Unit 8It must belong to Carla.

1、Unit 8 It must belong to Carla.Period One.Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabulary： belong, belong to , author,(2)Target Language： - Whose book is this?- It must /could/might/cant be Marys.-It must /could/might/cant belong to Mary.2. Ability Objects(1) Train students listening

2、skill.(2) Train students communicative ability using the target language.3.Moral Objects：.Teaching Key Points1.Key vocabulary.2. Target language.Teaching Difficult Points1.Listen for the target language.2.Oral practice using the target language.Teaching Methods1.Scene teaching method2.Listening meth

3、od3.Pairwork4.Guessing game.Teaching Aids1.A projector.2.A tape recorder. Teaching ProceduresStep 1 Warm-up1. Enjoy a song.2. Greetings.Step 2 Presentation1.Guessing game.“Who is he?”This activity introduces the target language.Play a guessing game.Use a thing such as a book to guess whose is it?Poi

4、nt out “It must belong to sb.” Means “It must be sbs”2. Watch, listen and answer.Play the flash.“Whose puppy is it?”Then review and present the structure： - Whose book is this? - It is xxs.3. Guessing game.“Whose are these?”Using the modal verbs“must /could/might/cant”to have a guess.Step 3 Practice

5、 1. Classify the thingsT： Look at the picture. What can you see in the picture? Write the things you see in the correct columns in the chart.Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Get students to complete the task on their own. As

6、they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen.2.Listening 1bT： Whose toy car is it? Do you know？ Now, lets listen to 1b.Listen and match the person with a thing and a reason.3.Pairwork 1cPractice the conversa

7、tion in the picture above. Then make conversations using the information in the chart in 1b.4.Listening 2a&2b(1).T： You know there are many things in the lost and found case. Many students found something but they dont know the owner. Bob and Anna found a backpack in front of their school. “Whats in

8、 the backpack?”Listen and write down the things in the backpack. (2). Listen again. Then fill in the chart.Step 4 Consolidation1. Activity 2cT： Now look at activity 2c. Please fill in the blanks with “must”,“might”, “could”,“cant”.2. 中考对对碰3. Fill in the blanks with “must /could/might/cant”(1).Whose

9、earrings are these? They _ be Marys. She never wears earrings.(2).-The telephone is ringing, but nobody answers it. -He _ be out.(3). -“Whose is this book? Oh, it_Marys. Her name is on the back.” - “No, it _ me, she gave it to me yesterday.”Step 5 SummaryExplain and review the target language by sum

10、marizing it with the class.Step 6 Homework1.Workbook 1.2.Make sentences with the structure “must/could(might)/cant+动词原形because”.Period Two.Teaching Aims and Demands 1.Knowledge Objects (1) Key Vocabulary extremely, worried, neighbor, garbage, mystery, director, escape, ocean (2) Target Language In m

11、y dream, I was swimming in an ocean of paper. Maybe it means youre afraid of too much homework! 2.Ability Objects (1) Train students reading skill. (2) Train students writing skill. (3) Train students integrating skills. 3.Moral Object Everyone has had a dream. But dont dream away your time. .Teachi

12、ng Key Points 1.Key vocabulary 2.Reading practice 3.Writing practice .Teaching Difficult Points 1.Reading practice 2.Writing practice .Teaching Methods 1.Practice method 2.Groupwork .Teaching Aid A projector .Teaching procedures Step Revision Check homework. Collect pictures from students on the tea

13、chers 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：

14、He could be having a dream. S3： He might like reading books. S4： Step 3a This activity provides reading practice using the target language. Show the key vocabulary words on page 38 on the screen by a projector. extremely adv. 极其;非常 worried adj. 烦恼的;焦虑的 neighbor n. 邻居;邻人 garbage n. 垃圾;废料 mystery n. 神

15、秘的事物;不可思议的事物;谜 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

16、 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 happe

17、ning 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 Answers an animal, teenagers, the wind, a dog Step 3b This activity provides r

18、eading and writing practice using the target language. Get students to discuss any words or sentences they dont 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-m

19、ight 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 Say, 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

20、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 version These days, something unusual is happening

21、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 fro

22、nt of her house. Her mother thinks it might be cats. But she doesnt think so. My neighbor hood used to be quiet. But now everyone is worried. I dont know what to do. Step 3c This activity provides writing practice using the target language. Read the title No more mystery in Bell Tower neighborhood t

23、o the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class into 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 st

24、range 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 article

25、s to the class. Collect students works and write a comment on each paper before returning them. Step Part 4 This 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 happe

26、ning 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 youre 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? Stu

27、dents 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 r

28、oom offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean. Step Summary Say, In this class, weve mainly done much reading and writing practice using the target language. Weve learned some vocabulary words as well. Step Homework

29、1.Reread the newspaper article in Activity 3a. 2.Review the paragraph in Activity 3b.Period Three .Teaching Aims and Demands 1.Knowledge Objects (1) Key Vocabulary chase, creature (2) Target Language Why do you think the man is running? He could be running for exercise. No, hes wearing a suit. He mi

30、ght be running to catch a bus. 2.Ability Objects (1) Train students listening skill. (2) Train students writing skill. 3.Moral Object The UFO and alien are both unreal. As students, we must work hard. to explore the universe in the future. .Teaching Key Points 1.Listening practice 2.Writing practice

31、 .Teaching Difficult Points 1.Write a sentence about each picture. 2.Write two or three sentences to finish the story. 3.Listen and complete the sentences. .Teaching Methods 1.Listening method 2.Writing method 3.Pairwork .Teaching Aids 1.A tape recorder 2.A projector .Teaching Procedures Step Revisi

32、on 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 1516 of the workbook. Step Part 1 This activity provides writing practice using the targ

33、et 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 wri

34、te 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. Ans

35、wers a. The UFO is landing. b. The alien is chasing the man. c. The man is running. Step 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

36、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 l

37、isten. Play the recording again. This time students listen and number the pictures. Check the answers. Answers The pictures should be numbered in this order： 2,3,1 Tapescript Man： Hey, look at the man running down the street. I wonder whats happening. Woman： He could be running for exercise. Man： Bu

38、t hes wearing a suit. Woman： Well, he might be late for work. Man： He looks kind of scared. Woman： Oh, no! Whats that? Man： Where? Woman： Theres something in the sky. Man： It could be a helicopter. Woman： No, it cant be a helicopter. Its too big. It must be a UFO. Man： A UFO? Whats going on? Woman：

39、Look, now the UFO is landing Man： And theres a strange creature getting out. It must be an alien. Woman： And the alien is chasing the man! I must be dreaming. Man： Maybe we should call the police. (pause) Hey, wait a minute. Whats that? Woman： Where? Man： Over there. Woman： Its a woman with a camera

40、. Man： She could be from the TV news. Woman： No, look at all those other people. They are actors. Oh! They must be making a movie. Encourage students to write two or three sentences to finish the story. Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model. A

41、 sample version Man： Thats right. It must be interesting. Why not go and see how they are making a movie? Woman： Good idea! Step 2b This activity gives students practice listening to and writing the target language. Point to the chart with sentence starters They see The man says and The woman says S

42、ay, 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 record

43、ing 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 th

44、e 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. Step 2c This 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

45、you think the man is running? SB： He could be running for exercise. SA： No, hes 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

46、 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 as needed. Ask several pairs to say their conversations to the class. Step Summary Say, In this class, weve mainly done much listening and writing pra

47、ctice using the target language. Step Homework Ask students to collect pictures of different kinds and then talk about them using must, could, might and cant. Period Four .Teaching Aims and Demands 1.Knowledge Objects (1) Key Vocabulary drop, symphony, optometrist, appointment, algebra, crucial, cou

48、nt, because of, Chinese-English dictionary, Oxford 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 migh

49、t be a present for his mother. 2.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. .Teaching Key Points 1.Reading practice 2.Ora1 pra

50、ctice using the target language .Teaching Difficult Points 1.Key vocabulary 2.Target language .Teaching Methods 1.Practice method 2.Pairwork 3.A game .Teaching Aid The blackboard .Teaching Procedures Step Revision Revise the usage of the words must, might, could and cant by checking homework. Ask st

51、udents 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 3a This activity provides reading practice using the t

52、arget language. Call students attention to the picture. Ask students to tell whats happening in the picture. T： Whats 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, R

53、ight 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 dont know. Dont worry too much about them. Just circle them. Well talk ab

54、out 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 Im really anxious, because I cant find my backpack. Check the answers. Answers The notes. should be numbered in this order： 5,2,4,3,1 circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step 3b This activity provides oral practice using the target language. Read the instructions to the class. Point to the sample conversation. Invite