Unit 2 It must belong to Carla.

一．教材分析

　　本单元以It must belong to Carla为话题，共设计了三部分的内容：

Section A

　该部分有4个模块：第一模块围绕Whose volleyball is this? 这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕上一模块中的话题进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕前两个模块中的“making inferences”展开训练。训练形式为阅读排序（3a）和两人问答（3b）

Section B

　　该部分有4个模块：第一模块要求根据图画和所提供的单词写出合理的句子；第二模块在听力（2a-2b）和分角色口语训练（2c）的基础上，继续进行“推测”训练; 第三模块围绕“Strange events in Bell Tower neighborhood”这一话题展开阅读（3a）和写作（3b-3c）训练；第四模块以dream为话题展开小组活动。

Self Check

　　该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块就8个谚语展开阅读和讨论。第三模块要求找出不同类的词。

二．教学目标

1、 学会使用情态动词表示推测的用法。

2.学会根据相关的信息进行合理的推论。

3.根据一定的背景或前提进行续写。

三、教材重组和课时分配

Period 1(Section A 1a,1b,1c,2c) New function presenting

Period 2(Section A 2a,2b,3a,3b,4) Practice

Period 3(Section B 2a,2b,2c) Listening and speaking

Period 4(Section B 3a,3b,4) Integrating skills

Period 5(Section B 3c, Selfcheck 1,2,3,) Comprehensive review

四．Teaching procedures and ways 教学过程与方式

Period 1 New function presenting

Language goals 语言目标

1. Words & expressions 生词和短语

picnic, author, belong, belong to

2. Key sentences 重点句子

Whose volleyball is this? (P34)

It must be Carla’s. (P34)

Ability goals 能力目标

Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.

Emotion & attitude goals 情感和态度目标

Learn to infer the owners of the things purposefully.

Teaching important points教学重点

Learn to make inferences using “must”, “might”, “could” and “can’t”.

Teaching Procedures and ways 教学过程与方式

Step I Revision and Lead-in

Ask the students to do a game guessing the owners of things.

T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something and don’t know who the owner is, what would you do

Ss: We would try to guess who the owner is, then give it to him/her.

T: Now, boys and girls, close your eyes.

Collect some books from the students and put them together, asking the students to guess whose books they are.

T: OK, open your eyes, please.

Hold up one of the books.

T: Whose book is this?

S1: Bill’s ?

T: It might be Bill’s. Let’s ask him. Bill, is this your book?

S2: No, it’s not mine.

T: Well, it isn’t Bill’s. He says it’s not his.

S2: Is it Anna’s?

T: Let’s ask her. Anna, is this your book?

S3: No, it isn’t.

T: So it’s not Anna’s book. And it can’t be Maria’s. Because I didn’t take hers. Then whose book is it?

S1: Is it Lee’s?

T: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s.

Step II Brainstorming (1a:)

T: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be Maria’s. It must be Lee’s. Now, look at 1a on Page 34. What can you see in the picture?

S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.

T: It isn’t hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.

Then ask the students to read their answers.

S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.

Step III Listening and speaking (1b)

Ask the students to read the instruction in 1b.

T: Read the instructions and find out what you are asked to do.

S1: To match each person with a thing and a reason.

T: As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to match the thing in the second column with the reason in the third column.

Ask the students to listen to the recording for the first time.

T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.

Point out the sample answer.

T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connected with the sentence She loves volleyball. in the third column.

Ask the students to listen to the recording again.

T: Now listen to the conversation again. This time connect the items in the three columns.

Play the recording again.

T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the box

Ask the students to make dialogues after the model.

T: Now work with a partner and practise making conversations.

Step IV 2c

This 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 Ming’s. 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.

Answers

The notebook must/might be Ming’s. It was on her desk.

The homework can’t be Carla’s. She wasn’t at school today.

The soccer ball might be John’s or Tony’s.

They both play soccer, don’t they?

The French book must be Li Ying’s. She’s

the only one who’s studying French.

I can’t find my backpack. It might/must be still at school.

The photo must be Lu’s. Those are his parents.

The red bicycle can’t be Hu’s. She has a blue bicycle.

The ticket might be my aunt’s or uncle’s.

They are both going to the concert.

Step V Summary

Ask the students to summarize what we have learnt this class.

Step V Homework

1. Ask the students to do more practice as required in 1c on Page 34.

2. Ask the students to prepare for the next period: If you are not sure of something, how do you make inferences?

Period 2

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

band, hair band

(2)Target Language

Whose notebook is this?

It must be Ning’s. It has her name on it.

Whose French book is this?

It could be Ali’s. She studies French.

Whose guitar is this?

It might belong to Alice. She plays the guitar.

Whose T-shirt is this?

It can’t be John’s. It’s much too small for him.

2. Ability Objects

(1) Train students’ listening skill.

(2) Train students’ writing skill.

(3) Train students’ ability to deduce.

3. Moral Object

Use your mind, then make inferences correctly.

Ⅱ. Teaching Key Points

1. Listening and writing practice using the target language.

2. Make inferences using the target language.

Ⅲ. Teaching Difficult Point

Make inferences using the target language.

Ⅳ. Teaching Methods

1. Practice method

2. A game

Ⅴ. Teaching Aids

1. A tape recorder

2. Real objects

Ⅵ. Teaching Procedures

Step I Revision

Revise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.

Step Ⅱ 2a

This 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.

Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.

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.

Step Ⅲ 2b

This 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.

Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.

Play the recording. Students listen and fill in the blanks.

Check the answers.

Point to the box that contains the explanations of how to use the words must,

might, could and can’t. Read the explanations to the class.

Use "must" to show that you think something is probably true.

Use "might" or "could" to show that you think something is possibly true.

Use "can’t" to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much.

Step IⅤ Grammar Focus

Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard.

S_A: Whose notebook is this?

S_B: It must be Ning’s. It has her name on it.

S_A: Whose French book is this?

S_B: It could be Ali’s. She studies French.

S_A: Whose guitar is this?

S_B: It might belong to Alice. She plays the guitar.

S_A: Whose T-shirt is this?

S_B: It can’t be John’s. It’s much too small for him.

Invite a student to underline the words must, could, might and can’t and then write them in a list on the blackboard.

Ask students, what does it mean when you say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent?

When a student answers 100 percent, write it next to the word must on the blackboard.

Repeat the process with the words might, could and can’t.

Optional activity

Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.

Play the game like this:

T: (Holding up a pen) Whose pen is this?

S₁:It could be Li Lei’s.

T: Li Lei, is this your pen?

L: No, it isn’t.

T: It can’t be Li Lei’s. He says it’s not his.

S₂:It might be Wu Jun’s.

T: Wu Jun, is this your pen?

W: Yes, it is.

T: He says it’s his. The pen must be Wu Jun’s.

(Holding up a notebook)Whose notebook is this?

S₃: It must be Li Na’s. I gave it to her as a birthday present.

Repeat the process with the other items.

Step V 3a

This activity provides reading practice using the target language.

Call students’ attention to the picture.

Ask students to tell what’s happening in the picture.

T: What’s the girl doing?

S_s: She is using the computer to write e-mail.

Point to the parts of the e-mail message.

Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.

Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.

Get students to complete the task on their own. Point out the sample answer.

Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.

Check the answers.

Answers

The notes should be numbered in this order:

5,2,4,3,1

circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop

StepVI 3b

This 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.

S_A: What do you think "anxious" mean?

S_B: Well, it can’t mean "happy".

S_A: It might mean "worried".

S_B: Oh, yes. She is worried because of her test.

Write the conversation on the blackboard.

Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.

Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.

drop v.

symphony n.

opotometrist n.

appointment n.

algebra n.

crucial adj.

count v.

because of

Practice the pronunciation of these words and explain the meaning of each word.

Optional activity

Have students write the new words in

Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:

xosainu anxious worried

cuilarc crucial

aegarbl

Step VII Part 4

This 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.

S_A: Here are some earrings. The owner can’t be a boy.

S_B: Well, it could be a boy. The earrings might be a present for his mother.

Write the conversation on the black board. Explain the meaning of each sentence.

Focus attention on the chart with the headlines Can’t, 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 ⅤIII Summary

Say, In this class, we’ve learned some vocabulary words, such as drop, symphony.

And we’ve done much oral practice using the target language.

Step IX Homework

1. Read the letter in Activity 3a again for further understanding of the vocabulary

words.

2. Read the conversations in Activities 3b and 4 again for further understanding

of the target language.

Period 3

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

chase, creature

(2) Target Language

Why do you think the man is running?

He could be running for exercise.

No, he’s wearing a suit. He might be running to catch a bus.

2. Ability Objects

(1)Train students’ listening skill.

(2)Train students’ writing skill.

3. Moral Object

The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.

Ⅱ. Teaching Key Points

1. Listening practice

2. Writing practice

Ⅲ. Teaching Difficult Points

1. Write a sentence about each picture.

2. Write two or three sentences to finish the story.

3. Listen and complete the sentences.

Ⅳ. Teaching Methods

1. Listening method

2. Writing method

3. Pairwork

Ⅴ. Teaching Aids

1. A tape recorder

2. A projector

Ⅵ. Teaching Procedures

Step ⅠPairwork

Get different pairs of students to read the conversations in Activities 3b and 4.

StepⅡ Part l

This 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.

Answers

a. The UFO is landing.

b. The alien is chasing the man.

c. The man is running.

Step Ⅲ 2a

This 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.

Answers

The pictures should be numbered in this order:

2,3,1

Encourage 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.

A sample version

Man: That’s right. It must be interesting.

Why not go and see how they are making a movie?

Woman: Good idea!

Step Ⅳ Listening

This 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.

The man says… 1. He could be running for exercise. 2. It could be a helicopter. 3. It must be an Alien. 4. She could be from the TV news. The woman says… He might be late for work. It must be a UFO. I must be dreaming. They must be making a movie

Step Ⅴ Pairwork

This 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.

S_A: Why do you think the man is running?

S_B: He could be running for exercise.

S_A: No, he’s wearing a suit. He might be running to catch a bus.

Write it on the blackboard.

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 needed. Ask several pairs to say their conversations to the class.

Step VI Tasks

说出一个明确的时间，推断你 的家人可能在干什么？为什么？看看你对家人的了解。在完成任务的过程中，提供一定的语言支撑，让学生们更好地完成任务。

Step ⅥI Summary

Say, In this class, we’ve mainly done much listening and writing practice using the target language.

Step ⅦI Homework

Ask students to collect pictures of different kinds and then talk about them using must, could, might and can’t.

Period 4
一.Teaching aims and demands.

1. Knowledge objects:

1) Learn some phrases.

2) Try to understand the text.

3) Do some writing practise.

2. Ability objects

Train students’ reading and writing skills.

二．Teaching procedures.

Step I Warming-up

Ask them some questions.

What do you think your father might be doing?

Step II Presentation

1. Give the students some words and phrases,ask them to read the text and find out the phrases and translate them into Chinese.

2. Read again and underline what people think could be causing the strange things.

3. 找出课文中情态动词表示推测的用法。

4. Try to retell the text.(根据词组和情态动词)

Step III Writing

Look at the headline in 3c and finish the article about the strange events in Bell Tower.

Ask a few students to read their compositions.

Step IV Groupwork

Work in groups and discuss the dream.

Step V Summary

Ask the students to summarize what they learn and do in this class.

Step VI Homework

Write a composition,using the information in 3b on Page 13.

Period 5

Teaching aims.

1. Review some words.

2. Training the students’ writing skills.

Teaching procedures

Step I Revision

1. Check the homework by asking students to show their compositions.

Choose several students to read theirs to the class. Then let them to work in pairs and read their own letters to the parteners.

Step II Part 1

1. Ask one students to read the words.

2. Fill in the blanks with the words.

3. Check up the answers. Five students each read a sentence, the rest of the students check their work.

Step III Read the proverbs in part 2.And discuss the meanings in groups. Try to guess the meanings.

Step IV Circle the words in Part 3.

Step V Do the exercises on the exercise book.

Step VI Summary

Ask the students to summarize what they have learned this class.

Step VII Homework

Review the use of may,might,could,can’t,must.