二0二三学年unititmustbelongtocarla全单元教案

Unit5ItmustbelongtoCarla一、教材分析本单元围绕“物品的归属”这一话题，让学生学会运用“mustmaycan”等词进行推测。这个话题是学生与他们生活实际联系，是他们很感兴趣的话题。所以每位学生都会愿意参与讨论。SectionA以“推测谁是物品的主人以及作出推测的根据”这一话题来进行课堂教学和语言实践，为目标句型提供分步示例和指导性练习。(1a-1c)展示了重点词汇和目标语言，通过听说训练，让学生初步领会must表推测的含义和用法。（2a-grammar）在前面的基础上更明确了“mustmightcouldcan”等词的不同。同时附以练习，加以落实。（3-4）让学生通过阅读文章，推测词义的方式，让学生体会“学以致用”。SectionB是在SectionA的基础上，对话题的拓展和知识的延伸，使学生能够对已学过的目标句型运用自如。（1-2c）让学生发挥想象，运用推测的句型，讲述外星人追逐一个人的故事。（3a-4）阅读短文，谈论奇怪的幻想和噩梦，自如地运用推测的句型，寻求原因。SelfCheck使学生对自己的英语水平有明确的认识，其中的谚语使学生受益非浅。二、教学目标语言技能目标能使用whose引导的特殊疑问句寻找物品的主人，如Whosebookisthis?能运用情态动词“must,could,might,can’t”进行合理的推断，如ItmustbelongtoCarla,becauseithashernameonit.能根据相关的信息进行合理的想象或推论，培养综合分析能力；能根据一定的背景或前提进行预测或续写。2．语言知识目标掌握新词汇和运用情态动词进行推测掌握whose引导的特殊疑问句的用法；掌握情态动词“must,could,might,can’t”表示猜测的用法；了解并正确区分情态动词“must,could,might,can’t”表示猜测时的异同。3．能力目标训练听说读写能力和推测能力4．情感目标渗透保护环境，热爱大自然的情感教育。培养学生良好的合作意识，鼓励学生大胆表达自己的想法、推测和意愿。5．文化意识目标通过Selfcheck中英语谚语的学习，了解相关的英语文化。三、学情分析初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。四、单元教学思路采用自主，合作和探究的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动，来推测物品的归属和事情发生过程及原因。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：推测新词义、事情发生的原因；语法教学：总结句型、比较异同、模仿操练。五、教学重难点：1.教学重点重点词汇picnic,possibly,drop,final,worried,owner,sky,catch,interview,noise,wind,chase,escape,belongto,mystery,appointment,wake,neighbor,garbage,derector,finger,lift,ant,ocean（2）重点句式：Whosevolleyballisthis?ItmustbeCarla’s./ItmustbelongtoCarla.Shelovesvolleyball.Itcould/might/can’tbeTed’s.（3）话题：Makinginferences.教学难点了解并掌握情态动词“mustmaymightcancould”表示猜测的用法；能能根据相关的信息进行合理的想象或推论，作出预测或续写。TheFirstPeriodSectionA1aI.TeachingAims(教学目标)1.KeyVocabulary(理解并掌握下列词汇)belong,belongto,author,picnic，hairband2.TargetLanguage(掌握下列重点句子)Whosebookisthis?ItmustbeMary’s.Hemingwayisherfavouriteauthor.Itcan/could/might/must/can’tbe…Itmightbelongtoplaysrtheguitar.Ⅱ.DifficultPoint(教学难点)1.理解并掌握情态动词can/could/might/must/can’t的用法，并作出不同的判断。2.理解并运用belongto的结构Ⅲ.TeachingProcedures(教学过程)1.Warming-upandrevision（课堂热身和复习）（1）AsongDailygreetingstothestudents（日常问候）（2）Revision（复习）Doyouliketoseethemovies?Yes,Iliketoseethemoviesverymuch.Whoisyourfavoritemoviestar?Myfavoritestaris…2.Presentation（呈现新知识）Guessinggames（1）Whoisthisstar/he/she？Whatisit?（从猜测中引入新知和生词并操练目标语言）He/Shecan’tbe_______.He/Shecould/mightbe_______.He/Shemustbe_______.Itcould/might/can’t/mustbe______.（2）Whosebookisthis?ItmustbeMary’s.ItmustbelongtoMaryWhoisitsauther?ItsauthorisHemingway.Whosefootballisthis?It_might/could/can’t/mustbeJohn’sorTony’s.(=belongtoJohnorTony)Becausetheybothplayfootball.教学设计说明利用图片提供学生大量语言操练信息，掌握句型It_might/could/can’t/mustbeJohn’s和It_might/could/can’t/mustbelongtoJohn..的结构。3.Workon1aWhatisit?Writethethingsyouseeinthecorrectcolumnsinthechart.ChecktheanswersclothingFunthingsKitchenthingshatvolleyballplatejackettoycarT-shirtclassicalCDsoccerskateboardingon1b（1）Listenandmatcheachpersonwithathingandareason.（2）Thenplaythetapeagainandchecktheanswers.AnswersJane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.Mary—book—WandaWilburisherfavouriteauthor.Carla—volleyball—Shelovesvolleyball.DengWen—magazine—Helovescats.Grace—CD—Shealwayslistenstoclassicalmusic.（3）Listenandrepeat教学设计说明训练学生的听力能力。5．Workon1c（1）PointtothepictureinActivitylb.Getapairofstudentstosaytheconversationinthespeechbubbles.SA:Whosevolleyballisthis?SB:ItmustbeCarla’s.Shelovesvolleyball.（2）Studentsworkinpairstotalkaboutthepicture.（3）Thenaskseveralpairstopresenttheirdialogues.（4）Makesimilarconversations,usingtheclassroomobjects.教学设计说明生生互动，加强学生的语速语感训练，利用教室物品进行交际会话，激发学生的兴趣，进一步巩固句型Itmustbe…结构。on2a,2b（1）2aBobandAnnafoundabackpackinfrontoftheirschool.Listenandwritedownthethingsinthebackpack.Answers:2.hairband3.tennisballs（2）2bListenagainandfillintheblanks.Answers:1.Thepersonmustgotoourschool.2.Thepersoncan’tbeaboy.3.ItcouldbeMei’shairband.4.ThehairbandmightbelongtoLinda.5.ItmustbeLinda’sbackpack.（3）Readthetapescriptandfillintheblankswithmodalverbs.教学设计说明进一步强化训练学生的听力能力,巩固might/could/can’t/must/can的用法。7.ExplainthegrammarUse“must”toshowthatyouthinksomethingisprobablytrue.Use“might”or“could”toshowthatyouthinksomethingispossiblytrue.Use“can’t”toshowthatyouarealmostsuresomethingisnottrue.8.Workon2c2cFillintheblankswith“must,might,could,can’t”.Thentellyourpartnerwhyyouchoosethewords.9.GrammarFocus（1）Readthequestionsandanswersinthegrammarbox.Studentsrepeat.Explainsomethingaboutthem（2）Summary10.ExercisesA.Fillintheblankswithmust,may,might,could,can’tWhoseearringsarethese?They____________beMary’s.shewearsearringssometimes.Gina______________cometothepartytonight,butI’mnotsure.Thetelephoneisringing,butnobodyanswersit.He______beathome.IsthisLanQiang’sboxingglove?Yes,it_____behis.Thereishisnameontheback.You’dbettertakeanumbrella.It_____________rainthisafternoon.B.Choosethebestanswer（）1.Ididn’thearthephone.I___asleepA.mustbeB.musthavebeenC.shouldbeD.shouldhavebeen（）2.Mary____beinParis.Isawherintownonlyafewminutesago.A.mustn’tB.shouldn’tC.can’tD.maynot（）3.Peter____comewithustonight,butheisn’tverysureyet.A.mustB.mayC.CanD.will（）4.Ithoughtyou____likesomethingtoread,soIhavebroughtyousomebooks.A.mayB.mightC.couldD.must1.这本书一定是李雷的。他正在找这本书。2.这个发带可能是韩梅的。她喜欢戴发带。3.这个玩具可能是约翰的妹妹的。他还是个小姑娘。4.这个排球不是玛丽的。她根本不喜欢排球。Homework1.Write2conversationslike1cinyourexercisesbook.2.LearnGrammarfocusbyheart.Payattentiontomust/might/could/can’t/belongto3.Prepare3c—4BlackboardDesignUnit5ItmustbelongtoCarla.TheFirstPeriodSectionA1a1.Keyvocabulary:belongv.belongtoplaten.authorn.toyn.picnicn.2.Targetlanguage:Whosebookisthis?ItmustbeMary’s.Hemingwayisherfavouriteauthor.TheSecondPeriodSectionA3c-4I.TeachingAims(教学目标)1.KeyVocabulary(理解并掌握下列词汇)drop,symphony,optometrist,appointment,crucial,makeup,becauseof,final,anxious,worried,owner,Chinese-Englishdictionary,Oxford2.TargetLanguage(掌握下列重点句子)（1）Whatdoyouthink"anxious"means?Well,itcan’tmean"happy".Itmightmean"worried".Oh,yes,sheisworriedbecauseofhertest.（2）Herearesomeearrings.Theownercan’tbeaboy.Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.（3）I’mreallyanxiousbecauseIcan’tfindmybackpack..Ⅱ.TeachingDifficultPoints（教学难点）1.Keyvocabulary2.运用can/could/might/must/can’t对生词的词义作出推断Whatdoyouthink"anxious"means?Well,itcan’tmean"happy".Itmightmean"worried".Oh,yes,sheisworriedbecauseofhertest.3.运用can/could/might/must/can’t对物品的归属作出推断Herearesomeearrings.Theownercan’tbeaboy.Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.Ⅲ.TeachingProcedures（教学过程）1.Warming-upandrevision（1）Asong:Whosepuppyisthis?（2）Revision:Whosefootballisthis?Itmight/could/can’t/mustbe…（3）TalkaboutthethingsintheLostandfound…（最后一件物品）—Whosebackpackisthis?—ItmustbeLinda’s.Becauseithashernameonit.教学设计说明通过歌曲引出复习内容，利用图片提供学生复习操练，巩固句型It_might/could/can’t/mustbe和It_might/could/can’t/mustbelongto结构。2.Workon3a（1）LeadinT:Lookatthispicture,whatisthegirldoing?Doyouknowwhosheis?(引出上节课听力书包的主人)Ss:SheisLinda,thebackpack’sowner(引出新单词)T:whatisshedoing?Sa:Shemightbeplaycomputergame.Shecouldbewritinganemailtoherfriend.T:Yes,sheiswritinganemail,it’sathank-youmessage.whatisthethank-youmessage(让学生解释)Athank-youlettermustbeapersonalletter.Intheletterthewritermayexpresshisgratitudeforwhatthereceiverhasdoneforhim/her.教学设计说明由复习内容自然、巧妙地过渡到新课内容。（2）.Readthethank-youmessagecarefully.Numberthepartsinorder.Circlethewordsyoudon’tknow.Checktheanswers.Answers:5,2,4,3,1（3）.Readthemessageagainandanswerthefollowingquestions.Thelostthing:__________________Theplacethatshelostit:___________________WhyisLindasoanxious?WhydoesLindareallyneedherbackpack?Whyisthemathtestverycrucial?WherewasAnnawhenLindacalledher?WhatdoesLindawantAnnado?教学设计说明让学生带着问题进行有目的地阅读，提高阅读的效率。3.Workon3b（1）Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.SA:Whatdoyouthink"anxious"mean?SB:Well,itcan’tmean"happy".SA:Itmightmean"worried".SB:Oh,yes.Sheisworriedbecauseofhertest.（2）PairworkTalkaboutthecircledwordsinActivity3ainpairs.Usethewordscan’t,must,couldormight.Thengetsomepairstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.dropv.symphonyn.optometristn.appointmentn.finaladj.crucialadj.countv.becauseofPracticethepronunciationofthesewordsandexplainthemeaningofeachword.on4（1）Lookatthethingsinthebackpack.GetSstowritedowntheirthenewwords.aflower,aglove,earring,keys,aCD,Oxford（2）Lookatthethingsinthebackpack.Makeguessesabouttheownerofthebackpack.Writeyourideasinthechart.（3）PairworkA:Herearesomeownercan’tbeaboy.B:Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.Sampleconversations(4:P36)1.HereisaChinese-Englishdictionary.ItcouldbelongtoMary.Iknowshehasone.—Idon’tthinkso.Itcan’tbeMary’s.Thisoneisnew,buthersisold.2.—Hereisaflower.Theownermustbeagirl.—Well,itcouldbeaboy.Theflowermightbeapresentforhisteacher.3.Here’saschoolT-shirt.Theownermustbeastudent.Well,itcouldbeaclassmateofours.TheschoolT-shirtisthesameasours.Here’sahairband.Theownercan’tbeaboy.Well,itcouldbeaboy.Thehairbandmightbeapresentforhismother.….5.SummarySay,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony….Andwe’vedonemuchoralpracticeusingthetargetlanguage.Gooverthecontestsontheblackboard.6.ExercisesA.Fillintheblanks1.Themonkeys_________(扔下)thebasketandranaway.2.Heisvery_________(焦虑)becauseoftheimportantexam.3.You’dbettermakean______(约定)withthedoctor,beforeyougotoseehim.4.Thestudentsareallbusygettingreadyforthef________exam.5.Hesavedthegirlatthec________moment.6.Westillhaven’tfoundthedog’s___B.Choosetherightanswers.1.Whatdoyouthink“anxious”_____?A.meantB.meansC.meaningD.mean2.MayIgoswimmingnow?No,you_Youmustfinishyourhomeworkfirst.A.mustn’tB.needn’tC.can’tD.maynot3.Theman____beMrWu.BecausehehasgonetoJapanwithhiswife.A.can’tB.mightC.couldD.must4.You’dbetter____math.It’sveryimportant.A.dropB.notdropC.nottodropD.stoplearning5.Whyissheworried?She’sworried______hertest.A.becauseB.withC.becauseofD.to6.Alexwasn’tathomeyesterday.Hemightbe________hisdentistappointment.A.inB.forC.atD.with7.Hewastheonlykid_______thepicnic.A.inB.atC.onD.ofHomework1.Writeathank-youmessagetoyourfriendforhis/herhelp.2conversationslikethatin4inyourexercisebooks.forSectionB1-2c.BlackboardDesign（板书设计）Unit5ItmustbelongtoCarla.TheSecondPeriodSectionA3c-4words:dropv.symphonyn.optometristn.appointmentmfinaladj.crucialadj.worriedadj.anxiousadj.Chinese-EnglishdictionaryOxford2.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.TheThirdPeriodSectionB1-2cI.TeachingAims(教学目标)1.KeyVocabulary(掌握下列重点句子)chase,creature2.TargetLanguage—Whydoyouthinkthemanisrunning?—Hecouldberunningforexercise.—No,he’swearingasuit.Hemightberunningtocatchabus.Ⅱ.TeachingKeyPointsandDifficultPoints(教学重难点)1.Writingpracticeandlisteningpractice（1）Writeasentenceabouteachpicture.（2）Writetwoorthreesentencestofinishthestory.（3）Listenandcompletethesentences.2.掌握can/could/might/m/must/can’t＋bedoing的结构Ⅲ.TeachingProcedures（教学过程）1.Warming-upandrevision（1）AsongGreetinganddailytalking（2）RevisionLookatthescreenandtalklikethis:HereisaChinese-Englishdictionary.ItcouldbelongtoMary.Iknowshehasone.—Idon’tthinkso.ItmightbeBill’s.…教学设计说明复习上节课的内容，以便自然地引出新课内容。2.Presentation（呈现新知识）（1）Aguessinggame（由复习内容过渡到新知识）--WhatcouldBill/Mary/yourfather/mother…bedoingnow?--He/Shecouldbe–ing….（2）Leadin（Lookatthepictures）T:Whatcouldthatbeinthesky?Ss:ItcouldbeaUFO.T:Whatcoulditbedoing?Ss:Itcouldbelanding.T:Whatcouldthemanbedoing?….T:Whatcouldthealienbedoing?Ss:Hecouldbechasingtheman.（Teachchase)教学设计说明由游戏很自然地呈现出以下要学的新句型:Itcouldbe(doing)…..。3.Workon1Getstudentstolookatthethreepicturescarefully.Thenusethewordsfromtheboxtowriteasentenceabouteachpicture.Checktheanswers..Answersa.TheUFOislanding.b.Thealienischasingtheman.c.Themanisrunning.教学设计说明锻炼学生的想象力和写的能力。4.Workon2a（1）Listentothetapeandnumberthepictures【1-3】Thenchecktheanswers.Answers:2,3,1（2）Encouragestudentstowritetwoorthreesentencestofinishthestory.Answerswillvary.Theymaywritelikethis:1.TheUFOislanding.Itiscomingdownfromthesky!2.Theterrible,ugly,frighteningalienischasingthepeople.3.Thefrightenedmanislookingbackatthealien.4.Awomanwithcameraisshootingfilms.5.Theymustbemakingamovie.…教学设计说明训练学生的想象力和写作能力。on2b（1）Listenagain.Completethesentences.Answers.Themansays…1.Hecouldberunningforexercise.2.Itcouldbeahelicopter.3.ItmustbeanAlien.4.ShecouldbefromtheTVnews.Thewomansays…Hemightbelateforwork.ItmustbeaUFO.Imustbedreaming.Theymustbemakingamovie（2）TapeScripts:ListenandfillintheblanksM:Hey,lookatthemanrunningdownthestreet.Iwonderwhat’shappening?W:He__________runningforexercise.M:Buthe’srearingasuit.W:Well,he__________lateforwork.M:Helookskindof__________.W:Oh,no!What’sthat?M:Where?W:There’ssomethinginthesky.W:It___________ahelicopter.W:No,it__________ahelicopter.It’stoobig.It_________aUFO.M:AUFO?What’sgoingon?W:Look,theUFOis_________…M:Andthereisastrange__________gettingout.It________analien.W:Andthealienischasingtheman!I___________dreaming.M:Maybeweshould_____________.Hey,waitaminute,what’sthat?W:Where?M:Overthere.W:It’sawomanwitha__________.W:She____________fromtheTVnews.W:No,lookatthoseotherpeople.Theyare________.Oh!They_______makingamovie.教学设计说明进一步强化训练学生的听力和书写能力。Workon2cPairworkRoleplaytheconversationbetwwenthewomanandtheman,usinginformationinActivity2b.eg.SA:Whydoyouthinkthemanisrunning?SB:Hecouldberunningforexercise.SA:No,he’swearingasuit.Hemightberunningtocatchabus.Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded.Askseveralpairstosaytheirconversationstotheclass.教学设计说明进一步强化目标语言的口头操练。１.Peter____comewithustonight,butheisn’tverysureyet.B.canC.will２.Ithoughtyou___likesomethingtoread,soIhavebroughtyousomebooks.A.mayB.might３.“Whosepenisthis?”It____LiuMeibecauseIsawheruseittheotherday.A.can’tbeB.mightbeC.mustbelongto４.That’sapieceofgoodnews.They___gladtohearthat.A.canbeB.mightbeC.mustbe５.She____hertestpaper,foronlyfifteenminuteshaspassed.A.can’thavefinishedB.musthavefinishedC.mighthasfinished６.Thisstory___longtimeago.A.WashappenedB.hashappenedC.happened７.He’sstayingathometoday____heisill.A.becauseB.becauseofC.so８.Peteroftenannoysothers_____hisconfidence.A.becauseB.becauseofC.use９.Hewasleftintheforestsowewere.all___abouthissafety.A.worriedB.excitedC.anxiousHomeworkWrite2conversationslikethatin2cinyourexercisebooks.Collectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcan’t..Preparethenewwordsfornextperiod.BlackboardDesign（板书设计）Unit5ItmustbelongtoCarla.TheThirdPeriodSectionB1-2cThemansays…1.Hecouldberunningforexercise.2.Itcouldbeahelicopter.3.ItmustbeanAlien.4.ShecouldbefromtheTVnews.Thewomansays…Hemightbelateforwork.ItmustbeaUFO.Imustbedreaming.TheymustbemakingamovieTargetlanguage:A:Whydoyouthinkthemanisrunning?B:Hecouldberunningforexercise.A:No,he’swearingasuit.Hemightberunningtocatchabus.TheFourthPeriodSectionB3a-4I.TeachingAims(教学目标)1．KeyVocabularyextremely,worried,neighbor,garbage,mystery,director,escape,ocean2．TargetLanguageInmydream,Iwasswimminginanoceanofpaper.Maybeitmeansyou’reafraidoftoomuchhomework!Ⅱ.TeachingKeyPointsandDifficultPoint（教学重难点）1.Readingpracticeandwritingpractice2.学会根据某种事实,用can/could/might/m/must/can’t对事物进行推测（1）Mywifethinksthatitcouldbeananimal.（2）Theremustbesomethingvisitingthehomesinourneighborhood.（3）Maybeitmeansyou’reafraidoftoomuchhomework!Ⅲ.TeachingProcedures（教学过程）1.Warming-upandrevision（1）Asong（2）RevisionCheckhomework.Collectpicturesfromstudentsontheteacher’sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothepersoninthepicture?S1:Hemustbeastudent.S2:Hecouldbehavingadream.S3:Hemightlikereadingbooks.2.Workon3a（1）Showthekeyvocabularywordsonpage38onthescreenbyaprojector.TeachthenewsureSscanpronouncethemfluentlyandaccurately.unhappyadj.不愉快的；不快乐的extremelyadv．极其；非常interviewv.面试；采访；会见neighborn．邻居；邻人garbagen．垃圾；废料mysteryn．神秘的事物；不可思议的事物，directorn．决策者；董事；导演escapev.逃跑；逃走oceann.大海；海洋（2）ReadthetitleofthenewspaperarticleStrangeeventsinBellTowerneighborhoodtotheclass.Andpointtothepictureandaskstudents.Howisthepersonfeeling?Heisconfusedandupset.（3）ReadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.Checktheanswers.Answers:ananimal,teenagers,thewind,adog（4）Readandanswerthequestions.1).Whatcanyouseeinthepicture？2).Whatcanweknowaboutthewoman?3).Whereisthearticlefrom?4).Whatisthepassageabout?5).Whatisthestrangething?Whatdothepeoplethinkofit?（5）Readformoreinformation,thenfillinthechart.Who?Whatdidtheyfind?Whatdidtheythinkitwas?ZhouGu’swife

ZhouGu

ZhouGu’sparents

QiHui

Retellthestory.教学设计说明让学生带着问题快速阅读课文，把握整体，了解主旨；根据所填表格的信息进行简单的复述,进一步熟悉课文。学生在反复阅读后,对部分新词有了一定的推测能力,通过师生和生生之间的对话能很好地解决词汇问题。3.Workon3bAskdifferentstudentstoreadthethreesetsofnotestotheclass.Chufamily--latenightfootstepsinthehallway--mightbetheneighborsLaoZheng--someonetryingtogetinthewindow--mightbethewindXiaoNing--findsgarbageinfrontofherhouse--mightbecatsWriteanotherparagraphaboutBell教学设计说明根据所提供的信息进行预测和续写，提高学生的推测能力和写作能力。4.Workon3c（1）ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.Dividetheclassingroupsoffourtodiscusswhatshouldbeincludedinthearticle.（2）FinishthearticleaboutthestrangeeventsinBellTower.Asksomestudentstoreadtheirarticlestotheclass.教学设计说明进一步强化写作训练。5.Workon4（1）T:Lastnight,Ihadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.Maybeitmeansyouaretoohungry.T:Haveyoueverdreamed?GetsomeSstotelltheclassabouttheirdrams.Othersguesswhatthedreammightmean.（2）Getapairofstudentstoreadthesampleconversationintheboxtotheclass.SA:Inmydream,Iwasswimminginanoceanofpaper.SB:Maybeitmeansyou’reafraidoftoomuchhomework.（3）GroupworkWorkingroupsoffour.ThinkofadreamyouhadeverandtellyourgroupmatesaboutitTheyguesswhatthedreammightmean.Thengetsomegroupstotelltheclassabouttheirdreamsandwhattheymightmean.教学设计说明通过小组讨论，让学生根据所提供的梦境信息进行大胆的推测，发表自己的观点。6.SummarySay,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We’velearnedsomevocabularywordsaswell.Fillintheblankswiththerightwords.ZhouGu,thelocalschoolteacheris________worried.Whenhewas______________thelocalnewspaper,hesaid,”Everynightwehear_______noiseoutsideourwindow.Mywifethinksthatit__________ananimal,butmyfriendsandIthinksit__________teenagers_______fun.Thepolicethinkit___________thewind.ButIdon’t______________.Homework1.RereadthenewspaperarticleinActivity3a.2.FinishtheparagraphinActivity3band3c3.WriteaconversationintheexercisebooksasthatinActivity4BlackboardDesign（板书设计）Unit5ItmustbelongtoCarla.TheFourthPeriodSectionB3a-4AsampleversiontoActivity3b:Thesedays,somethingunusualishappeninginmyneighborhood.oftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.TheFifthPeriodI.TeachingAimsandDemands(教学目的和要求)1.KnowledgeObjects(1)KeyVocabularyfinger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt(2)Fillinblanksandmakesentencesusingvocabularywords.(3)Learnsomeproverbs.(4)Circlethewordthatdoesn’tbelong.Ⅱ.TeachingKeyPoints（教学重点）1.Makesentencesusingvocabularywords.2.Saythemeaningsofdifferentproverbsinyourownwords.3.Circlethewordthatdoesn’tbelong.Ⅲ.TeachingDifficultPoints(教学难点)1.Makesentencesusingvocabularywords.2.Saythemeaningsofdifferentproverbsinyourownwords.Ⅵ.TeachingProcedures（教学过程）1.Warming-upandrevision（1）Asong（2）Revisethetargetlanguageinthisunit.1)AskandanswerWhatcanyoudo/beintenyears?2)TalkaboutLifeinthefuture/in100years,usingcan/could/might/m/must/can’t.教学设计说明复习本单元的内容，进一步巩固情态动词can/could/might/m/must/can’t的用法，谈论“未来的生活”既能激发学生的学习兴趣，又能发挥他们的想象力。onActivity1（1）Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.anxiousstrangeworriedcarefulfavouriteAskstudentstofillintheblanksontheirown.Checktheanswers.1.favourite2.careful3.anxious4.worried5.strange（2）Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Collectafewstudents’answerswithmistakesontheblackboard.Helpcorrectthemistakes.Sampleanswers1.What’syourfavouritesong?2.Becarefulwhilecrossingaroad.3.Weareanxiousforhissafety.4.Youdon’thavetobeworriedaboutme.5.Ihadastrangedreamlastnight.教学设计说明通过造句,培养学生善于表现自我，乐于积极思考的学习习惯。onActivity2（1）Showthevocabularywordsonthescreenbyaprojector,thenwritethemontheblackboardwhileteachingfingern．手指stonen．石头；石块antn．蚂蚁pooradj．贫穷的；贫困的dishonestadj.不诚实的barkv.(狗等)吠声；叫声wakev.唤醒；弄醒pretendv.假装；佯若useup用完；用光；耗尽attemptv.认试图；企图Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately.（2）Readtheinstructionstotheclass.Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice.Readthefirstproverbtotheclass.Onefingercannotliftasmallstone.Elicittheinterpretationfromthe