科目
英语
年级
初三
班级

时间

课题 Unit 5 It must belong to Carla Period 2
教
学
目
标
1. Knowledge Objects
(1) Key Vocabulary：band, hair band
(2)Target Language
2. Ability Objects
(1) Train students’ listening skill and writing skill.
(2) Train students’ ability to deduce.
3. Moral Object
Use your mind, then make inferences correctly.
教
材
分
析
1. Teaching Key Points
Listening and writing practice using the target language.
Make inferences using the target language.

2. Teaching Difficult Point
Make inferences using the target language.

实
施
教
学
过
程
设
计
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 Ⅱ 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



Step Ⅲ 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 can’t. 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 can’t be a boy.
3. It could be Mei’s hair band.
4. The hair band might belong to Linda.
5. It must be Linda’s backpack.
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 Ⅵ 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 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.
Answers
The notebook must/might be Ming’s. It was on her desk.
The homework can’t be Carla’s. She wasn’t at school today.
The soccer ball might be John’s or Tony’s.
They both play soccer, don’t they?
The French book must be Li Ying’s. She’s the only one who’s studying French.
I can’t find my backpack. It might/must be still at school.
The photo must be Lu’s. Those are h
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