unit 2 it must belong to carla

Unit 2 It must belong to Carla. . Analysis of the Teaching Material 1.Status and Function The topic of this unit is a picnic, In this unit, students learn to make inferences. Such topic is helpful to activate students imagination and improve students ability to deduce. Either less or more advanced students will be active in the activities in class. So its useful to improve students spoken English and communicative competence. (1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences. (2)In the second period, students learn the exact meanings of the words must, might, could and cant. Meanwhile, students practice listening and writing the target language. (3) When reading an article, students cant help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, Its helpful to arouse students learning interest and improve students listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man. In this class, students have a better understanding of the words must, might, could and cant. (5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students reading and writing skills. (6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class. 2. Teaching Aims and Demands (1) Knowledge Objects In this unit, students learn to make inferences using the words must, might, could and cant. (2) Ability Objects To train students listening, speaking, reading and writing skills To train students ability to deduce. (3) Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Well benefit a lot by learning proverbs. 3. Teaching Key Points To learn the key vocabulary words and the target language. To learn to make inferences using the words must, might, could and cant. 4. Teaching Difficult Points To train students listening, speaking, reading and writing skills. To enable students to grasp the usage of must, might, could and cant. 5. Studying Way Teach students how to make inferences using must, might, could and cant. . Language Function Make inferences . Target Language Whose volleyball is this? It must be Carlas. She loves volleyball. It could be Teds. . Structure must, might, could and cant . Vocabulary picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage. Recycling suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious . Learning Strategies 1. Sequencing 2. Deducing . Teaching Time Six periods The First Period . Teaching Aims and Demands 1. Knowledge 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 favourite author. 2. Ability Objects (1) Train students listening skill. (2) Train students communicative competence using the target language. 3. Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. . Teaching Key Points 1. Key vocabulary 2. Target language .Teaching Difficult Points 1. Listen for the target language 2. Oral practice using the target language .Teaching Methods 1. Scene teaching method 2. Listening method 3. Pairwork .Teaching Aids 1. Blackboard drawings 2. A tape recorder 3. A projector .Teaching Procedures Step I Revision Check homework. Invite different students to say the answers to the exercises on pages 1214 of the workbook. Step 1a This activity introduces the key vocabulary. Write the key vocabulary words on the blackboard. belong v. belong to plate n author n. toy n. picnic n. Say the words one by one and have students repeat several times until they can read them fluently and accurately. 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. Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector. Clothing Fun things Kitchen Things hat volleyball plate jacket CD cups T-shirt toy car magazine book Step lb This activity gives students practice in understanding the target language in spoken conversation. Call students attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. 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 connect the thing in the second line with the reason in the third column. 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. Check the answers. Answers Janes little brothertoy carHe was the only little kid at e picnic. MarybookWanda Wilbur is her favourite author. CarlavolleyballShe loves volleyball. Deng WenmagazineHe loves cats. GraceCDShe always listens to classical music. Tapescript Girl 1:Whose volleyball is this? Boy 1:It must be Carlas. She loves volleyball. Girl 1: How about this toy car? Girl 2: Oh, that toy car must belong to Janes little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats. Boy 1: Oh, and look, someone left a book. Girl 2: Oh, yeahThis book must be Marys. Wanda Wilbur is her favourite author. Girl 1: OKand how about this CD? Girl 2: HmmmmmThe CD must belong to Grace. She always listen to classical music. Step 1c This activity provides oral practice using the target language. Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles. SA: Whose volleyball is this? SB: It must be Carlas. She loves volleyball. 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 Marys. 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 Summary Say, 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 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 Marys. Wanda Wilbur is her favourite author. The Second Period . Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary band, hair band (2)Target Language Whose notebook is this? It must be Nings. 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. 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. . Teaching Key Points 1. Listening and writing practice using the target language. 2. Make inferences using the target language. . Teaching Difficult Point Make inferences using the target language. . Teaching Methods 1. Practice method 2. A game . Teaching Aids 1. A tape recorder 2. Real objects . 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 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. Answers 1. T-shirt 2. hair band 3. tennis balls Tapescript Bob: Oh, look! Whose backpack do you think this is? Anna: I dont know. Look, heres a school T-shirt. Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person cant be a boy. Anna: It could be Kumis hair band. She has long hair. Bob: Or the hair band might belong to Linda. She was at the picnic, wasnt she? Anna: Yes, she was. But then the backpack could belong to Rita. Shes always forgetting things. Bob: Oh, look! Tennis balls. Anna: Then it must be Lindas backpack.She has long hair and shes on the tennis team. Bob: Youre right! Step 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 cant. Point out the sample answer. Play the recording. Students listen and fill in the blanks. Check the answers. Answers 1. The person must go to our school. 2. The person cant be a boy. 3. It could be Meis hair band. 4. The hair band might belong to Linda. 5. It must be Lindas backpack. 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. 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 cant 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 Leis. He likes reading Engish magazines very much. Step 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 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 offering help as needed. Check the answers. Answers The notebook must/might be Mings. It was on her desk. The homework cant be Carlas. She wasnt at school today. The soccer ball might be Johns or Tonys. They both play soccer, dont they? The French book must be Li Yings. Shes the only one whos studying French. I cant find my backpack. It might/must be still at school. The photo must be Lus. Those are his parents. The red bicycle cant be Hus. She has a blue bicycle. The ticket might be my aunts or uncles. They are both going to the concert. Step Grammar Focus Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard. SA: Whose notebook is this? SB: It must be Nings. It has her name on it. SA: Whose French book is this? SB: It could be Alis. She studies French. SA: Whose guitar is this? SB: It might belong to Alice. She plays the guitar.SA: Whose T-shirt is this? SB: It cant be Johns. Its much too small for him. Invite a student to underline the words must, could, might and cant 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 cant. 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 Leis. T: Li Lei, is this your pen? L: No, it isnt. T: It cant be Li Leis. He says its not his. S2:It might be Wu Juns. T: Wu Jun, is this your pen? W: Yes, it is. T: He says its his. The pen must be Wu Juns. (Holding up a notebook)Whose notebook is this? S3: It must be Li Nas. I gave it to her as a birthday present. Repeat the process with the other items. Step Summary Say, In this class, weve clone some listening and writing practice using the target language. And weve learned how to make intosentences using the words must, might, could and cant. Step Homework Make two sentences each using the words must, could, might and cant. Step Blackboard Design Unit 5 It must belong to Carla. Section A The Second Period Target language: A: Whose notebook is this? B: It must be Nings. It has her name on it. A: Whose French book is this? B: It could be Alis She studies French. must 100% could 20%80% might 20%80% cant 0% A: Whose guitar is this? B: It might belong to Alice. She plays the guitar. A: Whose T-shirt is this? B: It cant be Johns. Its much too small for him. The Third Period I. Te