The 2nd Period

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 Ⅱ2a

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 Ⅲ2b

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 Ⅵ2c

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.

Step ⅤGrammar 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 Ning’s.It has her name on it.

SA: Whose French book is this?

SB: It could be Ali’s.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 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 ⅥSummary

Say, In this class, we’ve clone some listening and writing practice using’ the target language.And we’ve learned how to make inferences using the words must, might, could and can’t.

Step ⅦHomework

Make two sentences each using the words must, could, might and can’t.

Step ⅧBlackboard Design

Unit 5 It must belong to Carla.

Section A

The Second Period

Target language:

A: Whose notebook is this?

B: It must be Ning’s.

It has her name on it.

A: Whose French book is this?

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

must  100%

could 20%～80%

might 20%～80%

can’t 0%

A: Whose guitar is this?

B: It might belong to Alice.

She plays the guitar.

A: Whose T-shirt is this?

B: It can’t be John’s.

It’s much too small for him.

希望各位教师能够认真阅读英语教案Unit5，努力提高自己的教学水平。

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