Unit 5 It must belong to Carla.教案示例（1）

Ⅰ. Analysis of the Teaching Material

1.Status and Function

The topic of this unit is a picnic, In this unit, students learn to make inferences.

Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.

(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.

(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.

Meanwhile, students practice listening and writing the target language.

(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills.

(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.

In this class, students have a better understanding of the words must, might, could and can’t.

(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.

(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.

2. Teaching Aims and Demands

(1) Knowledge Objects

In this unit, students learn to make inferences using the words must, might, could and can’t.

(2) Ability Objects

To train students’ listening, speaking, reading and writing skills.

To train students’ ability to deduce.

(3) Moral Objects

When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.

We’ll benefit a lot by learning proverbs.

3. Teaching Key Points

To learn the key vocabulary words and the target language.

To learn to make inferences using the words must, might, could and can’t.

4. Teaching Difficult Points

To train students’ listening, speaking, reading and writing skills.

To enable students to grasp the usage of must, might, could and can’t.

5. Studying Way

Teach students how to make inferences using must, might, could and can’t.

Ⅱ. Language Function

Make inferences

Ⅲ. Target Language

Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

Ⅳ. Structure

must, might, could and can’t

Ⅴ. Vocabulary

picnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbage

Ⅵ. Recycling

suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious

Ⅶ. Learning Strategies

1. Sequencing

2. Deducing

Ⅷ. Teaching Time

Six periods

The First Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

belong, belong to, plate, author, toy, picnic

(2)Target Language

Whose book is this?

It must be Mary’s. Wanda Wilbur is her favourite author.

2. Ability Objects

(1) Train students’ listening skill.

(2) Train students’ communicative competence using the target language.

3. Moral Objects

When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.

Ⅱ. Teaching Key Points

1. Key vocabulary

2. Target language

Ⅲ.Teaching Difficult Points

1. Listen for the target language

2. Oral practice using the target language

Ⅳ.Teaching Methods

1. Scene teaching method

2. Listening method

3. Pairwork

Ⅴ.Teaching Aids

1. Blackboard drawings

2. A tape recorder

3. A projector

Ⅵ.Teaching Procedures

Step I Revision

Check homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.

Step Ⅱ 1a

This activity introduces the key vocabulary.

Write the key vocabulary words on the blackboard.

belong v.

belong to

plate 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 Kitchen

Things

hat volleyball plate

jacket CD cups

T-shirt toy car

magazine

book

Step Ⅲ lb

This activity gives students practice in understanding the target language 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.

Answers

Jane’s little brother-toy car-He was the only little kid at the picnic.

Mary-book-Wanda Wilbur is her favourite author.

Carla-volleyball-She loves volleyball.

Deng Wen-magazine-He loves cats.

Grace-CD-She always listens to classical music.

Tapescript

Girl 1:Whose volleyball is this?

Boy 1:It must be Carla’s. She loves volleyball.

Girl 1: How about this toy car?

Girl 2: Oh, that toy car must belong to Jane’s 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, yeah…This book must be Mary’s. Wanda Wilbur is her favourite author.

Girl 1: OK…and how about this CD?

Girl 2: Hmmmmm…The CD must belong to Grace. She always listens to classical music.

Step Ⅳ 1c

This 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 Summary

Say, 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.

Step Ⅶ Blackboard Design

Unit 5 It must belong to Carla.

Section A

The First Period

1. Key vocabulary:

belong v.

belong to

plate n.

author n.

toy n.

picnic n. 2. Target language:

Whose book is this?

It must be Mary’s.

Wanda Wilbur

is her favourite author.

Unit 5 It must belong to Carla教案示例（2）

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

band, hair band

(2)Target Language

Whose notebook is this?

It must be Ning’s. It has her name on it.

Whose French book is this?

It could be Ali’s. She studies French.

Whose guitar is this?

It might belong to Alice. She plays the guitar.

Whose T-shirt is this?

It can’t be John’s. It’s much too small for him.

2. Ability Objects

(1) Train students’ listening skill.

(2) Train students’ writing skill.

(3) Train students’ ability to deduce.

3. Moral Object

Use your mind, then make inferences correctly.

Ⅱ. Teaching Key Points

1. Listening and writing practice using the target language.

2. Make inferences using the target language.

Ⅲ. Teaching Difficult Point

Make inferences using the target language.

Ⅳ. Teaching Methods

1. Practice method

2. A game

Ⅴ. Teaching Aids

1. A tape recorder

2. Real objects

Ⅵ. Teaching Procedures

Step I Revision

Revise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.

Step Ⅱ 2a

This 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

Tapescript

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 must go to our school. Oh! Here is a hair band, so the person can’t be a boy.

Anna: It could be Kumi’s hair band. She has long hair.

Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

Bob: Oh, look! Tennis balls.

Anna: Then it must be Linda’s backpack.

She has long hair and she’s on the tennis team.

Bob: You’re right!

Step Ⅲ 2b

This 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.

Answers

1. The person must go to our school.

2. The person can’t be a boy.

3. It could be Mei’s hair band.

4. The hair band might belong to Linda.

5. It must be Linda’s backpack.

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 2c

This 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 Focus

Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard.

SA: Whose notebook is this?

SB: It must be Ning’s. It has her name on it.

SA: Whose French book is this?

SB: It could be Ali’s. She studies French.

SA: Whose guitar is this?

SB: It might belong to Alice. She plays the guitar.

SA: Whose T-shirt is this?

SB: It can’t be John’s. It’s much too small for him.

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 activity

Ask 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 Summary

Say, 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 Homework

Make two sentences each using the words must, could, might and can’t.

Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla.

Section A

The Second Period

Target language:

A: Whose notebook is this?

B: It must be Ning’s.

It has her name on it.

A: Whose French book is this?

B: It could be Ali’s She studies French.

must 100%

could 20%～80%

might 20%～80%

can’t 0% A: Whose guitar is this?

B: It might belong to Alice.

She plays the guitar.

A: Whose T-shirt is this?

B: It can’t be John’s.

It’s much too small for him.

Unit 5 It must belong to Carla教案示例（3）

I. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University

(2) Target Language

What do you think "anxious" means?

Well, it can’t mean "happy".

It might mean "worried".

Oh, yes, she is worried because of her test.

Here are some earrings. The owner can’t be a boy.

Well, it could be a boy. The earrings might be a present for his mother.

2. Ability Objects

(1) Train 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.

Ⅱ. Teaching Key Points

1.Reading practice

2.Oral practice using the target language

Ⅲ. Teaching Difficult Points

1. Key vocabulary

2. Target language

Ⅳ. Teaching Methods

1. Practice method

2. Pairwork

3. A game

Ⅴ. Teaching Aid

The blackboard

Ⅵ. Teaching Procedures

Step I Revision

Revise 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 3a

This 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.

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 Ⅲ 3b

This 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 of

Practice the pronunciation of these words and explain the meaning of each word.

Optional activity

Have 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 worried

cuilarc crucial

aegarbl

Step Ⅳ Part 4

This 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 Summary

Say, In this class, we’ve learned some vocabulary words, such as drop, symphony.

And we’ve done much oral practice using the target language.

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.

3. Finish off the exercises on pages 15～16 of the workbook.

StepⅦ Blackboard Design

Unit 5 It must belong to Carla.

Section A

The Third Period

1.Vocabulary words:

drop v.

symphony n.

optometrist n.

appointment m

algebra n.

crucial adj.

count v.

because of

Chinese-English dictionary

Oxford University 2. Target language:

(1)A: What do you think "anxious" mean?

B: Well, it can’t mean "happy".

A: It might mean "worried".

B: Oh, yes. She is worried because of her test.

(2) A: Here are some earrings. The owner can’t be a boy.

B: Welt, it could be a boy. The earrings might be a present for his mother.