Unit5-Reading
Reading: Eat well and exerciseThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabulary junk food, not have the energy, national, spoil, especially, catch up and so on. Text: Eat well and exercise2. Ability Objects Train students’ ability of identify main idea. Train students’ ability of understanding words in context. Train students’ ability of reading for special information.3. Moral Object Stop eating junk food, get more sleep, and exercise three times a week. Start today! Then you can be happy.Ⅱ. Teaching Key PointsKey vocabulary.Read the text to identify main idea.Read the text to understand words in context.Read the text for special information.Ⅲ. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.Ⅳ. Teaching MethodsUp-down reading methodPairwork.Groupwork.Ⅴ. Teaching AidA projectorⅥ. Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector.overweight adj. & n.超重（的）；过重(的)weight n. 重量；分量official n. 政府官员；高级职员release v.发布 (新闻等)figure n. (统计)数字roughly adv. 粗略地；大体上double v. 是……的两倍；使加倍potato n.土豆chip n. (食物等) 片spoil v. 宠爱；溺爱chocolate n. 巧克力sugar n.糖；食糖coke n. 可乐 (饮料)fresh adj. 新的，新鲜的catch up 赶上；追上Say the words and have the students repeat several times until they can pronounce them fluently and accuratelyStep Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading.Read the title to the students first and ask them to predict what they think the article is about based on the title. Say,Look at the two pictures on this page.Try to say something about them to tell what is happening. Then ask two students to describe the pictures to the class. Correct the sentences if they’ve made some mistakes.Read the instructions for Activity I to the students. Be sure they know what to do. Go over the five questions with them and choose five students to answer them individually. Then ask them to work in pairs, discussing the five questions. The answers will vary. Tell them not to look at the reading and give the answers by themselves before they begin. As students work, walk around the classroom, listen to them and offer any help they may need.When all the pairs finish discussing, ask one or two pairs to ask and answer the questions. The others listen to them to see if they’ve made any mistakes and help them to correct their sentences.Suggested answers1. Yes, always2. I sleep 8 hours each night.3. Yes, I do. Every day.4. It makes me feel healthy.5. Every morning.Step Ⅲ Part 2This activity encourages students to quickly read for details. Draw students’ attention to the instructions and read the instructions to them. Tell them. You are asked to read the passage quickly and make it clear—what healthy food and junk food are.Say, Look at the chart in Activity 2,let’s see the examples first. Are you sure what you will do Yes, read the text quickly and find out the answers to the chart.Let them read and fill in the forms. After they’ve all finished, have them discuss the lists with their partners, and cheek the answers with each other.Encourage students to report their answers with complete sentences. Ask one to report to the class. For example, One healthy food is fresh fruits.AnswersHealthy food Junk foodeggs hamburgersfresh fruits candyvegetables potato chipsfish chocolatemilk French friesjuice sugar drinks like cokeStep Ⅳ Part 3This activity encourages students to use he strategy of reading in context.Say, we can see there are some words indicated in bold in the article. Let’s guess the meanings of them first. Then ask several ones to guess the meanings of the bold words, but just guess, don’t give them the correct answers.Say, Do you know how you can be happy Read the article and you’ll know that.Please begin reading it now. Try to guess the meanings of the bold words in context.Have them to read the article to get the answer and try to get the meanings of the words in bold at the same time. Tell them to try to get the meanings in context this time. After they’ve all finished reading the passage once, ask the question, How can you be happy The students may answer, It’s easy. Stop eating junk food, get more sleep, and exercise three times a week. Start today. Next read the instructions in Activity 3 to the students. Tell them that they have two tasks now—match the words and expressions with their meanings and make sentences with the words and expressions.First let the students match the words to meanings individually. Then check for answers to ensure that students understand the task. At last, let the children make sentences with the words and expressions. If they feel it hard to do, try to find the sentences with the words in the article and make similar ones by themselves.Work in pairs. Ask several students to read their sentences to the class. Correct any mistakes as necessary.AnswersJunk food d; not have the energy a, national c; spoil b, especially f; catch up eStep Ⅴ Part 4This activity helps students read for specific information.Read the instructions to the students. Ask the first question as a sample and ask one to answer it. Have the students read the article again and get the answers to the five questions by themselves.Check the answers by asking different students to answer the questions. Answers may vary slightly.Say, You should try to remember the answers before looking at the reading. Then let them ask and answer the questions in pairs.Sample answers1. Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents.2. Two problems with being overweight are becoming unhappy and tired.3. Every night, children need enough sleep.4. It’s often easier to eat junk food because you don’t have to cook it.5. Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week.Step Ⅵ 5aThis activity helps students apply what they have read to their own situation.Read the task with the students. Draw the students’ attention to the chart with the headlines Exercises. Healthy food and Junk food.Ask, Have you done any exercise in the last three days What exercise have you done Get one of the students to answer the questions. Tell them exercise can be as simple as going for a long walk.Students ask similar questions on all the three headlines in pairs. And fill in the forms with their own answers. Ask several children to report the answers to the class. After that ask them if they think about eating less junk food and getting more exercise.Sample answersExercisegoing for a long walkplaying tennisclimbing a hillHealthy foodeggsvegetablesfishJunk foodbreadpotato chipschocolateStep Ⅶ 5bThis activity helps students work in a group and think activity about what they have read.Read the task to the students. Make sure they can understand the instructions. Let them discuss in fours. After a while, ask them about the results to check the answers. Ask each group to vote on the healthiest student and let that student explain why he or she is so healthy to the class.Step Ⅷ SummarySay, We know much about how to keep healthy from the article. Let’s do as it from today.Step Ⅸ HomeworkRead the article in Activity 2 again for further comprehension.Step Ⅹ Blackboard DesignReading: Eat Well and ExerciseThe Seventh PeriodSample answers to questions in Activity 4:1. Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents.2. Two problems with being overweight are becoming unhappy and tired.3. Every night, children need enough sleep.4. Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week.Unit5-2
The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary band, hair band(2)Target Language Whose notebook is this It must be Ning’s. It has her name on it. Whose French book is this It could be Ali’s. She studies French. Whose guitar is this It might belong to Alice. She plays the guitar. Whose T-shirt is this It can’t be John’s. It’s much too small for him.2. Ability Objects (1) Train students’ listening skill. (2) Train students’ writing skill. (3) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.Ⅱ. Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language.Ⅲ. Teaching Difficult PointMake inferences using the target language.Ⅳ. Teaching Methods1. Practice method2. A gameⅤ. Teaching Aids1. A tape recorder2. Real objectsⅥ. Teaching ProceduresStep I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ 2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time.Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers.Answers 1. T-shirt 2. hair band 3. tennis balls Tapescript Bob: Oh, look! Whose backpack do you think this is Anna: I don’t know. Look, here’s a school T-shirt. Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy. Anna: It could be Kumi’s hair band. She has long hair. Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things. Bob: Oh, look! Tennis balls. Anna: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team. Bob: You’re right!Step Ⅲ 2bThis activity provides listening and writing practice using the target language.Call students’ attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1. The person must go to our school.2. The person can’t be a boy.3. It could be Mei’s hair band.4. The hair band might belong to Linda.5. It must be Linda’s backpack.Point to the box that contains the explanations of how to use the words must,might, could and can’t. Read the explanations to the class.Use "must" to show that you think something is probably true.Use "might" or "could" to show that you think something is possibly true.Use "can’t" to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much.Step Ⅵ 2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming’s. It was on her desk).Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.Answers The notebook must/might be Ming’s. It was on her desk. The homework can’t be Carla’s. She wasn’t at school today. The soccer ball might be John’s or Tony’s. They both play soccer, don’t they The French book must be Li Ying’s. She’s the only one who’s studying French. I can’t find my backpack. It might/must be still at school. The photo must be Lu’s. Those are his parents. The red bicycle can’t be Hu’s. She has a blue bicycle. The ticket might be my aunt’s or uncle’s. They are both going to the concert.Step Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.SA: Whose notebook is this SB: It must be Ning’s. It has her name on it.SA: Whose French book is this SB: It could be Ali’s. She studies French.SA: Whose guitar is this SB: It might belong to Alice. She plays the guitar.SA: Whose T-shirt is this SB: It can’t be John’s. It’s much too small for him.Invite a student to underline the words must, could, might and can’t and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can’t.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this S1:It could be Li Lei’s.T: Li Lei, is this your pen L: No, it isn’t.T: It can’t be Li Lei’s. He says it’s not his.S2:It might be Wu Jun’s.T: Wu Jun, is this your pen W: Yes, it is.T: He says it’s his. The pen must be Wu Jun’s.(Holding up a notebook)Whose notebook is this S3: It must be Li Na’s. I gave it to her as a birthday present.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we’ve clone some listening and writing practice using’ the target language. And we’ve learned how to make inferences using the words must, might, could and can’t.Step Ⅶ HomeworkMake two sentences each using the words must, could, might and can’t.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.Section AThe Second PeriodTarget language: A: Whose notebook is this B: It must be Ning’s. It has her name on it. A: Whose French book is this B: It could be Ali’s She studies French. must 100% could 20%～80% might 20%～80% can’t 0%A: Whose guitar is this B: It might belong to Alice. She plays the guitar.A: Whose T-shirt is this B: It can’t be John’s. It’s much too small for him.Unit5-6
The Sixth PeriodⅠ. Teaching Aims and Demands1. 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 Points1. 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 Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ. Teaching MethodTeaching by explanationⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep Ⅰ RevisionAsk several students to read the newspaper article in Activity 3a to the class.Step Ⅱ Part 1This 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 favouriteSay, 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.Answers1. favourite 2. careful 3. anxious 4. worried 5. strangeAsk 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 answers1. 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 2This 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 answers1. 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 noteEach 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 3This 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 flowerPoint 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 aroundthe 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.Answers1. owner 2. alien 3. land 4. exercise 5. lostStep 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 activityShow 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 SummarySay. 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 DesignUnit 5 It must belong to CarlaSelf checkThe Sixth 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.Unit5-5
The Fifth PeriodⅠ. Teaching Aims and Demands 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 Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching Methods1. Practice method2. GroupworkⅤ. Teaching AidA projectorⅥ. Teaching proceduresStep Ⅰ RevisionCheck 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 3aThis 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.Answersan animal, teenagers, the wind, a dogStep Ⅲ 3bThis 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 neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, 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 versionThese 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 3cThis 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 4This activity provides reading, writing, listening and speaking practice using thetarget language.Read the instructions to the class. Point to the picture. Ask students to tell whatis 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 SummarySay, 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 Homework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.Section BThe Fifth 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.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
The First Period
Ⅰ. Teaching Aims and Demands
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
1. Key vocabulary
2. Target language
Ⅲ.Teaching Difficult Points
1. Listen for the target language
2. Oral practice using the target language
Ⅳ.Teaching Methods
1. Scene teaching method
2. Listening method
3. Pairwork
Ⅴ.Teaching Aids
1. Blackboard drawings
2. A tape recorder
3. A projector
Ⅵ.Teaching Procedures
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.
Tapescript
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 favourite author.
Girl 1: OK…and how about this CD
Girl 2: Hmmmmm…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 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
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.Unit5-4
The Fourth PeriodⅠ. Teaching Aims and Demands1. 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 ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching Methods1. Listening method2. Writing method3. PairworkⅤ. Teaching Aids1. A tape recorder2. A projectorⅥ. Teaching ProceduresStep 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 lThis 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.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street. I wonder what’s happening.Woman: He could be running for exercise.Man: But he’s wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! What’s that Man: Where Woman: There’s something in the sky.Man: It could be a helicopter.Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO.Man: A UFO What’s going on Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out. It must be an alien.Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that Woman: Where Man: Over there.Woman: It’s a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They must be making a movie.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 versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie Woman: Good idea!Step Ⅳ 2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey 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 movieStep Ⅴ 2cThis 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 SummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step Ⅶ HomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.Section BThe Fourth 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.
