Unit 5 It must belong to Carla. 全单元教案

Unit5 It must belong to Carla
一、教材分析
本单元围绕“物品的归属”这一话题，让学生学会运用“must may can ”等词进行推测。这个话题是学生与他们生活实际联系，是他们很感兴趣的话题。所以每位学生都会愿意参与讨论。
Section A 以“推测谁是物品的主人以及作出推测的根据”这一话题来进行课堂教学和语言实践，为目标句型提供分步示例和指导性练习。(1a-1c)展示了重点词汇和目标语言，通过听说训练，让学生初步领会must表推测的含义和用法。（2a-grammar）在前面的基础上更明确了“must might could can ”等词的不同。同时附以练习，加以落实。（3-4）让学生通过阅读文章，推测词义的方式，让学生体会“学以致用”。
Section B 是在Section A的基础上，对话题的拓展和知识的延伸，使学生能够对已学过的目标句型运用自如。（1-2c）让学生发挥想象，运用推测的句型，讲述外星人追逐一个人的故事。（3a-4）阅读短文，谈论奇怪的幻想和噩梦，自如地运用推测的句型，寻求原因。
Self Check 使学生对自己的英语水平有明确的认识，其中的谚语使学生受益非浅。
二、教学目标
1. 语言技能目标
（1） 能使用whose引导的特殊疑问句寻找物品的主人，如Whose book is this
（2） 能运用情态动词“must,could,might,can’t”进行合理的推断，如It must belong to Carla,because it has her name on it.
（3） 能根据相关的信息进行合理的想象或推论，培养综合分析能力；
（4） 能根据一定的背景或前提进行预测或续写。
2．语言知识目标 掌握新词汇和运用情态动词进行推测
（1） 掌握whose引导的特殊疑问句的用法；
（2） 掌握情态动词“must,could,might,can’t”表示猜测的用法；
（3） 了解并正确区分情态动词“must,could,might,can’t”表示猜测时的异同。
3．能力目标 训练听说读写能力和推测能力
4．情感目标 渗透保护环境，热爱大自然的情感教育。
培养学生良好的合作意识，鼓励学生大胆表达自己的想法、推测和意愿。
5．文化意识目标 通过Self check中英语谚语的学习，了解相关的英语文化。
三、学情分析
初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。
四、单元教学思路
采用自主，合作和探究的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动，来推测物品的归属和事情发生过程及原因。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：推测新词义、事情发生的原因；语法教学：总结句型、比较异同、模仿操练。
五、教学重难点：
1.教学重点
（1） 重点词汇
picnic,possibly,drop,final,worried,owner,sky,catch,interview,noise,
wind,chase, escape, belong to, mystery, appointment, wake, neighbor, garbage,derector,finger,lift,ant,ocean
（2）重点句式： Whose volleyball is this
It must be Carla’s./ It must belong to Carla. She loves volleyball.
It could/might/can’t be Ted’s.
（3）话题：Making inferences.
2. 教学难点
（1） 了解并掌握情态动词“must may might can could”表示猜测的用法；
（2） 能能根据相关的信息进行合理的想象或推论，作出预测或续写。
The First Period
Section A 1a-2c
I. Teaching Aims(教学目标)
1. Key Vocabulary (理解并掌握下列词汇)
belong, belong to, author, picnic，hair band
2. Target Language (掌握下列重点句子)
Whose book is this
It must be Mary’s. Hemingway is her favourite author.
It can/ could/ might/must/ can’t be…
It might belong to Alice.She plays rthe guitar.
Ⅱ. Difficult Point(教学难点)
1. 理解并掌握情态动词can/ could/ might/must/ can’t的用法，并作出不同的判断。
2. 理解并运用belong to的结构
Ⅲ. Teaching Procedures(教学过程)
1. Warming-up and revision（课堂热身和复习）
（1）A song
Daily greetings to the students（日常问候）
（2）Revision（复习）
----Do you like to see the movies
----Yes, I like to see the movies very much.
----Who is your favorite movie star
----My favorite star is…
2. Presentation（呈现新知识）
Guessing games
（1）Who is this star / he/she？ What is it （从猜测中引入新知和生词并操练目标语言）
He/She can’t be _______.
He/ She could/might be _______.
He/ She must be _______.
It could/might /can’t/must be______.
（2）Whose book is this
It must be Mary’s.
It must belong to Mary
Who is its auther
Its author is Hemingway.
Whose football is this
It_might/ could/can’t /must be John’s or Tony’s.
(=belong to John or Tony)
Because they both play football.
教学设计说明 利用图片提供学生大量语言操练信息，掌握句型It_might/ could/can’t /must be John’s和It_might/ could/can’t /must belong to John..的结构。
3. Work on 1a
What is it
Write the things you see in the correct columns in the chart.
Check the answers
clothing Fun things Kitchen things
hat volleyball plate
jacket toy car
T-shirt classical CD
soccer
skateboarding
4.Work on 1b
（1）Listen and match each person with a thing and a reason.
（2）Then play the tape again and 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.
（3）Listen and repeat
教学设计说明 训练学生的听力能力。
5．Work on 1c
（1）Point to the picture in Activity lb. Get a 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.
（2）Students work in pairs to talk about the picture .
（3）Then ask several pairs to present their dialogues .
（4）Make similar conversations,using the classroom objects.
教学设计说明 生生互动，加强学生的语速语感训练，利用教室物品进行交际会话，激发学生的兴趣，进一步巩固句型It must be…结构。
6.Work on 2a , 2b
（1）2a Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack.
Answers: 1.T-shirt 2. hair band 3. tennis balls
（2）2b Listen again and fill in the blanks.
Answers: 1. 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.
（3）Read the tape script and fill in the blanks with modal verbs.
教学设计说明 进一步强化训练学生的听力能力,巩固might/ could/can’t /must/can 的用法。
7. Explain the grammar
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.
8. Work on 2c
2c Fill in the blanks with“must,might,could,can’t”. Then tell your partner why you choose the words.
9. Grammar Focus
（1）Read the questions and answers in the grammar box .Students repeat .Explain something about them
（2）Summary
10. Exercises
A .Fill in the blanks with must ,may, might, could, can’t
1. Whose earrings are these They ____________ be Mary’s. she wears earrings sometimes.
2. Gina ______________ come to the party tonight, but I’m not sure.
3. The telephone is ringing, but nobody answers it. He ______ be at home.
4. Is this Lan Qiang’s boxing glove Yes, it _____ be his. There is his name on the back.
5. You’d better take an umbrella. It _____________ rain this afternoon.
B. Choose the best answer
（ ）1. I didn’t hear the phone. I ___ a sleep
A. must be B. must have been C. should be D. should have been
（ ）2. Mary ____ be in Paris. I saw her in town only a few minutes ago.
A. mustn’t B. shouldn’t C. can’t D. may not
（ ）3. Peter____come with us tonight, but he isn’t very sure yet. A. must B. mayC. Can D. will
（ ）4. I thought you ____ like something to read, so I have brought you some books.
A. may B. might C. could D. must
C.Translation
1. 这本书一定是李雷的。他正在找这本书。
2. 这个发带可能是韩梅的。她喜欢戴发带。
3. 这个玩具可能是约翰的妹妹的。 他还是个小姑娘。
4. 这个排球不是玛丽的。她根本不喜欢排球。
Homework
1. Write 2 conversations like 1c in your exercises book .
2. Learn Grammar focus by heart. Pay attention to must / might /could / can’t / belong to
3. Prepare 3c—4
Blackboard Design
Unit 5 It must belong to Carla. The First Period Section A 1a-2c
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. Hemingway is her favourite author.
The Second Period
Section A 3c-4
I. Teaching Aims (教学目标)
1. Key Vocabulary (理解并掌握下列词汇)
drop, symphony, optometrist, appointment, crucial, make up,because of, final, anxious, worried, owner, Chinese-English dictionary, Oxford University
2. Target Language (掌握下列重点句子)
（1） 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.
（2） 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.
（3） I’m really anxious because I can’t find my backpack..
Ⅱ. Teaching Difficult Points（教学难点）
1. Key vocabulary
2. 运用can/ could/ might/must/ can’t对生词的词义作出推断
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.
3. 运用can/ could/ might/must/ can’t对物品的归属作出推断
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.
Ⅲ. Teaching Procedures（教学过程）
1. Warming-up and revision
（1）A song: Whose puppy is this
（2）Revision: Whose football is this
It might/could/can’t/must be …
（3）Talk about the things in the Lost and found
…
（最后一件物品）—Whose backpack is this
—It must be Linda’s. Because it has her name on it.
教学设计说明 通过歌曲引出复习内容，利用图片提供学生复习操练，巩固句型It_might/ could/can’t /must be和It_might/ could/can’t /must belong to 结构。
2. Work on 3a
（1）Lead in
T: Look at this picture, what is the girl doing
Do you know who she is (引出上节课听力书包的主人)
Ss: She is Linda, the backpack’s owner(引出新单词)
T: what is she doing
Sa: She might be play computer game. She could be writing an e mail to her friend.
T: Yes, she is writing an email, it’s a thank-you message. what is the thank-you message (让学生解释)
A thank-you letter must be a personal letter. In the letter the writer may express his gratitude for what the receiver has done for him/her.
教学设计说明 由复习内容自然、巧妙地过渡到新课内容。
（2）. Read the thank-you message carefully. Number the parts in order. Circle the words you don’t know.
Check the answers. Answers: 5,2,4,3,1
（3）.Read the message again and answer the following questions.
The lost thing:__________________
The place that she lost it:___________________
1. Why is Linda so anxious
2. Why does Linda really need her backpack
3. Why is the math test very crucial
4. Where was Anna when Linda called her
5. What does Linda want Anna do
教学设计说明 让学生带着问题进行有目的地阅读，提高阅读的效率。
3. Work on 3b
（1） 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.
（2）Pairwork
Talk about the circled words in Activity 3a in pairs. Use the words can’t, must, could or might.
Then get some pairs to share their conversations with the class. Make a list of the words students are talking about on the blackboard.
drop v.
symphony n.
optometrist n.
appointment n.
final adj.
crucial adj.
count v.
because of
Practice the pronunciation of these words and explain the meaning of each word.
4.Work on 4
（1）Look at the things in the backpack. Get Ss to write down their names.Explain the new words.
a flower, a glove, earring, keys, a CD, Oxford University, an English-Chinese dictionary
（2）Look at the things in the backpack. Make guesses about the owner of the backpack.
Write your ideas in the chart.
（3）Pairwork
A:Here are some earrings.The owner can’t be a boy.
B: Well,it could be a boy. The earrings might be a present for his mother.
Sample conversations(4:P36)
1. ---Here is a Chinese-English dictionary. It could belong to Mary. I know she has one.
— I don’t think so. It can’t be Mary’s. This one is new, but hers is old.
2. — Here is a flower. The owner must be a girl.
— Well, it could be a boy. The flower might be a present for his teacher.
3. --- Here’s a school T-shirt. The owner must be a student.
---Well, it could be a classmate of ours. The school T-shirt is the same as ours.
4.--- Here’s a hair band. The owner can’t be a boy.
--- Well, it could be a boy. The hair band might be a present for his mother.
….
5. 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. Go over the contests on the blackboard.
6. Exercises
A .Fill in the blanks
1. The monkeys _________(扔下) the basket and ran away.
2. He is very _________(焦虑) because of the important exam.
3. You’d better make an ______ (约定) with the doctor, before you go to see him.
4. The students are all busy getting ready for the f________ exam.
5. He saved the girl at the c________ moment.
6. We still haven’t found the dog’s ___
B. Choose the right answers.
1. What do you think “anxious” _____ A. meant B. means C. meaning D. mean
2. ---May I go swimming now
---No, you _ You must finish your homework first. A. mustn’t B. needn’t C. can’t D. may not
3. The man ____ be Mr Wu. Because he has gone to Japan with his wife.
A. can’t B. might C. could D. must
4. You’d better ____ math. It’s very important. A. drop B. not drop C. not to drop D. stop learning
5. ---Why is she worried
---She’s worried ______ her test. A. because B. with C. because of D. to
6. Alex wasn’t at home yesterday. He might be ________ his dentist appointment.
A. in B. for C. at D. with
7. He was the only kid _______ the picnic. A. in B. at C. on D. of
Homework
1. Write a thank-you message to your friend for his /her help.
2.Write 2 conversations like that in 4 in your exercise books.
3.Prepare for SectionB 1-2c.
Blackboard Design（板书设计）
Unit 5 It must belong to Carla.The Second Period Section A 3c-4
1.Vocabulary words: drop v. symphony n. optometrist n. appointment m final adj. crucial adj. worried adj. anxious adj. 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.
The Third Period
Section B 1-2c
I. Teaching Aims (教学目标)
1. Key Vocabulary (掌握下列重点句子) 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.
Ⅱ. Teaching Key Points and Difficult Points(教学重难点)
1. Writing practice and listening practice
（1）Write a sentence about each picture.
（2）Write two or three sentences to finish the story.
（3）Listen and complete the sentences.
2. 掌握can/could/might/m/must /can’t＋be doing的结构
Ⅲ. Teaching Procedures（教学过程）
1. Warming-up and revision
（1）A song
Greeting and daily talking
（2）Revision
Look at the screen and talk like this:
---Here is a Chinese-English dictionary. It could belong to Mary. I know she has one.
— I don’t think so. It might be Bill’s. …
教学设计说明 复习上节课的内容，以便自然地引出新课内容。
2. Presentation（呈现新知识）
（1）A guessing game （由复习内容过渡到新知识）
--What could Bill/Mary /your father/mother… be doing now
--He/She could be –ing….
（2）Lead in （Look at the pictures）
T: What could that be in the sky
Ss :It could be a UFO.
T: What could it be doing
Ss:It could be landing.
T: What could the man be doing
….
T: What could the alien be doing
Ss:He could be chasing the man. （Teach chase)
教学设计说明 由游戏很自然地呈现出以下要学的新句型:It could be (doing)…..。
3. Work on 1
Get students to look at the three pictures carefully. Then use the words from the box to write a sentence about each picture. Check the answers..
Answers
a. The UFO is landing.
b. The alien is chasing the man.
c. The man is running.
教学设计说明 锻炼学生的想象力和写的能力。
4. Work on 2a
（1） Listen to the tape and number the pictures【1-3】
Then check the answers.
Answers: 2,3,1
（2）Encourage students to write two or three sentences to finish the story.
Answers will vary. They may write like this:
1. The UFO is landing. It is coming down from the sky! 2. The terrible, ugly, frightening alien is chasing the people.
3. The frightened man is looking back at the alien. 4. A woman with camera is shooting films. 5. They must be making a movie.…
教学设计说明 训练学生的想象力和写作能力。
5.Work on 2b
（1）Listen again. Complete the sentences.
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
（2）Tape Scripts: Listen and fill in the blanks
M: Hey, look at the man running down the street. I wonder what’s happening
W: He __________running for exercise.
M: But he’s rearing a suit.
W: Well, he __________late for work.
M: He looks kind of __________.
W: Oh, no! What’s that
M: Where
W: There’s something in the sky.
W: It ___________ a helicopter.
W: No, it __________ a helicopter. It’s too big. It _________ a UFO.
M: A UFO What’s going on
W: Look, the UFO is _________…
M: And there is a strange __________ getting out. It ________ an alien.
W: And the alien is chasing the man! I ___________ dreaming.
M: Maybe we should _____________. Hey, wait a minute, what’s that
W: Where
M: Over there.
W: It’s a woman with a __________.
W: She ____________ from the TV news.
W: No, look at those other people. They are ________. Oh! They _______ making a movie.
教学设计说明 进一步强化训练学生的听力和书写能力。
6. Work on 2c
Pairwork Role play the conversation betwwen the woman and the man, using information in Activity 2b. eg.
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.
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.
教学设计说明 进一步强化目标语言的口头操练。
7.Exercises
１. Peter ____ come with us tonight, but he isn’t very sure yet. A.may B. can C. will
２. I thought you ___ like something to read, so I have brought you some books. A. may B. might c.should
３. “Whose pen is this ” It ____ Liu Mei because I saw her use it the other day.
A. can’t be B. might be C. must belong to
４. That’s a piece of good news. They ___ glad to hear that. A. can be B. might be C. must be
５. She ____ her test paper, for only fifteen minutes has passed.
A. can’t have finished B. must have finished C. might has finished
６. This story ___ long time ago. A. Was　happened B. has happened C. happened
７. He’s staying at home today ____ he is ill. A. because B. because of C. so
８. Peter often annoys others _____ his confidence. A. because B. because of C. use
９. He was left in the forest so we were .all ___ about his safety. A. worried B. excited
C. anxious
Homework
1. Write 2 conversations like that in 2c in your exercise books.
2. Collect pictures of different kinds and then talk about them using must, could, might and can’t..
3. Prepare the new words for next period.
Blackboard Design（板书设计）
Unit 5 It must belong to Carla.The Third Period Section B 1-2c
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
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.
The Fourth Period
Section B 3a-4
I. Teaching Aims (教学目标)
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!
Ⅱ. Teaching Key Points and Difficult Point（教学重难点）
1. Reading practice and writing practice
2. 学会根据某种事实, 用can/could/might/m/must /can’t对事物进行推测
（1）My wife thinks that it could be an animal.
（2）There must be something visiting the homes in our neighborhood.
（3）Maybe it means you’re afraid of too much homework!
Ⅲ. Teaching Procedures（教学过程）
1. Warming-up and revision
（1） A song
（2） 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.
2. Work on 3a
（1）Show the key vocabulary words on page 38 on the screen by a projector. Teach the new words.Make sure Ss can pronounce them fluently and accurately.
unhappy adj. 不愉快的；不快乐的extremely adv．极其；非常interview v. 面试；采访；会见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
（2）Read the title of the newspaper article Strange events in Bell Tower neighborhood to the class.
And point to the picture and ask students.
----How is the person feeling
----He is confused and upset.
（3）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.
Check the answers. Answers: an animal, teenagers, the wind, a dog
（4）Read and answer the questions.
1). What can you see in the picture？
2). What can we know about the woman
3). Where is the article from
4). What is the passage about
5). What is the strange thing What do the people think of it
（5）Read for more information,then fill in the chart .
Who What did they find What did they think it was
Zhou Gu’s wife
Zhou Gu
Zhou Gu’s parents
Qi Hui
Retell the story.
教学设计说明 让学生带着问题快速阅读课文，把握整体，了解主旨；根据所填表格的信息进行简单的复述,进一步熟悉课文。学生在反复阅读后,对部分新词有了一定的推测能力,通过师生和生生之间的对话能很好地解决词汇问题。
3. Work on 3b
Ask different students to read the three sets of notes 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
Write another paragraph about Bell Town using these notes. Ask students to write their paragraphs on their own exercise books. Get a few students to read their works to the class.
教学设计说明 根据所提供的信息进行预测和续写，提高学生的推测能力和写作能力。
4. Work on 3c
（1）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 groups of four to discuss what should be included in the article.
（2）Finish the article about the strange events in Bell Tower. Ask some students to read their articles to the class.
教学设计说明 进一步强化写作训练。
5. Work on 4
（1）T: Last night, 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.
T: Have you ever dreamed
Get some Ss to tell the class about their drams. Others guess what the dream might mean.
（2）Get 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.
（3）Groupwork
Work in groups of four .Think of a dream you had ever and tell your groupmates about it They guess what the dream might mean.
Then get some groups to tell the class about their dreams and what they might mean.
教学设计说明 通过小组讨论，让学生根据所提供的梦境信息进行大胆的推测，发表自己的观点。
6. 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.
7.Execises
Fill in the blanks with the right words.
Zhou Gu, the local school teacher is ________ worried. When he was ________ ______ the local newspaper, he said,” Every night we hear _______ noise out side our window. My wife thinks that it ______ ____ an animal, but my friends and I thinks it _____ _____ teenagers _______ fun. The police think it ______ _____ the wind. But I don’t _______ _______.
Homework
1. Reread the newspaper article in Activity 3a.
2. Finish the paragraph in Activity 3b and 3c
3. Write a conversation in the exercise books as that in Activity 4
Blackboard Design（板书设计）
Unit 5 It must belong to Carla.The Fourth Period Section B 3a-4A 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.
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.
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.
Ⅵ. Teaching Procedures（教学过程）
1. Warming-up and revision
（1）A song
（2）Revise the target language in this unit.
1)Ask and answer What can you do /be in ten years
2)Talk about Life in the future/in 100 years , using can/could/might/m/must /can’t.
教学设计说明 复习本单元的内容，进一步巩固情态动词can/could/might/m/must /can’t的用法，谈论“未来的生活”既能激发学生的学习兴趣，又能发挥他们的想象力。
2.Work on Activity1
（1）Focus attention on the box. Invite a student to read the vocabulary words at the top.
anxious strange worried careful favourite
Ask students to fill in the blanks on their own.
Check the answers.
1. favourite 2. careful 3. anxious 4. worried 5. strange
（2）Ask students to make their own sentences with the words, preferably sentences that are meaningful. 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.
教学设计说明 通过造句, 培养学生善于表现自我，乐于积极思考的学习习惯。
3.Work on Activity2
（1）Show the vocabulary words on the screen by a projector,then write them on the blackboard while teaching
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.
（2）Read the instructions to the class. Explain to the students that a proverb is a shortwell-knownsaying 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).
（3） Read the proverbs and discuss in groups of four what they might mean.
Get different students to say what they think each proverb means.
（4）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.
Add more proverbs and get Ss to learn them.
教学设计说明 通过英语谚语的学习，既了解相关的英语文化，又能培养良好的道德素养；让学生敢于发表自己的观点，能很好地锻炼学生的发散性思维。
4. Work on Activity3
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
Circle the word that doesn’t belong in each line.
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
5 Work on Activity4 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)
6．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.
Homework
(1) Read and remember the proverbs learned in Activity 2.
(2) Each student collects ten proverbs.
Blackboard Design（板书设计）
Unit 5 It must belong to Carla. The Fifth Period Self check
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 Sample 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.