高中教案教案
發(fā)表時間：2021-04-30Unit 5 It must belong to Carla Section B教案。
每個老師不可缺少的課件是教案課件，大家在仔細設(shè)想教案課件了。教案課件工作計劃寫好了之后，這樣我們接下來的工作才會更加好！你們會寫一段適合教案課件的范文嗎？下面是小編幫大家編輯的《Unit 5 It must belong to Carla Section B教案》，僅供參考，大家一起來看看吧。
Unit5ItmustbelongtoCarla
SectionB
Ⅰ．TeachingAimsandDemands（教學目標）
1．KnowledgeObjects（知識目標）
(1)KeyVocabulary（重點詞匯）
chase,creature，land,sky，helicopter
(2)TargetLanguage（目標語言）
Whydoyouthinkthemanisrunning?
Hecouldberunningforexercise.
No,heswearingasuit.Hemightberunningtocatchabus.
2．AbilityObjects（能力目標）
(1)Trainstudentslisteningskill.（培養(yǎng)學生聽的技能）
(2)Trainstudentswritingskill.（培養(yǎng)學生寫的技能）
(3).Trainstudentsspeakingskill.（培養(yǎng)學生說的技能）
3．MoralObject（情感目標）
TheUFOandalienarebothunreal.Asstudents,wemustworkhard.toexploretheuniverseinthefuture.（激發(fā)學生對宇宙空間的探索）
Ⅱ．TeachingKeyPoints（教學重點）
1．Listeningpractice
2．Writingpractice
3.情態(tài)動詞的用法。
Ⅲ．TeachingDifficultPoints（教學難點）
1．Writeasentenceabouteachpicture.
2．Writetwoorthreesentencestofinishthestory.
3．Listenandcompletethesentences.
Ⅳ．TeachingMethods（教學方法）
1．Listeningmethod
2．Writingmethod
3．Pairwork
Ⅴ．TeachingAids（教學設(shè)備）
1．Ataperecorder
2．Aprojector
Ⅵ．TeachingProcedures（教學程序）
StepⅠGreeting(第一步，問候)
1.T:Howareyoutoday?
S:Fine,thankyou!Andyou?
T:Verywell!Thankyou!
2.學生做“英語值日”報告。
3.將學生分成三個小組，TeamA,TeamB,TeamC，讓小組成員之間相互合作，組與組之間相互競爭，看看誰是本堂課的贏家。聽音樂，激發(fā)學生去挑戰(zhàn)自我。
StepIIRevision（第二步，復(fù)習）
展示給學生一些很熟悉的明星和知名人物，通過視覺和猜的方式復(fù)習句型“Itmight/could/mustbe…….”
通過聽覺和猜的方式繼續(xù)復(fù)習情態(tài)動詞的用法。
StepIIILead-in（第三步,導(dǎo)入）
Thisactivityprovideswritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Readthewordsintheboxandhavestudentsrepeatseveraltimes.Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords.
Getstudentstolookatthethreepicturescarefully.Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture.Pointoutwheretowritethesentences.Askastudenttosaythesampleanswertotheclass.Getstudentstocompletetheactivityindividually.Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded.
Checktheanswersontheblackboard.
Answers
a.TheUFOislanding.
b.Thealienischasingtheman.
c.Themanisrunning.
讓學生仔細觀察圖片，猜測圖片可能要告訴我們什么事情。
（說明：通過問題讓學生猜既對對話內(nèi)容有整體的了解，為聽力練習作好準備；又培養(yǎng)學生的注意力，想像力，觀察力。）
StepIV2aListening（第四步,聽）
Thisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation.
Readtheinstructionstotheclass.PointtothethreepicturesinActivity1.Say,Youwillhearaconversationaboutthesepictures.Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents.
Pointoutthesampleanswerintheboxofthethirdpicture.Say,Youwillhearthemanisrunningfirst.
Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandnumberthepictures.
Checktheanswers.
Answers
Thepicturesshouldbenumberedinthisorder:
2,3,1
Tapescript（聽力內(nèi)容）
Man:Hey,lookatthemanrunningdownthestreet.Iwonderwhatshappening.
Woman:Hecouldberunningforexercise.
Man:Butheswearingasuit.
Woman:Well,hemightbelateforwork.
Man:Helookskindofscared.
Woman:Oh,no!Whatsthat?
Man:Where?
Woman:Theressomethinginthesky.
Man:Itcouldbeahelicopter.
Woman:No,itcantbeahelicopter.Itstoobig.ItmustbeaUFO.
Man:AUFO?Whatsgoingon?
Woman:Look,nowtheUFOislanding…
Man:Andtheresastrangecreaturegettingout.Itmustbeanalien.
Woman:Andthealienischasingtheman!Imustbedreaming.
Man:Maybeweshouldcallthepolice.(pause)Hey,waitaminute.Whatsthat?
Woman:Where?
Man:Overthere.
Woman:Itsawomanwithacamera.
Man:ShecouldbefromtheTVnews.
Woman:No,lookatallthoseotherpeople.Theyareactors.Oh!Theymustbemakingamovie.
Encouragestudentstowritetwoorthreesentencestofinishthestory.
Answerswillvary.Writeasampleversionontheblackboard.Askstudentstouseitasamodel.
Asampleversion
Man:Thatsright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?
Woman:Goodidea!
（第四步，訓(xùn)練學生的聽力，讓學生理解故事的內(nèi)容，同時檢測一下先前猜測的正確與否。一個不明飛行物著落后，外星人來到地球，開始抓地球人，地球人瘋狂的逃跑。）
StepV2b（第五步，說）
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.
SA:Whydoyouthinkthemanisrunning?
SB:Hecouldberunningforexercise.
SA:No,heswearingasuit.Hemightberunningtocatchabus.
Writeitontheblackboard.
Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.ThenroleplayconversationsusinginformationinActivity2b.Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpasneeded.Askseveralpairstosaytheirconversationstotheclass.
（第五步培養(yǎng)學生寫和說的技能，通過小組合作學習，大膽的發(fā)揮想象，猜測以下故事的結(jié)果。地球人是被抓了？還是????？然后由學生來討論結(jié)果，教師總結(jié)）。
觀看一部時間5分鐘時間和外星人有關(guān)的影片，培養(yǎng)學生的視聽水平。
StepVI.Listening（第六步）
聽力練習(Listeningpractice)，要求學生快速閱讀2a，2b，幫助學生明確聽力語言目標的要求。接著，聽力練習，學生根據(jù)錄音內(nèi)容完成2aand2b。
最后，重放一遍錄音內(nèi)容，學生跟讀。
(學生通過聽力練習，進一步熟悉本課的目標語言。)
教學操練目標語言(Practicetargetlanguage)，2cPairwork根據(jù)掌握的對話內(nèi)容，扮演在場的人，模仿2c部分的對話，利用2b的內(nèi)容進行操練。
(先進行語言輸入，再進行語言輸出，充分訓(xùn)練目標語言)
StepVIISummary（第七步，總結(jié)）
1.Say,Inthisclass,wevemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.[合同范本網(wǎng) 36gh.cOM]
2.總結(jié)情態(tài)動詞的用法。
StepVIIIPractice（第八步，練習）
通過中考題，讓學生知道本堂中的重點在中考中是怎么考的，提前為中考做好準備。
StepVIIIIHomework（第九步，作業(yè)）
Askstudentstocollectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcant.
最后，評選出本堂課的贏家。學生共同唱一首英文歌曲，結(jié)束本堂課。
BlackboardDesign（板書設(shè)計）
Unit5ItmustbelongtoCarla.
SectionB
1．AnswerstoActivity1:
a.TheUFOislanding.
b.Thealienischasingtheman.
c.Themanisrunning.
2．AsampleversiontoActivity2a:
Man:Thatsright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?
Woman:Goodidea.
3．Targetlanguage:
A:Whydoyouthinkthemanisrunning?
B:Hecouldberunningforexercise.
A:No,heswearingasuit.Hemightberunningtocatchabus.
相關(guān)閱讀
Unit 5 It must belong to Carla教案
每個老師需要在上課前弄好自己的教案課件，大家在認真準備自己的教案課件了吧。寫好教案課件工作計劃，才能規(guī)范的完成工作！你們會寫一段優(yōu)秀的教案課件嗎？考慮到您的需要，小編特地編輯了“Unit 5 It must belong to Carla教案”，相信能對大家有所幫助。
Unit5ItmustbelongtoCarla教案單詞釋義
belong
vi.不及物動詞，不能用于進行時。n.belong(s),常用復(fù)數(shù)，（個人的）所有物，財產(chǎn)。
1.合適；對…合適或有用Atelephonebelongsineveryhome.電話對每戶家庭都有用。
2.處在適當?shù)奈恢肨hatchairbelongsintheotherroom那把椅子應(yīng)放在另一個房間。
belongto
1.屬于；為…的財產(chǎn)Ithasbelongedtoourfamilyforalongtime.它成為我們的家產(chǎn)已很多年了。
Thatbookbelongstome.那本書屬于我。
2.為…的一員Doyoubelongtothetradeunion?你是工會會員嗎？
Whatclubdoyoubelongto?你是哪個俱樂部的?
belongin應(yīng)歸入Thebooksbelongsinthatbookcase.這些本書應(yīng)該放在那個書架里。
plate
n.
1.盤子；碟子asoupplate湯碟aplateoffood一盤食物
2.一份（菜），一人份的菜Thedinnercost50dollarsaplate.一人份的晚餐要花50美元。
3.金屬板，玻璃板asteelplate鋼板
havealotonone’splate《口》有很多該做的事giveaperson…onaplate輕而易舉地給（某）人…
author
authoress[5C:WEris]n.女作家
1.作者：某一文學作品的原作者：Doyouwhotheauthorofthebookis?你知道這本書的作者是誰嗎？
2.創(chuàng)始人：創(chuàng)作者或制造者：theauthorofanewtheory.這一新理論的創(chuàng)始人
toy
n.玩具atoygun玩具手槍
vi.toyed,toying（常與with連用）不認真地對待；玩弄，戲弄Don’ttoywithyourfood.別把食物當玩物。
makeatoyof…把…當作玩具消遣
picnic
picnicker郊游者
n.c.
野餐（自備盒飯的）Wewenton(for)apicnicto(at)thebeach.
(口)輕松的工作，愉快的事情It’snopicnictobaby-sit.照顧嬰兒不是輕松的工作。
hairband發(fā)帶
haircream頭發(fā)油,發(fā)乳hairdrier吹風機hairdye染毛劑,染發(fā)劑hairpencil畫筆hairspring細彈簧hairstandsonend毛骨悚然
possibly
possibleadj.possibilityn.
adv.
1.可能地IlldoallIpossiblycan.我會做我可能做到的事。
2.或許；也許Youmaypossiblygetanewjob.你也許能得到一個新工作。
drop
vi.,vt.-pp-
1.滴；滴落；使滴落Tearsdroppeddownfromhereyes.她眼里淌著眼淚。
2.扔下；降低；丟下Theplatedroppedfromherhands.盤子從她手中掉了下來。
3.下降；轉(zhuǎn)弱Thewindhasdropped.風勢已減。
Pricesdropped.價格降低了。
1.讓某人下車WhereshallIdropyou?我應(yīng)在什么地方讓你下車？
2.放棄；斷絕（往來）；停止同某人交往Heseemstohavedroppedmostofhisfriends.他好像與大多數(shù)的朋友不再來往了。
3.順便走訪Dropovertoourhouseforavisitsometime.有功夫請到我們家來玩。
4.落后Ourcardroppedbehind.我們的車落后了。
n.c.
1.滴；點Afewdropsofrainlandedontheroof.幾滴雨水落在了屋頂上。
2.最少量的(液體)Hehasnotadropofconscience{[5kCnFEns]n.良心}.他沒有一點良心。
3.下降；落下；下跌adropinthepriceofwheat小麥價格下跌
4.滴落之物adrop-curtain劇院中的垂幕
5.(pl)滴劑；滴藥eyedrops眼藥水
dropbehind落伍Shedroppedbehindtherestoftheclassduringherlongillness.在長期生病時，她的功課落在了班里其他同學后面
dropacross偶然碰見Ijustdroppedacrossherattheairport.我方才在機場無意中碰到她。
dropinon/at+n.順便到某地Shedroppedinatthelibrary.她順便走進了圖書館。
symphony
n.c.
asymphonyorchestra交響樂團
anorchestralconcert交響音樂會
〔交響樂是歐洲文藝復(fù)興時期的產(chǎn)物。交響樂曲的名稱源出希臘語，原意為“一齊響”的意思。交響曲是一種具有奏鳴曲（由呈示部、展開部、再現(xiàn)部組成的曲式）體裁特點，由龐大的管弦樂隊演奏的宏大套曲（是由若干在結(jié)構(gòu)上各自獨立、音樂性質(zhì)上互相對比的部分組合而成的特殊曲式）形式的音樂作品。由于交響樂曲式結(jié)構(gòu)宏大，樂隊寵大齊全，有強大的音響力量，加上豐富多彩的音樂千變?nèi)f化，管弦樂隊的表現(xiàn)力能得到高度發(fā)揮，因此意蘊深遠，善于表現(xiàn)神秘、豐富而復(fù)雜的感情，對于大自然的詩情畫意的描繪更是有獨特的色彩效果。因此，交響樂有強烈感人的藝術(shù)魅力?！?br> optometrist
optic[5Cptik]adj.眼的,視覺的,光學上的
optometry[Cp5tCmitri]n.[醫(yī)]視力測定,驗光optometer[Cp5tCmitE]n.[醫(yī)]視力計,視力檢定裝置
appointment
appoint[E5pCint]任命[ap-是加強語氣的前綴]+-ment名詞后綴
n.u/chave/makeanappointment+with＋n.have/makeanappointment+with＋todo
1.約定（會面時間或地點）Imadeanappointmenttoseethedoctor.我約定好時間去看醫(yī)生。
Ihaveanappointmentwiththepresidentofhisfirmthisafternoon.我和他公司的經(jīng)理約在今天下午見面。
2.職位theappointmentofachairman主席職位
[用復(fù)數(shù)形式appointments表示旅館、船等的設(shè)備或陳設(shè)]
byappointment依約（見面）
Thedoctorseespatientsonlybyappointment.那位醫(yī)生只預(yù)約的病人。
algebra
n.u.algebraic[7AldVi5breiik]adj.代數(shù)的,關(guān)于代數(shù)學的algebraist[7AldVi5breiist]n.代數(shù)學家
[代數(shù)學：計算的普遍原理，其中通常為字母表中字母的符號，其代表數(shù)字或一組特定數(shù)字中的幾個數(shù)字，它們通過對組中全部數(shù)字都適合的運算法則相聯(lián)系。]
crucial
extremelysignificantorimportantcruciallyadv.more,most
becrucialto/for+n.對…來說是至關(guān)重要的
Learningaforeignlanguageiscrucialtoeachstudent.
count
vt.,vi.
1.點數(shù)；數(shù)；算tocountfrom1to100從1數(shù)到100
2.計算；清點；總計達…Counttheseapples.清點一下這些蘋果。
3.認為；視為；看作countitanhonor(todosth.)（把做某事）引以為榮
4.有價值；重要；有用Everysecondcounts.每一秒鐘都很重要。
n.
1.計算；合計數(shù)ThereweresomanycarsthatIlostcount.有那么多的小汽車，以致于我忘記數(shù)到那兒了。
2.（被告的一條）罪狀Hewasfoundguiltyontwocounts.他被判定有兩條罪狀。
3.（棉紗）支數(shù)countdown倒數(shù)計時
counton依靠
countoff分出或挑選出
final
finality[fai5nAliti]n.終結(jié)，定局finallyadv.more,mostfinalize[5fainElaiz]v.做最后決定
adj.
1.最后的，最終的Thefinalthingshedidbeforesheleftthehousewastolockthedoor.她離開房子前做的最后一件事是鎖門。
Zisthefinalletterinthealphabet.Z是字母表中最后的一個字母。
2.決定了的；不能變的Myjudgmentisfinal.我的判斷不變。
"Iwontaccepttheterms,andthatsfinal!""我決不接受這些條件,這是不能改變的!"
final
n.決賽，末版，期末考試
Whendoyoutakeyourfinals?你什么時候參加期終考試?
[final表示一連串事情的終了;last表示順序的最后]
anxious
adj.more,mostanxiouslyadv.anxiety[AN^5zaiEti]n.
1.憂慮的；焦慮的，不安的Hewasanxiousforhersafety.他擔心她的安全。
Weareallanxiousabout/forhissafety.我們都為他的安全而憂慮。
2.渴望的Weareanxiousthathe(should)dohisbit.我們非常希望他能盡到自己的本分。
Heisanxioustoenterforthecompetition.他很想去參加比賽。
owner
n.c.ownv./n.
所有人，業(yè)主Theownerofacarisnolongerforcedtorelyonpublictransport.車主人再也不要依賴公共交通了。
OxfordUniversity
[牛津大學有著名的“夢想之顛”,位于倫敦西北的100多公里的牛津城泰晤士河畔。牛津城始建于十世紀，雖沒有正式的建校日期，但早在1096年，就已有人在牛津講學。是英語世界最古老的大學。是英格蘭南部的文化古城。牛津城內(nèi)多塔狀建筑，故又得名“塔城”。今天的牛津城，由兩個截然不同的部分組成:一部分是以制造汽車為經(jīng)濟主體的現(xiàn)代工業(yè)區(qū)；另一部分則是牛津大學所在地，后者幾乎占了城區(qū)的一半。目前，牛津共有39個學院，6個準學院（稱為“永久性私人學堂”、為各宗教教派所辦）。各學院規(guī)模不等，但都在500人以下，學生、教師（院士）來自不同的專業(yè)學科。除學院外，牛津大學的教學和研究活動（尤其是后者）主要由學部來組織，牛津現(xiàn)有16個學部。在其教師隊伍中，就有83位皇家學會會員，125位英國科學院士。在數(shù)學、計算機科學、物理、生物學、醫(yī)學等領(lǐng)域，它都名列英國乃至世界前茅。牛津大學目前有1．65萬名學生，其中本科生１萬人，研究生和博士生5000多人。牛津吸引了世界130多個國家的4000多名海外學生。]
chase
v.chasern.追蹤者，狩獵者
1.追趕Theboychasedthedog.男孩追狗。
TheJohnsonscatlikestochasethemiceasifitwereplayingwiththem.約翰遜家的貓喜歡追逐老鼠,好象它在跟它們鬧著玩似的。
2.（與after連用）追捕；追獵；追擊Twopolicemenchasedafterthethief.兩個警察追捕那個小偷。
3.（常與after連用）追求chaseafterone’sdream追求個人的夢想
4.（常與round,about連用）到處奔波
creature
[create創(chuàng)造+ure名詞后綴]n.c.creaturaladj.動物的，人的
adj.（形容詞）
（包含人類的）生物、動物ahumancreature人
extremely
extremeadj.(通常置于名詞前)極端的Imextremelysorry.我非常抱歉。
interview
〔inter-互相+view見〕
n.接見；會見Ithankyouverymuchindeedforthisinterview.非常感謝你這次接見。
v.與(人)面談;對…提出問題并詢問意見Hehasinterviewedalotofpeopleforthejob.他已和許多應(yīng)征這份工作的人面談過。
noise
n.c.noisyadj.noiseless[反]
聲音；噪音；雜音Whatswrongwithmycar?Theenginemakesfunnynoise.我的車出了什么毛病？發(fā)動機發(fā)出了奇怪的響聲。
abignoise（含貶義）要人makeanoise(1)發(fā)出嘈雜的聲音（2）[口]發(fā)出不平之鳴makenoises將意見說出
neighbor
neighborhoodc.四鄰，鄰近地區(qū)community[kE5mju:niti]n.公社，團體，社區(qū)
n.鄰居Mynext-doorneighborlivesinthehousenexttomine.我的隔壁鄰居住在緊挨著我家的房子里。
v.與…鄰接Ourcampusneighborsonapark.我們的校園和公園鄰接。
footstep
〔foot腳＋step步〕
n.足跡；腳步聲Iheardfootstepsintheroombehindme.我聽見房間里有腳步聲跟在我后面。
followin(someones)footsteps步某人的后塵：繼承…的行為、事業(yè)或傳統(tǒng)
garbage
trash,rubbish,refuse[5refju:s][同]
n.u.
garbagecan垃圾桶〔美〕＝dustbin[英]
garbagecollector垃圾收集清潔員＝dustman[英]
mystery
mysteriousadj.mysteriouslyadv.
n.c.謎；難以理解的事物Whohadtakenthebook?Itwasamystery.誰把書拿走了？這是個謎。
Itsamysterytome.這對我來說是個謎。
themysteryofnature大自然的奧秘
n.u.神秘感storiesfullofmystery充滿神秘感的故事
(pl)秘密的宗教儀式
director
n.指導(dǎo)者；領(lǐng)導(dǎo)者；主持人;董事
Heisoneofthedirectorsofthecompany.他是這個公司的董事之一。
Theboardofthedirectorsdecidedtocarryonthediscussionnextday.董事會決定第二天繼續(xù)討論。
directv./adj./adv.directionn.
〔v.〕Whodirectstheorchestraintoday’sconcert?今天的音樂會中誰指揮管弦樂隊呢？
〔adj.〕Thearrowmadeadirecthitonthetarget.箭筆直射中靶子。
〔adv.〕Imustgodirecthome.我必須直接回家。
escape
escapeen.c.逃亡者，越獄者escapistn.c.逃避現(xiàn)實
1.escape+from/outof+n.從…逃走
Someprisonershaveescaped.一些犯人已經(jīng)逃走。
2.escape+n./動名詞（doing）[doing用于被動語態(tài)“being+過去分詞”的句型較多]
escapebeingpunished逃脫處罰
bark
vi.〔＋at〕barkern.咆哮的人，吠叫的動物
1.吠；狗叫Barkingdogsdonotbite.(諺);Barkingdogsseldombite.(諺)吠犬不咬人。
Dogsalwaysbarkatstrangers.狗總是對著陌生人吠。
2.吼叫；大聲喊叫Thenhesitsandbarksuntilsomeoneletshimout.然后它便坐在那里直叫到有人放它出去為止。
Theofficerbarkedoutanorder.那軍官大聲發(fā)出命令。
smell
n.u/c
1.氣味〔c〕Thereisasmelloffriedchickeninthisroom.這屋里有一股燒焦了雞的味兒。
2.嗅覺〔u〕agoodsenseofsmell靈敏的嗅覺
v.smelled[英]或smelt[美],smelling
1.聞，嗅Hesmelttheflowers.他聞了聞花。
2.嗅出；聞知Icansmellsomethingburninginthekitchen.我聞到廚房里有什么東西燒著了。
3.（用某種本能）注意到；領(lǐng)略；意識到Wesmelledtrouble.我們覺得會有麻煩。
4.（與of連用）發(fā)出…臭味；發(fā)出…壞味smellsoffish發(fā)出魚的壞味
finger
n.c.手指(尤指大拇指以外的手指)腳趾為toe.
Sheisverycleverwithherfingers.她的手（指）非常靈巧。
theindex[fore,first]finger食指themiddle[long,second]finger中指
thering[third]finger無名指thelittle[small,fourth]finger小指thumb大拇指
burnone’sfingers(多管閑事而)倒大霉
crossone’sfingers（中指重疊在食指上）祝好運
snapone’sfingers(啪)的一聲彈指用響[以引起別人的注意]
fingeralphabet手語
fingermark指痕，手垢
lift
相關(guān)詞組
adeadlift(不用機械)硬搬，需要全力以赴的難事givesb.alift讓某人搭車，幫某人一把
onthelift[美方]虛弱的[地],弱不經(jīng)風的[地]thumbalift(伸出翹起拇指的拳頭向司機示意)要求搭車;搭乘便車
liftdown(用于將東西)搬下去;從高處搬到低處liftoff(火箭,導(dǎo)彈等)發(fā)射,(直升飛機等)起飛liftup舉起,提起
stone
n.c.
1.石塊Thisisastonebuilding.這是一座石頭建筑物。
2.礦石；巖石Adiamondisapreciousstone.金剛鉆是一種寶石。
3.（櫻桃、李子、桃子等水果的）核，籽stonesofapricots杏仁
adj.石制的,石頭的stonesculpture石雕
vt.向...扔石頭stonesb.todeath用石頭擊斃某人
dishonest
honest[反]dishonestlyadv.
adj.不誠實的;欺詐的getmoneybydishonestmeans非法賺錢,得不義之財
pretend
vt.,vi.pretense[pri5tens],pretension[pri:5tenFEn]n.pretentious[pri5tenFEs]adj.
偽裝；假裝
1.pretend+(that)從句
Hepretendedthathewasillsothathecouldstayathome.他假裝病了以便能待在家里。
2.pretend+todo
Hepretendedtobereadinganimportantpaperwhenthebossentered.老板進來時他假裝在看一份重要的文件。
3.pretend+n.
Hedidn’twanttogotoschool,sohepretendedillness.他不想上學，所以裝病。
useup用完，用光
和use相關(guān)詞組
makeuseof利用，使用outofuse不再使用了bring…intouse啟用inuse使用之中
attempt
vt.比try更正式的說法attemptedadj.未遂的，意圖的[anattemptedsuicide[5sjuisaid]自殺未遂]
（常與to連用）企圖；嘗試
1.Anastronautwillattempttoleavethestationaryspaceshipandthenreturntoit.
一名宇航員將試著離開停著的宇宙飛船,然后再回到里面去。
n.（常與at,on,to連用）努力；嘗試
2.Shemadeanattempttocookthedinner.她試著做這頓飯。
Unit 5 It must belong to Carla.教案示例
教案課件是老師上課中很重要的一個課件，大家靜下心來寫教案課件了。只有規(guī)劃好了教案課件新的工作計劃，這樣我們接下來的工作才會更加好！你們會寫教案課件的范文嗎？急您所急，小編為朋友們了收集和編輯了“Unit 5 It must belong to Carla.教案示例”，相信能對大家有所幫助。
Unit5ItmustbelongtoCarla.教案示例（1）
Ⅰ.AnalysisoftheTeachingMaterial
1.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
TheFirstPeriod
Ⅰ.TeachingAimsandDemands
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
1.Keyvocabulary
2.Targetlanguage
Ⅲ.TeachingDifficultPoints
1.Listenforthetargetlanguage
2.Oralpracticeusingthetargetlanguage
Ⅳ.TeachingMethods
1.Sceneteachingmethod
2.Listeningmethod
3.Pairwork
Ⅴ.TeachingAids
1.Blackboarddrawings
2.Ataperecorder
3.Aprojector
Ⅵ.TeachingProcedures
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
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
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.
Tapescript
Girl1:Whosevolleyballisthis?
Boy1:ItmustbeCarla’s.Shelovesvolleyball.
Girl1:Howaboutthistoycar?
Girl2:Oh,thattoycarmustbelongtoJane’slittlebrother.Hewastheonlylittlekidatthepicnic.AndthemagazinemustbelongtoDengWen.Helovescats.
Boy1:Oh,andlook,someoneleftabook.
Girl2:Oh,yeah…ThisbookmustbeMary’s.WandaWilburisherfavouriteauthor.
Girl1:OK…andhowaboutthisCD?
Girl2:Hmmmmm…TheCDmustbelongtoGrace.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.
StepⅦBlackboardDesign
Unit5ItmustbelongtoCarla.
SectionA
TheFirstPeriod
1.Keyvocabulary:
belongv.
belongto
platen.
authorn.
toyn.
picnicn.2.Targetlanguage:
Whosebookisthis?
ItmustbeMary’s.
WandaWilbur
isherfavouriteauthor.
Unit5ItmustbelongtoCarla教案示例（2）
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
band,hairband
(2)TargetLanguage
Whosenotebookisthis?
ItmustbeNing’s.Ithashernameonit.
WhoseFrenchbookisthis?
ItcouldbeAli’s.ShestudiesFrench.
Whoseguitaristhis?
ItmightbelongtoAlice.Sheplaystheguitar.
WhoseT-shirtisthis?
Itcan’tbeJohn’s.It’smuchtoosmallforhim.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’writingskill.
(3)Trainstudents’abilitytodeduce.
3.MoralObject
Useyourmind,thenmakeinferencescorrectly.
Ⅱ.TeachingKeyPoints
1.Listeningandwritingpracticeusingthetargetlanguage.
2.Makeinferencesusingthetargetlanguage.
Ⅲ.TeachingDifficultPoint
Makeinferencesusingthetargetlanguage.
Ⅳ.TeachingMethods
1.Practicemethod
2.Agame
Ⅴ.TeachingAids
1.Ataperecorder
2.Realobjects
Ⅵ.TeachingProcedures
StepIRevision
Revisetheconversationsinlb.Getdifferentpairsofstudentstotalkaboutwhoeachthingmightbelongtoandgiveareason.
StepⅡ2a
Thisactivityprovideslisteningpracticeusingthetargetlanguage.Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber.
Say.BobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Pointoutthesampleanswer.
Playtherecordingthefirsttime.
Studentsonlylisten.Playtherecordingasecondtime.Studentswritethecorrectwordsineachblank.
Checktheanswers.
Answers
1.T-shirt
2.hairband
3.tennisballs
Tapescript
Bob:Oh,look!Whosebackpackdoyouthinkthisis?
Anna:Idon’tknow.Look,here’saschoolT-shirt.
Bob:Wellthen,thepersonmustgotoourschool.Oh!Hereisahairband,sothepersoncan’tbeaboy.
Anna:ItcouldbeKumi’shairband.Shehaslonghair.
Bob:OrthehairbandmightbelongtoLinda.Shewasatthepicnic,wasn’tshe?
Anna:Yes,shewas.ButthenthebackpackcouldbelongtoRita.She’salwaysforgettingthings.
Bob:Oh,look!Tennisballs.
Anna:ThenitmustbeLinda’sbackpack.
Shehaslonghairandshe’sonthetennisteam.
Bob:You’reright!
StepⅢ2b
Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callstudents’attentiontothechart.Pointtothenumberedlistofsentenceswhichcontainablank.Readthesentencestotheclasssayingblankwhencomingtoawrite-online.
Say,Youaretohearthesamerecordingagain.Thistimepleasefillintheblanksinthesesentencesusingthewordsmust,might,couldorcan’t.Pointoutthesampleanswer.
Playtherecording.Studentslistenandfillintheblanks.
Checktheanswers.
Answers
1.Thepersonmustgotoourschool.
2.Thepersoncan’tbeaboy.
3.ItcouldbeMei’shairband.
4.ThehairbandmightbelongtoLinda.
5.ItmustbeLinda’sbackpack.
Pointtotheboxthatcontainstheexplanationsofhowtousethewordsmust,
might,couldandcan’t.Readtheexplanationstotheclass.
Use"must"toshowthatyouthinksomethingisprobablytrue.
Use"might"or"could"toshowthatyouthinksomethingispossiblytrue.
Use"can’t"toshowthatyouarealmostsuresomethingisnottrue.Andthenhavedifferentstudentsexplaininhis/herownwordswhateachwordmeans.Encouragestudentstomaketheirownsentencesusingthesewords.Forexample,forthewordmust,astudentmightsay,TheEnglishmagazinemustbeLiLei’s.HelikesreadingEnglishmagazinesverymuch.
StepⅥ2c
Thisactivityprovideswritingpracticeusingvocabularyintroducedintheunit.
Readtheinstructionstotheclass.Pointtothelistofsentencesthatcontainablank.Say,Pleasefillintheblankswiththewordsfromthisunit.Someanswerswillvary.Elicitthefirstanswerfromtheclass(Thenotebookmust/mightbeMing’s.Itwasonherdesk).
Getstudentstocompletethetaskontheirown.Asstudentswork,movearoundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.
Checktheanswers.
Answers
Thenotebookmust/mightbeMing’s.Itwasonherdesk.
Thehomeworkcan’tbeCarla’s.Shewasn’tatschooltoday.
ThesoccerballmightbeJohn’sorTony’s.
Theybothplaysoccer,don’tthey?
TheFrenchbookmustbeLiYing’s.She’s
theonlyonewho’sstudyingFrench.
Ican’tfindmybackpack.Itmight/mustbestillatschool.
ThephotomustbeLu’s.Thosearehisparents.
Theredbicyclecan’tbeHu’s.Shehasabluebicycle.
Theticketmightbemyaunt’soruncle’s.
Theyarebothgoingtotheconcert.
StepⅤGrammarFocus
Askstudentstosaythequestionsandanswersinpairs.Atthesametime,writethemontheblackboard.
SA:Whosenotebookisthis?
SB:ItmustbeNing’s.Ithashernameonit.
SA:WhoseFrenchbookisthis?
SB:ItcouldbeAli’s.ShestudiesFrench.
SA:Whoseguitaristhis?
SB:ItmightbelongtoAlice.Sheplaystheguitar.
SA:WhoseT-shirtisthis?
SB:Itcan’tbeJohn’s.It’smuchtoosmallforhim.
Inviteastudenttounderlinethewordsmust,could,mightandcan’tandthenwritetheminalistontheblackboard.
Askstudents,whatdoesitmeanwhenyousaysomethingmustbetrue?Howsureareyouthatitistrue?100percent?50percent?10percent?
Whenastudentanswers100percent,writeitnexttothewordmustontheblackboard.
Repeattheprocesswiththewordsmight,couldandcan’t.
Optionalactivity
Askallbutfourstudentstoputtheirheadsdownontheirdesks.Meanwhile,collectoneitemeachfromthefourstudents.
Playthegamelikethis:
T:(Holdingupapen)Whosepenisthis?
S1:ItcouldbeLiLei’s.
T:LiLei,isthisyourpen?
L:No,itisn’t.
T:Itcan’tbeLiLei’s.Hesaysit’snothis.
S2:ItmightbeWuJun’s.
T:WuJun,isthisyourpen?
W:Yes,itis.
T:Hesaysit’shis.ThepenmustbeWuJun’s.
(Holdingupanotebook)Whosenotebookisthis?
S3:ItmustbeLiNa’s.Igaveittoherasabirthdaypresent.
Repeattheprocesswiththeotheritems.
StepⅥSummary
Say,Inthisclass,we’veclonesomelisteningandwritingpracticeusing’thetargetlanguage.Andwe’velearnedhowtomakeinferencesusingthewordsmust,might,couldandcan’t.
StepⅦHomework
Maketwosentenceseachusingthewordsmust,could,mightandcan’t.
StepⅧBlackboardDesign
Unit5ItmustbelongtoCarla.
SectionA
TheSecondPeriod
Targetlanguage:
A:Whosenotebookisthis?
B:ItmustbeNing’s.
Ithashernameonit.
A:WhoseFrenchbookisthis?
B:ItcouldbeAli’sShestudiesFrench.
must100%
could20%～80%
might20%～80%
can’t0%A:Whoseguitaristhis?
B:ItmightbelongtoAlice.
Sheplaystheguitar.
A:WhoseT-shirtisthis?
B:Itcan’tbeJohn’s.
It’smuchtoosmallforhim.
Unit5ItmustbelongtoCarla教案示例（3）
I.TeachingAimsandDemands
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
1.Readingpractice
2.Oralpracticeusingthetargetlanguage
Ⅲ.TeachingDifficultPoints
1.Keyvocabulary
2.Targetlanguage
Ⅳ.TeachingMethods
1.Practicemethod
2.Pairwork
3.Agame
Ⅴ.TeachingAid
Theblackboard
Ⅵ.TeachingProcedures
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
Unit5ItmustbelongtoCarla.
SectionA
TheThirdPeriod
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.
Unit 8 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《Unit 8 It must belong to Carla教案》，歡迎大家閱讀，希望對大家有所幫助。
Unit8ItmustbelongtoCarla.
SectionA1(1a-2d)
一、教學目標：
1.語言知識目標：
1)能掌握以下單詞：
truck,picnic,whose,pink,rabbit,magazine
能掌握以下句型：
①Thepersonmustgotoourschool.
②—Whosebookisthis?
—ItmustbeMarys./ItmustbelongtoMary.
2)能夠用情態(tài)動詞表推測.
2.情感態(tài)度價值觀目標：
讓學生根據(jù)已有事實推測可能性。
二、教學重難點
1.教學重點：
1)掌握本課時中出現(xiàn)的生詞truck,picnic,volleyball,whose,pink,rabbit,valuable,somebody,anybody
2)學會描述表示物品所屬提問和回答：
—Whosebookisthis?
—ItmustbeMarys.
2.教學難點：
Whose.......isthis?句型
三、教學過程
Ⅰ.Finish1a.
1.Lookatthechartin1a,thendiscusswithyourgroupmates.Trytofillinthechartwithwordstodescribepeople.
2.LetsomeSssaytheiranswers.LetotherSsaddmore.
Ⅱ.Presentation
Presentsomepicturesaboutthenewwords,thenlearn.
Ⅲ.Listening
1.T:Herearesomethingsbelongingtothosefivepeople.Listenandmatcheachpersonwithathingandareason.
2.PlaytherecordingfortheSstolisten.
3.Sslistenandtrytomatchtheeachpersonwithathingandareason.
4.Checktheanswers.
Ⅳ.Pairwork
1.Lookattheconversationin1candmakeconversationsinpairs.
2.Letsomepairsaskandanswerinpairs.
e.g.A:Whosebookisthis?
B:ItmustbeMarys.J.K.Rowlingisherfavouritewriter.
Ⅴ.Listening
Workon2a:
T:BobandAnnafoundaschoolbagatthepark.Listenandwritedownthethingsintheschoolbag.
1.Lookatthechartin2a.
2.PlaytherecordingfortheSstolistenandcheckthewordstheyhear.
3.Playtherecordingagaintochecktheanswers.
Workon2b:
1.LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.
2.PlaytherecordingfortheSstofillintheblankswiththerightwords.
3.Playtherecordingagaintochecktheanswers.
Summary:表推測的形容詞的用法
Ⅵ.Pairwork
1.TellSstomakeconversationsabouttheschoolbagusingtheinformationin2a.
2.Letsomepairsactouttheirconversationsbeforetheclass.
e.g.A:Look!Theresaschoolbaghere.
B:Whatsinside?
A:There’saT-shirt,…
Ⅶ.Role-play
1.ReadtheconversationsandLetSsreadaftertheteacher.
2.Explainsomenewwordsandmainpointsintheconversation.
3.AskSstorole-playtheconversationingroups.
VIII.Languagepoints
1.ItmustbelongtoCarla.
belongto意為“屬于”，它一般不用于
進行時態(tài)和被動語態(tài)。如：
ThehairbandbelongstoAnna.(√)
ThehairbandisbelongingtoAnna.(×)
ThehairbandisbelongedtoAnna.(×)
此外,belongtosb.通?？梢院兔~性物主代詞或名詞所有格(一般是’s所有格)互相轉(zhuǎn)換。如：
Thebluejacketbelongstohim/Jerry.→
Thebluejacketishis/Jerry’s.
2.Well,wheredidyoulastputit?
lastadv.上次;最近的一次;最后一次
last除用于句末外,還常置于句子中間。
e.g.WhenIlastsawher,shewasworkinginShanghai.
我上次見她時,她在上海工作。
Whendidyouseehimlast?
你最近見到他是什么時候?
3.Iattendedaconcertyesterdaysoitmightstillbeinthemusichall.
辨析join/takepartin/attend
join指加入某個黨派,團體組織等,成為其中一員,意為“參軍,入黨,入團”。
e.g.jointheArmy/theParty/theLeague
joinsb.in(doing)sth.和某人一道做某事
e.g.Willyoujoinusinthepicnic?你參加我們的野炊嗎？
joinin多指參加小規(guī)模的活動如“游戲,比賽”,口語中常用。
e.g.Joininthebasketballgame.參加籃球賽。
takepartin指參加會議或群眾性活動,著重說明主語參加該項活動并在活動中發(fā)揮作用。
e.g.We’lltakepartinthesportsmeeting/club.
takeanactivepartin積極參加……
attend正式用語
vt.指參加會議,婚禮,葬禮,典禮;去上課,上學,聽報告等。
句子主語只是去聽,去看,自己不一定起積極作用。
e.g.Iattendedanightschool.我上夜校。
4.Ithinksomebodymusthavepickeditup.
must在此處表示推測,意為“一定”。英語中當情態(tài)動詞后接havedone時,表達對過去的事情進行推測,故musthavedonesomething表示“過去一定做過了”這樣的意思。
e.g.He’splayingoutside.Hemusthavefinishedhishomework.
5.I’llcallthemnowtocheckifanybodyhasit.
anybodypron.任何人
常用于否定句或疑問句中;當用于肯定句中時,相當于anyperson,意為“任何
人”。
e.g.Iwillnottellanybodythesecret.
Isthereanybodyintheoffice?
Anybodycoulddoit!
IX.Exercises
X.Homework
1.Recitetheconversationsin2d.
2.Finishtheexercisesintheworkbook.
SectionA2(3a-3c)
一、教學目標：
1.語言知識目標：
1)學習掌握下列詞匯：policeman,noise,wolf,happening,uneasy
2）閱讀短文，能按要求獲取相關(guān)的信息。
3）通過閱讀訓(xùn)練來提高學生們的閱讀能力。
4)學習運用情態(tài)動詞表推測。
2.情感態(tài)度價值觀目標：
面對身邊暫時不可解釋的現(xiàn)象，根據(jù)已有證據(jù)進行合理推測。不信謠，不傳謠。
二、教學重難點
1.教學重點：
1)掌握本部分出現(xiàn)的生詞和詞組，達到熟練運用的目標。
2)閱讀短文，獲得相關(guān)的信息。通過閱讀練習，來提高閱讀能力。
2.教學難點：
1)閱讀短文，獲得相關(guān)的信息的能力。
2)理解并運用所學的詞匯及表達方式。
三、教學過程
I.Revision
1.Haveadictationofthenewwordslearnedinthelastclass.
2.Checkthephrases.
II.Presentation
Presentthenewwordsinthedialogues.
A:Doyouhearstrangenoisesoutsideourwindow?
B:Yes,somethingunusualishappeninginourtown.
A:Myfathercalledthepoliceman,buthecouldn’tfindanythingstrange.
B:Maybeitwasawolf,everyoneinourtownisfeelinguneasy.
III.Reading
Workon3a:
1.TellSstoreadthearticleanddecidewhichmightbethebesttitle.
A.ASmallandQuietTown
B.StrangeHappeningsinmytown
C.Animalsinourneighborhood
2.方法指導(dǎo)：先讀懂所給的三個句子的意思，明確標題大意。然后快速閱讀短文開頭和結(jié)尾，爭取在較短的時間內(nèi)，確定課文大意。
3.學生們，按老師指導(dǎo)的方法進行閱讀，確定課文大意。
4.最后，教師讓部分說出自己的答案，并校對答案。
IV.CarefulReading
1.Workon3b:
1.學生們再次閱讀短文內(nèi)容，并完成3b中的內(nèi)容。
2.學生們先讀3b中的單詞短語，理解其大意，然后仔細回讀短文，找到相同意思的單詞。
3.讓學生們相互討論，并校對答案。
2.Workon3c
1.Readthearticlecarefullyandwritewhatpeoplethinkaboutthestrangenoises.
2.Ssworkinpairs.Letstudentsdiscusstheanswers.
3.Checktheanswerswiththestudents.
V.Languagepoints
1.Itusedtobeveryquiet.
usedtodosth曾經(jīng)，過去常常（現(xiàn)在不做了）
beusedtodosth.(=beusedfordoingsth.)被用來做……
beusedtodoingsth習慣于做……
2.However,thesedays,somethingunusualishappeninginourtown.
構(gòu)成：不定代詞+形容詞(定語后置)
e.g.一些重要的事情somethingimportant
un-表示否定usual通常的unusual不平常的
happy快樂的unhappy不快樂的
3.Victor,ateacheratmyschool,isreallynervous.
ateacheratmyschool在句中作同位語。它指的是Victor。
e.g.Mysister,Helen,willhaveapicnicwithme.
我的姐姐海倫將和我一起野餐。
4….butIcouldntseeadogoranythingelse,either.
too“也”肯定句。句末。
also“也”肯定句。句中，be后面,行為動詞前。
either“也”否定句。句末。
e.g.Sheisasinger,too.她也是個歌手。
HecanalsosingtheEnglishsong.他也可以唱英文歌。
Ifyoudontgotothepark,hewontgothere,either.如果你不去公園，他也不去。
5.Onewomanintheareasawsomethingrunningaway.
seesb.doingsth.看見某人正在做某事
（強調(diào)動作正在發(fā)生）
seesb.dosth.看見某人做某事
（強調(diào)發(fā)生的整個過程）
e.g.Iseemomcookinginthekitchen.
我看見媽媽正在廚房做飯。
Lucysaidshesawmedothehousework.
露西說她看見我做家務(wù)了。
6.Thenoise-makerishavingtoomuchfuncreatingfearintheneighborhood.
havefundoingsth.做某事玩得愉快。
=haveagoodtimedoingsth.
=enjoydoingsth.
e.g.Ihavefunflyingkites.我享受放風箏的樂趣。
VI.Homework
1.Makesentenceswiththesewords.
usedto,havenoidea,too...to...,
seesbdosth，seesbdoingsth
2.Reviewthearticle.
SectionA3(GrammarFocus-4c)
一、教學目標：
1.語言知識目標：
1)學習掌握下列詞匯：laboratory,coat,sleepy,pocket
2）進行一步復(fù)習鞏固學習SectionA部分所學的生詞和詞組。
3）掌握情態(tài)動詞的用法和物體所屬的句型。
2.情感態(tài)度價值觀目標：
面對身邊暫時不可解釋的現(xiàn)象，根據(jù)已有證據(jù)進行合理推測。不信謠，不傳謠。
二、教學重難點
1.教學重點：
1)復(fù)習鞏固SectionA部分所學的生詞和詞組，達到熟練運用的目標。
2)總結(jié)情態(tài)動詞的用法。
2.教學難點：
1)學習運用情態(tài)動詞的用法。
2)掌握物體所屬的句型。
三、教學過程
Ⅰ.Revision
Reviewsomemainphrasesandsentenceswelearnedinthelastclass.
Ⅱ.GrammarFocus
Fillintheblanks.
1.這是誰的排球?
___________________isthis?
這一定是卡拉的。她熱愛排球運動。
It_________be______.Shelovesvolleyball.
2.這是誰的發(fā)帶？
__________________isthis?
它可能是梅的發(fā)帶?；蛘呖赡軐儆诹者_。她們兩人都是長頭發(fā)。
It_____beMei’shairband.Orit______belongtoLinda.They___havelonghair.
3.那晚你看見了什么？
______didyouseethatnight?
我不確定，但肯定不可能是狗。它更大。我想也許是一頭熊或一匹狼。
Im_________,butit_________adog.
Itwasbigger.Ithinkit_________abearorawolf.
Ⅲ.TrytoFind
情態(tài)動詞表推測，可能性：must>can/could>may/might
一、must
表示可能性最大的肯定推測，意思是“一定、準是”。只能用于肯定句。如果要表示“一定不”，應(yīng)該用cant。如果詢問可能性時，應(yīng)該用can。
e.g.Hemustknowtheanswers.他肯定知道答案。
Hecantknowtheanswers.他肯定不知道答案
Canheknowtheanswer?他知道答案嗎？
二、can/could
can表示推測“可能性”時，一般用于否定句或疑問句。can在疑問句中意思是“會，可能”。
e.g.Hecan’tpickherschoolbagup.他不可能拿了她的書包。
could用于表示某事有可能發(fā)生或可能是事實。
e.g.Don’teatit.Itcouldgobad.不要吃它，可能壞了。
Theplanecouldbeputoffbythestorm.這趟飛機可能會因為暴風雨而推遲。
could可用于表示客氣、禮貌、委婉的請求語氣。
Couldyoupleasehelpmewithmyhomework？你能幫我完成我的家庭作業(yè)嗎？
三、may/might
may,might表示推測“可能性”時，意思是“可能”，“也許”。might不表示過去時態(tài)，語氣更委婉，可能性更小。may,might表推測時，可用于否定句，但不用于疑問句。
e.g.Hemay/mightnotbeathome,butImnotsure.他可能不在家，不過我也不確定。
四、推測時態(tài)
1.must:推測現(xiàn)在/正在/過去發(fā)生的動作。
e.g.Hemusthaveacarnow.
(現(xiàn)在)他一定有一輛小汽車。
Hemustbefinishinghishomeworkathome.
(正在進行)他一定在家做作業(yè)。
Hemusthavefinishedthework.
(過去)他一定已完成了工作。
2.can
can/can’t后可接進行時/完成時，表示對現(xiàn)在發(fā)生的動作或過去發(fā)生的動作進行推測。
e.g.Theycan’tbereadinginthelibrary.他們一定不在圖書館讀書。
Hecan’thavegonetoShanghaibecauseIsawhimjustnow.
他不可能去了上海，我剛看見他了。
3.may/might
may，might可以推測現(xiàn)在正在發(fā)生的動作或過去發(fā)生的動作，還可以推測將來的情況。
e.g.Hemay/mightbesleepingnow.
(現(xiàn)在)他可能正在睡覺。
Thesepeoplemay/mighthaveseenthefilmbefore.
(過去)這些人以前可能看過這部電影。
Itmayrain.Therearesomeclouds.
(將來)可能會下雨。因為有一些烏云。
Ⅳ.Exercises
Choosethecorrectanswer.
1.—Excuseme.IsthistherightwaytotheSummerPalace?
—Sorry,Iamnotsure.It________be.
A.mightB.willC.mustD.can
2.—Isn’tthatAnn’shusbandoverthere?
—No,it____behim—I’msurehedoesn’twearglasses.
A.can’tB.mustnotC.won’tD.maynot
3.You______betired—you’veonlybeenworkingforanhour.
A.mustnotB.won’tC.can’tD.maynot
4.—IsJohncomingbytrain?
—Heshould,buthe________not.Helikesdrivinghiscar.
A.mustB.canC.needD.may
Ⅴ.Practice
Workon4a.Choosethebestwaytocompleteeachsentenceusingthewordsinbrackets.
