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Unit2 It must belong to Carla.

Ⅰ. Learning objectives 目標(biāo)

Skill Focus

Learn to make inferences with “must”, “might”, “could”, and “can’t”.

Talk about the words you don’t understand or something that worries you.

Language

Focus

功

能

句

式

ake inferences (P34- P35)

Whose…is this?

It must be…

Talk about the words you don’t understand or something that worries you

What do you think …mean?

It might mean …

詞

匯

1. 重點(diǎn)詞匯

picnic, possibly, drop, count, final, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone

2．認(rèn)讀詞匯

belong, author, symphony, optometrist, algebra, crucial, anxious, worried, Oxford, chase, creature, unhappy, extremely, footstep, garbage, mystery, monkey, escape, bark, ant, dishonest, pretend, attempt, Hemingway, Fred, ark Twain

3．詞組

belong to, hair band, use up

語(yǔ)

法

must, might, could and can’t for making inferences

Strategy

Focus

1. sequencing

2. deducing

Culture Focus

Different opinions about dreams.

Different proverbs show different cultures.

Ⅱ.Teaching materials analyzing and rearranging 教材分析和重組

1．教材分析

本單元以It must belong to Carla為話題，共設(shè)計(jì)了三部分的內(nèi)容：

Section A

該部分有4個(gè)模塊：第一模塊圍繞Whose volleyball is this? 這一話題展開(kāi)思維（1a）、聽(tīng)力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞上一模塊中的話題進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)訓(xùn)練（2c）；第三模塊繼續(xù)圍繞前兩個(gè)模塊中的“making inferences”展開(kāi)訓(xùn)練。訓(xùn)練形式為閱讀排序（3a）和兩人問(wèn)答（3b）；第四模塊仍就上一話題展開(kāi)討論。

Section B

該部分有4個(gè)模塊：第一模塊要求根據(jù)圖畫(huà)和所提供的單詞寫(xiě)出合理的句子；第二模塊在聽(tīng)力（2a-2b）和分角色口語(yǔ)訓(xùn)練（2c）的基礎(chǔ)上，繼續(xù)進(jìn)行“推測(cè)”訓(xùn)練; 第三模塊圍繞“Strange events in Bell Tower neighborhood”這一話題展開(kāi)閱讀（3a）和寫(xiě)作（3b-3c）訓(xùn)練；第四模塊以dream為話題展開(kāi)小組活動(dòng)。

Self Check

該部分有3個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練；第二模塊就8個(gè)諺語(yǔ)展開(kāi)閱讀和討論。第三模塊要求找出不同類的詞。

2．教材重組和時(shí)分配

Period 1(Section A: 1a, 1b, 1c) New function presenting

Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) Practice

Period 3 (Section B: 1, 2a, 2b, 2c， 3a, 3b, 3c, 4 ) Integrating skills

Period 4 (Self Check: 1, 2, 3 & Workbook) Comprehensive review

Ⅲ. Teaching procedures and ways 過(guò)程與方式

Period 1 New function presenting

Language goals 語(yǔ)言目標(biāo)

1. Words & expressions 生詞和短語(yǔ)

picnic, author, belong, belong to

2. ey sentences 重點(diǎn)句子

Whose volleyball is this? (P34)

It must be Carla’s. (P34)

Ability goals 能力目標(biāo)

Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.

Emotion & attitude goals 情感和態(tài)度目標(biāo)

Learn to infer the owners of the things purposefully.

Strategy goals 策略目標(biāo)

Listen and match each person with a thing.

Culture awareness goals 化意識(shí)目標(biāo)

Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.

Teaching important points教學(xué)重點(diǎn)

Learn to make inferences using “must”, “might”, “could” and “can’t”.

Teaching Procedures and ways 教學(xué)過(guò)程與方式

Step I Revision and Lead-in

Ask the students to do a game guessing the owners of things.

T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something and don’t knoho the owner is, what would you do

Ss: We would try to guess who the owner is, then give it to him/her.

T: Now, boys and girls, close your eyes.

Collect some books from the students and put them together, asking the students to guess whose books they are.

T: O, open your eyes, please.

Hold up one of the books.

T: Whose book is this?

S1: Bill’s ?

T: It might be Bill’s. Let’s ask him. Bill, is this your book?

S2: No, it’s not mine.

T: Well, it isn’t Bill’s. He says it’s not his.

S2: Is it Anna’s?

T: Let’s ask her. Anna, is this your book?

S3: No, it isn’t.

T: So it’s not Anna’s book. And it can’t be aria’s. Because I didn’t take hers. Then whose book is it?

S1: Is it Lee’s?

T: Yes, it doesn’t belong to Bill, Anna or aria. So it must be Lee’s.

Step II Brainstorming (1a: P 34)

T: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be aria’s. It must be Lee’s. Now, look at 1a on Page 34. What can you see in the picture?

S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.

T: It isn’t hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.

Then ask the students to read their answers.

S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.

Step III Listening and speaking (1b: P 34)

Ask the students to read the instruction in 1b.

T: Read the instructions and find out what you are asked to do.

S1: To match each person with a thing and a reason.

T: 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 match the thing in the second column with the reason in the third column.

Ask the students to listen to the recording for the first time.

T: Now listen for the first time to get the key information: who, what and why. eep them down while listening.

Point out the sample answer.

T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connected with the sentence She loves volleyball. in the third column.

Ask the students to listen to the recording again.

T: Now listen to the conversation again. This time connect the items in the three columns.

Play the recording again.

T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the box

Ask the students to make dialogues after the model.

T: Noork with a partner and practise making conversations.

Sample dialogue 1:

S1: Look! Whose toy car is this?

S2: It must be Jane’s little brother’s. Because he was the only little kid in the picture.

Sample dialogue 2:

S3: Look! Whose book is this?

S4: It must be ary’s. Because Hemingway is her favorite author.

Sample dialogue 3:

S3: Whose CD is this?

S4: It must be Grace’s. Because she always listens to classical music.

Step IV Homework

1. Ask the students to do more practice as required in 1c on Page 34.

2. Ask the students to prepare for the next period: If you are not sure of something, how do you make inferences?

本文來(lái)自：逍遙右腦記憶 http://m.2rcoc.com/chusan/47079.html

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