小學(xué)六年級(jí)復(fù)習(xí)教案

九年級(jí)英語(yǔ) It must belong to Carla 復(fù)習(xí)學(xué)案。

教案課件是老師上課中很重要的一個(gè)課件，大家應(yīng)該在準(zhǔn)備教案課件了。對(duì)教案課件的工作進(jìn)行一個(gè)詳細(xì)的計(jì)劃，新的工作才會(huì)更順利！有多少經(jīng)典范文是適合教案課件呢？急您所急，小編為朋友們了收集和編輯了“九年級(jí)英語(yǔ) It must belong to Carla 復(fù)習(xí)學(xué)案”，供您參考，希望能夠幫助到大家。

九年級(jí)英語(yǔ)上Unit5復(fù)習(xí)

ItmustbelongtoCarla

學(xué)習(xí)目標(biāo)：

表示對(duì)當(dāng)前發(fā)生的事情做出推測(cè)和判斷學(xué)會(huì)做出推測(cè)和判斷。

一、詞匯

author作家

toy玩具

picnic野餐

symphony交響樂

optometrist驗(yàn)光師

appointment約會(huì)，約定

algebra數(shù)學(xué)，代數(shù)學(xué)

crucial關(guān)鍵的，致關(guān)重要的

count計(jì)，算

chase追逐，追趕

garbage垃圾

pretend裝作

二、詞組

1.belongto屬于

2.hairband發(fā)帶

3.becauseof因?yàn)?/p>

4.Chinese-EnglishDictionary漢英詞典

5.OxfordUniversity牛津大學(xué)

6.useup用光、用完

7.theonlykid獨(dú)生子，唯一的孩子

8.classicalmusic古典音樂

9.makeguesses做出猜測(cè)

10.outsideourwindow在窗子外面

11.nomore不再

12.escapefrom逃離

13.becarefulof留神、當(dāng)心

三、日常用語(yǔ)

1.Whosevolleyballisthis?

ItmustbeCarla’s.Shelovesvolleyball.

2.WhoseFrenchbookisthis?

ItcouldbeAli’s.ShestudiesFrench.

3.Whoseguitaristhis?

ItmightbelongtoAlice.Sheplaystheguitar.

4.WhoseT-shirtisthis?

Itcan’tbeJohn’s.It’smuchtoosmallforhim.

四、知識(shí)講解

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(shí)間，我希望與你談?wù)劇?/p>

2.nomore與not…anymore的區(qū)別

二者都表示“不再”，“再?zèng)]有”的含義但nomore要用在談數(shù)量或程度時(shí)，nomore用在說時(shí)間時(shí)。

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(shí)間）

3.IthinkIdroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.

during是介詞，意為“在……期間”，其后跟時(shí)間段。在引導(dǎo)時(shí)間狀語(yǔ)時(shí)注意區(qū)分和for的用法。

介詞for引導(dǎo)時(shí)間狀語(yǔ)時(shí)，很易和during混淆不清。它們的區(qū)別如下：

（1）during用在已知的時(shí)期、節(jié)日或表示時(shí)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：

duringthelastfourdays

duringthewinter

duringthattime

duringmyholidays

duringourstayinJapan

而for則用以表示“有限的”或“無限的”時(shí)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：

forthefirsttime

fortwomonths

formanyyears

foryears

forever

（2）during的涵義是“當(dāng)……之際”。

它既可指某個(gè)動(dòng)作在某個(gè)時(shí)期里連續(xù)不斷地進(jìn)行，也可以指某個(gè)動(dòng)作在這段時(shí)期里的某個(gè)時(shí)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(gè)動(dòng)作在某個(gè)時(shí)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(chǎng)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(shí)，大都和come、go、stay、lend、rent、hire等詞連用。

例如：

TheywillstaywithusfortheNewYear．

他們將和我們?cè)谝黄穑捕刃履辍?/p>

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(gè)人都不高興。

1.however是一個(gè)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(gè)英語(yǔ)單詞，但是我不知道怎么寫。

2.thesedays意為“最近，近來，近幾天?！?/p>

3.unhappy是happy的反義詞。unhappy是一個(gè)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”happyunhappy

likeunlike

gratefulungrateful

friendlyunfriendly

luckyunlucky

（二）Myparentscalledthepolice,buttheycan’tfindanythingstrange.

我的父母親報(bào)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(gè)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(mèng)中，我浸泡在數(shù)不盡的試卷中。

（in）anoceanof,或（in）oceansof是介詞短語(yǔ)，口語(yǔ)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(shí)間。

語(yǔ)法：

表示推測(cè)的情態(tài)動(dòng)詞。

在英語(yǔ)中，表示對(duì)某件事物的確定程度，即表示推測(cè)的時(shí)候，我們通常會(huì)用到以下情態(tài)動(dòng)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(dòng)作的”能力”。

例如：

CanyouspeakEnglish？

WhatcanIdoforyou？

Canyoumakeacake？

can用在否定句和疑問句中時(shí)有時(shí)表示說話人的“猜測(cè)”或“不肯定”。

例如：

Wherecanhebe？

Canthenewsbetrue？

（在日常會(huì)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(qǐng)求Could....Please?語(yǔ)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(qǐng)求”。

例如：

MayIcomein？

在使用這一用法時(shí)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(cè)，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(shí)間的動(dòng)作，但語(yǔ)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(shí)間時(shí)，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(shí)態(tài)，比較下面的句子：

Wehadtobethereatten．我們得在十點(diǎn)鐘到那里。

Wellhavetoreconsiderthewholething．這一切我將不得不重新加以考慮。

有時(shí)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(duì)事物的推測(cè)時(shí)候要注意它比may肯定得多，相當(dāng)于漢語(yǔ)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(shí)，如果是否定的答復(fù)，不能用mustnt，而需要用neednt或donthaveto，因?yàn)閙ustnt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(yǔ)氣比較強(qiáng)烈。

例如：

Youmustntplayontheroad．

Youmustnteatanythinguntilyouseethedoctor．

練習(xí)檢測(cè)：

一、單項(xiàng)選擇

1.---Canyouswimintheriver?

---No,I_____.

A.mustn’t

B.maynot

C.can’t

D.needn’t

2.---ＭayIgoswimmingnow?

---No,you______.Youmustfinishyourhomeworkfirst.

A.mustn’t

B.maynot

C.couldn’t

D.needn’t

3.---Excuseme.Whereisthezoo?

---Sorry,Idon’tknow.Askthatpoliceman.He_____know.

A.shall

B.may

C.need

D.would

4.__________Ifinishtheworktoday?No,youneedn’t.

A.Must

B.May

C.Can

D.Need

5.---MustIfinishmyhomeworknow?

---No,you_________.Youmayhavearestfirst.

A.mustn’t

B.can’t

C.maynot

D.needn’t

6.---Tom,whereisyourfather?

---I’mnotsure.He_______inhisoffice.

A.is

B.maybe

C.maybe

D.may

7.---______________IvisitLucyonSunday,Mum?

---Yes,you______________.

A.Must；can

B.May；may

C.Need；need

D.May；need

8.---WhereisTom?

---Hehasntcometoschooltoday.Ithinkhe________beill.

A.hasto

B.should

C.may

D.need

9.---Canyouflyakite?

---No,I_____.

A.mustn’t

B.needn’t

C.can’t

D.couldn’t

10.Thisbook_____Lucy’s.Look!Hernameisonthebookcover.

A.mustbe

B.maybe

C.can’tbe

D.mustn’tbe

二、填空新課標(biāo)第一網(wǎng)

用所給動(dòng)詞的正確形式填空。

（1）---WhyisntJimhere?

---Hesbusy.He（take）careofhisauntsbabyathomenow.

（2）---WhatsMr.Clarkegoingtodotomorrow?

---Hellgofishingifit（notrain）.

（3）Linda（make）alotoffriendssinceshecameherelastautumn.

（4）---DidJackfinish（clean）thehousethismorning?

---Yes,hedid.

（5）---HaveyouheardoftheGreatWall,Mr.Read?

---Yes,Ihave.ItsaplaceofgreatinterestinChina.

It（build）thousandsofyearsago.

三、選擇最佳答語(yǔ)補(bǔ)全對(duì)話

MissWu:CanIhelpyou?

LiGang:Yes,Idliketoreturnthisbook,please.

MissWu:（1）.

LiGang:No,Icouldntreadit.Ihadahardtimereadingafewpages,andthenIdecidedtogiveup.

MissWu:（2）.

LiGang:Itwasntthelanguage.Itwasthewords.Theyaretoosmallforme.

MissWu:（3）.WhatcanIdoforyouthen?

LiGang:Well,Idbegladifyoucouldfindmeanotherbook.

MissWu:（4）.

LiGang:Yes,butonewithbiggerwords.

MissWu:（5）.

LiGang:Oh,OliverTwist.Thisoneisfine.Andthewordsaremuchbigger.Thankyouverymuch.

MissWu:Yourewelcome.

A.Whataboutthisone?

B.Youcantkeepthebookforlong.

C.AnotherEnglishstorybook?

D.Isntitinteresting?

E.Oh?ButIknowyouaregoodatEnglish.

F.Didyouenjoythebook?

G.Yes,theyarereallysmall.

四、閱讀理解

OnceEffendihadajokewiththePrimeMinister(宰相).HesaidthattheMinisterwoulddiethenextday.Thenextday,theMinisterfelltothegroundfromthehorseandreallydied.Whenthekinglearnedthis,hegotangryandsenthismentocatchEffendiatonce.

WhenEffendiwasbroughttohim,thekingshoutedangrily,“Effendi,since(既然)youknewwhenmyMinisterwoulddie,youmustknowthedateofyourowndeath(死).Sayitout,oryou’lldietoday.”

Effendilookedatthekingforawhile.Thenheanswered,“ButhowcanIknow?I’lldietwodaysearlierthanyou.”ThekingwasafraidthatifhekilledEffendi,hehimselfwoulddieafterthat.HethoughthemustkeepEffendialive(活著)aslongaspossible,soheletEffendigo.

（1）Thisstorytellsus.

A.howEffendifooled(愚弄)theking

B.whenthekingwoulddie

C.whytheMinisterdied

D.Effendiknewthedatesofeveryone’sdeath

（2）TheprimeMinisterdiedbecause.

A.Effendikilledhim

B.Effendisaidhewoulddie

C.Hewasbadlyill

D.Hefellofthehorse

（3）WhydidthekingaskEffenditotellhimthedateofEffendi’sowndeath?

A.Becausethekingwantedtoknowwhenhehimselfwoulddie.

B.BecausethewantedtofindanexcusetokillEffendi.

C.BecausehehimselfhadknownthedateofEffendi’sdeath.

D.BecausehewantedtoknowwhenEffendiwoulddie.

（4）ThekingletEffendigobecause.

A.hehopedtolivealonglife

B.hewasafraidofEffendi

C.hedidn’tbelieve(相信)Effendi’swords

D.Heknewhewoulddietwodayslater

（5）Whichofthefollowingisnottrue?

A.EffendiplayedajokeontheMinister

B.Thekingwasafraidofdeath.

C.Effendididn’tknowwhenthekingwoulddie.

D.IfthekingkilledEffendi,hehimselfwoulddietwodayslater.

答案及解析

一、

1.選C。問句中的can詢問“能力”的問句意為“你能在河里游泳嗎？”如果能，則答Yes,Ican；如果不能，則答No,Ican’t此題選Ｃ。

2.選A。May開頭的問句是“請(qǐng)求許可”的問句意為“我可以現(xiàn)在去游泳嗎？”如果允許，答句是Yes,youmay。如果不允許，答句是No,youcan’t。如果表示“強(qiáng)烈的”不允許，“決不能”，則答句是No,youmustn’t。此題意為“現(xiàn)在”你“決不能”去游泳，應(yīng)該先完成作業(yè)。因此選Ａ。

3.選B。此題考查學(xué)生對(duì)情態(tài)動(dòng)詞用法的掌握情況。題中的情景是問路，而被問者并不知道去公園的路，建議問路人去問警察，說警察可能知道。最后一句說的是一種可能性。

4.選A?？疾榍閼B(tài)動(dòng)詞must的用法。考生錯(cuò)解的原因在于沒有掌握它的用法。

5.選D。此題考查知識(shí)點(diǎn)為情態(tài)動(dòng)詞must的用法。考生錯(cuò)解的原因在于沒有掌握must引起的一般疑問句的否定回答。

6.選B。情態(tài)動(dòng)詞may后接動(dòng)詞原型“be”，表示一種可能性或推測(cè)。

7.選B。此題考查情態(tài)動(dòng)詞的用法。may用于征求對(duì)方的意見。請(qǐng)注意may的這一用法。

8.選C。本題主要考查情態(tài)動(dòng)詞。湯姆今天沒來上學(xué)，他可能是生病了，也有別的可能。所以只能是一種推測(cè)。故應(yīng)選C。

9.選C。

10.選A。mustbe與maybe都表示推測(cè)，mustbe表示“一定是、準(zhǔn)是”；maybe表示“可能是”，相比之下mustbe的把握性更大些。

二、

（1）istaking

（2）doesntrain

（3）hasmade

（4）cleaning

（5）wasbuilt

三、

（1）F，你喜歡嗎？

（2）E，哦？據(jù)我所知，你英語(yǔ)很棒！

（3）G，是的，確實(shí)很小

（4）C，還是英語(yǔ)故事書？（上文提到是英文書）

（5）A，這本好嗎？

四、ADBAD

延伸閱讀

九年級(jí)英語(yǔ)It must belong to Carla教案

Unit5ItmustbelongtoCarla.

一、教學(xué)內(nèi)容：

Unit5ItmustbelongtoCarla.

［學(xué)習(xí)目標(biāo)］

學(xué)會(huì)對(duì)當(dāng)前發(fā)生的事情做出推測(cè)和判斷

二、教學(xué)重點(diǎn)、難點(diǎn)：

情態(tài)動(dòng)詞表示推測(cè)

本模塊的一些重要短語(yǔ)

三、重點(diǎn)詞和短語(yǔ)

1.hairband發(fā)帶

2.belongto(sb.)=mustbesb.’s屬于某人的

3.haveapicnic=goonapicnic=atapicnic野餐

4.Theybothplaysoccer.

Theyarebothgoingtotheconcert.

5.muchtoo太多

toomuch太

6.playtheguitar彈吉他

7.atanoptometristappointment與配鏡師有約

haveanappointmentwithsb.與某人有約

8.makeup30%ofthefinalexam在期末考占30%

9.be/get/feelanxiousaboutsth.對(duì)……憂慮

10.becauseof+n./doingsth.因?yàn)椤?/p>

because+從句

11.What’sgoingon?發(fā)生了什么事？

12.chasesb.=runaftersb.tocatchhim/her追趕某人

13.makenoise（不可數(shù)）制造噪音

benoisy(adj.)吵鬧的

14.strangenoise奇怪的聲音

strangepeople陌生人

strangeevent奇怪的事

15.inourneighborhood在我們的附近

intheneighborhood(of…)在……附近

nextdoorneighbor鄰居

16.extremelyworried非常擔(dān)心

17.localschoolteacher當(dāng)?shù)貙W(xué)校的老師

localnewspaper當(dāng)?shù)貓?bào)紙

18.haveone’sownidea有某人自己的主意

19.getinthewindow從窗戶進(jìn)來

20.thedirectorof…主管

21.escapefrom+地點(diǎn)從……逃跑

22.inanoceanofpaper在數(shù)不盡的紙堆里

23.becarefulof小心……；提防……

24.geton/getoff上/下（車）

25.be/get/feelworriedabout=worryabout擔(dān)心

26.belessofaproblemtodosth.做某事不成問題

Itislessofaproblemtohelpher.

27.pretendtodosth.假裝做某事

pretendtobedoingsth.假裝正在做某事

28.useup用完

四、重點(diǎn)、難點(diǎn)、考點(diǎn)及疑點(diǎn)注釋

1.ItmustbelongtoCarla.它肯定是卡拉的。（標(biāo)題）

belongto是“屬于”的意思，后面常接人，這時(shí)句子的主語(yǔ)習(xí)慣上用表示物的名詞或代詞來充當(dāng)。

Thiscellphonebelongstome.這個(gè)手機(jī)是我的。

◎belongto常與物主代詞進(jìn)行句型替換。

Thesebooksbelongtome.=Thesebooksaremine.這些書屬于我。

2.Hewastheonlylittlekidatthepicnic.他是野餐中惟一的小孩。（SectionA,1b）

副詞only一般放在它所修飾的詞之前。它在句中的位置不同，句意也不同，大家千萬(wàn)要留意?。?/p>

OnlyTomdrivesthenewcaronSunday.

只有湯姆在星期日開新車。（強(qiáng)調(diào)“只有湯姆而沒有其他人”。）

TomonlydrivesthenewcaronSunday.

湯姆在星期日只是開新車。（強(qiáng)調(diào)“只是開車而不干其他事”。）

TomdrivesonlythenewcaronSunday.

湯姆在星期日只開新車。（強(qiáng)調(diào)“只開新車而不開舊車”。）

TomdrivesthenewcaronlyonSunday.

湯姆僅在星期日開新車。（強(qiáng)調(diào)“只在星期日而不在其他日子”。）

3.Idroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.音樂會(huì)期間我把它弄丟了，因此，它可能還在交響樂大廳里。(SectionA,3a)

drop在此處用作及物動(dòng)詞，是“使落下”的意思，表示無意或故意掉下某一物體。

TheClassTworunnerdroppedhisstickontheground.

二班的運(yùn)動(dòng)員把接力棒掉在了地上。

Hedroppedtheletterintothemailbox.他把信投入信箱。

◎drop還可用作不及物動(dòng)詞，后面不接賓語(yǔ)，表示“掉下，落下”之意。

Theappledroppedfromthetreetotheground.蘋果從樹上掉到地上。

Thekitedroppedintoaverytalltree.風(fēng)箏落在了一棵大樹上。

◎drop作動(dòng)詞時(shí)，還有“放棄，不再干”的意思，與giveup同義。

Don’tdropEnglish.It’sveryuseful.不要放棄英語(yǔ)，它非常有用。

Let’sdropthatsubjectanddiscusssomethingelse.

讓我們放棄這個(gè)題目，談點(diǎn)別的吧。

特別提示

drop作名詞時(shí)，是“滴，少量”；“下降，下落”的意思。

—Wouldyoulikesomemoretea?想再喝點(diǎn)茶嗎？

—Justadrop,please.請(qǐng)給一點(diǎn)。

Therewasasuddendropinthetemperature.氣溫突然下降。

4.Itriedtocallyoubutyourmomsaidyouwerestillatyouroptometristappointment.我設(shè)法給你打電話，可你的媽媽說你還在如約驗(yàn)光配眼鏡呢。(SectionA,3a)

（1）appointment是“約會(huì)；指定”的意思，其中-ment是名詞后綴。

move移動(dòng)—movement移動(dòng)agree同意—agreement同意

achieve完成—achievement成績(jī)，成就improve改善—improvement改進(jìn)

（2）trytodosth.表示“設(shè)法/努力/企圖做某事”。

Itriedtogetthereatseven,butIwaslate.

我設(shè)法7點(diǎn)到達(dá)那里，但還是遲到了。

Peoplearetryingtosolvetheproblemofwatershortage.

人們正設(shè)法解決缺水的問題。

◎trydoingsth.表示“試著做某事”。

Tryknockingatthebackdoorifnobodyhearsyouatthefrontdoor.

如果前門沒有人聽到，你就試試敲后門。

Whynottrydoingthemathsprobleminotherways?

為什么不試試用別的辦法做這道數(shù)學(xué)題呢？

5.I’mreallyanxious,becauseIcan’tfindmybackpack.我真的很著急，因?yàn)槲艺也坏轿业谋嘲恕?SectionA,3a)

anxious在句中作表語(yǔ)，意思是“著急的、憂慮的、擔(dān)憂的”。

Iamveryanxiousaboutmymom’shealth.我非常擔(dān)心我媽媽的健康。

anxious可用在以下短語(yǔ)中：

beanxiousforsth.渴望……、希望……

Weareanxiousfortheirsafety.我們希望他們平安無事。

beanxioustodosth.渴望做某事

Weareanxioustomeetyousoon.我們希望能盡快見到你。

beanxiousthat…渴望……、盼望……

Theywereanxiousthataidshouldbesentsoon.他們盼望著援救物品盡快送到。

6.Theearringsmightbeapresentforhismother.(P36)耳環(huán)可能是他給他媽媽的禮物。

介詞for在這里表示“為”，“給”。(SectionA,4)

CanIdosomethingforyou?我能為你做些什么嗎？

知識(shí)拓展

下面我們?cè)倏纯磃or的其他用法：

◎表示“當(dāng)作”，“作為”。

I’dlikesomebreadandmilkforbreakfast.早飯我想要些面包、牛奶。

◎表示動(dòng)作的對(duì)象或接受者，意為“就……而言”，“對(duì)……來說”。

It’simportantforustolearnEnglishwell.學(xué)好英語(yǔ)對(duì)我們來說很重要。

◎表示理由或原因，意為“因?yàn)椤?“由于”。

Thankyouforteachingussowell.謝謝你把我們教得這么好。

◎表示去向、目標(biāo)，意為“向，往；?。毁I”等。

Icamehereformyschoolbag.我來這兒取我的書包。

◎表示時(shí)間、距離，意為“計(jì)，達(dá)”。

ShehasbeenanEnglishteacherforsevenyears.她當(dāng)一名英文老師有七年了。

◎表示與具體條件作比較，意為“比起來”，“就……來看”。

It’sratherhotforMay.對(duì)于五月來說，這已相當(dāng)熱了。

7.Hemightberunningtocatchabus.他可能正跑著去趕公共汽車呢。(SectionB,2c)

（1）mightberunning屬于“情態(tài)動(dòng)詞+行為動(dòng)詞的進(jìn)行式（即情態(tài)動(dòng)詞+be+v.-ing形式）”結(jié)構(gòu)，表示推測(cè)某動(dòng)作現(xiàn)在是否正在進(jìn)行。

Hemightbesleepingathomenow.他現(xiàn)在可能在家里睡覺呢。

（2）catchabus“趕班車”，其中的catch含有“匆忙”的意思，可以用take替換。

Pleasehurryup,orwecan’tcatchthefirstbus.

請(qǐng)快點(diǎn)，否則我們趕不上早班車了。

8.However,thesedays,strangethingsarehappeninginourneighborhoodandeveryoneisunhappy.但是這些天，我們街坊發(fā)生了一些奇怪的事情，這使得每個(gè)人都不開心。(SectionB,3a)

happen是不及物動(dòng)詞，意為“發(fā)生”，其主語(yǔ)一般為事，而不能是人，且不能用于被動(dòng)語(yǔ)態(tài)。

Thisaccidenthappenedatthecorner.事故發(fā)生在拐角處。

◎表示“……發(fā)生了什么事”應(yīng)用sth.happens/happenedto+名詞/代詞。

Somethinghashappenedtothetrain.火車出事故了。

知識(shí)拓展

happen表示“碰巧”之意時(shí)，其主語(yǔ)可以是人，后面常跟動(dòng)詞不定式。

LastSundayIhappenedtomeetoneofmyoldfriendsinthestreet.

上星期天我在街上碰巧遇到了我的一個(gè)老朋友。

Ihappenedtobetherewhenthefirestarted.大火發(fā)生時(shí)我碰巧在那兒。

◎happen表示“碰巧”時(shí)，還可用于Ithappens/happenedthat...結(jié)構(gòu)，這種結(jié)構(gòu)可與上述結(jié)構(gòu)互換。

Ithappenedthatthefamousactorwasherbrother.

=Thefamousactorhappenedtobeherbrother.

那個(gè)著名的演員碰巧是她哥哥。

特別提示

takeplace意為“發(fā)生”時(shí)，常指有計(jì)劃安排的事情的發(fā)生與進(jìn)行，不含偶然的意味。

Whenwilltheweddingtakeplace?婚禮什么時(shí)候舉行？

9....buttheycan’tfindanythingstrange.……但他們找不到任何奇怪的東西。(SectionB,3a)

something,anything,nothing等不定代詞用形容詞修飾時(shí)，要把形容詞放在代詞后面，這與形容詞放在名詞前作定語(yǔ)的漢語(yǔ)規(guī)則正好相反。

Igavemysisteranewbikeforherbirthday.

我送給我妹妹一輛新自行車作生日禮物。

Thereisnothingnewinthenewspaper.報(bào)紙上沒有新消息。

10.Idon’tthinkso!我認(rèn)為不是這樣。(SectionB,3a)

這句話常用于表示不同意對(duì)方的意見或觀點(diǎn)等，其肯定形式是“Ithinkso.”（我認(rèn)為是這樣的。）表示肯定對(duì)方的意見。

—Lookatthecloud,itwillberainysoon.看天上的云彩，很快就要下雨了。

—Idon’tthinkso.Ithinkitwillbesunnysoon.我看不會(huì)的，我想很快就會(huì)天晴的。

—Whosepenisthis?IsitLiMing’s?這是誰(shuí)的鋼筆？是李明的嗎？

—Ithinkso.我想是的。

類似句型

Ihopeso.我希望是這樣的。/Ihopenot.我希望不是這樣。

I’mafraidso.恐怕如此。/I’mafraidnot.恐怕不行。

11.Theremustbesomethingvisitingthehomesinourneighborhood,…肯定有什么東西在光顧我們的街坊鄰居了，……。(SectionB,3a)

在therebe結(jié)構(gòu)中，動(dòng)詞be可以與情態(tài)動(dòng)詞連用，表示“可能有……，一定有……”，be有時(shí)態(tài)的變化。

Theremightbewaterifyouwaitabit.如果你等一會(huì)兒，可能會(huì)有水的。

“Therebe+主語(yǔ)+v.-ing形式”結(jié)構(gòu)中，v.-ing形式用作定語(yǔ)，修飾前面的主語(yǔ)，相當(dāng)于一個(gè)定語(yǔ)從句。如：

Therearemanypeoplewaitingforthebus.=Therearemanypeoplewhoarewaitingforthebus.有許多人在等公共汽車。

12.Maybeitmeansyou’reafraidoftoomuchhomework!也許那意味著你害怕有太多的家庭作業(yè)！(SectionB,4)

本句中的toomuch是形容詞詞組，用來修飾不可數(shù)名詞homework，意為“太多”，其中心詞是much，副詞too修飾much，以加強(qiáng)語(yǔ)氣。

Idon’tlikewinterbecausethere’stoomuchsnowandice.

我不喜歡冬天，因?yàn)橛刑啾?/p>

Peopledon’tneedtospendtoomuchmoney.人們不需要花太多的錢。

特別提示

muchtoo的含義是“（實(shí)在）太……”，它常用作副詞，用來修飾形容詞或副詞，much用來加強(qiáng)語(yǔ)氣，修飾too，表示“太”，“過于”。

Thisjobismuchtooheavyforsoyoungaboy.

這項(xiàng)工作對(duì)這么小的男孩來說實(shí)在太重了。

Hespenttoomuchtimeoncomputergames.他玩電腦游戲的時(shí)間太多了。

13.Don’tletyesterdayuseuptoomuchoftoday.不要讓昨天占去了今天太多的時(shí)間(昨天的事昨天做,今天還有今天事)。(SelfCheck)

useup是“消耗，用盡”的意思。

Weusedupthemoneyandcouldnotgobackhome.

我們把錢用完了，回不了家了。

Theinkhasbeenusedup.墨水用完了。

五、語(yǔ)法：情態(tài)動(dòng)詞表示推測(cè)

情態(tài)動(dòng)詞可以表示說話的語(yǔ)氣。本單元主要學(xué)習(xí)情態(tài)動(dòng)詞表示推測(cè)的用法。

請(qǐng)先讀下面四組對(duì)話：

1.—Whosenotebookisthis?

—ItmustbeNing’s.Ithashernameonit.

2.—WhoseFrenchbookisthis?

—ItcouldbeAli’s.ShestudiesFrench.

3.—Whoseguitaristhis?

—ItmightbelongtoAlice.Sheplaystheguitar.

4.—WhoseT-shirtisthis?

—Itcan’tbeJohn’s.It’smuchtoosmallforhim.

句中的情態(tài)動(dòng)詞must,could,might和can’t分別表示不同程度的推測(cè)。現(xiàn)歸納如下：

must用于肯定句中，表示說話人對(duì)事物的推測(cè)把握最大，意思是“一定；準(zhǔn)是”。如：

(1)ThephotomustbeMary’s.Thoseareherparents.

(2)AlicehasbeeninChinaforseveralyears.Shemustbeabiggirlnow.

◎may/might/could這三個(gè)詞都可以表示說話人對(duì)事物的推測(cè)，但可能性較小，意思是“有可能；也許”。其中might/could比may較為委婉客氣和更加不肯定。如：

(1)Myfriendhaslosthiswatch.Thisonemay/might/couldbehis,butI’mnotsure.

(2)—Whereismomnow?

—I’mnotsure.Shemay/might/couldbeinthekitchen.

◎can表示推測(cè)主要用于否定句和疑問句。can’t表示有把握的否定推測(cè)，意思是“不可能”。如：

(1)Thehairbandcan’tbeJack’s.Heisaboy.

(2)—Look!MrHuisontheothersideofthestreet.

—Itcan’tbehim.HehasgonetoBeijing.

◎must/may/could/might+be+doingsth.表示“一定/可能正在做某事”，can’t/maynot/couldnot/mightnot+be+doingsth.表示“一定不/不可能正在做某事”。must/may/could/might+havedonesth.表示對(duì)過去或已經(jīng)完成的事情的推測(cè)。如：

(1)Petermust/may/mightbeplayingfootballontheplayground.

(2)Mariamust/may/mighthavegonetothemovie.

1.—WhereisTom?Hehasn’tcometoschooltoday.

—Ithinkhe_____beill.

A.wouldB.canC.can’tD.might

2.—Thereissomebodyatthedoor.Who_____itbe?Isitthepostman?

—No,it____behim.It’sjustseveno’clock.It’stooearly.

A.can;can’tB.will;won’tC.may;mustn’tD.must;maynot

3.Haveaglassofwater,please.Youbethirstyafterrunning.

A.mustB.shouldC.canD.haveto

4.TinabeinParis,forIsawherhereonlyhalfanhourago.

A.can’tB.mustn’tC.needn’tD.maynot

5.—Excuseme,isthistherightwaytoNo.1MiddleSchool?

—Sorry,I’mnotsure.Butitbe.

A.canB.needC.mustD.may

6.Ihaven’tseenAliceforseveralyears.Shebeabiggirlnow.

7.ThebrownwalletbeTom’sorBill’s.Theybothlikebrown.

8.—Whoisthemanoverthere?IsitMrLi?

—No,itbehim.MrLiismuchtaller.

9.這張照片一定是Hop的。

Thephoto__________________Hop’s.

10.聽！一定有人在隔壁唱歌跳舞。

Listen!Theresomepeopleanddancingnextdoor.

答案：

1—5DAAAD6.must7.might/could8.can’t9.mustbe10.mustbe;singing

［中考聚焦］

★muchtoo與toomuch

muchtoo(=very)意為“（簡(jiǎn)直）太；非?！?，修飾形容詞或副詞的原級(jí)；toomuch意為“太多”，修飾不可數(shù)名詞。

1.—Doyouenjoytravelingbyair?

—No.It’sexpensive.（2005遼寧）

A.toomuchB.moremuchC.muchD.muchtoo

2.Healthisveryimportanttous.Weshouldeatmorevegetablesandfruitinsteadofrichfood.（2006黑龍江哈爾濱）

A.toomuchB.muchtooC.verymuch

答案：1—2DA

★voice,sound與noise

voice一般指“人的嗓音”，又可引申為“聲音；意見”，還可指“像人發(fā)出的聲音”。sound指“自然界的聲音”。noise指“噪音；喧鬧聲；嘈雜聲”。形容詞noisy表示“嘈雜的；喧鬧的；噪聲大的”。

1.Atthefootofthehillyoucouldhearnothingbuttheoftherunningwater.(2006天津)

A.shoutB.noiseC.voiceD.sound

2.Bethhasabeautiful.Listen!Sheissingingverywell.（2006浙江杭州）

A.voiceB.lookC.soundD.smell

3.Thelittleboysarestandingthere(noisy).（2005甘肅蘭州）

答案：1—2DA3.noisily

★both與all,neither與none

both意為“兩者都”，all意為“全；都”，指三者或三者以上的人或物。neither意為“兩者都不”。none指三者或三者以上的人或物全不。

1.LiuXiangandYaoMingareworld-famoussportsstars.ofthemaretheprideofChina.（2006浙江舟山）

A.BothB.NeitherC.AllD.None

2.—Jim,Iwonderwhyyourparentsdidn’tcometoourtalentshow.

—Well,ofthemwasfreeyesterdayafternoon.(2006山西太原)

A.noneB.eitherC.neither

3.XiaoLiistherightpersontoshowtheforeignersaround,forofuscanspeakEnglish.（2006河南）

A.allB.eachC.bothD.none

4.—Howmanyofthesebookshaveyouread?

—ofthem.Everyone.（2005江西南昌）

A.ManyB.SomeC.AllD.None

答案：1—4ACDC

九年級(jí)英語(yǔ)It must belong to Carla Period One導(dǎo)學(xué)案

老師職責(zé)的一部分是要弄自己的教案課件，是認(rèn)真規(guī)劃好自己教案課件的時(shí)候了。對(duì)教案課件的工作進(jìn)行一個(gè)詳細(xì)的計(jì)劃，接下來的工作才會(huì)更順利！你們到底知道多少優(yōu)秀的教案課件呢？下面是小編為大家整理的“九年級(jí)英語(yǔ)It must belong to Carla Period One導(dǎo)學(xué)案”，希望能對(duì)您有所幫助，請(qǐng)收藏。

Unit5ItmustbelongtoCarla

PeriodOne[SetionA1a–2c]

學(xué)習(xí)目標(biāo)：

1掌握下列生詞和短語(yǔ)

Newwords:belong,,author,picnic,possibly

Keyphrases:belongtogoforapicnichaveapicnicas….aspossiblehairband

2掌握重點(diǎn)句子

⑴ItmustbelongtoCarla..

⑵Hewastheonlylittlekidatthepicnic.

⑶ItmustbeMing’s.

3表示猜測(cè)的情態(tài)動(dòng)詞肯定猜測(cè)must否定猜測(cè)can’t.

快樂自學(xué)

1Icanreadandwrite:

瀏覽教材我能找到下列短語(yǔ)。

⑴屬于----------⑵在野餐-------------⑶野餐-----------⑷去野餐----------

2Lookatthepictures.Writethethingsyouseeinthecorrectcolumnsinthechart.Finish1a.

3Icanlisten:聽錄音，完成1b,2a,2b的聽力練習(xí)。

4IcanreadandrecitethesentencesinGrammarFocus.

5Icanmakeupaconversations:模仿1c利用1b的內(nèi)容編寫一個(gè)會(huì)話。

合作探究

1Workinpairs.

根據(jù)1b聽到的具體內(nèi)容，運(yùn)用1c的句子同伴進(jìn)行對(duì)話練習(xí)。

2讀句子，找規(guī)律：

⑴ItmustbeLinda’sbackpack..

⑵ItmustbelongtoLinda.

我能總結(jié)

mustbe后跟-------mustbelongto后跟----------

3我能辨析

It------beLilei’s.它肯定是李磊的。

It------beLilei’s.它不可能是李磊的。

表示肯定的猜測(cè)用--------否定的猜測(cè)用----------。

4難句突破

⑴Whosevolleyballisthis?ItmustbeCarla’ｓ．

Whose翻譯為------修飾-------在句型轉(zhuǎn)換時(shí)，通常對(duì)物主代詞或名詞所有格進(jìn)行提問。

例如：Thisismybook.-------bookisthis?

Thisbookismine.-------isthisbook?

②ItmustbeCarla’s=------------------------需要注意的是belongto后接賓語(yǔ)，當(dāng)其代詞時(shí)用賓格。

⑵Hewastheonlylittlekidatthepicnic..

①only作-----詞，意為------用來修飾------。例句Heistheonlyboyinhisfamily.

②翻譯全句----------------------------------------------------。

課堂小結(jié)

1Newwords

2Phrases

3Sentences

達(dá)標(biāo)檢測(cè)

根據(jù)句意，用情態(tài)動(dòng)詞must,can’t填空。

1Whoseskirtisthis?

Ithinkit-----beAnna’s.Sheistheonlygirlwhowearsaskirtinourclass.

2Whosejeansarethere?Ifoundthemonthechairintheliviingroom.

They______bemine.Iputallmyjeansonmybed

根據(jù)漢語(yǔ)提示完成句子

1SheisMary’sfavorite_______作家

2Thisticketmust_______屬于Mary.

3That______不可能myfather’sbike.

4Thereisaredcarparkinginourneighborhood.Doyouknow______itis?

AwhatBwhoCwhoseDwhom

3句型轉(zhuǎn)換

ThisbookmustbeLilei’s.同意句

_____________________________

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(diǎn))

1.Keyvocabulary

2.Targetlanguage

Ⅲ.TeachingDifficultPoint(教學(xué)難點(diǎn))

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(diǎn)）

1.Readingpractice

2.Oralpracticeusingthetargetlanguage

Ⅲ.TeachingDifficultPoints（教學(xué)難點(diǎn)）

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(jì)）

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(diǎn)）

1.Listeningpractice

2.Writingpractice

Ⅲ.TeachingDifficultPoints(教學(xué)難點(diǎn))

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(jì)）

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(diǎn)）

1.Keyvocabulary

2.Readingpractice

3.Writingpractice

Ⅲ.TeachingDifficultPoints(教學(xué)難點(diǎn))

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(jì)）

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(diǎn)）

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

3.Circlethewordthatdoesn’tbelong.

Ⅲ.TeachingDifficultPoints(教學(xué)難點(diǎn))

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(chéng)實(shí)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(jì)）

Unit5ItmustbelongtoCarla

Selfcheck

TheFifthPeriod

SampleanswerstoActivity1:

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

VII.TeachingMethods(教學(xué)后記)