4．情感态度

通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

3．学习策略

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。

2．语言技能

(1)能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。

(2)能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books, play soccer, talk with / to, be boring, go to the movies, want to do sth．等。

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A, Section B 和 Self Check　三大版快组成，同时每个版快又由a, b, c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的C部分又是pair work, 培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B　中的3a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section B中的3c是任务性教学，体现了语言的交际性和实用性。

1．语言知识

本单元要求学生掌握以下词汇(phone, mall, movies, sound, show, boring, library, soccer．watch TV, do homework, eating dinner, talking on the phone)

语言功能：

学会读、写一篇有关人们正在运动的短文。

语言结构(日常交际用语)：

What are you / they doing ?

I'm / We're / They're watching TV．

Is he / she watching TV?

Yes, he / she is． / No, he / she isn't．

本单元是Go for it(下)Unit 5，主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”(learning by doing)，通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。

2.　　　 Ask the students to prepare for the next period: If you are not sure of something, how do you make inferences?

1.　　　 Ask the students to do more practice as required in 1c on Page 34.

2.　　　 Key sentences 重点句子

Whose volleyball is this? (P34)

　It must be Carla’s. (P34)　

Ability goals 能力目标

Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.

Emotion & attitude goals 情感和态度目标

Learn to infer the owners of the things purposefully.

Strategy goals 策略目标

Listen and match each person with a thing.

Culture awareness goals 文化意识目标

Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.

Teaching important points教学重点

Learn to make inferences using “must”, “might”, “could” and “can’t”.

Teaching Procedures and ways 教学过程与方式

Step I Revision and Lead-in

Ask the students to do a game guessing the owners of things.

T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something and don’t know who the owner is, what would you do

Ss: We would try to guess who the owner is, then give it to him/her.

T: Now, boys and girls, close your eyes.

Collect some books from the students and put them together, asking the students to guess whose books they are.

T: OK, open your eyes, please.

Hold up one of the books.

T: Whose book is this?

S1: Bill’s ?

T: It might be Bill’s. Let’s ask him. Bill, is this your book?

S2: No, it’s not mine.

T: Well, it isn’t Bill’s. He says it’s not his.

S2: Is it Anna’s?

T: Let’s ask her. Anna, is this your book?

S3: No, it isn’t.

T: So it’s not Anna’s book. And it can’t be Maria’s. Because I didn’t take hers. Then whose book is it?

S1: Is it Lee’s?

T: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s.

Step II Brainstorming (1a: P 34)

T: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be Maria’s. It must be Lee’s. Now, look at 1a on Page 34. What can you see in the picture?

S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.

T: It isn’t hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.

Then ask the students to read their answers.

S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.

Step III Listening and speaking (1b: P 34)

Ask the students to read the instruction in 1b.

T: Read the instructions and find out what you are asked to do.

S1: To match each person with a thing and a reason.

T: 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 match the thing in the second column with the reason in the third column.

Ask the students to listen to the recording for the first time.

T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.

Point out the sample answer.

T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connected with the sentence She loves volleyball. in the third column.

Ask the students to listen to the recording again.

T: Now listen to the conversation again. This time connect the items in the three columns.

Play the recording again.

T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the box

Ask the students to make dialogues after the model. 　

T: Now work with a partner and practise making conversations.

Sample dialogue 1:

S1: Look! Whose toy car is this?

S2: It must be Jane’s little brother’s. Because he was the only little kid in the picture.

Sample dialogue 2:

S3: Look! Whose book is this?

S4: It must be Mary’s. Because Hemingway is her favorite author.

Sample dialogue 3:

S3: Whose CD is this?

S4: It must be Grace’s. Because she always listens to classical music.

Step IV Homework

Period 1 New function presenting

Language goals 语言目标

1.　　　 Words & expressions 生词和短语

picnic, author, belong, belong to

2．教材重组和课时分配

Period 1(Section A: 1a, 1b, 1c)　　　　　 New function presenting

Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4)　 Practice

Period 3 (Section B: 1, 2a, 2b, 2c， 3a, 3b, 3c, 4 )　 Integrating skills

Period 4 (Self Check: 1, 2, 3 & Workbook) 　Comprehensive review