Unit5[上学期]

Unit 5 It must belong to Carla.
Ⅰ. Analysis of the Teaching Material
Status and Function
The topic of this unit is a picnic, In this unit, students learn to make inferences.
Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.
(1) 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.
(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.
Meanwhile, students practice listening and writing the target language.
(3) 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.
(4) The fourth 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.
(5) In the fifth 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.
(6)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.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to make inferences using the words must, might, could and can’t.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ ability to deduce.
(3) Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
We’ll benefit a lot by learning proverbs.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To learn to make inferences using the words must, might, could and can’t.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills.
To enable students to grasp the usage of must, might, could and can’t.
5. Studying Way
Teach students how to make inferences using must, might, could and can’t.
Ⅱ. Language Function
Make inferences
Ⅲ. Target Language
Whose volleyball is this
It must be Carla’s. She loves volleyball.
It could be Ted’s.
Ⅳ. Structure
must, might, could and can’t
Ⅴ. Vocabulary
picnic, chase, escape, belong to, toy car, 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. Learning Strategies
1. Sequencing
2. Deducing
Ⅷ. Teaching Time
Six periods
No.20 The First Period
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
belong, belong to, plate, author, toy, picnic
(2)Target Language
Whose book is this
It must be Mary’s. Wanda Wilbur is her favourite author.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence using the target language.
3. Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Ⅱ.Teaching Key Points(教学重点)
1. Key vocabulary
2. Target language
Ⅲ. Teaching Difficult Point(教学难点)
1. Listen for the target language
2. Oral practice using the target language
Ⅳ. Teaching Methods(教学方法)
1. Scene teaching method
2. Listening method
3. Pairwork
Ⅴ. Teaching Aid(教学工具)
1. Blackboard drawings
2. A tape recorder
3. A projector
VI. Teaching Procedures(教学过程)
Step I Revision
Check homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.
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.
Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy car magazine book
Step Ⅲ lb
This activity gives students practice in understanding the target langugage 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
Jane’s little brother—toy car—He was the only little kid at the picnic.
Mary—book—Wanda Wilbur is her favourite author.
Carla—volleyball—She loves volleyball.
Deng Wen—magazine—He loves cats.
Grace—CD—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 favourite author.
Write the conversation on the blackboard.
Point out the chart in Activity 1b. Say.
Now work with a partner. Start by reading the 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.
Step Ⅵ Homework
(1) Say and remember the spelling of the vocabulary words.
(2)Say the conversations in Activity 1c to get a further understanding of the target language.
Step Ⅶ Blackboard Design VI. Teaching Procedures(教学过程)
Unit 5 It must belong to Carla. Section AThe First Period
1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n. 2. Target language: Whose book is this It must be Mary’s. WandaWilbur is her favourite author.
Ⅳ. Teaching Methods(教学后记)
Unit 5 It must belong to Carla.
No.21 The Second Period
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University
(2) Target Language
What do you think "anxious" means
Well, it can’t mean "happy".
It might mean "worried".
Oh, yes, she is worried because of her test.
Here are some earrings. The owner can’t be a boy.
Well, it could be a boy. The earrings might be a present for his mother.
2. Ability Objects
(1) Train students’ reading skill.
(2) Train students’ communicative competence using the target language.
Moral Object
When you are in trouble, send an e-mail message to your friends to ask for help.
Ⅱ. Teaching Key Points（教学重点）
1.Reading practice
2.Oral practice using the target language
Ⅲ. Teaching Difficult Points（教学难点）
1. Key vocabulary
2. Target language
Ⅳ. Teaching Methods（教学方法）
1. Practice method
2. Pairwork
3. A game
Ⅴ. Teaching Aid（教学手段）
The blackboard
Ⅵ. Teaching Procedures（教学过程）
Step I Revision
Revise the usage of the words must, might, could and can’t by checking homework.
Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Call students’ attention to the picture.
Ask students to tell what’s happening in the picture.
T: What’s the girl doing
Ss: She is using the computer to write e-mail.
Point to the parts of the e-mail message.
Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.
Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.
Get students to complete the task on their own. Point out the sample answer.
Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.
Check the answers.
Answers
The notes should be numbered in this order:
5,2,4,3,1
circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop
Step Ⅲ 3b
This activity provides oral practice using the target language.
Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.
SA: What do you think "anxious" mean
SB: Well, it can’t mean "happy".
SA: It might mean "worried".
SB: Oh, yes. She is worried because of her test.
Write the conversation on the blackboard.
Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.
Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.
drop v.
symphony n.
opotometrist n.
appointment n.
algebra n.
crucial adj.
count v.
because of
Practice the pronunciation of these words and explain the meaning of each word.
Optional activity
Have students write the new words in
Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:
xosainu anxious worried
cuilarc crucial
aegarbl
Step Ⅳ Part 4
This activity provides oral practice using the target language.
Call students’ attention to the picture.
Get students to name each item in it.
Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.
SA: Here are some earrings. The owner can’t be a boy.
SB: Well, it could be a boy. The earrings might be a present for his mother.
Write the conversation on the black board. Explain the meaning of each sentence.
Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.
Read the instructions to the class.
Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.
Ask some pairs to say their conversations to the class.
Note: Answers to the chart will vary.
Step Ⅴ Summary
Say, In this class, we’ve learned some vocabulary words, such as drop, symphony.
And we’ve done much oral practice using the target language.
Step Ⅵ Homework
1. Read the letter in Activity 3a again for further understanding of the vocabulary
words.
2. Read the conversations in Activities 3b and 4 again for further understanding
of the target language.
3. Finish off the exercises on pages 15～16 of the workbook.
StepⅦ Blackboard Design（板书设计）
Unit 5 It must belong to Carla.Section AThe Second Period
1.Vocabulary words: drop v. symphony n. optometrist n. appointment m algebra n. crucial adj. count v. because of Chinese-English dictionary Oxford University 2. Target language:(1)A: What do you think "anxious" mean B: Well, it can’t mean "happy".A: It might mean "worried".B: Oh, yes. She is worried because of her test.(2) A: Here are some earrings. The owner can’t be a boy. B: Welt, it could be a boy. The earrings might be a present for his mother.
VII. Teaching Methods(教学后记)
No.22 The Third Period
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
chase, creature
(2) Target Language
Why 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.
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ writing skill.
3. Moral Object
The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.
Ⅱ. Teaching Key Points（教学重点）
1. Listening practice
2. Writing practice
Ⅲ. Teaching Difficult Points(教学难点)
1. Write a sentence about each picture.
2. Write two or three sentences to finish the story.
3. Listen and complete the sentences.
Ⅳ. Teaching Methods(教学方法)
1. Listening method
2. Writing method
3. Pairwork
Ⅴ. Teaching Aids（教学手段）
1. A tape recorder
2. A projector
Ⅵ. Teaching Procedures（教学过程）
Step Ⅰ Revision
1. Invite a student to read the thank you message Linda wrote to Anna to the class.
2. Get different pairs of students to read the conversations in Activities 3b
and 4.
3. Check answers to the exercises on pages 15～16 of the workbook.
StepⅡ Part l
This activity provides writing practice using the target language.
Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.
Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.
Check the answers on the blackboard.
Answers
a. The UFO is landing.
b. The alien is chasing the man.
c. The man is running.
Step Ⅲ 2a
This activity gives students practice understanding and writing the target language in spoken conversation.
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.
Answers
The pictures should be numbered in this order:
2,3,1
Encourage students to write two or three sentences to finish the story.
Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.
A sample version
Man: That’s right. It must be interesting.
Why not go and see how they are making a movie
Woman: Good idea!
Step Ⅳ 2b
This activity gives students practice listening to and writing the target language.
Point to the chart with sentence starters
They see … The man says… and The woman says…Say, You are to listen to the same recording again. And complete each sentence.
Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.
Play the recording once or twice, using the Pause button as necessary.
Show the answers on the screen by a projector 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 movie
Step Ⅴ 2c
This activity provides oral practice using the target language.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: Why do you think the man is running
SB: He could be running for exercise.
SA: No, he’s wearing a suit. He might be running to catch a bus.
Write it on the blackboard.
Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.
Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.
Step Ⅵ Summary
Say, In this class, we’ve mainly done much listening and writing practice using the target language.
Step Ⅶ Homework
Ask students to collect pictures of different kinds and then talk about them using must, could, might and can’t.
Step Ⅷ Blackboard Design（板书设计）
Unit 5 It must belong to Carla.Section BThe Third Period1. Answers to Activity 1: a. The UFO is landing. b. The alien is chasing the man. c. The man is running.2. A sample version to Activity 2a: Man: That’s right. It must be interesting. Why not go and see how they are making a movie Woman: Good idea. 3. Target language: 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.
VII. Teaching Methods(教学后记)
No.23 The Fourth Period
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
extremely, worried, neighbor, garbage, mystery, director, escape, ocean
(2) Target Language
In my dream, I was swimming in an ocean of paper.
Maybe it means you’re afraid of too much homework!
2. Ability Objects
(1) Train students’ reading skill.
(2) Train students’ writing skill.
(3) Train students’ integrating skills.
3. Moral Object
Everyone has had a dream. But don’t dream away your time.
Ⅱ. Teaching Key Points（教学重点）
1. Key vocabulary
2. Reading practice
3. Writing practice
Ⅲ. Teaching Difficult Points(教学难点)
1. Reading practice
2. Writing practice
Ⅳ. Teaching Methods(教学方法)
1. Practice method
2. Groupwork
Ⅴ. Teaching Aids（教学手段）
A projector
Ⅵ. Teaching Procedures（教学过程）
Step Ⅰ Revision
Check homework. Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:
T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture
S1: He must be a student.
S2: He could be having a dream.
S3: He might like reading books.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Show the key vocabulary words on page 38 on the screen by a projector.
extremely adv．极其；非常worried adj．烦恼的；焦虑的neighbor n．邻居；邻人garbage n．垃圾；废料mystery n．神秘的事物； 不可思议的事物，director n．决策者；董事；导演escape v.逃跑；逃走ocean n.大海；海洋
Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling Help students to answer. He is confused and upset.
Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.
Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.
Check the answers.
Answers
an animal, teenagers, the wind, a dog
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’ attention to the three sets of notes. Ask different students to read them to the class.
Chu family--late night footsteps in the hallway--might be the neighbors
Lao Zheng--someone trying to get in the window--might be the wind
Xiao Ning--finds garbage in front of her house--might be cats
Say, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.
A sample version
These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighbor hood used to be quiet. But now everyone is worried. I don’t know what to do.
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.
Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article.
Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.
Collect students’ works and write a comment on each paper before returning them.
Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the
target language.
Read the instructions to the class. Point to the picture. Ask students to tell what
is happening in it. Invite a pair of students to read the sample conversation in the box to the class.
SA: In my dream, I was swimming in an ocean of paper.
SB: Maybe it means you’re afraid of too much homework.
Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean Students may answer.
Maybe it means you are too hungry.
Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.
Step Ⅵ Summary
Say, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.
Step Ⅶ Homework
1. Reread the newspaper article in Activity 3a.
2. Review the paragraph in Activity 3b,
Step Ⅷ Blackboard Design（板书设计）
Unit 5 It must belong to Carla.Section BThe Fourth PeriodA sample version to Activity 3b:These days, something unusual is happening in my neighborhood. Mr.Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighborhood used to be quiet. But now everyone is worried. I don’t know what to do.
VII. Teaching Methods(教学后记)
No.24 The Fifth Period
I. Teaching Aims and Demands(教学目的和要求)
1. Knowledge Objects
(1)Key Vocabulary
finger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt
(2)Fill in blanks and make sentences using vocabulary words.
(3)Learn some proverbs.
(4)Circle the word that doesn’t belong.
2. Ability Objects
(1)Train students’ writing skill.
(2)Train students’ ability of reading comprehension.
(3)Train students’ ability of clarifying.
3. Moral Object
We’ll benefit a lot by learning proverbs.
Ⅱ. Teaching Key Points（教学重点）
1. Make sentences using vocabulary words.
2. Say the meanings of different proverbs in your own words.
3. Circle the word that doesn’t belong.
Ⅲ. Teaching Difficult Points(教学难点)
1. Make sentences using vocabulary words.
2. Say the meanings of different proverbs in your own words.
Ⅳ. Teaching Methods(教学方法)
Teaching by explanation
Ⅴ. Teaching Aids（教学手段）
A projector
Ⅵ. Teaching Procedures（教学过程）
Step Ⅰ Revision
Ask several students to read the newspaper article in Activity 3a to the class.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
anxious strange worried careful favourite
Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their Own.
Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.
Answers
1. favourite 2. careful 3. anxious 4. worried 5. strange
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard.
Help correct the mistakes.
Sample answers
1. What’s your favourite song
2. Be careful while crossing a road.
3. We are anxious for his safety.
4. You don’t have to be worried about me.
5. I had a strange dream last night.
Step Ⅲ Part 2
This activity provides reading, writing, listening and speaking practice using the target language.
Show the vocabulary words on the screen by a projector.
finger n．手指stone n．石头；石块ant n．蚂蚁poor adj．贫穷的；贫困的dishonest adj.不诚实的bark v.(狗等)吠声；叫声wake v.唤醒；弄醒pretend v.假装；佯若use up用完；用光；耗尽attempt v.认试图；企图
Say the words and have students repeat them until they can pronounce them fluently and accurately.
Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.
Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).
Say, Please read the proverbs, Discuss with your classmates what they might mean.
Get students to work in groups of four.
As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.
There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.
sample answers
1. It’s better to have help to do even small jobs.
2. Different people have different perspectives on things.
3. It’s better to be poor and honest than rich and dishonest.
4. Silent people and animal may be thinking about hurting you.
5. Don’t try helping people if they don’t want your help.
6. There are different ways of learning, but doing is best.
7. Forget about things that are over and done with.
8. A teacher helps to set a student’s attitudes in life.
9. People should not be afraid of asking for help.
Culture note
Each culture has proverbs that are unique to it. The saying, "If you want to know a people. know their proverbs" illustrates this.
Step Ⅵ Part 3
This activity focuses on the new vocabulary introduced in this unit.
Ask students to read the five lines of words in the box.
1. escape owner chase run
2. picnic lunch dinner alien
3. land apple ice cream chicken
4. creature alien exercise visitor
5. lost grass tree flower
Point out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.
Get students to complete the task on their own. As they are doing this, move around
the classroom checking their progress and offering help as needed.
Check the answers by asking a student to read his or her circled words to the class.
Answers
1. owner 2. alien 3. land 4. exercise 5. lost
Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.
Optional activity
Show the cartoon pictures on the screen by a projector. Ask two students to read the speech bubbles to the class. Then all the students discuss why the cartoon is funny.
(By Bud Blake)
(s’pose=suppose:假设)
Step Ⅵ Summary
Say. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.
Step　Ⅶ Homework
(1) Read and remember the proverbs learned in Activity 2.
(2) Each student collects ten proverbs.
(3) Finish off the exercises on pages 16～17,of the workbook.
Step Ⅷ Blackboard Design（板书设计）
Unit 5 It must belong to CarlaSelf checkThe Fifth PeriodSample answers to Activity 1:1. What’s your favourite song 2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.
VII. Teaching Methods(教学后记)