Cooperation
is
very
important.To
help
students
realize
the
importance
of
cooperation
重点难点分析及突破措施
教学重点：Key
vocabulary.Key
structures.教学难点：Groupwork.突破措施：Listening
and
speaking
municative
competence.Cooperating
method.
教具准备
A
tape
recorder.
板书设计
UNIT
3
It
must
belong
to
Carla.new
words:could
(can)call
upargument
n.argue
with
sb.
教
学
过
程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step
ⅠGreet
the
class
as
usual
and
check
the
homework.Ask
some
students
to
report
their
parents
or
friends
problems
and
the
advice
they
gave
them.Give
them
little
presents
if
some
of
them
do
their
work
well. Step
ⅡWrite
the
new
words
on
the
board
and
teach
them.Ask
students
to
repeat
the
new
wrods.And
make
sure
they
can
understand
them.could
aux.v.(can的过去式)call
up打电话给某人argument
n.争论；争吵；意见不合 Step
Ⅲ
2aIn
this
activity
first
ask
students
to
look
at
the
picture.Tell
students
they
are
talking
about
the
problem.Say,Now
you’ll
hear
a
conversation
between
Nari
and
a
friend.Circle
the
word
could
or
should
you
hear.Ask
students
to
look
at
the
chart
in
activity
1a.Show
students
the
first
column
and
ask
a
student
to
read
it
to
the
class.S:1.My
parents
want
me
to
stay
at
home
every
night.2.My
brother
plays
his
stereo
too
loud.3.I
don’t
have
enough
money.4.I
argued
with
my
best
friend.5.My
clothes
are
out
of
style.T:Very
Good.Sit
down,please.Now
listen
to
the
conversation.Write
Nari’s
problem
on
the
blank
lines.Then
play
the
recording
the
first
time.This
time
students
only
listen.And
play
it
a
second
time.As
they
listen
to
the
recording
this
time,ask
students
to
write
Nari’s
problem
on
the
blank
lines
in
activity
2a.Then
check
the
answers.AnswersI
argued
with
my
best
friend.(This
activity
provides
students
listening
practice
using
the
target
language.)TapescriptBoy
1:Hey,Nari,what’s
wrong Boy
2:I
had
an
argument
with
my
best
friend.What
should
I
do Boy
1:Well,you
could
write
him
a
letter.Boy
2:I
don’t
think
so.I
don’t
like
writing
letters.Boy
1:Maybe
you
should
call
him
up.Boy
2:No,I
don’t
want
to
talk
about
it
on
the
phone.Boy
1:Well,you
should
say
you’re
sorry.Boy
2:Yes,I
know
I
should,but
it’s
not
easy.Boy
1:Maybe
you
could
go
to
his
house.Boy
2:I
guess
I
could,but
I
don’t
want
to
surprise
him.Boy
1:Hey,I
know.You
could
give
him
a
ticket
to
a
ball
game.Boy
2:Well,that’s
a
good
idea,but
I
don’t
have
enough
money. Step
Ⅳ
2bThis
activity
provides
listening
practice
using
the
target
language.First
read
the
instructions.Show
students
the
example
match.1.You
could
write
him
a
letter.I
don’t
like
writing
letters.Ask
students
to
listen
again
and
draw
lines
to
match
the
advice
and
the
reasons.Like
the
sample
match.Then
play
the
recording
again.Check
the
answers.Answers1.d
2.e
3.a
4.c
5.b Step
Ⅴ
2c
GroupworkThis
activity
provides
guided
oral
practice
using
the
target
language.This
activity
demands
students
to
role
play
the
conversation
between
Nari
and
his
friend.First
tell
students
how
to
do
this
activity.Point
to
the
example
in
the
sample
dialogue.Ask
two
students
to
read
the
conversation
to
the
class.Point
out
the
sentences
in
activity
2b.Ask
two
students
to
role
play
a
conversation
between
Nari
and
his
friend
using
these
two
sets
of
sentences.For
example,Sa:What’s
the
matter,Nari Sb:I
argued
with
my
best
friend.Sa:Maybe
you
could
call
him
up.Sb:I
don’t
want
to
talk
about
it
on
the
phone.Help
the
students
when
necessary.Then
have
student
work
in
pairs.First
one
student
is
Nari
and
the
other
student
is
Nari’s
friend.Then
the
two
students
change
places.At
the
end
check
the
answers
by
calling
on
different
pairs
to
say
a
conversation
to
the
class.Praise
them
for
their
good
job. Step
Ⅵ
Grammar
FocusReview
the
grammar
box.Ask
students
to
say
the
questions
and
the
responses.Point
out
that
the
word
should
is
always
used
to
ask
for
advice,but
the
words
could,should,and
shouldn’t
are
used
to
give
advice.Explain
that
the
word
could
is
a
less
serious
word
than
should.Say,When
you
say
someone
could
do
something,it
means
that
your
advice
is
just
one
idea
of
many
different
ideas.When
you
say
someone
should
do
something,it
means
that
your
advice
is
the
best
idea
or
the
only
idea.Use
the
word
could
when
you
are
not
very
sure
of
your
advice.Use
should
when
you
are
very
sure
of
your
advice. Step
Ⅶ
Pronunciation
NoteThe
“t”
at
the
end
of
the
word
shouldn’t
is
usually
not
pronounced.And
the
end
of
the
word
shouldn’t
is
often
combined
with
the
beginning
of
the
following
word.For
example,shouldn’t
argue
does
not
usually
sound
like
shud-n-tar-gyou.Instead
it
sounds
like
shud-n-ar-gyou.You
may
wish
to
replay
some
of
the
shouldn’t
sentences
on
the
recording
to
demonstrate
this
pronunciation. Step
Ⅷ
Summary
and
HomeworkThis
class
we
listened
to
a
conversation
and
knew
about
Nari’s
problem
and
the
advice
his
friend
gave
him.And
we’ve
learnt
the
three
words:could,should,shouldn’t.The
three
words
are
used
to
give
advice.After
class
you
can
have
more
practice
using
the
three
words
to
give
some
advice.I
hope
all
of
you
can
express
yourselves
bravely
in
English.If
you
do
this,you
can
make
great
progress.And
also
I
hope
you
can
learn
to
cooperate
happily.
教
学
后
记（包括达标情况、教学得失、改进措施等）
情态动词表推测理解联系，效果较好。个别学生需加强理解。
教
学
设
计
备课时间___9___月__9_日
上课时间___9___月___16__日
周三1九四
3九三
课题
UNIT
3
It
must
belong
to
Carla.
课时
1
课型
新授课
教学目标
1.KnowledgeObjects:Keyvocabulary:payfor;askfor;either;bake.teen=teenager;talk;family;tutorLearn
to
give
somebody
advice.Judge
which
are
good
ideas,okay
ideas
and
bad
ideas.Pairwork.2.Ability
Objects:To
train
the
students’
judgement.To
train
students’
ability
of
comprehension.To
train
reading
skill.3.Sensibility
and
ValueTo
be
able
to
cooperate
with
others,help
each
other
and
complete
the
task-based
activities.To
enable
to
understand
the
feelings
of
others
in
communication.
重点难点分析及突破措施
教学重点：Key
vocabulary.To
judge
which
are
good
advice.教学难点：To
give
somebody
advice.Pairwork.突破措施：Reading
prehension
method.Judge
method.
教具准备
A
projector.
板书设计
UNIT
3
It
must
belong
to
Carla. I
need
to
get
some
money
to
pay
for
summer
camp.Advice:1.You
could
get
a
part-time
job.2.You
could
borrow
some
from
your
brother.3.You
could
ask
your
parents
for
some.Scores:A
list
of
the
best
advice
of
the
students.
教
学
过
程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step
Ⅰ
Greet
the
class
as
usual
and
check
the
homework.Ask
students
to
give
three
pieces
of
advice
using
the
words
could,should
and
shouldn’t.Praise
them
for
their
good
work. Step
Ⅱ
Show
the
new
words
on
the
screen.Read
the
new
words
to
students
and
ask
them
to
repeat.And
make
sure
students
can
understand
the
meanings
of
the
words.
Step
Ⅲ
3aIn
this
activity
first
write
this
sentence
on
the
board.I
need
to
get
some
money
to
pay
for
summer
camp.Then
write
the
three
possible
responses
on
the
board
and
ask
a
student
to
read
the
responses
to
the
class.For
example,You
could
get
a
part-time
job.You
could
borrow
some
from
your
brother.You
could
ask
your
parents
for
some.Have
students
discuss
the
three
responses
and
be
sure
that
students
understand
how
the
responses
are
used.Then
ask
four
students
to
read
the
conversation
to
the
class.Have
students
raise
any
parts
they
don’t
understand
and
explain
these
sentences
to
students.Now
ask
students
what
they
think
of
these
advice.Have
students
write
“good
idea”
“okay
idea”
or
“bad
idea”
next
to
each
suggestion.Ask
them
to
do
the
activity
on
their
own.Then
talk
about
the
students’
answers.Read
the
first
piece
of
advice
and
ask
students
to
raise
their
hards
if
they
think
it
is
a
good
idea.Then
ask
students
who
think
this
advice
is
an
okay
idea
to
raise
their
hands.And
then
ask
students
who
think
it
is
a
bad
idea
to
raise
their
hands.Write
the
scores
on
the
board.Repeat
for
the
other
pieces
of
advice.(This
activity
provides
reading
and
writing
practice
using
the
target
language.) Step
Ⅳ
3b
Pairwork
This
activity
provides
oral
practice
using
the
target
language.Frist
point
out
the
example
conversation
and
ask
two
students
to
read
it
to
the
class.Sa:I
need
some
money
to
buy
gifts
for
my
family.What
should
I
do Sb:I
think
you
should
borrow
some
money
from
your
friends.Sa:Oh,no.I
don’t
like
to
do
that.Sb:Then
I
think
you
should
get
a
part-time
job.Sa:That’s
a
good
idea.Ask
students
to
say
some
ways
to
get
money
that
aren’t
in
the
book.Write
these
on
the
board
and
explain
these
ways
to
the
class.Have
students
work
with
their
partners
as
they
ask
for
and
give
advice.In
the
end
ask
two
or
three
pairs
of
students
to
say
their
conversations
to
the
class. Step
Ⅴ
4
PairworkThis
activity
presents
an
opportunity
for
students
to
use
the
language
of
this
unit
to
give
advice.First
ask
students
to
look
at
the
picture.Say,This
is
Geoffrey.He
is
a
Canadian
boy
who
has
come
to
live
in
China
with
his
parents.He
wants
to
practice
his
Putonghua,but
he
is
very
shy.Make
a
list
of
things
Geoffrey
could
do.Ask
students
to
complete
the
work
in
pairs.Ask
a
few
students
to
list
their
advice.Write
a
list
of
the
best
advice
on
the
board. Step
Ⅵ
An
ActivityAdvice
ColumnAsk
a
student
to
find
an
advice
column
in
an
English-language
newspaper
in
the
library.Have
the
student
look
at
several
days’
papers
and
write
down
some
of
the
problems
people
sent
in.Ask
the
student
to
make
a
chart
with
each
problem
on
one
side
and
each
piece
of
advice
on
the
other
side
in
random
order.Display
the
chart
on
the
bulletin
board
in
the
classroom
and
ask
students
to
try
to
match
the
problems
with
the
advice.(The
student
could
also
do
this
activity
using
a
newspaper
in
their
native
language,translating
the
information
into
simple
English.) Step
Ⅶ
WorkbookSection
A(1)Match
the
sentence
parts.Draw
a
line.Then
write
the
sentences
on
the
lines
below.
1.
You
could
write
her
a
letter.2.__________________________________3.__________________________________4.__________________________________5.__________________________________6.__________________________________(2)Match
the
problems
with
the
advice.Draw
a
line.Problems
Advice
(3)
Circle
the
correct
words
in
these
conversations.1.A:I
don’t
want
to
study
at
the
library.B:You(shouldn’t/could)
study
at
my
house.2.A:I
need
some
money.What(could/should)
I
do B:You
could
get
a
part-time
job.3.A:This
shirt
is
really
ugly.B:Then
you(could/shouldn’t)
wear
it
to
school.4.A:I
don’t
like
writing
letters.B:You
(should/shouldn’t)
use
the
telephone.5.A:I
want
to
surprise
my
parents.B:You
(shouldn’t/could)
buy
them
a
CD.(4)Unscramble
the
advice.Then
write
the
correct
advice
after
each
problem.Advice1.breakfast
big
have
should
you
a2.shouldn’t
it
buy
you3.sorry
say
should
you’re
you4.could
leave
you5.should
you
him
gift
give
a6.wear
shouldn’t
you
themProblemsa.My
sister
and
I
argued
last
night.b.I’m
really
hungry.c.It’s
my
brother’s
birthday
today.d.These
shoes
aren’t
comfortable.e.That
shirt
is
too
expensive.f.I
can’t
stand
this
movie.Advice1.You
should
have
a
big
breakfast.______________________________________________________________________________________________________________________________________________________Key
to
WorkbookSection
A(1)2.a
3.f
4.c
5.e
6.b2.That
shirt
is
out
of
style.3.I
need
a
part-time
job.4.I
want
to
go
to
a
ball
game.5.You
could
say
you’re
sorry.6.That’s
a
difficult
problem.(2)2.c
3.f
4.d
5.a
6.e(3)2.should
3.shouldn’t
4.should
5.could(4)a.3.You
should
say
you’re
sorry.c.5.You
should
give
him
a
gift.d.6.You
shouldn’t
wear
them.e.2.You
shouldn’t
buy
it.f.4.You
could
leave. Step
Ⅷ
SummaryToday
we’ve
learnt
how
to
give
somebody
advice.I
hope
you
can
learn
to
communicate
with
others
and
help
somebody
if
he
or
she
has
some
trouble. Step
Ⅸ
HomeworkPreview
the
next
page.Finish
off
the
workbook
exercises.
教
学
后
记（包括达标情况、教学得失、改进措施等）
情态动词表推测加强巩固练习，学生对其更熟悉。
教
学
设
计
备课时间___9___月_10__日
上课时间___9___月__17__日
周四2九四
7九三
课题
UNIT
3
It
must
belong
to
Carla.
课时
1
课型
新授课
教学目标
1.Knowledge
Objects:1Key
vocabulary:original;the
same
as;inexpensive;colorfulget—got—gotten2Key
structures:I
think
Erin
should
tell
her
friend
to
get
different
clothes.Why Because
friends
shouldn’t
wear
the
same
clothes.Pairwork2.Ability
Objects:To
train
students’
ability
of
expression.To
train
listening
and
writing
skills.To
train
the
communicative
competence.3.Sensibility
and
ValueTo
raise
students’
interest
of
learning
and
remember
more
English
words.To
ask
for
help
if
students
have
any
difficulties
in
studying
English.
重点难点分析及突破措施
教学重点：Key
vocabulary.Key
structures教学难点：Pairwork.Oral
practice突破措施：Listening
and
writing
methods.Oral
practice
municative
approach.
教具准备
A
projector.A
tape
recorder
板书设计
UNIT
3
It
must
belong
to
Carla.NI—not
importantI—importantVI—very
importantreason
why
教
学
过
程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step
Ⅰ
Greet
the
class
as
usual
and
check
the
homework. Step
Ⅱ
Show
the
new
words
on
the
screen.Ask
students
to
read
the
new
words
first.Then
correct
their
pronunciation.Read
the
new
words
to
students
and
ask
them
to
repeat
several
times. Step
Ⅲ
Section
B
1aFirst
ask
students
to
look
at
the
picture.Let
students
tell
you
what
the
girl
is
doing.Students
may
answer,She
is
choosing
clothes.Then
ask
a
student
to
read
the
sentences
to
the
class.S:They
are
original.They
are
comfortable.They
are
the
same
as
my
friends’
clothes.They
are
inexpensive.They
are
colorful.Then
ask
students
to
repeat
these
sentences.Ask
students
to
explain
in
their
own
words
what
each
sentence
means.Give
students
an
example.For
example,T:What
do
original
mean Who
can
tell
me OK.You
please.Sa:Different
from
the
others.Not
the
same.T:Quite
right.When
something
is
original,it
is
not
like
all
the
others.Who
can
give
us
an
example Sb:My
watch
doesn’t
have
numbers
on
it.It
has
pictures
of
faces
instead
of
numbers.So
my
watch
is
original.T:Very
good.It’s
really
not
like
all
the
others.(Show
the
watch
to
the
class.)Encourage
students
to
explain
other
sentences.Point
out
the
write-on
line
in
front
of
each
sentence.Then
point
to
the
sample
answer.Tell
students
to
write
“VI”
if
the
statement
is
very
important
to
you.Write
“I”
if
it
is
somewhat
important
and
write
“NI”
if
it
is
not
important.Talk
about
the
answers
with
the
whole
class.Discuss
which
answers
most
students
marked
as
very
important.(This
activity
introduces
more
key
vocabulary.) Step
Ⅳ
1b
PairworkHave
students
use
the
answers
to
Activity
1a
to
talk
with
their
partners.Ask
students
to
work
with
a
partner.Have
them
make
their
own
statements
about
the
items
in
Activity
1a.As
students
talk,move
around
the
classroom
checking
their
work.Offer
language
and
pronunciation
support
as
needed.Then
after
they
practice
a
little
while,ask
several
students
to
say
one
or
more
of
their
statements
to
the
class.Give
them
little
presents
if
they
do
their
work
better.(This
activity
provides
guided
oral
practice
using
the
target
language.) Step
Ⅴ
2aIn
this
activity
first
ask
a
student
to
read
the
three
items.S:My
friend
has
nicer
clothes
than
I
do.My
friend
wears
the
same
clothes
and
has
the
same
haircut
as
I
do.I
don’t
like
my
friends
clothes
and
haircut.T:We’ll
listen
to
a
radio
advice
program.People
call
in
for
help
with
a
problem
and
other
people
call
up
with
advice.They
will
be
talking
about
one
of
these
problems.Please
check
the
problem
they
talk
about.Play
the
recording
for
students.First
time
students
only
listen.And
then
play
the
recording
for
a
second
time.As
they
listen
to
the
recording
this
time,ask
students
to
put
a
check
in
front
of
the
problem.Then
check
the
answers.AnswersMy
friend
wears
the
same
clothes
and
has
the
same
haircut
as
I
do.TapescriptHost:Hi,Erin.Thanks
for
calling
Teen
Talk
109.1
FM.Erin:Well,see,I
always
wear
trendy
clothes,and
I
have
a
really
neat
haircut.Host:Yes Erin:It’s
my
friend,Jasmine.She
buys
the
same
clothes
as
I
do,and
she
even
gets
the
same
haircut.She
copies
everything
I
do.I
want
to
be
original.I
want
to
have
my
own
clothes
and
my
own
haircut.Host:Let’s
see
if
a
listener
has
some
advice
for
you.Kim
is
calling.Hello,Kim.Kim:Hello.Host:What
advice
do
you
have
for
Erin Kim:I
think
she
should
tell
her
friend
to
get
different
clothes
and
a
different
haircut.Host:Thank
you
for
your
advice,Kim.OK,we
have
another
caller
on
the
line.Nicole
is
calling.Nicole:Hi.I
think
Erin
should
be
happy
that
her
friend
likes
her
clothes
and
haircut.I
don’t
think
Erin
has
a
problem!Host:That’s
an
interesting
opinion.Thank
you,Nicole.OK,we
have
time
for
one
more
caller.Emilio
is
on
the
line.Emilio:Well,um,I
think
that
Erin
should
find
a
new
best
friend.No
one
wants
a
friend
who
isn’t
original!(This
activity
gives
students
practice
in
understanding
the
target
language
in
spoken
conversation.) Step
Ⅴ
2bFirst
ask
students
to
look
at
the
chart
in
Activity
2b.Point
to
the
three
lines
in
the
chart
with
the
callers’
names
on
the
lines.Tell
students
to
listen
to
the
recording
again
and
write
what
each
person
said
after
the
person’s
name.Then
play
the
recording
again.Allow
plenty
of
time
for
students
to
write
their
answers.If
students
can’t
finish
writing,play
the
recording
more
than
once.Then
correct
the
answers.AnswersKim:Tell
your
friend
to
get
different
clothes
and
a
different
haircut.Nicole:Be
happy
that
your
friend
likes
your
clothes
and
haircut.Emilio:Find
a
new
best
friend.(This
activity
provides
listening
and
writing
practice
using
the
target
language.) Step
Ⅶ
2c
PairworkAsk
students
to
say
what
Erin’s
problem
is.They
may
say.Her
problem
is
that
her
friend
wears
the
same
clothes
and
has
the
same
haircut
as
she
does.Then
ask
students
what
they
think
Erin
should
do.Give
their
advice
and
say
why.Ask
students
to
work
with
a
partner.As
they
talk,move
around
the
room
checking
their
work.Tell
them
they
can
use
the
example
in
the
sample
dialogue.After
a
few
minutes,ask
several
different
pairs
of
students
to
say
part
of
their
conversation
to
the
class.Encourage
students
who
are
shy
to
say
their
conversations.Give
them
little
presents
to
praise
them
for
their
work
no
matter
how
their
work
is.(This
activity
provides
guided
oral
practice
using
the
target
language.) Step
Ⅷ
An
ActivityThe
Worse
AdviceAsk
some
students
to
write
a
paragraph
about
the
worst
advice
they
ever
got.First
ask
the
students
to
tell
what
the
problem
was.Then
ask
the
students
to
say
the
different
kinds
of
advice
they
got.Ask
the
students
to
say
what
the
worst
advice
was.Finally,ask
the
students
to
say
what
they
did
about
the
problem. Step
Ⅸ
Summary
and
HomeworkToday
we’ve
had
listening,speaking
and
writing
practice.And
we’ve
learnt
how
to
give
somebody
advice
and
tell
the
reason.After
class
read
the
new
words
again
and
preview
the
new
words
on
next
page.
教
学
后
记（包括达标情况、教学得失、改进措施等）
3a课文是令学生好奇的事件，学习效果较好。
教
学
设
计
备课时间___9____月_11__日
上课时间___9____月__18__日
周五4九三
6九四
课题
UNIT
3
It
must
belong
to
Carla.
课时
1
课型
新授课
教学目标
1.Knowledge
Objects:(1)Key
vocabulary:at
school;except;wrong;upset
leave
out;lose—lost—lost(2)Key
structures:My
best
friend
is
more
popular
than
me.I
want
to
like
him.What
should
I
do You
could
be
friendlier.You
should
try
to
be
funny.(3)Reading
and
writing
practice:Groupwork2.Ability
Objects:To
train
students’
ability
of
reading.To
train
students’
writing
skill.To
train
students’
communicative
competence.3.Sensibility
and
ValueTo
enable
to
communicate
with
others
in
English.
重点难点分析及突破措施
教学重点：Key
vocabulary.Key
structures.Reading
and
writing
practice.教学难点：Groupwork.Oral
practice.突破措施：Reading
method.Writing
municative
approach.
教具准备
A
projector.
板书设计
UNIT
3
It
must
belong
to
Carla.Words
or
phrases
students
don’t
understand:Some
key
words
in
activity
3b.Have
a
talk
with
best
friends.
教
学
过
程(包括导引新课、依标导学、异步训练、达标测试、作业设计等)
Step
Ⅰ
Greet
the
class
and
check
the
homework. Step
Ⅱ
Show
the
new
words
on
the
screen.Read
the
new
words
to
students
and
ask
students
to
repeat. Step
Ⅲ
3aThis
activity
provides
reading
practice
using
the
target
language.First
read
the
letter
to
the
class
or
ask
a
student
to
read
it
to
the
class.After
reading,ask
students
to
circle
any
words
or
phrases
that
they
don’t
understand.Then
ask
students
to
say
what
words
or
phrases
they
don’t
understand.Write
these
words
or
phrases
on
the
board.Then
explain
these
words
or
phrases.And
then
ask
students
to
underline
the
problem.Then
check
the
answersAnswersMy
friends
are
planning
a
birthday
party
for
my
best
friend
and
they
don’t
invite
me. Step
Ⅳ
3bThis
activity
provides
writing
practice
using
the
target
language.First
ask
some
students
to
say
some
advice
for
“Left
Out”.Write
the
key
words
on
the
board.For
example,if
a
student
says.You
should
have
a
talk
with
your
best
friend.Write
on
the
board,have
a
talk
with
best
friend.Then
have
students
fill
in
the
blanks
in
Mary
Lee’s
letter.Ask
some
students
to
read
their
letters
to
the
class. Step
Ⅴ
3cThis
activity
provides
writing
practice
using
the
target
language.Read
the
instructions.Write
your
own
letter
in
an
advice
column.Your
problem
can
be
real
or
imaginary.Read
your
letter
to
the
class
and
ask
for
advice.First
ask
students
to
say
some
problems
they
might
write
about.Write
some
key
phrases
on
the
board.This
can
help
other
students
get
some
ideas
to
write
about.Give
students
examples.I
have
a
test
on
Friday
and
I
want
to
go
to
the
movies
on
Thursday
night.It’s
my
mother’s
birthday
tomorrow
and
I
don’t
have
any
money
to
buy
her
a
present.I
had
a
terrible
argument
with
my
brother.I
got
a
bad
grade
in
English.Then
ask
students
to
write
their
letters
on
their
own.Read
their
letters
to
the
class
and
ask
for
advice.But
don’t
make
anyone
read
who
doesn’t
want
to. Step
Ⅵ
4
GroupworkThis
activity
presents
an
opportunity
for
students
to
use
the
language
of
the
unit
to
ask
and
offer
advice.First
show
some
problems
on
the
screen.ProblemsYou
left
your
homework
at
home.Your
best
friend
is
more
popular
than
you.You
lost
your
sports
clothesYou
don’t
know
where
your
ID
card
is.You
don’t
want
to
have
P.E.
classes.You
parents
always
argue.Then
point
to
the
dialogue.Ask
three
students
to
read
it
to
the
class.Sa:My
best
friend
is
more
popular
than
me.I
want
to
be
like
him.What
should
I
do Sb:You
could
be
friendlier.Sc:You
should
try
to
be
funny.Then
ask
students
to
work
in
groups.Choose
one
of
the
problems
on
the
screen
and
give
their
advice.Ask
a
few
students
to
share
the
sample
conversations.One
student
can
pretend
to
have
the
problem
and
the
other
student
can
offer
advice.Have
students
decide
which
classmates
have
the
best
advice. Step
Ⅶ
Optional
ActivityIf
students
are
not
comfortable
reading
their
own
problems
to
the
class,collect
the
books
and
read
the
problems
to
the
class.Try
not
to
let
the
class
see
whose
book
it
is. Step
Ⅷ
An
ActivityRadio
Talk
ShowAsk
three
to
five
students
to
work
together
to
write
a
script
for
a
radio
talk
show
where
people
call
in
for
advice.One
student
can
play
the
host,a
second
student
can
be
the
person
with
the
problem,and
the
rest
of
the
students
can
be
the
people
offering
advice.Help
the
students
think
of
an
interesting,possibly
funny,problem.For
example,My
older
brother
calls
me
shorty
all
the
time.It’s
really
embarrassing.If
recording
equipment
is
available,ask
students
to
record
the
show,listen
to
it,and
revise
their
script
before
they
say
it
to
the
class. Step
Ⅸ
SummaryToday
we’ve
read
a
letter.And
we
knew
what
problems
“Left
Out”had.And
also
we
helped
and
gave
him
some
advice.We’ve
learnt
to
express
what
problems
we
have
in
our
daily
life
and
how
to
give
advice.If
we
enable
to
help
some
one
get
out
of
their
trouble,it’s
really
a
pleasant
thing. Step
Ⅹ
HomeworkLearn
the
new
words
by
heart.
教
学
后
记（包括达标情况、教学得失、改进措施等）
世界奇观英国Stonehenge，与中国长城联系，利于学生理解课文内容。备课时间__9__月__19__日
上课时间__9___月__25__日
周五4九三
6九四
Unit
3
It
must
belong
to
Carla
词形转换
value
(adj.)
________
happen
(n.
)_________
noise
(adj.)
_______
(adv.)_________
policeman
(pl.)
______
wolf
(pl.)
_______
easy
(opp.)
______
laboratory
(pl.)________
outdoors
(opp.)
______
sleep
(adj.)
_______
suit
(adj.)
______
express
(n.)
_________
mystery
(adj.)
_______
history
(n.表人)
________
lead
(n.)
_____
medical
(n.)
_______
energy
(adj.)
________
enemy
(pl.)
_______
hard-working
(opp.)
__________
短语归纳
在野餐
属于
（两种）
参加一个音乐会
有价值的东西
捡起；拾起
过去很安静
奇怪的噪音
感到不安
在实验室里
感觉困
穿着西装
表达差异
同时
最大的谜团之一
75万多游客
在一年中最长的一天
古代领导人
沟通；交流
指出
另一个普遍的观点
在仲夏的早晨
有一种医学目的
预防疾病
使人们保持健康
石头的位置
庆祝战胜敌人的胜利
一段很长的时期
伟大的规划者
她最喜欢的作家
听流行音乐
在音乐大厅
去野炊
互相认识
不寻常的事情
做某事有乐趣
隔壁邻居
逃跑
在小区
看日出
直接照射在石头中间
感觉来自脚下的力量爬进身体
为了特殊的目的
一个尊敬祖先的地方
聚会有点晚
用电话和她交谈
重点句子
我妻子认为它可能是一种动物，但我和我的朋友认为那一定是青少年在玩耍。
一定有某种东西闯入了我们的社区。
----这是谁的排球？
----它一定是卡拉的。她喜欢排球。
----这是谁的发带？
----它可能是梅的发带。或者它可能属于琳达。她们两个人都留着长发。
----那天晚上你看见了什么？
----我不确定，但它可能是一只狗。它更大些。我认为它可能是一只熊或一只狼。
他可能正在跑步锻炼。
巨石阵，一个岩石圈，不仅是英国的最著名的历史古迹之一，而且是最大的谜团之一。
没有人确定巨石阵是干什么用的。
后记：知识点掌握较好，部分学生需更多时间加强记忆。
