It must belong to Carla
point out the conversation in the box. invite another pair of students to say it to the class.
sa : whose book is this?
sb: it must be mary’s. wanda wilbur is her favourite author.
write the conversation on the blackboard.
point out the chart in activity 1b. 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 ⅴ summary
say, in this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.
step ⅵ 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 ⅶ blackboard design
unit 5 it must belong to carla.
section a
the first period
1. key vocabulary:
belong v.
belong to
plate n.
author n.
toy n.
picnic n. 2. target language:
whose book is this?
it must be mary’s.
wanda wilbur
is her favourite author.
unit 5 it must belong to carla教案示例（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