《Unit 5 It must belong to Carla》教案（3）(1).doc

unit 5 it must belong to carla. the first periodteaching aims and demands1knowledge objects(1) key vocabulary：belong, belong to, plate. author, toy, picnic(2) target language：whose book is this?it must be marys. wanda wilbur is her favorite author.2ability objects(1) train students listening skill.(2) train students communicative competence using the target language.3moral objectswhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.teaching key points：1key vocabulary 2target languageteaching difficult points1listen for the target language2oral practice using the target languageteaching methods1scene teaching method 2listening method 3pair workteaching aids：1blackboard drawings 2a tape recorder 3a projectorteaching proceduresstep revisioncheck homework. invite different students to say the answers to the exercises on pages 1214 of the workbook.step 1athis activity introduces the key vocabulary.write the key vocabulary words on the blackboard.ask different students to explain in their own words the meanings of the words belong to, author and picnic.belong means to be owned by somebody. an author is a writer of a book or a play.a picnic is a meal eaten out of doors. then invite two students to draw a plate next to the word plate and a toy car next to toy.focus attention on the picture. have students point to each item and say its name. call students attention to the chart with the headlines clothing. fun things and kitchen things at the top. invite different students to explain the meanings of the column heads.show the correct answers on the screen by a projector.step 1bthis activity gives students practice in understanding the target language in spoken conversation.point out the sample answer. say, the name carla in the first column connects to volleyball in the second column because thats the thing they are talking about. and the word volleyball in the second column connects with the sentence she loves volleyball in the third column.play the recording the first time. students only listen. play the recording again. this time students listen and match each person with a thing and a reason.step 1cthis activity provides oral practice using the target language.point to the picture in activity 1b. invite a pair of students to say the conversation in the speech bubbles.point out the conversation in the box. invite another pair of students to say it to the class. write the conversation on the blackboard.point out the chart in activity 1 b. say. now work with a partner. start by reading the conversations in the picture and in the box. then make conversations using the information in the chart in activity 1b. talk about who each thing might belong to and give a reason. get students to practice in pairs. as they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.after all the students have had an opportunity to ask and answer questions, stop the activity. get different pairs of students to say their conversations to the class.step summarysay, in this class, weve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.step homework(1) say and remember the spelling of the vocabulary words.(2) say the conversations in activity 1c to get a further understanding of the target language.step blackboard designunit 5 it must belong to carlathe second periodteaching aims and demands1knowledge objects(1) key vocabulary：band, hair band(2) target language：whose notebook is this?it must be mings. it has her name on it.whose french book is this?it could be alis. she studies french.whose guitar is this?it might belong to alice. she plays the guitar.whose t-shirt is this?it cant be johns. its much too small for him.2ability objects(1) train students listening skill.(2) train students writing skill.(3) train students ability to deduce.3moral object：use your mind, then make inferences correctly.teaching key points1listening and writing practice using the target language.2make inferences using the target language.teaching difficult point：make inferences using the target language.teaching methods：1practice method 2a gameteaching aids：1a tape recorder 2real objectsteaching proceduresstep revisionrevise the conversations in 1b. get different pairs of students to talk about who each thing might belong to and give a reason.step 2athis activity provides listening practice using the target language. using a hair band, teach students to practice the words hair band. point to the numbered list with blank lines after each number.play the recording the first time. students only listen. play the recording a second time. students write the correct words in each blank.check the answers：1t-shirt 2hair band 3tennis ballsstep 2bthis activity provides listening and writing practice using the target language.call students attention to the chart. point to the numbered list of sentences which contain a blank. read the sentences to the class saying blank when coming to a write-on line.play the recording. students listen and fill in the blanks.point to the box that contains the explanations of how to use the words must, might, could and cant. read the explanations to the class.step 2cthis activity provides writing practice using vocabulary introduced in the unit. read the instructions to the class. point to the list of sentences that contain a blank. say, please fill in the blanks with the words from this unit. some answers will vary. elicit the first answer from the class (the notebook must/might be mings. it was on her desk) .get students to complete the task on their own. as students work, move around the classroom answering any questions they may have and offering help as needed. check the answers.step grammar focusask students to say the questions and answers in pairs. at the same time, write them on the blackboard.invite a student to underline the words must, could, might and cant and then write them in a list on the blackboard.repeat the process with the words might, could and cant.ask all but four students to put their heads down on their desks. meanwhile, collect one item each from the four students.repeat the process with the other items.step summarysay, in this class, weve done some listening and writing practice using the target language. and weve learned how to make inferences using the words must, might, could and cant.step homeworkmake two sentences each using the words must, could, might and cant.step blackboard designunit 5 it must belong to carlathe third periodteaching aims and demands1knowledge objects(1) key vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, chinese-english dictionary, oxford university(2) target languagewhat do you think “anxious” means?well, it cant mean “happy”.it might mean “worried”.oh, yes, she is worried because of her test.here are some earrings. the owner cant be a boy.well, it could be a boy. the earrings might be a present for his mother.2ability objects(1) train students reading skill.(2) train students communicative competence using the target language.3moral objectwhen you are in trouble, send an e-mail message to your friends to ask for help.teaching key points1reading practice2ora1 practice using the target languageteaching difficult points：1key vocabulary 2target languageteaching methods：1practice method 2pair work 3a gameteaching aid：the blackboardteaching proceduresstep revisionrevise the usage of the words must, might, could and cant by checking homework.ask students to exchange their exercises books and help correct any errors with each other. as they are doing this, move around the classroom offering language support as needed. then invite different students to say their sentences to the class.step 3athis activity provides reading practice using the target language.call students attention to the picture.ask students to tell whats happening in the picture.get students to complete the task on their own. point out the sample answer. say. the first sentence of the e-mail message is im really anxious, because i cant find my backpack. check the answers： 5,2,4,3,1circled words might includeanxious, symphony hall, algebra, optometrist appointment, crucial, count, dropstep 3bthis activity provides oral practice using the target language.read the instructions to the class. point to the sample conversation. invite a pair of students to say it to the class.write the conversation on the blackboard.practice the pronunciation of these words and explain the meaning of each word.step part 4this activity provides oral practice using the target language.call students attention to the picture. get students to name each item in it. write the new words chinese-english dictionary and oxford university on the blackboard. point to the sample conversation. invite a pair of students to read it to the class.write the conversation on the blackboard. explain the meaning of each sentence.focus attention on the chart with the headlines cant, could/might and must at the top. point out the sample answer.read the instructions to the class.get students to complete the task in pairs. as the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.ask some pairs to say their conversations to the class.note: answers to the chart will vary.step summarysay, in this class, weve learned some vocabulary words, such as drop, symphony. and weve done much oral practice using the target language.step homework1read the letter in activity 3a again for further understanding of the vocabulary words.2read the conversations in activities 3b and 4 again for further understanding of the target language.3finish off the exercises on pages 1516 of the workbook.step blackboard designunit 5 it must belong to carla.section athe third period1vocabulary words:drop v. symphony n. optometrist n. appointment n. algebra n. crucial adj. count v. because ofchinese-english dictionaryoxford university2target language:(1) a: what do you think “anxious” mean?b: well, it cant mean “happy”.a: it might mean “worried”.b: oh, yes. she is worried because of her test.(2) a: here are some earrings. the owner cant be a boy.b: well, it could he a boy. the earrings might be a present for his mother.教学反思：（十八）年 月 日开发课程资源，拓展学用渠道。作为新时代的英语教师，要在有效的40-45分钟时间内，设计灵活新颖的活动来激发学生的学习热情,让学生自然地学会和运用所学知识,并成为课堂教学的主角。我发现自己还有许多地方需要学习，需要改进，在客观的列出自己的优缺点后，我将继续努力，发扬优点，改进缺点，努力提升自己的各方面素质。unit 5 it must belong to carlasection bthe fourth periodteaching aims and demands1knowledge objects(1) key vocabulary：chase, creature(2) target languagewhy do you think the man is running?he could be running for exercise.no, hes wearing a suit. he might be running to catch a bus.2ability objects(1) train students listening skill.(2) train students writing skill.3moral objectthe ufo and alien are both unreal. as students, we must work hard. to explore the universe in the future.teaching key points1listening practice2writing practiceteaching difficult points1write a sentence about each picture.2write two or three sentences to finish the story.3listen and complete the sentences.teaching methods1listening method 2writing method 3pair workteaching aids：1a tape recorder 2a projectorteaching proceduresstep revision1invite a student to read the thank-you message linda wrote to anna to the class.2get different pairs of students to read the conversations in activities 3b and 4.3check answers to the exercises on pages 1516 of the workbook.step part 1this activity provides writing practice using the target language.read the instructions to the class. read the words in the box and have students repeat several times. invite different students to explain the meaning of each word in their own words.get students to look at the three pictures carefully. say, you are to use the words from the box to write a sentence about each picture. point out where to write the sentences. ask a student to say the sample answer to the class. get students to complete the activity individually. as students work, walk around the classroom offering language support as needed.check the answers on the blackboard：step 2athis activity gives students practice understanding and writing the target language in spoken conversation.read the instructions to the class. point to the three pictures in activity 1. say, you will hear a conversation about these pictures. as you listen, write a number in the box in the left corner of each picture to show the order of the events.point out the sample answer in the box of the third picture. say, you will hear the man is running first.play the recording the first time. students only listen. play the recording again. this time students listen and number the pictures.check the answers：2,3,1encourage students to write two or three sentences to finish the story.answers will vary. write a sample version on the blackboard. ask students to use it as a model.step 2bthis activity gives students practice listening to and writing the target language. point to the chart with sentence starters they see the man says and the woman says say, you are to listen to the same recording again. and complete each sentence.point out the sample answers. say, they see a man running. the man says he could be running for exercise. the woman says he might be late for work. explain the meaning of the word creature to the students.play the recording once or twice, using the pause button as necessary.show the answers on the screen by a projector so that students can check the spelling and other details of their answers.step 2cthis activity provides oral practice using the target language.point out the sample conversation in the box. invite a pair of students to read it to the class.say, now work with a partner. start by reading the conversation in the box with your partner. then role play conversations using information in activity 2b. get students to work in pairs. as the pairs work together, walk around the classroom listening in on various pairs and offering help as needed. ask several pairs to say their conversations to the class.step summarysay, in this class, weve mainly done much listening and writing practice using the target language.step homeworkask students to collect pictures of different kinds and then talk about them using must, could, might and cant.step blackboard designunit 5 it must belong to carla.the fourth period1answers to activity 1:a. the ufo is landing.b. the alien is chasing the man.c. the man is running.2a sample version to activity 2a:man: thats right. it must be interesting. why not go and see how they are making a movie?woman: good idea.3target language:a: why do you think the man is running?b: he could be running for exercise.a: no, hes wearing a suit. he might be running to catch a bus.教学反思：（十九）年 月 日上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。不过部分活动可以新颖些，过度语言或许可以丰富点，与学生的交流可以加强些，还有一个重要问题就是没有很好的利用自己设计的评价体系，只把它作为了一个摆设，在课堂中应该时刻鼓励落后的team，最后应该称赞胜利的冠军等。unit 5 it must belong to carlathe fifth periodteaching aims and demands1knowledge objects(1) key vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) target languagein my dream, i was swimming in an ocean of paper.maybe it means youre afraid of too much homework!2ability objects(1) train students reading skill.(2) train students writing skill.(3) train students integrating skills.3moral object：everyone has had a dream. but dont dream away your time.teaching key points1key vocabulary 2reading practice 3writing practiceteaching difficult points：1reading practice 2writing practiceteaching methods：1practice method 2group workteaching aid：a projectorteaching proceduresstep revisioncheck homework. collect pictures from students on the teachers desk. hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. for example:t: (holding up a picture with a boy swimming in an ocean of books) what do you think is happening to the person in the picture?step 3athis activity provides reading practice using the target language.show the key vocabulary words on page 38 on the screen by a projector.call students attention to the article.read it to the class. say, now please read the article individually and underline what people think could be causing the strange things that are happening in bell tower. point out the sample answer.get students to complete the task individually. as they work, walk around the classroom answering any questions they may have and offering help as needed.check the answers：an animal, teenagers, the wind, a dogstep 3bthis activity provides reading and writing practice using the target language.get students to discuss any words or sentences they dont know in activity 3a with one another. call students attention to the three sets of notes. ask different students to read them to the class.answers will vary. write the sample version on the blackboard.step 3cthis activity provides writing practice using t