2022年UnitItmustbelongtoCarla教案3.docx

Unit 5It must belong to Carla.Period 1 New function presenting1教材分析本单元以 It must belong to Carla 为话题，共设计了三部分的内容：Section A该部分有 3 个模块：第一模块环绕Whose volleyballis this. 这一话题绽开思维（ 1a）、听力（ 1b）、口语（1c）训练；其次模块环绕上一模块中的话题进行听力（2a-2b）、口语训练（ 2c）；第三模块连续环绕前两个模块中的 “making inferences 展”开训练；11. Teaching procedures and ways教案过程与方式Language goals语言目标1. Words & expressions生词和短语picnic, author, belong, belong to2. Key sentences重点句子Whose volleyball is this. P34It must be Carla s. P34Ability goals 才能目标Enable the students to infer the owners of the things using“ must ” ,“ might ” ,“ could ” , and“ caEmotion & attitude goals 情感和态度目标Learn to infer the owners of the things purposefully. Strategy goals 策略目标Listen and match each person with a thing.Culture awareness goals 文化意识目标Enable the students to guess the owners of the unknown thingsusing“ must ” ,“ might ” ,“ could ”Teaching important points 教案重点Learn to make inferences using“ must ” ,“ might ” ,“ could ” and“ can t ”.Teaching Procedures and ways 教案过程与方式StepI Revision and Lead-inAsk thestudents to do a game guessing the owners of things.5 / 4T: In the last unit, we have learnt what we should do if we are in an imaginarysituation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something anddon ktnow who the owner is, what would you doSs: 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: OK, open your eyes, please. Hold up one of the books.T: Whose book is this.S1: Bill.sT: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. sT: Let s ask her. Anna, is this your book. S3: No, it isn t.T: So it s not Anna s bookc. aAnnd btite Maria s. Because I didn t take hers. Then whose book is it.S1: Is it Lee. sT: Yes, it doesn t belong to Bill, Anna or Mariam. Suostitbe Lee s.StepII Brainstorming 1a: P 34T: When we talk about things we are not sure of, we use the wordscould, might, canandtmust. Itcould be Bill sm. iIgt ht be Bill sc.aInt tbe Maria s.mItust be Lee s. Now, look at 1a on Page34. 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 judgoe twheh things belong to. Read the examples first, and then write thethings 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 mustbelong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups mustbelong to kitchen things.StepIII Listening and speaking 1b: P 34Ask 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 youlisten,drawlinestoconnectthepersoninthe first column with the thing in the second column. Then draw anotherline to match the thing in the second column with the reason in the third column.Ask thestudentstolistentotherecordingforthefirsttime.T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.Point out the sample answer.T:Thename Carlainthefirstcolumnisconnectedto volleyballinthesecond columnbecausethat sthethingtheyare talking about. And the wordvolleyballin 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 heardjustnow thattheownersofthethingsand the reasons why the things belong to them. Next, make conversations withthehelpoftheinformationinthechartinactivity1b.First,youd better read the example in the boxAsk the students to make dialogues after the model.T: Now work with a partner and practise making conversations.Sample dialogue 1:S1: Look. Whose toy car is this.S2: It mustbe Jane s little brother s. Because he was the oinnltyhelitptleictkuidre.Sample dialogue 2:S3: Look. Whose book is this.S4: It must be Mary s. Because Hemingway is her favorite author.Sample dialogue 3:S3: Whose CD is this.S4: It must be Grace s. Because shes alislwteanys to classical music.Step IV Homework1. 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.