九年级英语全册Unit5ItmustbeiongtoCarlaSectionA课件人教新目标
九年级英语全册 Unit 5 It must belong to Carla The Third P
Unit 5 It must belong to CarlaThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, OxfordUniversity(2) Target LanguageWhat do you think “anxious” means?Well, it can't mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.Here are some earrings. The owner can't be a boy.Well, it could be a boy. The earrings might be a present for his mother.2．Ability Objects(1) Train students' reading skill.(2) Train students' municative petence using the target language.3．Moral ObjectWhen you are in trouble, send an message to your friends to ask for help.Ⅱ．Teaching Key Points1．Reading practice2．Ora1 practice using the target languageⅢ．Teaching Difficult Points：1．Key vocabulary2．Target languageⅣ．Teaching Methods：1．Practice method2．Pair work3．A gameⅤ．Teaching Aid：The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the usage of the words must, might, could and can't by checking homework.Ask students to exchange their exercises books and help correct any errors with each other. As they are doing this, move around the classroom offering languagesupport as needed. Then invite different students to say their sentences to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.T: What's the girl doing?Ss: She is using the puter to write . Point to the parts of the message. Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don't know. Don't worry too much about them. Just circle them. We'll talk about what they mean later.Get students to plete the task on their own. Point out the sample answer. Say. The first sentence of the message is I'm really anxious, because I can't find my backpack.Check the answers： 5,2,4,3,1circled words might includeanxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step Ⅲ 3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.S A: What do you think “anxious” mean?S B: Well, it can't me an “happy”.S A: It might mean” worried”.S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can't, must, could or might as in the sample. Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Askdifferent students to share their conversations with the class. Make a list of the words students: are talking about on the blackboard.drop v.symphony n.optometrist n.appointment n.algebra n.crucial adj.count v.because of Practice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words in Activity 36 as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxiousworriedcuilarc crucial ______aegarbl ______ ______Step Ⅳ Part 4This activity provides oral practice using the target language.Call students' attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and OxfordUniversity on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.S A: Here are some earrings. The owner can't be a boy.S B: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the blackboard. Explain the meaning of each sentence.Focus attention on the chart with the headlines Can't, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to plete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ SummarySay, In this class, we've learned some vocabulary words, such as drop, symphony.And we've done much oral practice using the target language.Step Ⅵ Homework1．Read the letter in Activity 3a again for further understanding of the vocabulary words.2．Read the conversations in Activities 3b and 4 again for further understanding of the target language.3．Finish off the exercises on pages 15～16 of the workbook.Step Ⅶ Blackboard Design。
unit-5it-must-belong-to-carlaperiod-3九年级
It must be… a UFO
3. a strange It must be …
creature.
an alien
I must be… dreaming
4. a woman She could be…
They must be…
with a camera. from the TV news making a movie
Thanks, Linda.
紧张；担忧
Sample conversations(4:P36) 1. — Here is a Chinese-English dictionary. It could belong to Mary. I know she has one.
— I don’t think so. It can’t be Mary’s. This one is new, but hers is old.
Dear Anna, 5 If you have any idea where it might be, please call me. 2 I think I dropped it during the concert so it might still be in the symphony hall.
3. Whose guitar is this? It _m_i_g_h_t_belong to Alice. She
plays the guitar . 4. Whose T-shirt is this?
It c_a_n_’__be John’s. It’s much too t
small for him.
九年级英语全册Unit5ItmustbelongtoCarla(第1课时)教案人教新目标版
Unit 5 It must belong to Carla.第一课时： New wordsTeaching and Learning Goals：Learn the new words of Unit5 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit。
Students try to learn how to read and remember the words and phrases ， and howto learn individually and collectively。
Teaching and learning stepsStep 1 Learn to read the words on P148-1491.Students try to read the words using the phonetics by themselves.2.Then read with their partners in groups.3.Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly。
4.Read after the tape.5.Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly. （设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。
九年级英语全册 Unit 5 It must belong to Carla单元整理教案 人教新目标版
Unit 5 It must belong to Carla.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：belong, belong to, plate. author, toy, picnic(2) Target Language：Whose book is this?It must be Mary's. Wanda Wilbur is her favorite author.2．Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence using the target language.3．Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ．Teaching Key Points：1．Key vocabulary 2．Target languageⅢ．Teaching Difficult Points1．Listen for the target language2．Oral practice using the target languageⅣ．Teaching Methods1．Scene teaching method 2．Listening method 3．Pair workⅤ．Teaching Aids：1．Blackboard drawings 2．A tape recorder 3．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.Ask different students to explain in their own words the meanings of the words belong to, author andpicnic.B e l o n g m e a n s t o b e o w n e d b y s o m e b o d y.A n a u t h o r i s a w r i t e r o f a b o o k o r a p l a y.A picnic is a meal eaten out of doors. Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Show the correct answers on the screen by a projector.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.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 reason.Step Ⅳ 1cThis activity provides oral practice using the target language.Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. Write the conversation on the blackboard.Point out the chart in Activity 1 b. 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.A f t e r a l l t h e s t u d e n t s h a v e h a d a n o p p o r t u n i t y t o a s k a n d a n s w e r q u e s t i o n s,s t o p t h e a c t i v i t y.G e t d i f f e r e n t p a i r so f s t u d e n t s t o s a y t h e i r c o n v e r s a t i o n s t o t h e c l a s s.Step Ⅴ SummaryS a y,I n t h i s c l a s s,w e'v e l e a r n e d t h e k e y v o c a b u l a r y w o r d s b e l o n g t o,p l a t e,a u t h o r,t o y a n d p i c n i c a n d d o n e m u c h l i s t e n i n g a n d o r a l p r a c t i c e u s i n g t h e t a r g e t l a n g u a g e.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 DesignUnit 5 It must belong to CarlaThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：band, hair band(2) Target Language：Whose notebook is this?It must be Ming’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 Points1．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 gameⅤ．Teaching Aids：1．A tape recorder 2．Real objectsⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the conversations in 1b. Get different pairs of students to talk about who each thing might belongto and give a reason.Step Ⅱ 2aThis 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.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：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis a ctiv ity prov ides lis teni ng and wri ting pra ctic e us ing the ta rget lan guag e.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.Play the recording. Students listen and fill in the blanks.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.Step Ⅳ 2cThis 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 Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Repeat the process with the words might, could and can't.Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each fromthe four students.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we've done 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 ⅦHomeworkMake two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard DesignUnit 5 It must belong to CarlaThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think “anxious” means?Well, it can't mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.Here are some earrings. The owner can't be a boy.Well, it could be a boy. The earrings might be a present for his mother.2．Ability Objects(1) Train students' reading skill.(2) Train students' communicative competence using the target language.3．Moral ObjectWhen y ou a re i n tr oubl e, s end an e-m ail mess age to y our frie nds to ask for hel p.Ⅱ．Teaching Key Points1．Reading practice2．Ora1 practice using the target languageⅢ．Teaching Difficult Points：1．Key vocabulary 2．Target languageⅣ．Teaching Methods：1．Practice method 2．Pair work 3．A gameⅤ．Teaching Aid：The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionR e v i s e t h e u s a g e o f t h e w o r d s m u s t,m i g h t,c o u l d a n d c a n't b y c h e c k i n g h o m e w o r k.Ask students to exchange their exercises books and help correct any errors with each other. As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.Get students to complete the task on their own. Point out the sample answer. Say. The first sentence of the e-mail message is I'm really anxious, because I can't find my backpack. Check the answers：5,2,4,3,1 circled words might includea n x i o u s,s y m p h o n y h a l l,a l g eb r a,o p t o m e t r i s t a p p o i n t m e n t,c r u c i a l,c o u n t,d r o pStep Ⅲ 3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.Write the conversation on the blackboard.P r a c t i c e t h e p r o n u n c i a t i o n o f t h e s e w o r d s a n d e x p l a i n t h e m e a n i n g o f e a c h w o r d.Step Ⅳ Part 4This activity provides oral practice using the target language.C a l l s t u d e n t s'a t t e n t i o n t o t h e p i c t u r e.G e t s t u d e n t s t o n a m e e a c h i t e m i n i t.W r i t e t h e n e w w o r d s C h i n e s e-E n g l i s h d i c t i o n a r y a n d O x f o r d U n i v e r s i t y o n t h e b l a c k b o a r d.P o i n t t o t h e s a m p l e c o n v e r s a t i o n.I n v i t e a p a i r o f s t u d e n t s t o r e a d i t t o t h e c l a s s.W r i t e t h e c o n v e r s a t i o n o n t h e b l a c k b o a r d.E x p l a i n t h e m e a n i n g o f e a c h s e n t e n c e.Focus attention on the chart with the headlines Can't, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ SummarySay, In this class, we've learned some vocabulary words, such as drop, symphony. And we've done much oral practice using the target language.Step Ⅵ Homework1．Read the letter in Activity 3a again for further understanding of the vocabulary words.2．Read the conversations in Activities 3b and 4 again for further understanding of the target language.3．Finish off the exercises on pages 15～16 of the workbook.Step ⅦBlackboard Design教学反思：（十八）年月日开发课程资源，拓展学用渠道。
九年级英语全册 Unit 5 It must belong to Carla The Second
Unit 5 It must belong to CarlaThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：band, hair band(2) Target Language：Whose notebook is this?It must be Ming’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 Points1．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 gameⅤ．Teaching Aids：1．A tape recorder 2．Real objectsⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the conversations in 1b. Get different pairs of students to talk about whoeach thing might belong to and give a reason.Step Ⅱ 2aThis 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：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis 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.Answers1．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 Ⅳ 2cThis 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.AnswersThe 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 his parents.The red bicycle can't be Hu's. She has a blue bicycle.The ticket might be my aunt's or uncle's.They are both going to the concert.Step Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.S A: Whose notebook is this?S B: It must be Ning's. It has her name on it.S A : Whose French book is this?S B: It could be Ali's. She studies French.S A: Whose guitar is this?S B: It might belong to Alice. She plays the guitar.S A: Whose T-shirt is this?S B: 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 activityAsk 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 Ⅵ SummarySay, In this class, we've done 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 Ⅶ HomeworkMake two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard Design。
九年级英语Unit 5 It must belong to Carla
Unit 5 It must belong to Carla.教学设计SectionA(1a-2c)Ⅰ. 教学目标。
1. 知识目标(1) Key Vocabularybelong, belong to, , author, picnic,possibly(2)Target LanguageWhose book is this?It must be Mary’s. Hemingway is her favourite author.2. 能力目标(1) 学会用情态动词猜测某人拥有某物。
(2) 学生能从听的对话中获取信息，提高听和说的能力。
（3）学会使用目标语言。
3. 情感目标（1）通过师生双边活动，激发学生的学习兴趣和求知欲望，从而培养用英语做事的能力。
（2）培养学生善于与他人合作的意识。
Ⅱ. 教学重点1. Key vocabulary2. Target languageⅢ.教学难点1. Listen for the target language2. Oral practice using the target languageⅥ.教学过程设计Step I RevisionWrite the key vocabulary words on the blackboard.belong v .belong to author n. picnic n.StepII Lead-inLook at the following conversations,guess what the words"must""could""can't"mean.(1)----Whose books are these?--- They are Kate’s.(They belong to Kate.=They must be Kate's)(2) -Whose toy car is this?---It might be Jack's.---No,it can't be Jack's. His is at home.---It belongs to Jim. ( It's Jim's )通过猜测导入新课，情态动词表推测，激发学生的学习兴趣,通过小组合作，师生探究，让学生自己总结must,could,can't表猜测的含义。
山东省邹城市第五中学九年级英语全册《Unit 5 It must belong to Carla Section B》课件 人教新目标版
The alien is _______ chasing them.
catch v.赶上（车船
等）;捕获
catch—caught—caught
第三人称单数: catches
The man is running. He could be running to catch a bus
3.There’s a strange creature getting out.有 一个奇怪的生物正在出来。 There be sb/sth doing… “在某地有某人 或某物正在做某事”。 e.g. 有一只小鸟在天空中飞翔。
is a bird ________in flying the sky. There ___
二。根据句意及首字母完成单词
1. The cat has c__________10 aught mice(老鼠) so far.
2.At night we can see many stars in the s_______. ky unning 3.The man must be r_________ fast to catch a bus.
A: Why do you think the man is running ? B: He could be running for exercise.
A: No , he’s wearing a suit .
He might be running to catch a bus .
1.for exercise “为了锻炼” ，做目的 状语。类似：for fun “为了娱乐” e.g. 他踢足球仅为娱乐。 He plays soccer just ___ for ____. fun 2.to catch a bus “为了赶公交车”，不定 式做目的状语. 马丁一定在打电话来征求妈妈的许可。 Martin must be calling __ __ his mother’s to ask permission.
初中英语讲义(教案)：初三英语UnitItmustbelongtoCarla讲解和练习题
Unit 5 It must belong to Carla.一、导入二、知识点回顾1、基本短语1、把它捐给慈善机构2、医学研究3、如果…怎么样？4、紧张5、参加大考6、有助于7、在公共场合8、几乎不9、全校10、未经许可11、与…交朋友12、请求××的允许13、把…介绍给…14、邀请…干…15、社会环境16、根本不，一点也不17、立刻，马上18、全天 19、对…友好20、在午饭时间21、有点害羞22、英语演讲比赛23、代表班级24、名列第一（前茅）25、使…失望26、提出、想出27、对...确定/肯定28、其余的学生29、have（a lot of）experience (in) doing sth30、对付，处理31、出版32、在…方面提出意见、建议33、偶然地，无意之中三、（1）专题讲解☆专题1：重点词汇、短语1、基本短语belong to 属于hair band 发带make up 形成，组成use up 用完，耗尽at the picnic 在野餐escape from some place 从某个地方逃走classical music 古典音乐be worried about 担心......final exam 期末考试attempt to do sth. 试图做某事capital letter 大写字母in the neighborhood of 在......附近be crucial to sb. 对某人来说至关重要be anxious about 对......感到忧虑too much 太多call the police 报警attempt to do sth. 试图做某事pretend to do sth 假装做某事because of... 由于......see sb. doing sth. 看见某人正在做某事the owner of... ......的主人，物主catch a bus 赶公交车make a noise 制造噪音escape from... 从.....逃离be careful of “当心、小心；对……注意☆专题2：语法解读3、重点词汇、短语、语法解读1. belong to属于，不用于进行时态，也不用于被动语态，主语常是物，sth. belong to sb. 某物属于某人如：That English book belongs to me. = That English book is mine.2. possibly adv. “可能地，也许”, 形容词为possible “可能的”.I think she possibly agrees with me. 我认为她可能会同意我的观点。
九年级英语全册Unit5ItmustbelongtoCarla第3课时教案人教新目标版
Unit 5 It must belong to CarlaSection A（3a-4）Learning Goals1.Review the dialogue in period12.Talk about the words they don’t understand like appointment, worried, optometrist crucial symphony anxious using What do you think…. mean? Well, it can’t mean …. It might mean …..Learn how to use Must, might, could and can’t for other guessing jobs .3.Show students how to write a thank-you message to ask friends for help. Teaching and learning stepsReview复习Role play the dialogue A 2b and fill in the blanks below with must ,may, might,could, can’tBob: Oh, look! Whose backpack do you think this is?Anna:I don’t know. Look, here’s a school T-shirt.Bob: Well then, the person go to our school. Oh! Here is a hair band, so the person be a boy.Anna: It be Kumi’s hair band. She has long hair.Bob: Or the hair band belong to Linda. She was at the picnic, wasn’t she? Anna:Yes, she was. But then the backpack belong to Rita. She’s always forgetting things.Bob:Then it b e Linda’s backpack. She has long hair and she’s on the tennis team.Bob:You’re right!（推测情态动词排列Must—can—could—may—might—can’t）Preview预习(write them down without looking at the text.)1.word learning:落下; 掉下____交响乐; 交响曲____验光师; 配镜师____约会; 约定. ______关键的；至关重要的______形成; 组成; 构成_______最后的; 最终的_______忧虑的; 焦虑的; _______所有者;______ 牛津大学______2.sentence translating如果你知道它可能在哪儿，请给我打电话，我想我是在音乐会期间把它掉了，所以它可能仍在音乐大厅里。
Unit 5 It must belong to Carla知识讲解
Unit 5 It must belong to Carla知识讲解Section A：1. If you have any idea where it might be, please call me.If you have any idea... = If you know... 意为“如果你知道……”。
any用于if引导的条件从句中，有“若干的，有多少”的意思。
例如：If you have any time I’d like to talk with you. 如果你有（些许）时间，我希望与你谈谈。
2. no more 与not …any more的区别二者都表示“不再”，“再没有”的含义但no more要用在谈数量或程度时，no more用在说时间时。
例如：There is no more bread. 没有面包了。
（指数量）He’s no more genius than I am. 他和我都不是天才。
（指程度）He doesn’t live here any more. 他不住在这里了。
（指时间）3. I think I dropped it during the concert so it might still be in the symphony hall. during是介词，意为“在……期间”，其后跟时间段。
在引导时间状语时注意区分和for的用法。
介词for引导时间状语时，很易和during混淆不清。
它们的区别如下：（1）during用在已知的时期、节日或表示时间观念的名词之前。
其后通常接the、this、that、these、those、my、your、his……等词。
例如：during the last four daysduring the winterduring that timeduring my holidaysduring our stay in Japan而for则用以表示“有限的”或“无限的”时间概念，通常其后接冠词、数词，复数名词或副词ever。
2019-初中英语九年级英语《Unit 5 It must belong to Carla》-文档资料
2c Fill in the blank with“must,might,could, can’t”. • The notebook must/could/ might be Ming’s. It was on her desk. can’t be Carol’s. She wasn’t • The homework _____ at school today. • The soccer ball might/could 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 stskirt is this? B: It can’t be Li Yang’s.He is a boy. It must belong to Wang Fei. She is a girl and she
loves wearing skirt.
王
菲
2a Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Things in the backpack
A. can’t
B. couldn’t
C. must
1. Making inference by doing pairwork.
2. Prepare SectionA 3a-4 according to TongBu.
1. T-shirt
2. hair band 3. tennis balls
九年级英语全册 Unit 5《It must belong to Carla》全
Mary
-Whose football is this ?
He is a basketball player.
Whose car is this?
It might / could be __. It can’t beW_a_n_g_Z_h_i_zh_i_’s. It must be_Y_a_o_M__in_g_’s_.
He is rich but helpful.
Whose hair band is it?
Whose dog is this?
It might/ could be____. It must be Liu Dehua’s.
A Korean(韩国的) actor, he is cool and popular.
Whose dog is this?
It might / could be___.
Jane’s little brother. He was the
only little kid at the picnic. And
the magazine must belong to
Deng Wen. He loves cats.
Girl 2: Oh, yeah… This book must be
Liu xiang
-Whose exercise book is this ?
-It__m_u_s_t _ be Liu Xiang’s.
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Whose notebook is this?
It must belong to Xiao Yong. = It must be XiaoYon name is on the book.
Whose skirt is this?
Jane
It can’t belong to Mike.
5.I can’t find my backpack. It might/must be still at school. must 6.The photo be Lu’s. Those are his parents. 7.The red bicycle can’t be Hu’s. She has a blue bicycle. 8.This ticket might be my aunt’s or uncle’s. They’re both going to the concert.
Pairwork:
-Whose … is this ? -It______ be Liu Xiang’s. (=It belong to Liu xiang) Because it has his name on it.
Liu Xiang
John Tony
1b
Listen and match each person with a thing and a reason.
Unit 5
It must belong to Carla.
Section A
Words & Expressions (P34-35)
belong belong to author picnic hair band possibly
属于 属于 作家；作者 (自带食物的) 郊游野餐 发带 可能地；也许；或许
Who is he?
?
He can’t … might（could）… must…
Whose basketball is it?
It must be Yao Ming’s.
belong to “属于”
It must belong to Yao Ming.
Because he is the only basketball player.
Exercise: Fill in the blanks with must, can’t, could or might.
1.The notebook must/might be Ming’s. It was on her desk. 2.The homework can’t be Carol’s. She wasn’t at school today. 3.The soccer ball might be John’ s or Tony’s. They both play soccer,don’t they? 4.The French book must be Li Ying’s. She’s theonly one who’s studying French.
It must belong to Jane.
Mike
Because she is the only woman here.
Whose skirt is this?
Jane
It could be Jane’s. Miss Yang’s.
It can’t be Mike’s.
belong to Mike. It might belong to Jane.
Look and guess.
Who is she?
She can’t be Guo Jingjing.
?
She might/could be Wang Nan. She must be Zhang Yining.
Oh, yes. She is Zhang Yining.
Look and guess. Using “can’t , might (could), must.
Grammar Focus
表示推测的情态动词 : 在英语中，表示对某件事物的 确定程度，即表示推测的时候，我们 通常会用到以下情态动词： must, might, could, can’t, must 一定，肯定（100%的可能性） might, could 有可能，也许（20%~80%的可能性） can’t 不可能，不会 （可能性几乎为零）
Mike
Miss Yang.
Miss Miss Yang Yang
Whose … is this ?
It must be sb’s. belong to sb. It could /might be sb’s.
belong to sb.
It can’t be sb’s. belong to sb.
Person Jane’s little brother Mary Carla Deng Wen Grace
Thing Volleyball
Reason
Hemingway is her favorite author. She loves volleyball.
Toy car
Magazine Book CD
1. 2. 3. T-shirt Hair band Tennis ball
2b
Listen again and fill in the blank
1. The person must go to our school. 2.The person can’t be a boy. 3.It couldbe Mei’s hair band. 4.The hair band might belong to Linda. 5.It must be Linda’s backpack.
He was the only little kid at the picnic.
She always listens to classical music. He loves cats.
2a
Listen and write down the things in the backpack.
Things in the backpack.
Guessing games
What does she do?
She could/might be a/an______
What does she do?
She could/might be a/an______
What does he do?
He could/might be a/an______