知識(shí)要點(diǎn) 本單元談?wù)搶?duì)事物或人進(jìn)行猜測(cè)和推論。
本單元要點(diǎn)如下：
1． 學(xué)會(huì)對(duì)人或事物進(jìn)行猜測(cè)和推論。
2． 學(xué)會(huì)用不同的情態(tài)動(dòng)詞表達(dá)不同程度的猜測(cè)。
一、重點(diǎn)詞匯：
picnic possible drop count final owner sky catch interview noise wind neighbor director monkey smell finger lift stone
二、重點(diǎn)短語(yǔ)：
belong to 屬于 be worried （about）為…擔(dān)心，著急 be afraid of… 害怕… use up 用完 be careful of … 小心…
三、交際用語(yǔ)：
1. --- Whose book is this? 這是誰(shuí)的筆記本？
--- It must be Mary’s . Hemingway is her favorite author.
肯定是瑪麗的。海明威是她最喜愛(ài)的作家。
2. --- Whose T-shirt is this? 這是誰(shuí)的T恤？
--- It can’t be John’s. It’s much too small for him.
它不可能是約翰的。對(duì)他而言，這太小了。
3. --- Why do you think the man is running? 你覺(jué)得那個(gè)人為什么跑？
--- He could be running for exercise. 他可能是為了鍛煉。
四、語(yǔ)法聚焦：
1. --- Whose notebook is this?
--- It must be Ning’s. It has her name on it.
2. --- Whose French book is this?
--- It could be Ali’s. She studies French.
學(xué)法導(dǎo)入 想想這段時(shí)間你丟過(guò)什么東西嗎？如果丟過(guò)，不妨來(lái)做些猜測(cè)：東西可能丟在什么地方了。想想，在猜測(cè)時(shí)，我們是不是會(huì)用到一些不確定的詞，如：“可能，也許，大概”等？
情感培養(yǎng) 聯(lián)系實(shí)際，學(xué)會(huì)對(duì)不確定的事情做出推測(cè)。
通過(guò)對(duì)諺語(yǔ)、格言的猜測(cè)和學(xué)習(xí)，進(jìn)一步感知異國(guó)文化。
第一課時(shí)
Section A
Step 1 A game
Prepare a box with some things in. Ask the students to guess what is in it. Then ask one student to feel the things in it and tell the others what they are.
Review the word spelling of these things.
Step 2 Watching and writing
1a. The students look at the picture and talk about the things they see. Then write the things in the correct columns in the chart.
Step 3 Talking
Take out the things that are in the box. Ask, “Do you know whose book is it? Do you know whose hat is it?…..” The answers will vary. When the students say, “Maybe it is…”, help them to say it in another way, “It may be…. It might / could be….” When the students say, “It is…..”, tell them to say,” It must be……” Point out when we are not sure about sth, we can use “may, might, could” to make inferences. When we think something is probably true, we can use “must ”.
Step 4 Listening and practicing
1b. Students listen and match each person with a thing and a reason.
Ask the students to practice the conversation in the picture in 1a. and then make similar conversation to the one in 1c.
Step 5 Listening
Say “Bob and Anna found a backpack in front of their school. They are guessing whose bag it is. Listen and write down the things in the backpack.”
Ask the students to write down the things in the box in 2a.
Then get the students to listen again. Fill in the blanks in 2b.
Step 6 A game
Collect some things from the students. Then ask the students to guess whose things they are by using “ It might be….. It must be…... It can’t be…..” and so on.
Step 7 Homework
Ask the students to finish 2c.
第二課時(shí)
Step 1 Warming up
Ask the students to make up sentences using “must, might, could, can’t”.
Step 2 Checking homework
Check the answers in 2c.
Step 3 Grammar Forcus
Comprehend the meaning of every sentence. Consolidate the use of “must / could / might / can’t”.
must something is probably true.
might / could something is possibly true.
can’t something is not true.
Step 4 Reading
3a. The students read the passage. Circle the words they don’t know. Number the parts in order. Then check the answers.
Step 5 Pairwork
Look at the conversation in 3b. Then discuss about the meaning of every other new word. Help them to use the drill like the one in 3b or like this:
S1: What do you think “symphony” means?
S2: It must mean kind of music.
S3: Why?
S4: Because she wants to the symphony hall for a concert.
Then ask pairs to act out their own conversations.
Step 6 Discussion
Part 4. Help the students to understand the instruction in Part 4. Make guesses in pairs. Write down their own ideas. Then share the ideas of some students.
Homework:
Recite the passage in 3a.
第三課時(shí)
Section B
Step 1 Guessing
Show students a picture of a subject like UFO. Ask the students to guess what it could be. They can use “could, might, must, can’t” to express their guesses.
Step 2 Talking and writing
Part1. First the students talk about the pictures. And then use the words from the box to write a sentence about each picture. Check the answers.
Step 3 Listening
First, ask the students to guess what the story is about. Then listen to the conversation in 2a after the students look at the instructions. Number the pictures in Part1 by listening. And then write two or three sentences to finish the story. Ask some students to read the ending of the story.
2b. Listen again. Complete the sentences. Then check the answers.
Step 4 Practice
Get the students to have a role play about the conversation in 2a by imitating the one in 2c. Ask some pairs to act out their conversations.
Step 5 A game
Organize the students to make up a story. One student says out one sentence. The sentences must be coherent.
Step 6 Exercises
翻譯句子：
1. 他可能跑步是為了鍛煉。
2. 這把吉他可能屬于愛(ài)麗斯。
3. 空中的那東西肯定是一個(gè)飛碟。
4. 這本舊書(shū)不可能是瑪麗的�，旣惖臅�(shū)很新。
第四課時(shí)
Step 1 Revision
Ask the students to make up sentences by using “must, might, could, can’t” to express inferences.
Step 2 Reading
3a. First, look at the picture. Ask the students to guess what is the matter with the girl.
Second, get the students to look through the passage. Complete the chart on the blackboard.
People What they think
Zhou Gu’s wife
Zhou Gu and his friends
Zhou Gu’s parents
Qi Hui
Third, help the students comprehend the passage.
Then read the passage with the tape.
After reading, some students try to retell what the different people thought about noises.
Step 3 Writing
3b. Look at the instructions. Ask questions to be sure that students understand what each set of notes is describing. Then give students some minutes to write a paragraph by imitating the passage in 3a.
Step 4 Writing
3c. Look at the headline and finish the article about the strange events in Bell Tower. Explain the new words like “ mystery, director, escape”.
A point:
escape 意思是“逃跑， 逃脫”
escape from = run away
escape death 意思是“死里逃生”.
第五課時(shí)
Step 1 Revision
Get some students to retell the story in 3a.
Step 2 Self check
For Ex 1, fill in each blank with the correct word given. Understand the meaning of every sentence. Review the phrases, like “be careful of, be afraid of, feel anxious, be worried about”. Then the students make their own sentences with each word.
For Ex 2, read the proverbs and guess their meanings. Then share answers.
For Ex 3, ask students to do as instructions, then check the answers.