It must belong to Carla教案（精選2篇）

It must belong to Carla教案 篇1

　　unit 5   it must belong to carla.ⅰ. learning objectives 教學目標skill focuslearn to make inferences with “must”, “might”, “could”, and “can’t”.talk about the words you don’t understand or something that worries you.

　　languagefocus功能句式make inferences (p34- p35)whose…is this?it must be…talk about the words you don’t understand or something that worries youwhat do you think …mean?it might mean …詞匯1.       重點詞匯picnic, possibly, drop, count, final, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone2.認讀詞匯belong,  author,  symphony,  optometrist, algebra, crucial, anxious, worried, oxford, chase, creature, unhappy, extremely, footstep, garbage, mystery, monkey, escape, bark, ant, dishonest, pretend, attempt, hemingway, fred, mark twain3.詞組belong to, hair band, use up語法must, might, could and can’t for making inferences strategyfocus1.       sequencing 2.       deducing culture focusdifferent opinions about dreams.different proverbs show different cultures. ⅱ.teaching materials analyzing and rearranging 教材分析和重組1.教材分析本單元以it must belong to carla為話題，共設計了三部分的內容：section a該部分有4個模塊：第一模塊圍繞whose volleyball is this? 這一話題展開思維（1a）、聽力（1b）、口語（1c）訓練；第二模塊圍繞上一模塊中的話題進行聽力（2a-2b）、口語訓練（2c）；第三模塊繼續圍繞前兩個模塊中的“making inferences”展開訓練。訓練形式為閱讀排序（3a）和兩人問答（3b）；第四模塊仍就上一話題展開討論。section b該部分有4個模塊：第一模塊要求根據圖畫和所提供的單詞寫出合理的句子；第二模塊在聽力（2a-2b）和分角色口語訓練（2c）的基礎上，繼續進行“推測”訓練; 第三模塊圍繞“strange events in bell tower neighborhood”這一話題展開閱讀（3a）和寫作（3b-3c）訓練；第四模塊以dream為話題展開小組活動。self check該部分有3個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就8個諺語展開閱讀和討論。第三模塊要求找出不同類的詞。2.教材重組和課時分配period 1(section a: 1a, 1b, 1c)           new function presentingperiod 2 (section a: 2a, 2b, 2c, 3a, 3b, 4)   practiceperiod 3 (section b: 1, 2a, 2b, 2c， 3a, 3b, 3c, 4 )  integrating skillsperiod 4 (self check: 1, 2, 3 & workbook)  comprehensive reviewⅲ. teaching procedures and ways 教學過程與方式

　　period 1 new function presentinglanguage goals 語言目標1.       words & expressions 生詞和短語picnic, author, belong, belong to 2.       key sentences 重點句子whose volleyball is this? (p34)  it must be carla’s. (p34)  ability goals 能力目標enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.emotion & attitude goals 情感和態度目標learn to infer the owners of the things purposefully.strategy goals 策略目標listen and match each person with a thing.culture awareness goals 文化意識目標enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.teaching important points教學重點learn to make inferences using “must”, “might”, “could” and “can’t”.teaching procedures and ways 教學過程與方式step i revision and lead-inask 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 doss: 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: p 34) 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: p 34)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. sample dialogue 1:s1: look! whose toy car is this?s2: it must be jane’s little brother’s. because he was the only little kid in the picture.sample dialogue 2:s3: look! whose book is this?s4: it must be mary’s. because hemingway is her favorite author.sample dialogue 3:s3: whose cd is this?s4: it must be grace’s. because she always listens to classical music.step iv homework1.       ask the students to do more practice as required in 1c on page 34.ask the students to prepare for the next period: if you are not sure of something, how do you make inferences?

It must belong to Carla教案 篇2

　　it must belong to carla教案

　　教學目標

　　學會（對當前發生的事）做出推測和判斷

　　（learn how to make inferences）

　　聯系使用本單元的目標英語

　　（practise using the target language.）

　　in this unit we will learn to use could，may，might，must and couldn’t/can’t to show how certain you are about a present situation.and tell the difference between them.we will also learn to practice“whose questions”.

　　一、目標語言（target language）

　　1.whose volleyball is this？

　　it must be carla’s.she loves volleyball.

　　2.whose french book is this？

　　it could be ali’s.she studies french.

　　3.whose guitar is this？

　　it might belong to alice.she plays the guitar.

　　4.whose t-shirt is this？

　　it can’t be john’s.it’s much too small for him.

　　二、重點詞組（key phrases）

　　1.belong to                     屬于

　　2.call the police                 報警

　　3.because of                    因為

　　4.escape from                   逃避

　　5.use up                        用光、用完

　　6.make guesses                  做出猜測

　　7.no more                      不再

　　8.be careful of                   留神、當心

　　9.hair band                     發帶

　　10.chinese-english dictionary      漢英詞典

　　11.oxford university              牛津大學

　　12.classical music                古典音樂

　　13.the only kid                   獨生子，唯一的孩子

　　重、難點知識講解

　　一、重點詞匯

　　1.belong to  屬于

　　eg.these books belong to me.

　　這些書是我的。

　　who(m)does this belong to？

　　這是誰的？

　　he belongs to the swimming club.

　　他是這個游泳俱樂部的成員。

　　注意：belong to是一個不及物動詞短語，不能用被動語態.

　　this pen is belonged to me.    （x）

　　this pen belongs to me.       （√）

　　2.because與because of  因為，由于

　　because通常是說話人用來陳述理由或原因，后面接從句，作為原因狀語從句。

　　eg.he didn’t attend the meeting because he had too much work to do.

　　他因為要干的活兒太多，沒來參加會議。

　　because of是一個介詞短語，后面接名詞、代詞及名詞性短語。可置于句首和句末，常用來表示引起時間發生的直接原因。

　　eg.because of illness，the boy did not go to school.

　　因為生病，這個男孩沒有去上學。

　　they had to stay at home bacause of a heavy rain.

　　因為一場大雨，他們只好呆在家里。

　　he walked slowly because of his bad leg.

　　他走的很慢是因為腿有毛病。

　　bacause of his wife(‘s)being there，i said nothing about it.

　　因為他妻子在場，我對此事一字未提。

　　3.use up 用光，耗盡

　　eg.i’ve used up all the money.

　　我把錢全部用光了。

　　she used up the chicken bones to make soup.

　　她把雞骨頭全用來熬湯了。

　　i’ve used up all my stength.

　　我耗盡了體力。

　　4.too much與much too

　　too much通常位于動詞之后，修辭動詞；too much后面也可接名詞。

　　eg.don’t eat too much.

　　別吃得太多了。

　　he works too much.

　　他工作太辛苦了。

　　he has too much work to do.

　　他有很多工作要去做。

　　much too則常用在形容詞或副詞之前，修飾形容詞或副詞。

　　eg.the dress is much too long for me.

　　這衣服我穿太長了。

　　i got into the taxi and drove much too fast.

　　我上了出租車，并開得飛快。

　　5.drop v.落下，掉落；扔下；（使）變弱，降低

　　eg.she dropped the vase on the floor.

　　她失手把花瓶掉在了地板上。

　　the monkeys dropped the basket and ran away as soon as they saw the children.

　　猴子們一看見孩子們就扔下籃子逃跑了。

　　her voice dropped to a whisper.

　　她的聲音已降低成輕言細語了。

　　二、重點句型

　　1.young people need to sleep.年輕人需要睡（足夠的）覺。

　　need既可用作情態動詞，也可以用作實義動詞。用作情態動詞時，它就像can，may，must一樣，沒有人稱和數的變化，后面跟不帶to的動詞不定式，即動詞原形，構成否定句和疑問句時，不借助于助動詞do，而采用need not(needn’t)的形式。注意：need做情態動詞時，多用于否定句和疑問句中。

　　例如：

　　need i do it again？

　　我是不是需要把它再做一遍？

　　a bus is coming，so i needn’t take a taxi.

　　公共汽車來了，因此我不必乘出租車了。

　　we have plenty of time.so i needn’t drive quickly.

　　我們有足夠的時間，所以我不必開車開得太快。

　　need用作實義動詞時，有人稱和數的變化。后面要跟帶to的動詞不定式，構成否定句和疑問句時，要借助于助動詞do。這種用法可以用于肯定句也可以用于否定句和疑問句。

　　eg.you need to tidy your room today.

　　今天你需要整理房間。

　　he needs to go to the station.

　　他需要去車站。

　　does he need to look after his little brother at home？

　　他需要在家里照看他的小弟弟嗎？

　　people don’t always need what they have.

　　人們并不總是需要他們所需要的東西。

　　2.—we have a lot of rules at my house.

　　我們家有許多規矩。

　　—so do we.

　　我們也是。

　　so do we的句型結構為so+助動詞do+主語，是倒裝句，重音在主語上，意為“我們也是”。so后也可以情態動詞或連系動詞，主要根據前一句的情況來決定。例如：

　　you finished your homework，and so did i.

　　你做完了家庭作業，我也是。

　　i am a student.so is my brother.

　　我是一個學生，我哥哥也是。

　　john can drive a car，and so can mary

　　約翰會開車，瑪麗也會。

　　如果前后兩個句子說明同一個人或事物，表示強調前一句的情況，則so后的句子不用倒裝，表明情況就是如此。例如：

　　you asked me to leave，and so i did.

　　你要求我離開，我這樣做了。

　　your pen may be in your bag.oh，so it is.

　　你的鋼筆可能在你包里。噢，是這樣。

　　his brother studies very hard，so he does.

　　他弟弟學習很努力，他就是這樣。

　　“so+助動詞/情態動詞/連系動詞+主語”這一結構是說明肯定的情況，如果表示否定，則so應改為neither或nor。例如：

　　i’m not watching tv. neither(nor)is my cousin.

　　我沒有看電視，我表哥也沒看。

　　he didn’t finish reading that book. neither(nor)did i.

　　他沒讀完那本書，我也沒讀完。

　　“i don’t like beijing opera.”“neither(nor)do i.”

　　“我不喜歡京劇。”“我也不喜歡。”

　　3.if you have any idea where it might be，please call me.

　　（1）if you have any idea…=if you know…意為“如果你知道……”

　　（2）where it might be作“have any idea”的賓語從句。

　　（3）idea n.主意、想法

　　eg.a man full of ideas        主意很多的人

　　另外，idea還指“想象，（模糊的）想法”。

　　you can have no idea of what he said.

　　你根本想象不到他說了些什么。

　　（4）any除了用于否定句、疑問句中，還用于if引導的條件從句中，意為“若干的，有多少”。

　　eg.if you have any time，i’d like to talk.

　　如果你有（些許）時間，我希望與你談談。

　　if you have any intersting books，please lend me some.

　　你如果有什么有趣的書，請借我幾本。

　　4.my parents called the police，but they can’t find anything strange.

　　我的父母親報了警，但他們也沒能發現奇怪的東西。

　　（1）police是名詞，通常用the police指“警察、警方”，the police被視為集體名詞，其謂語通常要用復數形式。如果指一個警員，要用a policeman或a policewoman。

　　eg.you should call the police if you meet a thief.

　　你遇到賊的話，應該報警。

　　the police are chasing(after)the thieves.

　　警方正在追趕竊賊。

　　（2）something，anything等復合不定代詞的修飾詞要放在其后面。

　　eg.there isn’t anything wrong with this computer.

　　這臺電腦沒毛病。

　　is there anything new in today’s newspaper？

　　今天的報紙上有新東西嗎？

　　5.in my dream，i was swimming in an ocean of paper.

　　在我的夢里，我浸泡在數不盡的試卷中。

　　an ocean of，或oceans of意為“極多的，用不盡的”，廣泛用于口語中。介詞of后常接不可數名詞或可數名詞復數形式。

　　例如：don’t worry—we’ve got oceans of time.

　　別擔心—我們有的是時間。

　　there are oceans of food and drinks there.

　　那里有大量的食物和飲料。

　　三、語法（grammar focus）表示推測的情態動詞（modals of probability and possibility）

　　1.在英語中，表示對某件事物的確定程度，即表示推測的時候，我們通常會用到以下情態動詞，must，can/could，may/might

　　2.根據確信程度的不同，你可以選擇用不同的詞。

　　（1）20%—70%certain(possible):could,might,may

　　when you think that something is possible，but you are not very sure，you use could，might or may.

　　當你不確定某件事情是否是真實的，表示“可能”“或許”的意思時，可以用could，might，may來表示。may表示可能性要稍大一些。

　　（2）70%—90%certain(very possible):can

　　when you are quite sure about something，you use can.

　　（如果你對某件事把握較大，就用can表示“很可能“）

　　eg.attending a ball can be exciting.

　　it can be very windy on the hill.

　　（3）≥90%certain(probable):must

　　when you are very sure of something，you use must in positive sentences and cannot or can’t in negative sentences.

　　（如果你非常確信某事是真的，就用must.表示“一定是”“肯定是”，用cannot或can’t表示“一定不是”“肯定不是”）

　　eg.jane’s light is on.she must be at home.she can’t be out.

　　簡的房間里開著燈。她一定在家，不會出去的。

　　that can’t be mary—she is in hospital.

　　那不可能是瑪麗—她住院了。

　　mary must have some problem：she keeps crying.

　　瑪麗一定有什么問題：她一直在哭。

　　he can’t have slept through all that noise.

　　那么吵他不可能睡得著覺。

　　注意：

　　（1） 情態動詞后面必須用動詞原形

　　jack could live here.           （√）

　　jack could lives here.          （x）

　　（2） 情態動詞沒有人稱和數的變化

　　alex might know him.         （√）

　　alex mights know him.        （x）

　　（3） maybe不是情態動詞，而是副詞，不能做謂語

　　shirley may be at home.        （√）

　　shirley maybe at home.         （x）