寓言二則教案

It must belong to Carla課堂教案二。

每個老師需要在上課前弄好自己的教案課件，大家在細(xì)心籌備教案課件中。我們制定教案課件工作計劃，才能在以后有序的工作！哪些范文是適合教案課件？下面是小編為大家整理的“It must belong to Carla課堂教案二”，大家不妨來參考。希望您能喜歡！

相關(guān)知識

It must belong to Carla教案

每個老師不可缺少的課件是教案課件，規(guī)劃教案課件的時刻悄悄來臨了。需要我們認(rèn)真規(guī)劃教案課件工作計劃，這樣我們接下來的工作才會更加好！你們會寫適合教案課件的范文嗎？請您閱讀小編輯為您編輯整理的《It must belong to Carla教案》，歡迎大家閱讀，希望對大家有所幫助。

ItmustbelongtoCarla教案

教學(xué)目標(biāo)

學(xué)會（對當(dāng)前發(fā)生的事）做出推測和判斷

（learnhowtomakeinferences）

聯(lián)系使用本單元的目標(biāo)英語

（Practiseusingthetargetlanguage.）

Inthisunitwewilllearntousecould，may，might，mustandcouldn’t/can’ttoshowhowcertainyouareaboutapresentsituation.Andtellthedifferencebetweenthem.Wewillalsolearntopractice“whosequestions”.

一、目標(biāo)語言（Targetlanguage）

1.Whosevolleyballisthis？

ItmustbeCarla’s.Shelovesvolleyball.

2.WhoseFrenchbookisthis？

ItcouldbeAli’s.ShestudiesFrench.

3.Whoseguitaristhis？

ItmightbelongtoAlice.Sheplaystheguitar.

4.WhoseT-shirtisthis？

Itcan’tbeJohn’s.It’smuchtoosmallforhim.

二、重點詞組（Keyphrases）

1.belongto屬于

2.callthepolice報警

3.becauseof因為

4.escapefrom逃避

5.useup用光、用完

6.makeguesses做出猜測

7.nomore不再

8.becarefulof留神、當(dāng)心

9.hairband發(fā)帶

10.Chinese-EnglishDictionary漢英詞典

11.OxfordUniversity牛津大學(xué)

12.classicalmusic古典音樂

13.theonlykid獨生子，唯一的孩子

重、難點知識講解

一、重點詞匯

1.belongto屬于

eg.Thesebooksbelongtome.

這些書是我的。

Who(m)doesthisbelongto？

這是誰的？

Hebelongstotheswimmingclub.

他是這個游泳俱樂部的成員。

注意：belongto是一個不及物動詞短語，不能用被動語態(tài).

Thispenisbelongedtome.（X）

Thispenbelongstome.（√）

2.because與becauseof因為，由于

because通常是說話人用來陳述理由或原因，后面接從句，作為原因狀語從句。

eg.Hedidn’tattendthemeetingbecausehehadtoomuchworktodo.

他因為要干的活兒太多，沒來參加會議。

becauseof是一個介詞短語，后面接名詞、代詞及名詞性短語。可置于句首和句末，常用來表示引起時間發(fā)生的直接原因。

eg.Becauseofillness，theboydidnotgotoschool.

因為生病，這個男孩沒有去上學(xué)。

Theyhadtostayathomebacauseofaheavyrain.

因為一場大雨，他們只好呆在家里。

Hewalkedslowlybecauseofhisbadleg.

他走的很慢是因為腿有毛病。

Bacauseofhiswife(‘s)beingthere，Isaidnothingaboutit.

因為他妻子在場，我對此事一字未提。

3.useup用光，耗盡

eg.I’veusedupallthemoney.

我把錢全部用光了。

Sheusedupthechickenbonestomakesoup.

她把雞骨頭全用來熬湯了。

I’veusedupallmystength.

我耗盡了體力。

4.toomuch與muchtoo

toomuch通常位于動詞之后，修辭動詞；toomuch后面也可接名詞。

eg.Don’teattoomuch.

別吃得太多了。

Heworkstoomuch.

他工作太辛苦了。

Hehastoomuchworktodo.

他有很多工作要去做。

muchtoo則常用在形容詞或副詞之前，修飾形容詞或副詞。

eg.Thedressismuchtoolongforme.

這衣服我穿太長了。

Igotintothetaxianddrovemuchtoofast.

我上了出租車，并開得飛快。

5.dropv.落下，掉落；扔下；（使）變?nèi)?，降?/p>

eg.Shedroppedthevaseonthefloor.

她失手把花瓶掉在了地板上。

Themonkeysdroppedthebasketandranawayassoonastheysawthechildren.

猴子們一看見孩子們就扔下籃子逃跑了。

Hervoicedroppedtoawhisper.

她的聲音已降低成輕言細(xì)語了。

二、重點句型

1.Youngpeopleneedtosleep.年輕人需要睡（足夠的）覺。

need既可用作情態(tài)動詞，也可以用作實義動詞。用作情態(tài)動詞時，它就像can，may，must一樣，沒有人稱和數(shù)的變化，后面跟不帶to的動詞不定式，即動詞原形，構(gòu)成否定句和疑問句時，不借助于助動詞do，而采用neednot(needn’t)的形式。注意：need做情態(tài)動詞時，多用于否定句和疑問句中。

例如：

NeedIdoitagain？

我是不是需要把它再做一遍？

Abusiscoming，soIneedn’ttakeataxi.

公共汽車來了，因此我不必乘出租車了。

Wehaveplentyoftime.SoIneedn’tdrivequickly.

我們有足夠的時間，所以我不必開車開得太快。

need用作實義動詞時，有人稱和數(shù)的變化。后面要跟帶to的動詞不定式，構(gòu)成否定句和疑問句時，要借助于助動詞do。這種用法可以用于肯定句也可以用于否定句和疑問句。

eg.Youneedtotidyyourroomtoday.

今天你需要整理房間。

Heneedstogotothestation.

他需要去車站。

Doesheneedtolookafterhislittlebrotherathome？

他需要在家里照看他的小弟弟嗎？

Peopledon’talwaysneedwhattheyhave.

人們并不總是需要他們所需要的東西。

2.—Wehavealotofrulesatmyhouse.

我們家有許多規(guī)矩。

—Sodowe.

我們也是。

sodowe的句型結(jié)構(gòu)為so+助動詞do+主語，是倒裝句，重音在主語上，意為“我們也是”。so后也可以情態(tài)動詞或連系動詞，主要根據(jù)前一句的情況來決定。例如：

Youfinishedyourhomework，andsodidI.

你做完了家庭作業(yè)，我也是。

Iamastudent.soismybrother.

我是一個學(xué)生，我哥哥也是。

Johncandriveacar，andsocanMary

約翰會開車，瑪麗也會。

如果前后兩個句子說明同一個人或事物，表示強(qiáng)調(diào)前一句的情況，則so后的句子不用倒裝，表明情況就是如此。例如：

Youaskedmetoleave，andsoIdid.

你要求我離開，我這樣做了。

Yourpenmaybeinyourbag.Oh，soitis.

你的鋼筆可能在你包里。噢，是這樣。

Hisbrotherstudiesveryhard，sohedoes.

他弟弟學(xué)習(xí)很努力，他就是這樣。

“so+助動詞/情態(tài)動詞/連系動詞+主語”這一結(jié)構(gòu)是說明肯定的情況，如果表示否定，則so應(yīng)改為neither或nor。例如：

I’mnotwatchingTV.Neither(Nor)ismycousin.

我沒有看電視，我表哥也沒看。

Hedidn’tfinishreadingthatbook.Neither(Nor)didI.

他沒讀完那本書，我也沒讀完。

“Idon’tlikeBeijingOpera.”“Neither(Nor)doI.”

“我不喜歡京劇。”“我也不喜歡?！?/p>

3.Ifyouhaveanyideawhereitmightbe，pleasecallme.

（1）Ifyouhaveanyidea…=Ifyouknow…意為“如果你知道……”

（2）whereitmightbe作“haveanyidea”的賓語從句。

（3）idean.主意、想法

eg.amanfullofideas主意很多的人

另外，idea還指“想象，（模糊的）想法”。

Youcanhavenoideaofwhathesaid.

你根本想象不到他說了些什么。

（4）any除了用于否定句、疑問句中，還用于if引導(dǎo)的條件從句中，意為“若干的，有多少”。

eg.Ifyouhaveanytime，I’dliketotalk.

如果你有（些許）時間，我希望與你談?wù)劇?/p>

Ifyouhaveanyinterstingbooks，pleaselendmesome.

你如果有什么有趣的書，請借我?guī)妆尽?/p>

4.Myparentscalledthepolice，buttheycan’tfindanythingstrange.

我的父母親報了警，但他們也沒能發(fā)現(xiàn)奇怪的東西。

（1）police是名詞，通常用thepolice指“警察、警方”，thepolice被視為集體名詞，其謂語通常要用復(fù)數(shù)形式。如果指一個警員，要用apoliceman或apolicewoman。

eg.Youshouldcallthepoliceifyoumeetathief.

你遇到賊的話，應(yīng)該報警。

Thepolicearechasing(after)thethieves.

警方正在追趕竊賊。

（2）something，anything等復(fù)合不定代詞的修飾詞要放在其后面。

eg.Thereisn’tanythingwrongwiththiscomputer.

這臺電腦沒毛病。

Isthereanythingnewintoday’snewspaper？

今天的報紙上有新東西嗎？

5.Inmydream，Iwasswimminginanoceanofpaper.

在我的夢里，我浸泡在數(shù)不盡的試卷中。

anoceanof，或oceansof意為“極多的，用不盡的”，廣泛用于口語中。介詞of后常接不可數(shù)名詞或可數(shù)名詞復(fù)數(shù)形式。

例如：Don’tworry—we’vegotoceansoftime.

別擔(dān)心—我們有的是時間。

Thereareoceansoffoodanddrinksthere.

那里有大量的食物和飲料。

三、語法（GrammarFocus）表示推測的情態(tài)動詞（ModalsofProbabilityandPossibility）

1.在英語中，表示對某件事物的確定程度，即表示推測的時候，我們通常會用到以下情態(tài)動詞，must，can/could，may/might

2.根據(jù)確信程度的不同，你可以選擇用不同的詞。

（1）20%—70

It must belong to Carla導(dǎo)學(xué)案

Unit5ItmustbelongtoCarla.

Ⅰ.AnalysisoftheTeachingMaterial

StatusandFunction

Thetopicofthisunitisapicnic,Inthisunit,studentslearntomakeinferences.

Suchtopicishelpfultoactivatestudents’imaginationandimprovestudents’abilitytodeduce.Eitherlessormoreadvancedstudentswillbeactiveintheactivitiesinclass.Soit’susefultoimprovestudents’spokenEnglishandcommunicativecompetence.

(1)Thefirstperiodmainlyintroducesthekeyvocabularyandthetargetlanguagetostudents.Throughlisteningandoralpractice,studentshaveabriefunderstandingofhowtomakeinferences.

(2)Inthesecondperiod,studentslearntheexactmeaningsofthewordsmust,might,couldandcan’t.

Meanwhile,studentspracticelisteningandwritingthetargetlanguage.

(3)Whenreadinganarticle,studentscan’thelpmeetingwithsomenewwords.Inthethirdperiod,studentsareaskedtopractiseusingthetargetlanguagebytalkingaboutthenewwords,It’shelpfultoarousestudents’learninginterestandimprovestudents’listeningandspeakingskills.

(4)Thefourthperiodgivesstudentsfurtherlisteningandoralpracticeusingthetargetlanguagebytalkingaboutanalienischasingaman.

Inthisclass,studentshaveabetterunderstandingofthewordsmust,might,couldandcan’t.

(5)Inthefifthperiod,studentslearnmorevocabularywordsfirst,andthenpracticereadingandwritingthetargetlanguage.Alltheactivitiesaredesignedtoimprovestudents’readingandwritingskills.

(6)Inthelastperiod,studentslearnalotofproverbs.Proverbsarefulloftruthandadvice.Studentswillbenefitalotinthisclass.

2.TeachingAimsandDemands

(1)KnowledgeObjects

Inthisunit,studentslearntomakeinferencesusingthewordsmust,might,couldandcan’t.

(2)AbilityObjects

Totrainstudents’listening,speaking,readingandwritingskills.

Totrainstudents’abilitytodeduce.

(3)MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

We’llbenefitalotbylearningproverbs.

3.TeachingKeyPoints

Tolearnthekeyvocabularywordsandthetargetlanguage.

Tolearntomakeinferencesusingthewordsmust,might,couldandcan’t.

4.TeachingDifficultPoints

Totrainstudents’listening,speaking,readingandwritingskills.

Toenablestudentstograsptheusageofmust,might,couldandcan’t.

5.StudyingWay

Teachstudentshowtomakeinferencesusingmust,might,couldandcan’t.

Ⅱ.LanguageFunction

Makeinferences

Ⅲ.TargetLanguage

Whosevolleyballisthis?

ItmustbeCarla’s.Shelovesvolleyball.

ItcouldbeTed’s.

Ⅳ.Structure

must,might,couldandcan’t

Ⅴ.Vocabulary

picnic,chase,escape,belongto,toycar,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.LearningStrategies

1.Sequencing

2.Deducing

Ⅷ.TeachingTime

Sixperiods

No.20TheFirstPeriod

I.TeachingAimsandDemands(教學(xué)目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

belong,belongto,plate,author,toy,picnic

(2)TargetLanguage

Whosebookisthis?

ItmustbeMary’s.WandaWilburisherfavouriteauthor.

2.AbilityObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’communicativecompetenceusingthetargetlanguage.

3.MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

Ⅱ.TeachingKeyPoints(教學(xué)重點)

1.Keyvocabulary

2.Targetlanguage

Ⅲ.TeachingDifficultPoint(教學(xué)難點)

1.Listenforthetargetlanguage

2.Oralpracticeusingthetargetlanguage

Ⅳ.TeachingMethods(教學(xué)方法)

1.Sceneteachingmethod

2.Listeningmethod

3.Pairwork

Ⅴ.TeachingAid(教學(xué)工具)

1.Blackboarddrawings

2.Ataperecorder

3.Aprojector

VI.TeachingProcedures(教學(xué)過程)

StepIRevision

Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.

StepⅡ1a

Thisactivityintroducesthekeyvocabulary.

Writethekeyvocabularywordsontheblackboard.

belongv.

belongto

platen.

authorn.

toyn.

picnicn.

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.

Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.

Belongmeanstobeownedbysomebody.

Anauthorisawriterofabookoraplay.

Apicnicisamealeatenoutofdoors.

Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.

Focusattentiononthepicture.Havestudentspointtoeachitemandsayitsname.Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsandkitchenthingsatthetop.Invitedifferentstudentstoexplainthemeaningsofthecolumnheads.

Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.Pointoutthesampleanswers.Getstudentstocompletethetaskontheirown.Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.

Showthecorrectanswersonthescreenbyaprojector.

ClothingFunthingsKitchen

Things

hatvolleyballplate

jacketCDcups

T-shirttoycar

magazine

book

StepⅢlb

Thisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation.

Callstudents’attentiontothechart.Setatimelimitoftwominutes.Studentsreadthepersons,thethingsandthereasons.

Say,Youwillhearaconversation.Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.

Pointoutthesampleanswer.Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.

Playtherecordingthefirsttime.

Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.

Checktheanswers.

Answers

Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.

Mary—book—WandaWilburisherfavouriteauthor.

Carla—volleyball—Shelovesvolleyball.

DengWen—magazine—Helovescats.

Grace—CD—Shealwayslistenstoclassicalmusic.

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

PointtothepictureinActivitylb.Invitepairofstudentstosaytheconversationinthespeechbubbles.

SA:Whosevolleyballisthis?

SB:ItmustbeCarla’s.Shelovesvolleyball.

Pointouttheconversationinthebox.Inviteanotherpairofstudentstosayittotheclass.

SA:Whosebookisthis?

SB:ItmustbeMary’s.WandaWilburisherfavouriteauthor.

Writetheconversationontheblackboard.

PointoutthechartinActivity1b.Say.

Nowworkwithapartner.Startbyreadingtheconversationsinthepictureandinthebox:ThenmakeconversationsusingtheinformationinthechartinActivity1b.Talkaboutwhoeachthingmightbelongtoandgiveareason.Getstudentstopracticeinpairs.Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.

Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity.Getdifferentpairsofstudentstosaytheirconversationstotheclass.

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.

StepⅥHomework

(1)Sayandrememberthespellingofthevocabularywords.

(2)SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage.

StepⅦBlackboardDesignVI.TeachingProcedures(教學(xué)過程)

Unit5ItmustbelongtoCarla.SectionA

TheFirstPeriod

1.Keyvocabulary:

belongv.belongto

platen.authorn.

toyn.picnicn.2.Targetlanguage:

Whosebookisthis?

ItmustbeMary’s.

WandaWilbur

isherfavouriteauthor.

Ⅳ.TeachingMethods(教學(xué)后記)

Unit5ItmustbelongtoCarla.

No.21TheSecondPeriod

I.TeachingAimsandDemands(教學(xué)目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

drop,symphony,optometrist,appointment,algebra,crucial,count,becauseof,Chinese-Englishdictionary,OxfordUniversity

(2)TargetLanguage

Whatdoyouthink"anxious"means?

Well,itcan’tmean"happy".

Itmightmean"worried".

Oh,yes,sheisworriedbecauseofhertest.

Herearesomeearrings.Theownercan’tbeaboy.

Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.

2.AbilityObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’communicativecompetenceusingthetargetlanguage.

MoralObject

Whenyouareintrouble,sendane-mailmessagetoyourfriendstoaskforhelp.

Ⅱ.TeachingKeyPoints（教學(xué)重點）

1.Readingpractice

2.Oralpracticeusingthetargetlanguage

Ⅲ.TeachingDifficultPoints（教學(xué)難點）

1.Keyvocabulary

2.Targetlanguage

Ⅳ.TeachingMethods（教學(xué)方法）

1.Practicemethod

2.Pairwork

3.Agame

Ⅴ.TeachingAid（教學(xué)手段）

Theblackboard

Ⅵ.TeachingProcedures（教學(xué)過程）

StepIRevision

Revisetheusageofthewordsmust,might,couldandcan’tbycheckinghomework.

Askstudentstoexchangetheirexercisesbooksandhelpcorrectanyerrorswitheachother,Astheyaredoingthis,movearoundtheclassroomofferinglanguagesupportasneeded.Theninvitedifferentstudentstosaytheirsentencestotheclass.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Askstudentstotellwhat’shappeninginthepicture.

T:What’sthegirldoing?

Ss:Sheisusingthecomputertowritee-mail.

Pointtothepartsofthee-mailmessage.

Tellstudentsthatthisisthemessagethegirlinthepicturewrites.Say,Rightnowthepartsareinthewrongorder.Whentheyareintherightorder,theywillmakeaclearmessage.Nowpleasereadthepartscarefully.Numbertheminorder.Whenyouaredoingthis,youwillmeetwithsomewordsyoudon’tknow.

Don’tworrytoomuchaboutthem.Justcirclethem.We’lltalkaboutwhattheymeanlater.

Getstudentstocompletethetaskontheirown.Pointoutthesampleanswer.

Say.Thefirstsentenceofthee-mailmessageisI’mreallyanxious,becauseIcan’tfindmybackpack.

Checktheanswers.

Answers

Thenotesshouldbenumberedinthisorder:

5,2,4,3,1

circledwordsmightincludeanxious,symphonyhall,algebra,optometristappointment,crucial,count,drop

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.

SA:Whatdoyouthink"anxious"mean?

SB:Well,itcan’tmean"happy".

SA:Itmightmean"worried".

SB:Oh,yes.Sheisworriedbecauseofhertest.

Writetheconversationontheblackboard.

Say,YouaretotalkaboutthecircledwordsinActivity3a.Usethewordscan’t,must,couldormightasinthesample.

Getstudentstoworkwithapartner.Astheyworkinpairs,movearoundtheclassroomhelpingstudentswithpronunciationandansweringanyquestionstheymayhave.Sometimelater,stoptheactivity.Askdifferentstudentstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.

dropv.

symphonyn.

opotometristn.

appointmentn.

algebran.

crucialadj.

countv.

becauseof

Practicethepronunciationofthesewordsandexplainthemeaningofeachword.

Optionalactivity

Havestudentswritethenewwordsin

Activity3baswellasothernewwordsinthisunitwiththelettersinscrambledorderandthenputtwospacesaftereachword.Askastudenttowritethecorrectspellinginthefirstspace.Askanotherstudenttowritethemeaningofthewordinthesecondspace.Forexample:

xosainuanxiousworried

cuilarccrucial

aegarbl

StepⅣPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Getstudentstonameeachiteminit.

WritethenewwordsChinese-EnglishdictionaryandOxfordUniversityontheblackboard.Pointtothesampleconversation.Inviteapairofstudentstoreadittotheclass.

SA:Herearesomeearrings.Theownercan’tbeaboy.

SB:Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.

Writetheconversationontheblackboard.Explainthemeaningofeachsentence.

FocusattentiononthechartwiththeheadlinesCan’t,Could/mightandMustatthetop.Pointoutthesampleanswer.

Readtheinstructionstotheclass.

Getstudentstocompletethetaskinpairs.Asthepairsworktogether,movearoundtheclassroomhelpingstudentswithpronunciation,sentenceformationoranythingelsetheyaskforhelpwith.

Asksomepairstosaytheirconversationstotheclass.

Note:Answerstothechartwillvary.

StepⅤSummary

Say,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony.

Andwe’vedonemuchoralpracticeusingthetargetlanguage.

StepⅥHomework

1.ReadtheletterinActivity3aagainforfurtherunderstandingofthevocabulary

words.

2.ReadtheconversationsinActivities3band4againforfurtherunderstanding

ofthetargetlanguage.

3.Finishofftheexercisesonpages15～16oftheworkbook.

StepⅦBlackboardDesign（板書設(shè)計）

Unit5ItmustbelongtoCarla.

SectionA

TheSecondPeriod

1.Vocabularywords:

dropv.

symphonyn.

optometristn.

appointmentm

algebran.

crucialadj.

countv.

becauseof

Chinese-Englishdictionary

OxfordUniversity2.Targetlanguage:

(1)A:Whatdoyouthink"anxious"mean?

B:Well,itcan’tmean"happy".

A:Itmightmean"worried".

B:Oh,yes.Sheisworriedbecauseofhertest.

(2)A:Herearesomeearrings.Theownercan’tbeaboy.

B:Welt,itcouldbeaboy.Theearringsmightbeapresentforhismother.

VII.TeachingMethods(教學(xué)后記)

No.22TheThirdPeriod

I.TeachingAimsandDemands(教學(xué)目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

chase,creature

(2)TargetLanguage

Whydoyouthinkthemanisrunning?

Hecouldberunningforexercise.

No,he’swearingasuit.Hemightberunningtocatchabus.

2.AbilityObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’writingskill.

3.MoralObject

TheUFOandalienarebothunreal.Asstudents,wemustworkhardtoexploretheuniverseinthefuture.

Ⅱ.TeachingKeyPoints（教學(xué)重點）

1.Listeningpractice

2.Writingpractice

Ⅲ.TeachingDifficultPoints(教學(xué)難點)

1.Writeasentenceabouteachpicture.

2.Writetwoorthreesentencestofinishthestory.

3.Listenandcompletethesentences.

Ⅳ.TeachingMethods(教學(xué)方法)

1.Listeningmethod

2.Writingmethod

3.Pairwork

Ⅴ.TeachingAids（教學(xué)手段）

1.Ataperecorder

2.Aprojector

Ⅵ.TeachingProcedures（教學(xué)過程）

StepⅠRevision

1.InviteastudenttoreadthethankyoumessageLindawrotetoAnnatotheclass.

2.GetdifferentpairsofstudentstoreadtheconversationsinActivities3b

and4.

3.Checkanswerstotheexercisesonpages15～16oftheworkbook.

StepⅡPartl

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Readthewordsintheboxandhavestudentsrepeatseveraltimes.Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords.

Getstudentstolookatthethreepicturescarefully.Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture.Pointoutwheretowritethesentences.Askastudenttosaythesampleanswertotheclass.Getstudentstocompletetheactivityindividually.Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded.

Checktheanswersontheblackboard.

Answers

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

StepⅢ2a

Thisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation.

Readtheinstructionstotheclass.PointtothethreepicturesinActivity1.Say,Youwillhearaconversationaboutthesepictures.Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents.

Pointoutthesampleanswerintheboxofthethirdpicture.Say,Youwillhearthemanisrunningfirst.

Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandnumberthepictures.

Checktheanswers.

Answers

Thepicturesshouldbenumberedinthisorder:

2,3,1

Encouragestudentstowritetwoorthreesentencestofinishthestory.

Answerswillvary.Writeasampleversionontheblackboard.Askstudentstouseitasamodel.

Asampleversion

Man:That’sright.Itmustbeinteresting.

Whynotgoandseehowtheyaremakingamovie?

Woman:Goodidea!

StepⅣ2b

Thisactivitygivesstudentspracticelisteningtoandwritingthetargetlanguage.

Pointtothechartwithsentencestarters

Theysee…Themansays…andThewomansays…Say,Youaretolistentothesamerecordingagain.Andcompleteeachsentence.

Pointoutthesampleanswers.Say,Theyseeamanrunning.Themansayshecouldberunningforexercise.Thewomansayshemightbelateforwork.Explainthemeaningofthewordcreaturetothestudents.

Playtherecordingonceortwice,usingthePausebuttonasnecessary.

Showtheanswersonthescreenbyaprojectorsothatstudentscancheckthespellingandotherdetailsoftheiranswers.

Themansays…

1.Hecouldberunningforexercise.

2.Itcouldbeahelicopter.

3.ItmustbeanAlien.

4.ShecouldbefromtheTVnews.

Thewomansays…

Hemightbelateforwork.

ItmustbeaUFO.

Imustbedreaming.

Theymustbemakingamovie

StepⅤ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.

SA:Whydoyouthinkthemanisrunning?

SB:Hecouldberunningforexercise.

SA:No,he’swearingasuit.Hemightberunningtocatchabus.

Writeitontheblackboard.

Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.ThenroleplayconversationsusinginformationinActivity2b.

Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded.Askseveralpairstosaytheirconversationstotheclass.

StepⅥSummary

Say,Inthisclass,we’vemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.

StepⅦHomework

Askstudentstocollectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcan’t.

StepⅧBlackboardDesign（板書設(shè)計）

Unit5ItmustbelongtoCarla.

SectionB

TheThirdPeriod

1.AnswerstoActivity1:

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

2.AsampleversiontoActivity2a:

Man:That’sright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?

Woman:Goodidea.

3.Targetlanguage:

A:Whydoyouthinkthemanisrunning?

B:Hecouldberunningforexercise.

A:No,he’swearingasuit.Hemightberunningtocatchabus.

VII.TeachingMethods(教學(xué)后記)

No.23TheFourthPeriod

I.TeachingAimsandDemands(教學(xué)目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

extremely,worried,neighbor,garbage,mystery,director,escape,ocean

(2)TargetLanguage

Inmydream,Iwasswimminginanoceanofpaper.

Maybeitmeansyou’reafraidoftoomuchhomework!

2.AbilityObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’writingskill.

(3)Trainstudents’integratingskills.

3.MoralObject

Everyonehashadadream.Butdon’tdreamawayyourtime.

Ⅱ.TeachingKeyPoints（教學(xué)重點）

1.Keyvocabulary

2.Readingpractice

3.Writingpractice

Ⅲ.TeachingDifficultPoints(教學(xué)難點)

1.Readingpractice

2.Writingpractice

Ⅳ.TeachingMethods(教學(xué)方法)

1.Practicemethod

2.Groupwork

Ⅴ.TeachingAids（教學(xué)手段）

Aprojector

Ⅵ.TeachingProcedures（教學(xué)過程）

StepⅠRevision

Checkhomework.Collectpicturesfromstudentsontheteacher’sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:

T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothepersoninthepicture?

S1:Hemustbeastudent.

S2:Hecouldbehavingadream.

S3:Hemightlikereadingbooks.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

Showthekeyvocabularywordsonpage38onthescreenbyaprojector.

extremelyadv．極其；非常

worriedadj．煩惱的；焦慮的

neighborn．鄰居；鄰人

garbagen．垃圾；廢料

mysteryn．神秘的事物；不可思議的事物，

directorn．決策者；董事；導(dǎo)演

escapev.逃跑；逃走

oceann.大海；海洋

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately.ReadthetitleofthenewspaperarticlestrangeeventsinBellTowerneighborhoodtotheclass.Andthenpointtothepictureandaskstudents.Howisthepersonfeeling?Helpstudentstoanswer.Heisconfusedandupset.

Callstudents’attentiontothearticle.Readittotheclass.Say,NowpleasereadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.

Getstudentstocompletethetaskindividually.Astheywork,walkaroundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.

Checktheanswers.

Answers

ananimal,teenagers,thewind,adog

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Getstudentstodiscussanywordsorsentencestheydon’tknowinActivity3awithoneanother.Callstudents’attentiontothethreesetsofnotes.Askdifferentstudentstoreadthemtotheclass.

Chufamily--latenightfootstepsinthehallway--mightbetheneighbors

LaoZheng--someonetryingtogetinthewindow--mightbethewind

XiaoNing--findsgarbageinfrontofherhouse--mightbecats

Say,YouaretowriteanotherparagraphaboutBellTownusingthesenotes.YoumayusethearticleinActivity3aasamodel.Askstudentstowritetheirparagraphsontheirownintheexercisebooks.Astheywork,movearoundtheclassroomofferinglanguagesupportasneeded.Getafewstudentstoreadtheirworkstotheclass.Answerswillvary.Writethesampleversionontheblackboard.

Asampleversion

Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.

StepⅣ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage.

ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.Dividetheclassintogroupsoffourtodiscusswhatshouldbeincludedinthearticle.

Twoorthreeminuteslater,stoptheactivity.Say,NowpleasefinishthearticleaboutthestrangeeventsinBellTower.Usetheideasyoudiscussedalongwithoriginalideasofyourowntocompletethearticle.

Getstudentstocompletethetaskontheirownintheexercisebooks.Astheyarewriting,movearoundtheclassroomofferinghelpasneeded.Asksomestudentstoreadtheirarticlestotheclass.

Collectstudents’worksandwriteacommentoneachpaperbeforereturningthem.

StepⅤPart4

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthe

targetlanguage.

Readtheinstructionstotheclass.Pointtothepicture.Askstudentstotellwhat

ishappeninginit.Inviteapairofstudentstoreadthesampleconversationintheboxtotheclass.

SA:Inmydream,Iwasswimminginanoceanofpaper.

SB:Maybeitmeansyou’reafraidoftoomuchhomework.

Say,OnceIhadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.

Maybeitmeansyouaretoohungry.

Say.ThinkofadreamyouhadrecentlyandtellyourclassmatesaboutitYourclassmatesguesswhatthedreammightmean.Pleaseworkwithapartner.Startpracticebyreadingthesampleconversation.Asthepairsworktogether,walkaroundtheroomofferinghelpwithpronunciationandlanguage.Askdifferentpairstotelltheclassabouttheirdreamandwhattheymaymean.

StepⅥSummary

Say,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We’velearnedsomevocabularywordsaswell.

StepⅦHomework

1.RereadthenewspaperarticleinActivity3a.

2.ReviewtheparagraphinActivity3b,

StepⅧBlackboardDesign（板書設(shè)計）

Unit5ItmustbelongtoCarla.

SectionB

TheFourthPeriod

AsampleversiontoActivity3b:

Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.

VII.TeachingMethods(教學(xué)后記)

No.24TheFifthPeriod

I.TeachingAimsandDemands(教學(xué)目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

finger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt

(2)Fillinblanksandmakesentencesusingvocabularywords.

(3)Learnsomeproverbs.

(4)Circlethewordthatdoesn’tbelong.

2.AbilityObjects

(1)Trainstudents’writingskill.

(2)Trainstudents’abilityofreadingcomprehension.

(3)Trainstudents’abilityofclarifying.

3.MoralObject

We’llbenefitalotbylearningproverbs.

Ⅱ.TeachingKeyPoints（教學(xué)重點）

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

3.Circlethewordthatdoesn’tbelong.

Ⅲ.TeachingDifficultPoints(教學(xué)難點)

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

Ⅳ.TeachingMethods(教學(xué)方法)

Teachingbyexplanation

Ⅴ.TeachingAids（教學(xué)手段）

Aprojector

Ⅵ.TeachingProcedures（教學(xué)過程）

StepⅠRevision

AskseveralstudentstoreadthenewspaperarticleinActivity3atotheclass.

StepⅡPart1

Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.

Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.

anxiousstrangeworriedcarefulfavourite

Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.

AskstudentstofillintheblanksontheirOwn.

Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.

Answers

1.favourite2.careful3.anxious4.worried5.strange

Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.

Helpcorrectthemistakes.

Sampleanswers

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

StepⅢPart2

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.

Showthevocabularywordsonthescreenbyaprojector.

fingern．手指

stonen．石頭；石塊

antn．螞蟻

pooradj．貧窮的；貧困的

dishonestadj.不誠實的

barkv.(狗等)吠聲；叫聲

wakev.喚醒；弄醒

pretendv.假裝；佯若

useup用完；用光；耗盡

attemptv.認(rèn)試圖；企圖

Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately.

Readtheinstructionstotheclass.Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice.

Readthefirstproverbtotheclass.Onefingercannotliftasmallstone.Elicittheinterpretationfromthestudents(It’sbettertohavehelptodoevensmalljobs).

Say,Pleasereadtheproverbs,Discusswithyourclassmateswhattheymightmean.

Getstudentstoworkingroupsoffour.

Asthegroupsworktogether,walkaroundtheroomtomakesurethatstudentsarediscussingthetopicinEnglish.Invitedifferentstudentstosaywhattheythinkeachproverbmeans.

Therecanbemorethanoneinterpretationforeachproverb.Checktheanswersbyshowingthesampleanswersonthescreenbyaprojector.

sampleanswers

1.It’sbettertohavehelptodoevensmalljobs.

2.Differentpeoplehavedifferentperspectivesonthings.

3.It’sbettertobepoorandhonestthanrichanddishonest.

4.Silentpeopleandanimalmaybethinkingabouthurtingyou.

5.Don’ttryhelpingpeopleiftheydon’twantyourhelp.

6.Therearedifferentwaysoflearning,butdoingisbest.

7.Forgetaboutthingsthatareoveranddonewith.

8.Ateacherhelpstosetastudent’sattitudesinlife.

9.Peopleshouldnotbeafraidofaskingforhelp.

Culturenote

Eachculturehasproverbsthatareuniquetoit.Thesaying,"Ifyouwanttoknowapeople.knowtheirproverbs"illustratesthis.

StepⅥPart3

Thisactivityfocusesonthenewvocabularyintroducedinthisunit.

Askstudentstoreadthefivelinesofwordsinthebox.

1.escapeownerchaserun

2.picniclunchdinneralien

3.landappleicecreamchicken

4.creaturealienexercisevisitor

5.lostgrasstreeflower

Pointoutthefirstline.Inthisline,escape,chaseandrunareallverbs.However,thewordownerisanoun.Sowecircleit.Nowpleasecirclethewordthatdoesn’tbelongineachline.

Getstudentstocompletethetaskontheirown.Astheyaredoingthis,movearound

theclassroomcheckingtheirprogressandofferinghelpasneeded.

Checktheanswersbyaskingastudenttoreadhisorhercircledwordstotheclass.

Answers

1.owner2.alien3.land4.exercise5.lost

StepⅤJustforFun!

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.

Askallthestudentstoreadthecartoonstory.Askstudentswhyitisfunny.Helpstudentstoanswer.Theboysthinktheyaregoingtolandonanisland.Instead,theyhavelandedonthebackofawhale.

Optionalactivity

Showthecartoonpicturesonthescreenbyaprojector.Asktwostudentstoreadthespeechbubblestotheclass.Thenallthestudentsdiscusswhythecartoonisfunny.

(ByBudBlake)

(s’pose=suppose:假設(shè))

StepⅥSummary

Say.Inthisclass,we’vepracticedfillinginblanksandmakingsentenceswithsomevocabularywordsintroducedinthisunit.Andwe’velearnedseveralproverbs.

StepⅦHomework

(1)ReadandremembertheproverbslearnedinActivity2.

(2)Eachstudentcollectstenproverbs.

(3)Finishofftheexercisesonpages16～17,oftheworkbook.

StepⅧBlackboardDesign（板書設(shè)計）

Unit5ItmustbelongtoCarla

Selfcheck

TheFifthPeriod

SampleanswerstoActivity1:

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

VII.TeachingMethods(教學(xué)后記)

新目標(biāo)It must belong to Carla 教學(xué)設(shè)計

Unit5ItmustbelongtoCarla教案一.本周教學(xué)內(nèi)容：[話題](Topic):Apicnic[重點詞組](KeyPhrases)1.belongto屬于2.hairband發(fā)帶3.becauseof因為4.Chinese-EnglishDictionary漢英詞典5.OxfordUniversity牛津大學(xué)6.useup用光、用完7.theonlykid獨生子，唯一的孩子8.classicalmusic古典音樂9.makeguesses做出猜測10.outsideourwindow在窗子外面11.nomore不再12.escapefrom逃離13.becarefulof留神、當(dāng)心[交際用語]1.Whosevolleyballisthis?ItmustbeCarla’s.Shelovesvolleyball.2.WhoseFrenchbookisthis?ItcouldbeAli’s.ShestudiesFrench.3.Whoseguitaristhis?Itmightbelongto!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Alice.Sheplaystheguitar.4.WhoseT-shirtisthis?Itcan’tbeJohn’s.It’smuchtoosmallforhim.[重點難點釋義](LanguagePoints)SectionA：1.Ifyouhaveanyideawhereitmightbe,pleasecallme.Ifyouhaveanyidea...=Ifyouknow...意為“如果你知道……”。any用于if引導(dǎo)的條件從句中，有“若干的，有多少”的意思。例如：IfyouhaveanytimeI’dliketotalkwithyou.如果你有（些許）時間，我希望與你談?wù)劇?.nomore與not…anymore的區(qū)別二者都表示“不再”，“再沒有”的含義但nomore要用在談數(shù)量或程度時，nomore用在說時間時。例如：Thereisnomorebread.沒有面包了。（指數(shù)量）He’snomoregeniusthanIam.他和我都不是天才。（指程度）Hedoesn’tlivehereanymore.他不住在這里了。（指時間）3.IthinkIdroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.during是介詞，意為“在……期間”，其后跟時間段。在引導(dǎo)時間狀語時注意區(qū)分和for的用法。介詞for引導(dǎo)時間狀語時，很易和during混淆不清。它們的區(qū)別如下：（1）during用在已知的時期、節(jié)日或表示時間觀念的名詞之前。其后通常接the、this、that、these、those、my、your、his……等詞。例如：duringthelastfourdaysduringthewinterduringthattimeduringmyholidaysduringourstayinJapan而for則用以表示“有限的”或“無限的”時間概念，通常其后接冠詞、數(shù)詞，復(fù)數(shù)名詞或副詞ever。例如：forthefirsttimefortwomonthsformanyyearsforyearsforever（2）during的涵義是“當(dāng)……之際”。它既可指某個動作在某個時期里連續(xù)不斷地進(jìn)行，也可以指某個動作在這段時期里的某個時間發(fā)生。例如：Itsnowedalldaybutstoppedsnowingduringthatnight．下了一整天雪，到晚上才停了。而for的涵義是指某個動作在某個時期里處于連續(xù)不斷的狀態(tài)。例如：Theyworkedforthewholeday．他們干了一整天。在某些場合下，for含有“預(yù)先安排”或“為了某一目的”之涵義。表示此意味時，大都和come、go、stay、lend、rent、hire等詞連用。例如：TheywillstaywithusfortheNewYear．他們將和我們在一起，共度新年。SectionB：（一）However,thesedays,strangethingsarehappeninginourneighbourhoodandeveryoneisunhappy.然而，最近在我們附近卻在發(fā)生一些奇怪的事情，并且每個人都不高興。1.however是一個轉(zhuǎn)折連詞，表示“然而，可是”的意思，與but的意義相同，但however是較正式的說法。例如：IknowhowtopronouncethisEnglishword,howeverIcan’twriteit.我知道怎么讀這個英語單詞，但是我不知道怎么寫。2.thesedays意為“最近，近來，近幾天?！?.unhappy是happy的反義詞。unhappy是一個合成詞，由un+happy組合而成。我們常用的在詞前加前綴變?yōu)槠浞戳x詞的有：前綴例詞派生詞un-“不”happyunhappylikeunlikegratefulungratefulfriendlyunfriendlyluckyunlucky（二）Myparentscalledthepolice,buttheycan’tfindanythingstrange.我的父母親報了警，但他們也沒能發(fā)現(xiàn)奇怪的東西。（1）thepolice可以看作為復(fù)數(shù)名詞，意思是“警察、警方”。但如果指一個警員，就要用apoliceman或apolicewoman。（2）can’t在本句中，不表示“推斷”，而表示“能力”。（三）Inmydream,Iwasswimminginanoceanofpaper.在我的夢中，我浸泡在數(shù)不盡的試卷中。（in）anoceanof,或（in）oceansof是介詞短語，口語中常用，意為“極多的，用不盡的”。在of后接不可數(shù)名詞或可數(shù)名詞復(fù)數(shù)形式均可。例如：Hethinkshehasoceansoftime.他認(rèn)為他有用不盡的時間。語法知識：表示推測的情態(tài)動詞。在英語中，表示對某件事物的確定程度，即表示推測的時候，我們通常會用到以下情態(tài)動詞，must,might,could,may,can’t,couldn’t.一.can和could的區(qū)別和用法1．can表示體力和腦力方面的能力，或根據(jù)客觀條件能做某種動作的”能力”。例如：CanyouspeakEnglish？WhatcanIdoforyou？Canyoumakeacake？can用在否定句和疑問句中時有時表示說話人的“猜測”或“不肯定”。例如：Wherecanhebe？Canthenewsbetrue？（在日常會話中，can可代替may表示”允許”，may比較正式）2.could是can的過去式，表示過去有過的能力和可能性，還有懷疑和不肯定的意思（在否定和疑問句中）。例如：Thedoctorsaidhecouldhelphim．（能力）Shecouldntskatewhenshewasfiveyearsold.（能力）Atthattimewethoughtthestorycouldbetrue．（可能性）could用來提問，是有禮貌的請求Could....Please?語氣較為婉轉(zhuǎn)。例如：CouldIspeaktoMr.Smith,please?Couldyouhelpuscarrythisbox,please?二.跟上組詞一樣,might也是may的過去式,其用法如下:1.may的用法:a.表示”允許”或”請求”。例如：MayIcomein？在使用這一用法時需注意:may表示”允許”的否定形式是mustnot，意思是”不應(yīng)該”“不許可”。例如：—MayItakethisbookoutofthereading-room？—No，youmustnt．不行。b.表示說話人的猜測，認(rèn)為某一事情”或許”或”可能”發(fā)生。例如：Hemayknowtheanswer．TomorrowImaygoshopping．c.may用在感嘆句中可表示祝愿、愿望。例如：Mayyousucceed．(祝你成功。)Mayyouhaveapleasantjourney．(一路平安。)2.might的用法:a.might可以代替may，表示現(xiàn)在時間的動作，但語氣較為婉轉(zhuǎn)客氣或更加不肯定。例如：Hemightnotcometoday．MightItakeasuggestion？b.might用來表示現(xiàn)在時間時，還可表示”規(guī)勸”。例如：YoumightpaymoreattentiontospokenEnglish．三.must與haveto的區(qū)別haveto比較強(qiáng)調(diào)客觀需要，must著重說明主觀看法。另外haveto能用于更多時態(tài)，比較下面的句子：Wehadtobethereatten．我們得在十點鐘到那里。Wellhavetoreconsiderthewholething．這一切我將不得不重新加以考慮。有時兩者都可以用，意思差別不大。例如：Wemusthavetoleavenow．我們得走了。must在表示說話人對事物的推測時候要注意它比may肯定得多，相當(dāng)于漢語的”一定”或”準(zhǔn)是”。（只有在肯定句中能這樣用。）Thismustbeyourroom．Theremustbeamistake．在回答由must引起的問題時，如果是否定的答復(fù)，不能用mustnt，而需要用neednt或donthaveto，因為mustnt是”一定不要”的意思。例如：—Mustwehandinourexercisestoday？—No，youneednt．mustnot的否定形式則表示”不應(yīng)該”或”不許可”，語氣比較強(qiáng)烈。例如：Youmustntplayontheroad．Youmustnteatanythinguntilyouseethedoctor．