【正文】 ng 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 that’s 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 the answers. Answers Jane’s little brother— toy car— He was the only little kid at the piic. Mary— book— Wanda Wilbur is her favourite author. Carla— volleyball— She loves volleyball. Deng Wen— magazine— He loves cats. Grace— CD— She always listens to classical music. Step Ⅳ 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 Carla’s. 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 Mary’s. 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 Ⅴ Summary Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and piic and done much listening and oral practice using the target language. Step Ⅵ 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 Ⅶ 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. piic n. 2. Target language: Whose book is this? It must be Mary’s. WandaWilbur is her favourite author. The Second 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 Tshirt 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 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. Tshirt 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 ing to a writeon 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 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 plete the task on their own. As students wor