Unit
5
It
must
belong
to
Carla.
阅读课
Section
B
(3a--4)
Leaning
goals
:
Review
the
dialogue
in
Section
B
(1)
2.
Learn
to
make
inferences
according
the
information
we
have
known
using
these
words“
unhappy,
extremely
,interview,
noise,
wind,
neighbor,
footstep,
garbage,
mystery,
director,
escape
”and
these
sentences
“It
could
be…;It
might
be…;
It
can’t
be…;It
must
be…”
3.
Learn
to
be
brave
when
you
face
the
rumor
and
you
should
get
on
with
others
sincerely
.
Step1.
Review
and
preview.
Review
:
Role
play
the
dialogue
in
Section
B
(1)
in
front
of
the
class.Students
The
teacher
can
give
an
example
like
this:
Sample
dialogue
:
A:
Why
do
you
think
the
man
is
running
B:
He
could
be
running
for
exercise.
C:
No,
he
is
wearing
a
suit.
He
might
be
...
D:
He
must
be…
Preview
:
Look
at
P38,
put
them
into
English
orally,
then
write
them
down
without
looking
at
the
text.
Show
them
the
Chinese
sentences.
1我们小区过去很安静。
2我们小区却在发生着一些奇怪的事儿。
3他相当地担心。
4我和朋友们却认为很可能是一些青少年在搞怪。
5肯定是某个东西在光顾我们小区的家庭。
Step2.
Warming
up
and
leading
in（感悟导入）P37
Look
at
this
picture
and
answer
two
questions.
1.
What
can
you
see
in
the
picture？
There
is
a
woman
looking
out
of
the
window.
2.
What
can
we
know
about
the
woman
She
is
a
little
anxious.
T:
Do
you
know
why
she
is
anxious
Let’s
come
to
3a.
Step3.
Task1:Read
the
passage
fast
and
silently
to
find
the
general
idea读取大意
1.
What
is
the
passage
about
The
passage
is
about
strange
events
in
Bell
Tower
neighborhood.
Task2:Read
the
text
carefully
and
silently
to
find
the
specific
ideas读取细节Then
ask
someone
to
fill
in
the
blanks.
Who
What
did
they
find
What
did
they
think
it
was
Zhou
Gu’s
wife
strange
noise
outside
their
window
could
be
an
animal
Zhou
Gu
strange
noise
outside
their
window
must
be
teenagers
having
fun
Zhou
Gu’s
parents
nothing
strange
might
be
the
wind
Qi
Hui
couldn’t
see
the
dog,
but
there
was
still
noise
outside
might
be
a
dog
Task
3:Exchange
information
with
your
partner
using
“A:
What
did
Zhou
Gu
find…
B:
He
found…”.
Step4:Post-reading
activities听后活动
Task1:
Listen
to
the
tape
and
repeat
the
text
one
sentence
by
one
sentence.
Students
should
read
it
aloud.
Task2:
Retell
the
passage
according
to
the
key
words
in
the
chart.
Who
What
did
they
find
What
did
they
think
it
was
Zhou
Gu’s
wife
strange
noise
outside
their
window
could
be
an
animal
Zhou
Gu
strange
noise
outside
their
window
must
be
teenagers
having
fun
Zhou
Gu’s
parents
nothing
strange
might
be
the
wind
Qi
Hui
couldn’t
see
the
dog,
but
there
was
still
noise
outside
might
be
a
dog
Task3:
Complete
3a
without
looking
at
the
text.
Our
neighborhood
used
to
__
(be)
very
quiet.
However,
these
days,
strange
things
__(happen)
in
our
neighborhood
and
everyone
is
unhappy.
Zhou
Gu
,
the
local
school
teacher
is
extremely
__(worry).
When
he
__(interview)
by
the
local
newspaper,
he
said,
“Every
night
we
hear
strange
noises
outside
our
window.
My
wife
thinks
that
it
could
be
an
animal,
but
my
friends
and
I
think
it
__(be)
teenagers
having
fun.
My
parents
__(call)
the
police,
but
they
can’t
find
anything
strange.
They
think
it
__(be)
the
wind.
I
don’t
think
so!”
Zhou’s
next
door
neighbor
Qi
Hui
is
unhappy
too.
“At
first,
I
thought
it
might
be
a
dog,
but
I
can’t
see
a
dog
and
I
still
hear
the
noises
outside.”
Everyone
in
our
neighborhood
is
worried,
and
everyone
___(have)
his
or
her
own
ideas.
There
___(be)
something
___(visit)
the
homes
in
our
neighborhood
.
Task4:
Interview:
Talk
about
some
strange
events
in
this
neighborhood
.
A
is
a
reporter
and
he
is
interviewing
someone
in
the
neighborhood.
Who
What
did
they
find
What
did
they
think
it
was
Zhou
Gu’s
wife
Zhou
Gu
Zhou
Gu’s
parents
Qi
Hui
Report
what
you
have
interview
to
the
class.
For
example:
A:
Who
is
she
/he
B:
She/He
is
…
A:
What
did
she/he
find
B:
She
heard
strange
noise
outside
the
window/He…
A:
What
did
she/he
think
it
was
B:
She
/He
thought…
Task5:
Write
another
paragraph
about
Bell
Tower
using
these
notes.(3b)
Chu
family
—
late-night
footsteps
in
the
hallway
—
might
be
the
neighbors
Lao
Zheng
—
something
trying
to
get
in
the
window
Xiao
Ning
—
finds
garbage
in
front
of
her
house
—
might
be
cats
Task6:
Inquiry
into
knowledge
by
translation.
Look
at
P72
Section
B
（翻译探究看我的）
一、However
,these
days,
strange
things
are
happening
in
our
neighborhood
and
everyone
is
unhappy.
_________________________________.
1.happen
vi.意为“（偶然）发生”，没有被动语态。happen
to
do
sth.意为“碰巧做某事”。如：
I
_____
(happen)
to
meet
my
old
friend
in
the
street
this
morning
.
今天早上在街上我碰巧遇见了我的老朋友。
2.知识拓展：
take
place
:意为“发生”，常指经过安排的。如：
When
did
the
story_____(发生)
二、There
must
be
something
visiting
the
homes
in
our
neighborhood
,but
what
is
it
________________________________.
there
be
sb.
/sth.
doing
sth.意为“有某人或某物正在做某事”。如：
There
is
a
boy
___(play)
basketball
on
the
playground.
Step5.The
end-of-class
test当堂检测
Task1:
Finish
your
exercise
books.
根据句意和首字母或汉语提示完成句子。
1.The
dogs
saw
him
running
and
c___
after
him.
2.No
c____
can
live
without
water.
3.It
is
e___
cold
today.
4.She
was____(采访)by
a
reporter
yesterday.
5.Don’t
let
him____(逃跑)from
the
room.
二、用所给单词的适当形式填空。
1.
Jim’s
father
might
be
running
____
(catch)
a
bus.
2.
He
was
____
(happy)
because
he
failed
the
exam.
3.
Don’t
making
any
____
(noisy).
The
baby
is
sleeping.
4.
She
tried___
(escape)
from
the
burning
car.
5.
Listen!
There
must
be
someone
___(knock)
at
the
door.
三、请翻译下列句子。
我们社区过去一直很安静。然而，这些天来，我们社区却在发生一些奇怪的事情，每个人都不高兴。周谷，本地学校的老师，他非常担心。当地报纸采访他时，他说，“每天晚上我们都听见窗外有奇怪的声音。我妻子认为那可能是个动物，但是我和朋友们却认为很可能是一些青少年在搞怪。我的父母报了警，但警察却没能发现任何异常。他们认为可能是风。我不这样认为！”
周谷的隔壁邻居齐辉也不高兴。“最初，我想那可能是只狗，但是我没看见狗，而且仍然听到外面的响声。”我们社区的每个人都很担心，每个人都有自己的看法。肯定是某个东西在光顾附近的家庭，但它是什么？
HOMEWORK：(写作拓展)
Look
at
this
headline
and
finish
the
article
about
the
strange
events
in
Bell
Tower.
No
more
mystery
in
Bell
Tower
neighborhood.
We
now
know
what
was
happening
in
Bell
Tower
neighborhood.
The
director
of
the
local
zoo
says
that
three
monkeys
escaped
from
……
附：本节课当堂检测的答案：
一、1.chased
2.
creature
3.
extremely
4.
interviewed
5.
escape
二、1.
to
catch
2.
unhappy
3.
noise
4.
to
escape
5.
knocking
三、.翻译句子：
Our
neighborhood
used
to
be
very
quiet.
However,
these
days,
strange
things
are
happening
in
our
neighborhood
and
everyone
is
unhappy.
Zhou
Gu,
the
local
school
teacher
is
extremely
worried.
When
he
was
interviewed
by
the
local
newspaper,
he
said,
“Every
night
we
hear
strange
noises
outside
our
window.
My
wife
thinks
that
it
could
be
an
animal,
but
my
friends
and
I
think
it
must
be
teenagers
having
fun.
My
parents
called
the
police,
but
they
can’t
find
anything
strange.
They
think
it
might
be
the
wind.
I
don’t
think
so!”
Zhou
Gu’s
next
door
neighbor
Qi
Hui
is
unhappy
too.
“At
first,
I
thought
it
might
be
a
dog,
but
I
can’t
see
a
dog
and
I
still
hear
the
noises
outside.”
Everyone
in
our
neighborhood
is
worried,
and
everyone
has
his
or
her
own
ideas.
There
must
be
something
visiting
the
homes
in
our
neighborhood
,
but
what
is
it
课后反思：
亮点：1.本课的阅读训练。让学生带着问题略读文章，找出文章大意；然后让学生问题细读文章，找出文章细节。这些策略有利于学生逐渐提高寻找大意和细节的能力。然后的听，跟读，复述学生，背诵和采访等活动有利于学生内化所读的内容。
2.
本课的情感教育的自然渗透。帮助学生树立“无神论”的观点，不对一些现象产生恐惧心理。引导学生相信科学，热爱科学，不断探索.教育学生要有梦和梦想，并为之努力。让学生能与他人和谐地交流与真诚地合作，这是他们能立足于未来社会的一种良好的个性品质。
3.
本课的当堂训练的汉译英。训练题目尽量不用选择题，要用考查学生真水平的题目，如汉译英练习。另外，短文填空这种贴近中考的题目也是必要的练习题型，让学生更能够熟练地运用文章。
不足：由于班额大原因，选择表演的组数占用时间稍长，课堂显得匆忙。Unit
5
It
must
belong
to
Carla.
第一课时Section
A
1a-2c
Learning
Goals:
In
this
lesson,
the
students
will
learn
to
use
“must,
might,
could,
and
can’t”
to
make
inferences.
The
Ss
should
master
when
to
use
“must,
might,
could,
and
can’t”
to
make
inferences
after
finishing
the
listening
and
speaking
tasks.
The
Ss
can
also
learn
how
to
make
inferences
according
to
the
phenomenon.
Teaching
and
learning
steps:
Step
I.
Pre-listening
activities
1.
Preview
Ask
the
Ss
to
translate
the
following
Chinese
into
English.
First
ask
the
Ss
to
put
them
into
English
orally,
then
let
them
write
English
down
without
looking
at
the
textbooks.
(1)玩具车
_________________________________________
(2)她最喜欢的作家
_________________________________________
(3)在野餐时
_________________________________________
(4)听古典音乐
_________________________________________
(5)发带
_________________________________________
(6)棒球
_________________________________________
Ask
the
Ss
to
translate
the
following
sentences.
（1）--这是谁的书？
--它一定是Mary的。
______________________________________________________________________________
______________________________________________________________________________（2）它一定属于Carla.
______________________________________________________________________________
（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2.
Lead
in
(1)Show
two
photos
of
a
boy
and
a
girl.
Tell
the
Ss
the
boy
is
Tom
and
he
likes
listening
to
music
and
playing
soccer.
The
girl
is
Lucy
and
she
has
long
hair
and
likes
playing
tennis.
They
are
both
learning
English.
Then
show
the
Ss
the
following
things：a
CD,
a
soccer
ball,
a
hair
band,
a
tennis
ball
and
an
English
book.
Tell
the
Ss
these
things
are
Tom’s
and
Lucy’s.
These
things
belong
to
Tom
and
Lucy.
Help
the
Ss
understand
what
“belong
to”
means.
Let
the
Ss
guess
which
things
belong
to
Tom
and
which
things
belong
to
Lucy.
First,
give
the
Ss
an
example.
e.g.
–Whose
CD
is
this？
-The
CD
must
be
Tom’s.
Because
he
likes
listening
to
music.
So
it
can’t
belong
to
Lucy.
(2)
Have
the
Ss
try
making
the
similar
guesses
with
the
soccer
ball,
the
hair
band
and
the
tennis
ball
in
groups
of
two.
(3)For
the
English
book,
lead
the
Ss
to
guess
like
:
The
English
book
might
/
could
belong
to
Tom
or
Lucy.
Because
they
are
both
learning
English.
（设计说明：先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知如何依据事实做推测。）
Step
II.
While-listening
activities
1.
Listen
and
find
the
general
idea.
(1)
Show
the
picture
of
a
picnic
in
1a
and
ask
the
Ss
to
write
the
things
they
see
in
the
right
column
in
the
chart.
Clothing
Fun
things
Kitchen
things
hat
volleyball
plates
(2)
Tell
the
Ss
that
the
people
at
the
picnic
are
talking
about
something.
Ask
the
Ss
to
listen
to
their
conversation
and
find
out:
What
are
they
talking
about
？_____
A.
They
are
talking
about
the
picnic.
B.
They
are
talking
about
the
weather.
C.
They
are
talking
about
whose
things
those
are.
2.
Listen
to
the
conversation
more
carefully
and
find
the
specific
ideas
(1)Ask
the
Ss
to
listen
again
and
match
each
person
with
a
thing
and
a
reason.
Person
Thing
Reason
Jane’s
little
brotherMaryCarla
Deng
Wen
Grace
volleyball
toy
carmagazine
book
CD
Hemingway
is
her
favorite
author.She
loves
volleyball.He
was
the
only
little
kid
at
the
picnic.She
always
listens
to
classical
music.He
loves
cats.
(2)
Check
the
Ss’
answers
and
ask
the
Ss
to
answer
with
complete
sentences
like：
The
volleyball
must
be
Carla’s
/
belong
to
Carla.
Because
she
loves
volleyball.
…
(3)
Then,
ask
the
Ss
to
listen
to
the
tape
a
third
time
and
finish
the
tape
scripts.
Girl1:
volleyball
is
this
Boy1:
be
Carla’s.
She
loves
.
Girl1:How
this
car
Girl2:Oh,
that
toy
car
must
to
Jane’s
brother.
He
was
the
little
kid
at
the
.
And
the
must
belong
to
Deng
Wen.
He
cats.
Boy1:Oh,
and
look,
a
book.
Girl2:Oh,
yeah…
This
must
be
Mary’s.
Hemingway
is
her
.
Girl1:OK…
and
how
about
this
Girl2:Hmmmm…
The
CD
belong
to
Grace.
She
always
listens
to
music.
(4)
Check
the
Ss’
answers.
3.
Listen
and
find
the
general
idea.
(1)
Show
a
picture
of
a
backpack
to
the
Ss
and
tell
the
Ss
Bob
and
Anna
found
the
backpack
in
front
of
their
school.
Ask
the
Ss
to
listen
to
Bob
and
Anna’s
conversation
and
find
out:
What
is
the
conversation
about
It's
about
_________.
A.
Bob
and
Anna
want
to
know
what
is
in
the
backpack
B.
Bob
and
Anna
want
to
know
whose
backpack
it
is
(2)
Check
the
Ss’
answers.
4.
Listen
to
the
conversation
more
carefully
and
find
the
specific
ideas
(1)
Ask
the
Ss
to
listen
again
and
write
down
the
things
in
the
backpack.
Things
in
the
backpack
1.T-shirt2.
_____3.
_____
(2)Play
the
tape
a
third
time
and
ask
the
Ss
to
fill
in
the
blanks.
1.The
person
________
go
to
our
school.2.The
person
________
be
a
boy.3.It
________
be
Mei’s
hair
band.4.The
hair
band
_______
belong
to
Linda.5.It
________
be
Linda’s
backpack
(3)Check
the
Ss’
answers.
(设计说明：本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力)
Step
III.
Post-listening
activities
1.
Read
and
retell
(1)Play
the
tape
and
ask
the
Ss
to
read
2a
after
the
tape
and
prepare
for
retelling.
(2)Let
the
Ss
fill
in
the
blanks
in
the
rewriting
passage.
First
give
the
Ss
time
to
practice
it
by
themselves.
Then
the
Ss
do
it
with
the
teacher.
Last
choose
one
or
two
Ss
to
retell
the
conversation
individually.
Whose
backpack
is
this
Here’s
a
school
T-shirt.
The
person
_______
to
our
school.
Here
is
hair
band,
so
the
person
_______a
boy.
It
_________Mei’s
hair
band.
She
has
long
hair.
Or
the
hair
band
_____________
Linda.
She
was
at
the
picnic.
Then
the
backpack
________________Rita.
She’s
always
forgetting
things.
There
are
also
some
tennis
balls.
Then
it
________Linda’s
backpack.
She
has
long
hair
and
she’s
on
the
tennis
team.
(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
2.
A
guessing
game.
Show
a
pen,
a
watch
and
a
pencil
bag
to
the
Ss
and
tell
the
Ss
these
things
are
from
three
of
the
Ss.
Let
the
Ss
guess
the
owners.
e.g.
–Whose
pencil
bag
is
this
-It
must
be
…
Because…
Choose
three
groups
to
show
their
guesses
and
see
which
group
can
get
the
right
guess.
(设计说明：为学生们创设较为真实的语用环境，使学生们体会所学的语言是真实可用的。)
Step
IV.
Summary：Inquiry
into
knowledge
by
translation
1.
Ask
the
Ss
to
look
at
the
following
sentences
and
try
to
summarize
the
language
rules
about
how
to
use
“must,
might,
could,
can’t
”
to
make
inferences
and
fill
in
the
blanks.
The
Ss
can
help
each
other
and
have
a
discussion
after
doing
the
following
by
themselves.
That
toy
car
must
belong
to
Jane’s
little
brother.
He
was
the
only
kid
at
the
picnic.
Here
is
a
hair
band,
so
the
person
can’t
be
a
boy.
It
could
be
Mei’s
hair
band.
She
has
long
hair.
Or
the
hair
band
might
belong
to
Linda.
(1)
must:表示很有把握的推测，只用于
句，意为“
”。
Our
teacher
in
the
office,
because
the
light
is
on.
我们的老师一定在办公室里，
(2)can’t:表示______推测，意为“
”。
He
______
at
home
because
he
has
gone
to
Beijing.
他不可能在家，因为他去了北京。
(3)could,
might:表示把握性不大的推测，用于
句，意为“
”。
The
ticket
_____________
be
my
aunt’s
or
uncle’s.
They’re
both
going
to
the
concert.
这票可能是我姨妈的也可能是我姨夫的。他俩都要去音乐会。
(4)
belong
to
中的
是介词，后面不能接
词。
belong
to
不用于
时态，也不用于
语态。
他自愿在农村工作。
（设计说明：教师要引导学生们运用他们从实践中的感知来尝试归纳语言规律，然后再给以必要帮助。通过小组讨论的形式可获得更为准确的答案。）
Step
V.
Exercises:
the
end-of-
class
test
I.
Fill
the
blanks
with
“must
”,
“might”
,“could”
,“can’t”.
1.The
notebook
________be
Ming’s.
It
was
on
her
desk.
2.The
homework
_______be
Carol’s.
She
wasn’t
at
school
today.
3.The
soccer
ball
_______be
John’
s
or
Tony’s.
They
both
play
soccer,
don’t
they
4.The
French
book
________be
Li
Ying’s.
She’s
the
only
one
who’s
studying
French.
5.I
can’t
find
my
backpack.
It
_______be
still
at
school.
6.The
photo
________be
Lu’s.
Those
are
his
parents.
7.The
red
bicycle
______be
Hu’s.
She
has
a
blue
bicycle.
8.This
ticket
_________be
my
aunt’s
or
uncle’s.
They’re
both
going
to
the
concert.
II.
Translate
Chinese
into
English.
1.这本字典一定是他的。
上面写有他的名字。(must)
_____________________________________________________________________________
2.那张光盘可能属于Tom。因为他喜欢听流行音乐。(could,
belong
to)
_____________________________________________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step
VI.
Homework
1.
Read
1b
and
2a
after
the
tape
and
recite
them.(
★
)
2.
Rewrite
2a
into
a
short
text.
(
★★
)
3.
Preview
3a.(
★
)
本节课亮点：
1.
预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中初步感知如何依据事实做推测。
3.
最后的猜测游戏为学生们创设了较为真实的语用环境，使学生们体会到所学的语言是真实可用的。
4.
家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
2．导入部分，不必要求学生们就都能快速掌握“must,
might,
could,
and
can’t”用于推测时的区别，在接下的活动中学生们会逐步感知。
Keys:
Step
I.
Phrases:
(1)
toy
car
(2)her
favorite
author
(3)at
the
picnic
(4)listen
t
classical
music
(5)hair
band
(6)tennis
ball
Sentences:
(1)-Whose
book
is
this
-It
must
be
Mary’s.
(2)
It
must
belong
to
Carla.
Step
II.
1.
(2).
C
3.(1)
B
Step
III.
1.(2)
must
go,
can’t
be,
could
be,
might
belong
to,
could
belong
to,
must
be
Step
IV.
(1)肯定句，一定，must
be
(2)
否定，不可能，can’t
be
(3)
肯定，有可能，might
/
could
(4)
to,
动，进行，被动
Step
V.
I.
1.must
/
might
2.can’t
3.
might/
could
4.
must
5.
might
/
could
6.must
7.can’t
8.
might
/
could
II.
1.
The
dictionary
must
be
his.
His
name
is
on
it.
2.
The
CD
might
belong
to
Tom.
Because
he
likes
listening
to
pop
music.
.阅读课Unit
5
It
must
belong
to
Carla.
Section
A（3a-4）
Learning
Goals
1.Review
the
dialogue
in
period1
2.Talk
about
the
words
they
don’t
understand
like
appointment,
worried,
optometrist
crucial
symphony
anxious
using
What
do
you
think….
mean
Well,
it
can’t
mean
….
It
might
mean
…..Learn
how
to
use
Must,
might,
could
and
can’t
for
other
guessing
jobs
.
3.Show
students
how
to
write
a
thank-you
message
to
ask
friends
for
help.
Teaching
and
learning
steps
Review复习
Role
play
the
dialogue
A
2b
and
fill
in
the
blanks
below
with
must
,may,
might,
could,
can’t
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
go
to
our
school.
Oh!
Here
is
a
hair
band,
so
the
person
be
a
boy.
Anna:
It
be
Kumi’s
hair
band.
She
has
long
hair.
Bob:
Or
the
hair
band
belong
to
Linda.
She
was
at
the
picnic,
wasn’t
she
Anna:
Yes,
she
was.
But
then
the
backpack
belong
to
Rita.
She’s
always
forgetting
things.
Bob:
Then
it
be
Linda’s
backpack.
She
has
long
hair
and
she’s
on
the
tennis
team.
Bob:
You’re
right!
（推测情态动词排列Must—can—could—may—might—can’t）
Preview预习
(write
them
down
without
looking
at
the
text.)
1.word
learning:
落下;
掉下____交响乐;
交响曲____验光师;
配镜师____约会;
约定.
______关键的；至关重要的______形成;
组成;
构成_______最后的;
最终的_______忧虑的;
焦虑的;
_______所有者;______
牛津大学______
2.sentence
translating
如果你知道它可能在哪儿，请给我打电话，
我想我是在音乐会期间把它掉了，所以它可能仍在音乐大厅里。
这次考试至关重要，我在为它做准备，因为它占期末考试的百分之三十。
我真的很着急，因为我找不到我的背包了。
你认为anxious
是什么意思？
她因为考试而着急。
这儿有些耳环，主人不可能是个男孩。
Warming
up
and
leading
in热身导入
1.Show
the
students
some
pictures
and
ask
them
to
make
guesses:
What
could/might
….be
doing
He
/she
could/might
be
….
2.look
at
the
picture
of
3a
on
Page
36.and
guess:.
What
might
this
girl
be
doing
in
the
picture
While-reading
activities读中活动
Read
the
passage
fast
and
silently
to
find
the
general
idea读取大意
What
‘s
the
passage
about
．
A.
Linda’s
book
B.Linda’s
beautiful
backpack
C.Linda’s
lost
backpack
Read
the
text
carefully
and
silently
to
find
the
specific
ideas读取细节
Why
does
Linda
really
need
her
backpack
Why
is
the
math
test
very
crucial
Where
was
Anna
when
Linda
called
her
What
does
Linda
want
Anna
do
Why
is
Linda
so
anxious
3a
Read
the
text
again，
Number
the
parts
in
order
and
circle
the
words
you
don’t
know.
细节再读，排序圈词
Put
Linda’s
thank
–you
message
in
the
right
order.
Ask
the
students
to
circle
the
words
they
don’tknow.
3b
Ask
the
students
to
talk
about
the
circled
words
they
don’t
understand
in
3a.
Using
“can’t”,
“must”,
“might,
could”.猜词悟意，语法突破
A:
What
do
you
think
“…”mean
B:
Well,
it
can’t
mean
“…..”.
A:
It
might
mean
“……”.
B:
Oh,
yes.It’s/She’s
………..
Post-reading
activities读后活动
Listen
and
repeat
Retell
the
passage
according
to
the
key
words
in
the
chart
.
Subject:
Thanks!
From:
Linda
_④_
If
you
………….where
it
might
be,
please
……………….._②_
I
think
I
……………………..
so
it
might
still
be…………………_⑤_
I
tried
to
……..but
your
mom
said
you
were
still
……………
(
I
hope
you
new
glasses………….!)._③_
I
really
need
it
because
I
…………tomorrow.
It’s
crucial
that
……………
because
it
………………………_①_
I’m……………….,
because
I
can’t
……………..Linda
Complete
3a
without
looking
at
the
text。
I’m
really______,
because
I
can’t
find
my
backpack.
I
think
I_______
it
during
the______
so
it
______still
be
in
the
_______hall.
I
really
need
it
because
I
have
a
math
test
tomorrow.
It’s
______
that
I
study
for
it
because
it
_____
_____30%
of
the
final
exam.
I
tried
to
call
you
but
your
mom
said
you
were
still
at
your_______
_______
(
I
hope
your
new
glasses
look
nice).
If
you
have
any
idea
where
it
_______be,
please
call
me.
Inquiry
into
knowledge
by
translation难点探究
It’s
crucial
that
I
study
for
it
because
it
makes
up
30
%
of
the
final
exam.
【经典习题】翻译句子：
(1)
我们有必要掌握一门外语。
It’s
______
____we
master
one
foreign
language.
(2)
很遗憾你没赶上早班车。
It’s
__
____
___
you
missed
the
early
bus.
【要点点拨】在结构“It’s
+
形容词/(a/an+)名词(短语)+
that从句”中
,
it为形式主语，而that从句为真正的主语.
Pairwork(
Guess
the
owner
of
the
backpack.)语法交际运用
A:
Here’s
a
……
The
owner
can’t
be
a
…..
B:
Well,
it
could
be
a
…..
Thehair
band
might
be
a
present
for……
A:
Here’s
a
school
T-shirt.
The
owner
must
be
a
…
B:
Well,
it
could
be
a……of
ours.
The
school
T-shirt
is
the
same
as
ours.
……….
Groupwork
语言训练与情感渗透的结合
The
end-of-
class
test当堂检测
一、汉译英，一空一词：
1、我找不到我女儿，我非常担心她。
I
can’t
find
my
daughter,
I
__quite_____
_____
her.
2、这条裤子不可能是Alan的，因为太小了。
This
pair
of
trousers
___
_____
Alan’s
because
it’s____
_____.
3、她很害怕在别人面前说话。
She
_______
_________
of
________
in
front
of
other
people.
4、昨天你打电话时，我还在验光配镜。
I
was
still
____
the
optometrist____________when
you
_____me
yesterday.
5、这耳环可能是给他母亲的礼物。
The
______
_______
______
a
present
for
his
mother.
二、中考真题链接
本课设计亮点：
1.本课的导入。从猜图游戏开始，既激发了学生的热情，又复习了句型：What
could/might
….be
doing
He
/she
could/might
be
….为下面的阅读导入做好准备。
2.本课的阅读训练。先让学生看课本读图：What
might
this
girl
be
doing
in
the
picture 然后让学生读取文章大意;
并让学生带着问题细读文章。接着进行细节再读，完成排序圈词的任务，进而通过猜词对话实现语法重难点突破，不仅加强了对本文的新词的理解，而且进一步巩固了猜测句型与猜测情态动词的用法，真正实现了一举多得。
3.本课的情感教育的自然渗透。本课的第二天恰逢重阳敬老节，通过使用猜测情态动词来讨论what’s
the
best
gift
for
old
people 这一话题训练，实现情感教育，增强彼此的了解和沟通。
4.当堂训练。注重最新中考题目的选择运用，以便学生在学习中灵活把握信息动向与学习目的。
不足之处：使用过程中猜词环节学生不会构思，需要教师多引导。
使用建议：教师一定要引领学生做好课前预习，才能收到良好教学效果。
本教案答案:
热身导入
She’s
writing
a
thank-you
message
to
Anna.
读取大意
C.
Linda’s
lost
backpack
读取细节
1.Because
she
can’t
find
her
backpack
2.Because
she
has
a
math
test
tomorrow
3.Because
it
makes
up
30%
of
the
final
exam.
4.She
was
still
at
her
optometrist
appointment
5.Linda
wants
Anna
to
call
back,
if
she
has
any
idea
where
it
might
be.
难点探究
(1)
crucial
that
(2)
a
pity
that
当堂检测
1.am
worried
about
2.can’t
be
too
small
3.is
afraid/terrified
speaking
4.at
appointment
called
5.earrings
might/could
be
EMBED
PowerPoint.Slide.8Unit
5
It
must
belong
to
Carla.
第一课时：
New
words
Teaching
and
Learning
Goals：
Learn
the
new
words
of
Unit5
in
one
class.
Memorize
the
words
by
reading
and
using
them.
Learn
the
use
of
them
and
try
to
spell
the
words
in
this
unit.
Students
try
to
learn
how
to
read
and
remember
the
words
and
phrases
,
and
how
to
learn
individually
and
collectively.
Teaching
and
learning
steps
Step
1 Learn
to
read
the
words
on
P148-149
Students
try
to
read
the
words
using
the
phonetics
by
themselves.
Then
read
with
their
partners
in
groups.
Get
some
individual
students
to
read
and
correct
their
pronunciations.
Follow
the
teacher
because
they
can
hear
the
teacher
pronounce
the
word
clearly
and
correctly.
Read
after
the
tape.
Read
aloud
and
the
teacher
walk
around
to
see
if
they
have
any
question.
Get
some
individual
students
to
read
again
to
see
if
everyone
can
read
correctly.
(设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。让学生学会试读单词是一种学习习惯的培养，首先学生自己根据音标字读单词，并标出试读时有困难的。接着两人一组或以小组为单位解决遇到的困难。然后找单个同学读单词，教师及时更正错音，帮助学生正音。最后让学生跟录音读。如此几步的学习，大多数学生可以熟悉单词的读音，正确试读出单词。最后还是不会的同学，就给他们找“老师”，他们组的组长就是他们的“老师”，负责课下教会他们。单词的学习坚持从个体—同伴—小组—整体的原则，培养学生自主学习和小组互助学习的能力。尽量培养学生不用音标也能读单词的能力。)
Step
2
Learn
to
remember
words
on
P148-149
一.
Remember
the
words
by
looking
at
pictures.
He
is
the
owner
of
the
car.The
car
belongs
to
him.
Lu
Xun
is
a
famous
author/writer.
She
is
interviewing
the
man.
Look!
The
alien
is
chasing
the
man.
The
monkeys
are
very
lovely.
It’s
a
finger.
Everyone
has
ten
fingers.
The
smile
face
is
made
up
of
thousands
of
people
.
It’s
an
ant.
They
are
lifting
the
World
Cup.
Look
at
the
beautiful
stones.
It’s
a
hill
of
garbage.
They
are
wearing
beautiful
fair
bands.
The
helicopter
is
flying
in
the
sky.
The
woman
in
white
is
an
optometrist.
It’s
windy.
The
wind
is
blowing
strongly.
The
dolphins
are
jumping
above
the
ocean.
二.
Remember
the
words
by
matching
itself
with
its
meaning.
author
adj.烦恼的，焦虑的
writer
adj.忧虑的，焦虑的，不安的
anxious
n.作家，作者
worried
n.作家，作者
unhappy
不愉快的，伤心的
sad
adj.
不快乐的，不愉快的
run
out
of
v.试图，企图
attempt
use
up
用完，用光，耗尽
三．Remember
the
words
by
their
similar
pronunciations
and
forms.
1.
top
stop
shop
drop
v.落下，掉下
2.
my
shy
why
sky
n.天，天空
3.
boy
toy
noy
annoy
v.使生气；使烦恼
4.
match
hatch
catch
v.赶上
（特殊：watch）
5.
dark
mark
shark
bark
v.
(狗等)吠声，叫声
6.
well
fell
cell
smell
n.气味
7.
end
send
mend
pretend
v.假装
四．Remember
the
words
by
conversion(转换)
、complex
words
（合成）and
derivative（派生）
1.
smell
v.闻，闻起来
n.气味
2.
lift
n.电梯
v.举起，抬起
3.
foot
+
step
--
footstep
n.脚步声，足迹
4.
be
+
long
--
belong
v.属于
5.
appoint
+ment
--
appointment
n.约会，约定
6.
interview
n.&v.采访，面试，会见
interviewer
n.采访者
7.
own
v.拥有
adj.某人自己的--
owner
n.所有者，物主
8.
neighbor
n.邻居
neighborhood
n.地区,社区；临近街坊
9.
direct
adj.直接的
adv.直接地
director
n.主管，主任
10.
noise
n.噪音，喧闹声，吵杂声
noisy
adj.吵闹的
11.
worry
n.&v
着急，担忧
worried
adj.
烦恼的，忧虑的
12.
mystery
n.
神秘的事物，不可思议的事物，谜
mysterious
adj.神秘的；保密的
13.
possible
adj.可能的
possibly
adv.可能的，也许
14.
final
adj.最后的，最终的
finally
adv.最后，终于
15.
extreme
adj.极端的，极度的
extremely
adv.极其，非常
16.
happy
adj.高兴的
unhappy
adj.不高兴的
17.
honest
adj.诚实的，真诚的
dishonest
adv.不诚实的
五.
Remember
the
words
by
their
Chinese.
1.（自带食物）的野餐
2.
交响乐
3.
关键，至关重要
4.生物，动物5.捕获，赶上（车船等）6.
逃跑，逃走
(picnic,symphony,crucial,
creature,catch,
escape)
（设计意图：记忆单词的方法很多，利用多种手段和多种形式呈现给学，来吸引学生的兴趣，降低难度扩大学生的词汇量。例如：通过图画和简单的句子记忆，学生易于接受，印象深刻；用一词多义，合成，派生等等方法能使学生举一反三，极大的扩充词汇量；通过重点短语对比和汉意的方式全面的加深对词汇的理解。）
Step
3
Consolidation
of
words
Give
the
students
a
few
minutes
to
try
to
memorize
the
words
first
.
1.Get
the
students
to
read
the
word
by
looking
at
the
Chinese.
Then
look
at
the
Chinese
and
say
English.
2.
Then
get
them
to
work
in
pairs
to
spell
the
words
or
write
down
the
words
with
the
Chinese
given
in
guide
books.
Underline
the
words
they
haven’t
grasped.
3.
Get
the
students
to
have
a
short
dictation
about
the
important
words
and
phrases.
If
they
can’t
,
dictate
after
class
in
groups.
（设计意图：此环节为巩固单词。通过两两提问或使用助学默写的形式来对单词加以巩固。这一环节有五分之二的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让再有五分之一的学生顺利过关，其余的五分之一还需要时间和同学习们的帮助，教师应及时督促、让小组长反馈检查的结果，做好跟踪检查。）
Step
4
Read
the
story
and
translate
into
Chinese:
1.
Get
the
students
to
read
the
story,
and
underline
the
new
words.
2.
Translate
the
story
into
Chinese
in
groups
of
three.
3.
Read
the
story
fluently
by
themselves.
It
was
a
sunny
day
without
wind.
The
famous
author
Hemingway
was
having
an
appointment
with
Mark
Twain.
They
were
listening
to
symphony
in
the
Ocean
Symphony
Hall.
Suddenly
they
heard
some
footsteps,
barks
and
noise
outside.
They
look
outside
and
saw
a
monkey
wearing
a
hair
band
that
was
lifting
a
stone
and
some
garbage.
He
was
chasing
an
optometrist.
The
garbage
dropped
on
the
ground
and
gave
off
a
strange
smell.
Everyone
was
worried(anxious).
Just
at
the
crucial
moment,
a
director
of
a
zoo
came
up
and
caught
it.
When
the
owner
of
the
monkey
came
and
was
interviewed,
he
told
what
happened.
His
neighbor,
an
Oxford
University
student
was
dishonest.
He
pretended
to
use
up
all
the
monkey
food
and
attempted
to
feed
the
monkey
on
ants.
The
monkey
was
extremely
unhappy
and
escaped
from
the
cage.
It
grasped
people
he
saw
with
its
fingers
and
chased
them.
This
was
what
had
happened.
After
the
concert
,the
two
authors
went
to
a
picnic
by
helicopter.
There,they
saw
a
map
of
Diaoyu
Island
which
was
made
up
of
thousands
of
creatures.
It
said
“Diaoyu
Island
belongs
to
China”.
This
was
possibly
the
most
unbelievable
mystery
that
they
saw.
在晴朗无风的一个天，著名作家海明威正在与马克吐温约会.
在海洋音乐厅听交响乐。他们忽然听到外面有脚步声、犬吠声和吵杂声。他们看到窗外一只带着发带的猴子举着石头和垃圾正在追赶一个验光师。垃圾掉了一地发出难闻的气味。每个人都很着急。就在这关键时刻，一个动物园主管过来抓住了猴子。猴子的主人被采访时告诉大家，他的邻居牛津大学的学生不诚实，他假装用光了所有的猴食而企图用蚂蚁喂猴子。猴子极不高兴，从笼子里逃出，用手指抓并且追赶它看到的人。就发生开头的场面。音乐会后，两名作家乘直升机去野餐。在那里他们看到有数百万生物组成了一个钓鱼岛图，而且上面写着：钓鱼岛属于中国。这也许是他们见到的最不可思议的事。
（设计意图：词不离句，句不离篇。在学生掌握本单元单词的基础上，再学习由本单元的生词编成了一篇小故事，引导学生不仅记忆词汇本身的意义，同时在具体的语境中体会它的意义。体现了词不离句，句不离篇的教学原则。有助于学生学习理解和使用本单元的词汇。）
Step
5
Mind
map
Get
the
students
to
read
the
mind
map
and
fill
in
the
mind
map
according
to
the
story
,
they
can
discuss
in
groups.
Get
the
students
to
retell
the
story
using
the
mind
map.
设计意图：把故事和思维导图结合起来，让学生加深对本单元词汇和短语的理解，使学生对词汇从逻辑范畴上进一步巩固记忆。
Step
6
当堂检测（5单元）
一．按要求写出下列单词或短语。
1.可能的（形容词)____可能地
(副词)
____
2.最后的____最后地____
3.
drop(过去式)_______4.烦恼的_____
(近义词)_______（动词）____
5.own______
(名词)
6.catch(过去式)_____
7.噪音_____(形容词）____
8.风________(形容词）______
9.
______猴子___________(复数）
10.作家
/
11.
用了，用光
12.组成
二根据括号中的汉语意思或首字母提示写单词,
并用其适当形式完成句子。
1.F_____,
the
soldiers
arrived
at
the
village
after
a
few
days’
long
walk.
2.If
you
hurry,
you
can
c_________
the
bus.
3.The
book
isn’t
mine.
It
b_______
to
Lucy.
4.Tom
is
very
a_________
about
his
exams.
5.She
_________(掉下）her
wallet
yesterday.
6.We
got
on
well
with
our
____________(邻居）.
7.Who
is
the
_________（主管）of
the
zoo
8.Fred
wrote
down
his
name
on
the
________(石头）
9.I
can’t
stand
the
__________(噪音).
10.The
strange
boy_______（采访）by
the
reporter
yesterday.
三．用括号内所给单词的适当形式天空
1.He
is
__________(happy)
because
he
failed
the
test
2.It’s
very
_________(noise)
in
the
market.
3.These
___________(monkey)
are
funny.
4.What
he
said
is
not
true.
He
is
_________(honest).
5.He
pretends
_________(be)
tired.
亮点：
本单元的单词课堂设计涵盖了本单元的全部43词汇及词组。尤其是故事编写不仅让学生在故事中对单词有了大致理解，更是展开了丰富的想象让学生感兴趣，很适合本单元表推测的这种想象。单词的拼读注重了学生自学能力和小组合作能力的培养。同时通过各种形式的单词记忆既加深了单词的识记，又理解了部分单词的大致用法。当堂检测的设计更是有效地补充与巩固了词汇的用法。
不足之处：
一节课内容设计的有些多，如果合理的利用，还是能充分完成的。同时本节课容量较大，部分环节不能很好的展示与训练。
使用建议：
首先要对单元内容达到熟练掌握，能够基本明确单词在单元中的位置及其用法，同时必须准备完善的的多媒体课件，而且不一定每一步都详细的进行。要有针对性的取舍才能有效地增加课堂效率。
答案
一．1.
possible，possibly
2.
final，finally
3.
dropped
4.
worried,
anxious
5.owner
6.caught
7.noise,
noisy
8.wind
windy
9.monkey,monkeys
10.
author
writer
11.use
up
12.
make
up
二．
1.
Finally
2.catch
3.belong
4.anxious
5.dropped
6.neighbors
7.
director
8.stone
9.noise
10.was
interviewed
三．1.unhappy
2.noisy
3.monkeys
4.dishonest
5.to
be课题：Unit5
It
must
belong
to
Carla.
Section
B
(1a-2c)
Teaching
and
Learning
Goals
Learn
and
use
the
words
and
sentences
:
chase,
sky,
helicopter,
creature,
catch.He
could
be
running
for
exercise.
Enable
the
students
to
infer
the
some
situations
using
“must”,
“might”,
“could”,
and
“can’t”.To
use
“must,
might,
could
and
can’t”
for
making
inferences
in
listening,
speaking,
reading
and
writing.
Preview
(1)追赶__________________
(2)天空的__________________
(3)直升机_________________
(4)生物____________________
(5)
他可能正在为了锻炼而跑步。_____________________________（把本课时将要出现的重点短语、句子提前拿出来，让学生熟悉，降低学习的困难。）
Warming
up
and
leading
in
1.Greetings.
2.Help
students
review
some
words
according
to
the
pictures.
UFO:
unidentified
flying
object
alien
3.
Free
talk:
What
do
you
think
of
them
Do
you
like
them
Presentation
1.Present
the
new
words
with
the
pictures.
2.Look
at
the
pictures.
Then
use
the
words
from
the
box
to
write
a
sentence
about
each
picture.
（直接借助于课本上的图片把本课时的生词展示出来，然后鼓励学生根据每一幅图说一句话。）
Listening
for
the
general
idea
Listen
and
choose
the
main
idea
of
the
conversation.
The
main
idea
of
the
conversation
is
to
talk
about .
A.The
man
and
the
woman’s
guesses
about
something
B.
The
UFO
Listening
for
the
specific
ideas
1.Play
the
tape
recorder.
Ask
students
to
listen
and
number
the
pictures.
2.
Check
the
answers.
3.
Help
students
write
two
or
three
sentences
to
finish
the
story.
4.Play
the
recording
again.
Complete
the
sentences.
They
see…
The
man
says…
The
woman
says…
1.
a
man
running.
He
could
be
______________
He
might
be
late
for
work.
2.
something
in
the
sky.
It
could
be
a
helicopter.
It
must
be
a
UFO.
3.
a
strange
creature.
It
must
be
________.
I
must
be
_______.
4.
a
woman
with
a
camera.
She
could
be
_____________.
They
must
be_________.
5.Check
the
answers
with
the
whole
class．
6.Play
the
recording
for
another
time,
and
ask
students
to
fill
in
the
blanks.
Man:
Hey,
look
at
the
man
_____
down
the
street.
I
_____
what’s______
Woman:
He
could
____running
for
_____.
Man:
But
he’s
wearing
a
suit.
Woman:
Well,
he
___be
late
for
work.
Man:
He
looks
kind
of_____.
Woman:
Oh,
no!
What’s
that
Man:
Where
Woman:
There’s
something
in
the
____.
Man:
It
could
be
a
______.
Woman:
No,
it
____be
a
helicopter.
It’s
too
big.
It
_____be
a
UFO.
Man:
A
UFO
What’s
going
on
Woman:
Look,
now
the
UFO
is______…
Man:
And
there’s
a
strange
_______getting
out.
It
must
be
an_____.
Woman:
And
the
alien
is
_____the
man!
I
must
be______.
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_____.
Man:
She
could
be
from
the
TV
news.
Woman:
No,
look
at
all
those
other
people.
They’re
actors.
Oh!
They
must
_____
______a movie.
7.
Check
the
answers.
8.
Ask
Ss
to
repeat
after
the
tape.
（播放5遍听力材料，第一遍听找出对话的大意，然后两遍听完成课本任务，第四遍听填空，最后一遍听，然后跟读模仿语音语调，训练学生的口语。）
Post-listening
activities
1.
Help
Ss
role
play
the
conversations
between
the
man
and
the
woman.
Sample:
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.
2.Ask
pairs
to
say
their
conversations
to
the
class．
3.Help
students
retell
the
chart.
They
see…
The
man
says…
The
woman
says…
1.
a
man
running.
He
could
be
running
for
exercise.
He
might
be
late
for
work.
2.
something
in
the
sky.
It
could
be
a
helicopter.
It
must
be
a
UFO.
3.
a
strange
creature.
It
must
be
an
alien.
I
must
be
dreaming.
4.
a
woman
with
a
camera.
She
could
be
from
the
TV
news.
They
must
be
making
a
movie.
Sample:
A
woman
and
a
man
are
talking
about
what
they
see.They
see
a
man
running.
The
man
says
he
could
be
running
for
exercise,
but
the
woman
disagrees.She
says
he
might
be
late
for
work……
4.
Ask
students
to
retell
it.
（听后的两人对话就是让学生看着上面的表格对话，进行角色扮演，对目标句型进行进一步的练习；然后又进行的根据表格内容复述文章，进一步锻炼学生，提高学生的语言综合能力。）
Inquiry
into
knowledge
by
translation
1.
They
see
a
man
running.
——————————————————————————
see
sb.
doing
sth.意为___________，类似表达的结构还有_________________表达“看到、注视、注意到、听到某人正在做某事”，强调某人正在做某事。
另外，see/watch/notice/hear
sb.
do
sth.
表示“看到、注视、注意到、听到某人做某事”，强调做过了某事。
例：我注意到一位老妇人正倒在地上。
I
noticed
an
old
woman
______
down
the
ground.
我刚刚注意到一位老妇人倒在了地上。
I
noticed
an
old
woman
______
down
the
ground
just
now.
2.
He
could
be
running
for
exercise.
_______________________________________
(1)He
might
be
running
to
catch
a
bus.
_______________________________
(2)I
must
be
dreaming.
__________________________
(3)They
must
be
making
a
movie.
__________________________________
通过上面几个句子可以看出，对正在发生的事情进行推测可用_____的形式。
eg:1.
My
mother
might
____________
(cook)
for
us
now.
2.Tony
_____________________________
（不可能在上体育课）because
he
is
in
hospital.
（把本课时出现的用情态动词推测正在进行的动作的句子都拿出来，引导学生在小组内观察、发现、归纳和掌握语言规律，形成有效的学习策略。采取小组合作的方法，让学生自己先讨论，若有问题老师再给予适当指导。讲练结合，加深印象。）
Answers
to
Inquiry
into
knowledge
by
translation
1.他们看见一个男人正在跑。
看见某人正在做某事；see/watch/notice/hear
sb.
doing;falling;fall
2.他可能是在跑步锻炼。
(1)他可能是跑着赶车。
(2)我一定是在做梦。
(3)他们一定是在拍电影。
be
doing;be
cooking;can’t
be
having
PE
class
The
end-of
class
test
一、首字母填空
1.The
dogs
saw
him
running
and
c_____
after
him.
2.No
c_____
can
live
without
food.
3.
I
can
see
a
h________
in
the
sky.
4.
The
UFO
was
in
the
s____
yesterday.
二、用所给单词的适当形式填空
1.
The
boy
isn’t
out.
He
must_____________
（
do
）his
homework
now.
2.
At
this
moment,
our
teacher
must
______________(
correct
)
our
exam
papers.
3.
Li
Fang
can’t
__________(
play
)
the
piano
now.
She
went
to
the
shop
with
her
mother
a
few
minutes
ago.
4.
They
aren’t
in
the
classroom.
They
must/may__________(
play
)
basketball
on
the
playground.
5.
Jim’s
father
might
be
running
________
(catch)
a
bus.
三、翻译句子
1.或许他正在跑着赶公交车。
______________________________
2.他们可能正在跳舞。
______________________________
3.他可能正在为了锻炼而跑步。
__________________________________
4.
我一定正在做梦。
___________________________________
5.
他们一定在拍电影。
_______________________________
亮点：
1.利用学生感兴趣的外星人、UFO导入，激发学生学习的兴趣，由于熟悉，所以学生也有话可说。
2.
根据课本的三幅图片，直接把本课时的新单词展示出来，比较直观，学生接受起来较容易。
3.2c的小对话之后又加了一个活动，让学生看着表格直接复述对话，检查本课时所学。
不足之处：
在出示完图片后，学生已经能够猜测图片的顺序了，可以让学生听录音然后检查自己的猜测是否正确，然后完成补充结尾的任务。这样就会节省出时间。
使用建议
建议把课本2B的表格进行延伸，让学生看着表格复述短文，这样在复述过程中锻炼了学生的语言综合运用能力。
答案：
Listening
for
the
general
idea
A
Listening
for
the
specific
ideas
1.2,3,1
2.
running
for
exercise;a
UFO;an
alien;dreaming;fromtheTVnews;making
a
movie
3.running;wonder;happening;be;exercise;might;scared;sky;helicopter;can’t;must;landing;creature;alien;chasing;dreaming;camera;be
making
The
end-of
class
test
一、首字母填空
1.
chased
2.
creature
3.
helicopter
4.
sky
二、用所给单词的适当形式填空
1.
be
doing
2.be
correcting
3.
be
playing
4.be
playing
5.
to
catch
三、翻译句子
1.He
could
be
running
for
exercise.
2.
Thay
might
be
dancing.
3.
He
could
be
running
for
exercise.
4.
I
must
be
dreaming.
5.
Thay
must
be
making
a
movie.
sky
catch
creature
chase
