Unit 5 It must belong to Carla（6课时）

课题 Unit 5 It must belong to Carla Period 1
教学目标 1. Knowledge Objects(1) Key Vocabulary: belong, belong to, plate, author, toy, picnic(2)Target Language2. Ability Objects (1) Train students’ listening skill and (2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
教材分析 1. Teaching Key Points Key vocabulary Target language2.Teaching Difficult Points Listen for the target language Oral practice using the target language
实施教学过程设计 Step I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate 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 bookStep Ⅲ lbThis 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.AnswersJane’s little brother—toy car—He was the only little kid at the picnic.Mary—book—Wanda Wilbur is her favourite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.Step Ⅳ 1cThis 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 SummarySay, 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.
教学反思
课题 Unit 5 It must belong to Carla Period 2
教学目标 1. Knowledge Objects(1) Key Vocabulary：band, hair band(2)Target Language2. Ability Objects (1) Train students’ listening skill and writing skill.(2) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.
教材分析 1. Teaching Key Points Listening and writing practice using the target language. Make inferences using the target language.2. Teaching Difficult PointMake inferences using the target language.
实施教学过程设计 Step 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
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.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.
教学反思
课题 Unit 5 It must belong to Carla Period 3
教学目标 1. Knowledge Objects(1) Key Vocabulary (2) Target Language2. Ability Objects (1) Train students’ reading skill. (2) Train students’ communicative competence using the target language.3.Moral Object When you are in trouble, send an e-mail message to your friends to ask for help.
教材分析 1. Teaching Key PointsReading practiceOral practice using the target language2. Teaching Difficult Points Key vocabulary Target language
实施教学过程设计 Step I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Call students’ attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.
Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ 3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.SA: What do you think "anxious" mean SB: Well, it can’t mean "happy".SA: It might mean "worried".SB: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v. symphony n.opotometrist n. appointment n.algebra n. crucial adj.count v. because ofPractice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words in Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxious worriedcuilarc crucialaegarbl Step Ⅳ Part 4This activity provides oral practice using the target language.Call students’ attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.SA: Here are some earrings. The owner can’t be a boy.SB: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sentence.Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ SummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step Ⅵ Homework 1. Read the letter in Activity 3a again for further understanding of the vocabulary words. 2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.
教学反思
课题 Unit 5 It must belong to Carla Period 4
教学目标 1. Knowledge Objects (1) Key Vocabulary：chase, creature (2) Target Language2. 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.
教材分析 1. Teaching Key Points Listening practice Writing practice2. Teaching Difficult Points Write a sentence about each picture. Write two or three sentences to finish the story. Listen and complete the sentences.
实施教学过程设计 Step Ⅰ Revision 1. Invite a student to read the thank you message Linda wrote to Anna to the class. 2. Get different pairs of students to read the conversations in Activities 3b and 4. 3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡ Part 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:2,3,1Encourage 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.
教学反思
课题 Unit 5 It must belong to Carla Period 5
教学目标 1. Knowledge Objects (1) Key Vocabulary extremely, worried, neighbor, garbage, mystery, director, escape, ocean (2) Target Language2. Ability Objects (1) Train students’ reading skill & writing skill(2) Train students’ integrating skills.3. Moral Object Everyone has had a dream. But don’t dream away your time.
教材分析 1. Teaching Key Points Key vocabulary Reading practice Writing practice2. Teaching Difficult Points Reading practice Writing practice
实施教学过程设计 Step 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.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 the target language.Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class. SA: In my dream, I was swimming in an ocean of paper.SB: Maybe it means you’re afraid of too much homework.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step Ⅵ 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
教学反思
课题 Unit 5 It must belong to Carla Period 6
教学目标 1. Knowledge Objects (1)Key Vocabulary: finger, stone, ant, dishonest, bark, wake, pretend, use up, (2)Fill in blanks and make sentences using vocabulary words. (3)Learn some proverbs..2. Ability Objects (1)Train students’ writing skill. (2)Train students’ ability of reading comprehension.3. Moral Object We’ll benefit a lot by learning proverbs.
教材分析 1. Teaching Key Points Make sentences using vocabulary words. Say the meanings of different proverbs in your own words. Circle the word that doesn’t belong.2. Teaching Difficult Points Make sentences using vocabulary words. Say the meanings of different proverbs in your own words.
实施教学过程设计 Step 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.
教学反思