Unit 5 It must belong to Carla

1、Unit 5 It must belong to CarlaThe 1st Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularybelong, belong to, plate, author, toy, picnic（2）Target LanguageWhose book is this?It must be Marys Wanda Wilbur is her favourite author2 Ability Objects （1） Train students listening skill （2） T

2、rain students communicative competence using the target language3 Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy Teaching Key Points1 Key vocabulary2 Target languageTeaching Difficult Points1 Listen for the target language2 Oral practice u

3、sing the target languageTeaching Methods1 Scene teaching method2 Listening method3 PairworkTeaching Aids1 Blackboard drawings2 A tape recorder3 A projectorTeaching ProceduresStep I RevisionCheck homework Invite different students to say the answers to the exercises on pages 1214 of the workbookStep

4、1aThis activity introduces the key vocabularyWrite the key vocabulary words on the blackboardbelong vbelong toplate nauthor ntoy npicnic nSay the words one by one and have students repeat several times until they can read them fluently and accuratelyAsk different students to explain in their own wor

5、ds the meanings of the words belong to, author and picnicBelong means to be owned by somebodyAn author is a writer of a book or a playA picnic is a meal eaten out of doorsThen invite two students to draw a plate next to the word plate and a toy car next to toyFocus attention on the picture Have stud

6、ents 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 headsSay, Please look at the picture and write the things you see in the correct columns

7、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 haveShow the correct answers on the screen by a projectorClothing Fun things KitchenThingshat volleyball platejacke

8、t CD cupsT-shirt toy car magazine bookStep lbThis activity gives students practice in understanding the target langugage in spoken conversationCall students attention to the chart Set a time limit of two minutes Students read the persons, the things and the reasonsSay, You will hear a conversation A

9、s 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 columnPoint out the sample answer Say, The name Carla in the first column connects to volleyball in the s

10、econd column because thats the thing they are talking about And the word volleyball in the second column connects with the sentence she loves volleyball in the third columnPlay the recording the first timeStudents only listen Play the recording again This time students listen and match each person w

11、ith a thing and a reasonCheck the answersAnswersJanes little brothertoy carHe was the only little kid at the picnicMarybookWanda Wilbur is her favourite authorCarlavolleyballShe loves volleyballDeng WenmagazineHe loves catsGraceCDShe always listens to classical music Tapescript Girl 1：Whose volleyba

12、ll is this? Boy 1：It must be Carlas She loves volleyball Girl 1： How about this toy car? Girl 2： Oh, that toy car must belong to Janes little brother He was the only little kid at the picnic And the magazine must belong to Deng Wen He loves cats Boy 1： Oh, and look, someone left a book Girl 2： Oh, y

13、eahThis book must be Marys Wanda Wilbur is her favourite author Girl 1： OKand how about this CD? Girl 2： HmmmmmThe CD must belong to Grace She always listens to classical musicStep 1cThis activity provides oral practice using the target languagePoint to the picture in Activity lb Invite pair of stud

14、ents to say the conversation in the speech bubblesSA： Whose volleyball is this?SB： It must be Carlas She loves volleyballPoint out the conversation in the box Invite another pair of students to say it to the classSA ： Whose book is this?SB： It must be Marys Wanda Wilbur is her favourite authorWrite

15、the conversation on the blackboardPoint out the chart in Activity 1b SayNow 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

16、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 neededAfter all the students have had an opportunity to ask and answer questions, stop the activity Get different pairs of students to say their co

17、nversations to the classStep SummarySay, In this class, weve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target languageStep Homework （1） Say and remember the spelling of the vocabulary words （2）Say the conversations i

18、n Activity 1c to get a further understanding of the target languageStep Blackboard DesignUnit 5 It must belong to CarlaSection AThe First Period1 Key vocabulary： belong v belong to plate n author n toy n picnic n2 Target language： Whose book is this? It must be Marys WandaWilbur is her favourite aut

19、horUnit 5 It must belong to CarlaThe 2nd Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary band, hair band（2）Target Language Whose notebook is this? It must be Nings It has her name on it Whose French book is this? It could be Alis She studies French Whose guitar is this? It migh

20、t belong to Alice She plays the guitar Whose T-shirt is this? It cant be Johns Its much too small for him2 Ability Objects （1） Train students listening skill （2） Train students writing skill （3） Train students ability to deduce3 Moral ObjectUse your mind, then make inferences correctly Teaching Key

21、Points1 Listening and writing practice using the target language2 Make inferences using the target language Teaching Difficult PointMake inferences using the target language Teaching Methods1 Practice method2 A game Teaching Aids1 A tape recorder2 Real objects Teaching ProceduresStep I RevisionRevis

22、e the conversations in lb Get different pairs of students to talk about who each thing might belong to and give a reasonStep 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

23、lines after each numberSay Bob and Anna found a backpack in front of their school Listen and write down the things in the backpack Point out the sample answerPlay the recording the first timeStudents only listen Play the recording a second time Students write the correct words in each blankCheck the

24、 answersStep 2bThis activity provides listening and writing practice using the target languageCall 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 lineSay, You are to hear the same re

25、cording again This time please fill in the blanks in these sentences using the words must, might, could or cant Point out the sample answerPlay the recording Students listen and fill in the blanksCheck the answersPoint to the box that contains the explanations of how to use the words must,might, cou

26、ld and cant Read the explanations to the classUse must to show that you think something is probably trueUse might or could to show that you think something is possibly trueUse cant to show that you are almost sure something is not true And then have different students explain in his/her own words wh

27、at 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 Leis He likes reading English magazines very muchStep 2cThis activity provides writing practice using vocabulary introduced in the

28、unitRead 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 Mings It was on her desk）Get students to complete the task

29、 on their own As students work, move around the classroom answering any questions they may have and offering help as neededCheck the answersStep Grammar FocusAsk students to say the questions and answers in pairs At the same time, write them on the blackboardSA： Whose notebook is this?SB： It must be

30、 Nings It has her name on itSA： Whose French book is this?SB： It could be Alis She studies FrenchSA： Whose guitar is this?SB： It might belong to Alice She plays the guitarSA： Whose T-shirt is this?SB： It cant be Johns Its much too small for himInvite a student to underline the words must, could, mig

31、ht and cant and then write them in a list on the blackboardAsk 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 blackboardRepeat the process

32、 with the words might, could and cantOptional activityAsk all but four students to put their heads down on their desks Meanwhile, collect one item each from the four studentsPlay the game like this：T： （Holding up a pen） Whose pen is this?S1：It could be Li LeisT： Li Lei, is this your pen?L： No, it is

33、ntT： It cant be Li Leis He says its not hisS2：It might be Wu JunsT： Wu Jun, is this your pen?W： Yes, it isT： He says its his The pen must be Wu Juns（Holding up a notebook）Whose notebook is this?S3： It must be Li Nas I gave it to her as a birthday presentRepeat the process with the other itemsStep Su

34、mmarySay, In this class, weve clone some listening and writing practice using the target language And weve learned how to make inferences using the words must, might, could and cantStep HomeworkMake two sentences each using the words must, could, might and cantStep Blackboard DesignUnit 5 It must be

35、long to CarlaSection AThe Second PeriodTarget language： A： Whose notebook is this? B： It must be Nings It has her name on it A： Whose French book is this? B： It could be Alis She studies French must 100% could 20%80% might 20%80% cant 0%A： Whose guitar is this? B： It might belong to Alice She plays

36、the guitarA： Whose T-shirt is this?B： It cant be Johns Its much too small for himUnit 5 It must belong to CarlaThe 3rd PeriodI Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxfo

37、rd University（2） Target Language What do you think anxious means? Well, it cant mean happy It might mean worried Oh, yes, she is worried because of her test Here are some earrings The owner cant be a boy Well, it could be a boy The earrings might be a present for his mother2 Ability Objects （1） Trai

38、n students reading skill （2） Train students communicative competence using the target language Moral Object When you are in trouble, send an e-mail message to your friends to ask for help Teaching Key Points1Reading practice2Oral practice using the target language Teaching Difficult Points1 Key voca

39、bulary2 Target language Teaching Methods1 Practice method2 Pairwork3 A game Teaching AidThe blackboard Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and cant by checking homeworkAsk students to exchange their exercises books and help correct any errors with each

40、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 classStep 3aThis activity provides reading practice using the target languageCall students attention to the pictureAsk students to tell whats happ

41、ening in the pictureT： Whats the girl doing?Ss： She is using the computer to write e-mailPoint to the parts of the e-mail messageTell 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 cl

42、ear message Now please read the parts carefully Number them in order When you are doing this, you will meet with some words you dont knowDont worry too much about them Just circle them Well talk about what they mean laterGet students to complete the task on their own Point out the sample answerSay T

43、he first sentence of the e-mail message is Im really anxious, because I cant find my backpackCheck the answersAnswersThe notes should be numbered in this order：5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep 3bThis activity prov

44、ides oral practice using the target languageRead the instructions to the class Point to the sample conversation Invite a pair of students to say it to the classSA： What do you think anxious mean?SB： Well, it cant mean happySA： It might mean worriedSB： Oh, yes She is worried because of her testWrite

45、the conversation on the blackboardSay, You are to talk about the circled words in Activity 3a Use the words cant, must, could or might as in the sampleGet students to work with a partner As they work in pairs, move around the classroom helping students with pronunciation and answering any questions

46、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 blackboarddrop vsymphony nopotometrist nappointment nalgebra ncrucial adjcount vbecause ofPractice the pronunciation of these

47、 words and explain the meaning of each wordOptional activityHave students write the new words inActivity 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 s

48、tudent to write the meaning of the word in the second space For example：xosainu anxious worriedcuilarc crucialaegarbl Step Part 4This activity provides oral practice using the target languageCall students attention to the pictureGet students to name each item in itWrite the new words Chinese-English

49、 dictionary and Oxford University on the blackboard Point to the sample conversation Invite a pair of students to read it to the classSA： Here are some earrings The owner cant be a boySB： Well, it could be a boy The earrings might be a present for his motherWrite the conversation on the black board

50、Explain the meaning of each sentenceFocus attention on the chart with the headlines Cant, Could/might and Must at the top Point out the sample answerRead the instructions to the classGet students to complete the task in pairs As the pairs work together, move around the classroom helping students wit

51、h pronunciation, sentence formation or anything else they ask for help withAsk some pairs to say their conversations to the classNote： Answers to the chart will varyStep SummarySay, In this class, weve learned some vocabulary words, such as drop, symphonyAnd weve done much oral practice using the ta

52、rget languageStep Homework 1 Read the letter in Activity 3a again for further understanding of the vocabulary words 2 Read the conversations in Activities 3b and 4 again for further understanding of the target language 3 Finish off the exercises on pages 1516 of the workbookStep Blackboard DesignUni

53、t 5 It must belong to CarlaSection AThe Third Period1Vocabulary words： drop v symphony n optometrist n appointment m algebra n crucial adj count v because of Chinese-English dictionary Oxford University2 Target language：（1）A： What do you think anxious mean?B： Well, it cant mean happyA： It might mean

54、 worriedB： Oh, yes She is worried because of her test（2） A： Here are some earrings The owner cant be a boy B： Welt, it could be a boy The earrings might be a present for his motherUnit 5 It must belong to CarlaThe 4th Period Teaching Aims and Demands1 Knowledge Objects （1） Key Vocabulary chase, crea

55、ture （2） Target Language Why do you think the man is running? He could be running for exercise No, hes wearing a suit He might be running to catch a bus2 Ability Objects （1）Train students listening skill （2）Train students writing skill3 Moral ObjectThe UFO and alien are both unreal As students, we must work hard to explore the universe in the future Teaching Key Points1 Listening practice2 Writing practice Teaching Difficult Points1 Write a sentence abou