九年级英语上册 Unit 5 It must belong to Carla单元训练 人教新目标版
九年级英语Unit 5 It must belong to Carla 教材解析
例题探究：
Did you have fun________(play)football with these kids?
“做什么事情很开心”。
答案：playing
3b Write another paragraph about Bell Tower using these notes.
I have no idea at all that he is our P.E.teacher.
我不知道他就是我们的体育老师。
例题探究：
I have no idea when________（will he e/he will e）.
我不知道他什么时候回来。
2.I really need it because I have a math test on④’s crucial that I study for it because it counts⑤ 30% to the final exam.
A:Whose book is this?
B:It must be Mary’s.Wanda Wilbur is her favorite author.
它肯定是玛丽的。旺达·威尔伯是她最喜欢的作者。
2aBob and Anna found a backpack in front of their school.Listen and write down the things in the backpack.
例题探究：
If it________（rain）,we will stay home.
解析：本句中的if引导的是状语，在意义上虽然为一般将来时态，但在书写时应当写成一般现在时态。
答案：rains
九年级英语unit 5It must belong to Carla单元知识点
九年级英语Unit 5 It must belong to Carla单元知识点1.词和短语记忆抽查去野餐尽可能快地和某人约好，与某人约会去听音乐会上大学从。
逃离认为，考虑，想起害怕做某事注意。
；当心。
极其、非常神秘的事物，谜主管、主任举起、抬起试图、企图追逐、追赶落下、掉下II.重点、难点及考点讲解1.anxious adj.焦虑的，忧虑的；渴望的。
anxiety n. 焦急，担心be anxious about/for 为…而担心＝be worried aboutbe anxious(for sb) to do sth.渴望（某人）做某事；be anxious + that 从句2.belong to 属于，为。
所拥有，to 为介词。
① belong to + n/ 人称代词宾格，其主语通常是物，但是belong to 没有被动式，也不能用于进行时态，其后也不能接名词性物主代词或名词所有格。
eg： This classroom belongs to us. 这间教室属于我们。
② belong to = be owned by “被……所拥有”③ sb belong to + 集体或组“隶属……，是……的成员”相当于：be a member ofeg: She belong to our school tennis team. 她是我们学校网球队的一员3.John’s or Ton y’s 约翰的或者是托尼的当使用or连接两个表示所有关系的名词时，表示分别所有，两个名词必须分别用’s所有格。
John’s and Tony’s / Jhon and Tony’s如果用连词and连接两个表所有关系的词时，要分两种情况：a)表示两人共同拥有某物时，只在最后一个词后加’s。
b)当表示两人分别拥有时，则在两个名词后分别加’s。
4.because 和because of 的区别because +从句（表原因，不与so连用）because of +名词、代词、动名词，表原因。
人教版九年级英语上册Unit 5 It must belong to Carla.教学设计
人教版九年级英语上册Unit 5 It must belong to Carla．教学设计Unit 5 It must belong to Carla．The 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybelong, belong to, plate, author, toy, picnic（2）Target LanguageWhose book is this?It must be Mary’s．Wanda Wilbur is her favourite 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 Points1．Key vocabulary2．Target languageⅢ．Teaching Difficult Points1．Listen for the target language2．Oral practice using the target languageⅣ．Teaching Methods1．Scene teaching method2．Listening method3．PairworkⅤ．Teaching Aids1．Blackboard drawings2．A tape recorder3．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 Ⅱ1aThis activity introduces the key vocabulary．Write the key vocabulary words on the blackboard．belong v．belong toplate n．author n．toy n．picnic n．Say the words one by one and have students repeat several times until they can read them fluently and accurately．Ask different students to explain in their own words the meanings of the words belong to, author and picnic．Belong means to be owned by somebody．An author is a writer of a book or a play．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．Say, Please look at the picture and write the things you see in the correct columns in the chart．Point out the sample answers．Get students to complete the task on their own．As they work, move around the room checking their progress and answering anyquestions they may have．．Step ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation．Call students’attention to the chart．Set a time limit of two minutes．Students read the persons, the things and the reasons．Say, You will hear a conversation．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 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 reason．Check the answers．AnswersJane’s little brother—toy car—He was the only little kid at the picnic．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．TapescriptGirl 1:Whose volleyball is this?Boy 1:It must be Carla’s．She loves volleyball．Girl 1: How about this toy car?Girl 2: Oh, that toy car must belong to Jane’s little brother．He was the only little kid at the picnic．And the magazine must belong to Deng Wen．He loves cats．Boy 1: Oh, and look, someone left a book．Girl 2: Oh, yeah…This book must be Mary’s．Wanda Wilbur is her favourite author．Girl 1: OK…and how about this CD?Girl 2: Hmmmmm…The CD must belong to Grace．She always listens to classical music．Step Ⅳ1cThis 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．S A: Whose volleyball is this?S B: 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．S A : Whose book is this?S B: 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 ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language．Step ⅥHomework（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．Unit 5 It must belong to Carla．The 2nd PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyband, hair band（2）Target LanguageWhose 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 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 ObjectUse 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 PointMake inferences using the target language．Ⅳ．Teaching Methods1．Practice method2．A gameⅤ．Teaching Aids1．A tape recorder2．Real objectsⅥ．Teaching ProceduresStep I RevisionRevise the conversations in lb．Get different pairs of students to talk about who each thing might belong to and give a reason．Step Ⅱ2aThis 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．Step Ⅲ2bThis 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．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 Ⅵ2cThis 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 ⅤGrammar 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 ⅥSummarySay, In this class, we’ve clone 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．Unit 5 It must belong to Carla．The 3rd 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 hismother．2．Ability Objects（1）Train students’reading skill．（2）Train students’communicative competence using the target language．Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help．Ⅱ．Teaching Key Points1．Reading practice2．Oral practice using the target languageⅢ．Teaching Difficult Points1．Key vocabulary2．Target languageⅣ．Teaching Methods1．Practice method2．Pairwork3．A gameⅤ．Teaching AidThe 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 language support as needed．Then invite different students to say their sentences to the class．Step Ⅱ3aThis 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?S s: She is using the computer to write e-mail．Point to the parts of the e-mail 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 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．AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ3bThis 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 mean "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 thewords 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．Ask different 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．opotometrist n．appointment n．algebra n．crucial adj．count v．because ofPractice the pronunciation of these words and explain the meaning of each word．Optional activityHave students write the new words inActivity 3b 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 anxious worriedcuilarc crucialaegarblStep ⅣPart 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 Oxford University 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 black board．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 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 ⅤSummarySay, 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 ⅥHomework1．Read the letter in Activity 3a again for further understanding of the vocabularywords．2．Read the conversations in Activities 3b and 4 again for further understandingof the target language．3．Finish off the exercises on pages 15～16 of the workbook．StepⅦBlackboard DesignUnit 5 It must belong to Carla．The 4th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularychase, creature（2）Target LanguageWhy do you think the man is running?He could be running for exercise．No, he’s wearing a suit．He might be running to catch a bus．2．Ability Objects（1）Train students’listening skill．（2）Train students’writing skill．3．Moral ObjectThe UFO and alien are both unreal．As students, we must work hard to explore the universe in the future．Ⅱ．Teaching Key Points1．Listening practice2．Writing practiceⅢ．Teaching Difficult Points1．Write a sentence about each picture．2．Write two or three sentences to finish the story．3．Listen and complete the sentences．Ⅳ．Teaching Methods1．Listening method2．Writing method3．PairworkⅤ．Teaching Aids1．A tape recorder2．A projectorⅥ．Teaching ProceduresStep ⅠRevision1．Invite a student to read the thank you message Linda wrote to Anna to the class．2．Get different pairs of students to read the conversations in Activities 3band 4．3．Check answers to the exercises on pages 15～16 of the workbook．StepⅡPart lThis activity provides writing practice using the target language．Read the instructions to the class．Read the words in the box and have students repeat several times．Invite different students to explain the meaning of each word in their own words．Get students to look at the three pictures carefully．Say, You are touse the words from the box to write a sentence about each picture．Point out where to write the sentences．Ask a student to say the sample answer to the class．Get students to complete the activity individually．As students work, walk around the classroom offering language support as needed．Check the answers on the blackboard．Answersa．The UFO is landing．b．The alien is chasing the man．c．The man is running．Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation．Read the instructions to the class．Point to the three pictures in Activity 1．Say, You will hear a conversation about these pictures．As you listen, write a number in the box in the left corner of each picture to show the order of the events．Point out the sample answer in the box of the third picture．Say, You will hear the man is running first．Play the recording the first time．Students only listen．Play the recording again．This time students listen and number the pictures．Check the answers．AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street．I wonder what’s happening．Woman: He could be running for exercise．Man: But he’s wearing a suit．Woman: Well, he might be late for work．Man: He looks kind of scared．Woman: Oh, no! What’s that?Man: Where?Woman: There’s something in the sky．Man: It could be a helicopter．Woman: No, it can’t be a helicopter．It’s too big．It must be a UFO．Man: A UFO? What’s going on?Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out．It must be an alien．Woman: And the alien is chasing the man! I must be dreaming．Man: Maybe we should call the police．（pause）Hey, wait a minute．What’s that?Woman: Where?Man: Over there．Woman: It’s a woman with a camera．Man: She could be from the TV news．Woman: No, look at all those other people．They are actors．Oh! They must be making a movie．Encourage students to write two or three sentences to finish the story．Answers will vary．Write a sample version on the blackboard．Ask students to use it as a model．A sample versionMan: That’s right．It must be interesting．Why not go and see how they are making a movie?Woman: Good idea!Step Ⅳ2bThis activity gives students practice listening to and writing thetarget language．Point to the chart with sentence startersThey see …The man says…and The woman says…Say, You are to listen to the same recording again．And complete each sentence．Point out the sample answers．Say, They see a man running．The man says he could be running for exercise．The woman says he might be late for work．Explain the meaning of the word creature to the students．Play the recording once or twice, using the Pause button as necessary．Show the answers on the screen by a projector so that students．Step Ⅴ2cThis activity provides oral practice using the target language．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: Why do you think the man is running?S B: He could be running for exercise．S A: No, he’s wearing a suit．He might be running to catch a bus．Write it on the blackboard．Say, Now work with a partner．Start by reading the conversation in the box with your partner．Then role play conversations using information in Activity 2b．Get students to work in pairs．As the pairs work together, walk around the classroom listening in on various pairs and offering help needed．Ask several pairs to say their conversations to the class．Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language．Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t．Unit 5 It must belong to Carla．The 5th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean（2）Target LanguageIn my dream, I was swimming in an ocean of paper．Maybe it means you’re afraid of too much homework!2．Ability Objects（1）Train students’reading skill．（2）Train students’writing skill．（3）Train students’integrating skills．3．Moral ObjectEveryone has had a dream．But don’t dream away your time．Ⅱ．Teaching Key Points1．Key vocabulary2．Reading practice3．Writing practiceⅢ．Teaching Difficult Points1．Reading practice2．Writing practiceⅣ．Teaching Methods1．Practice method2．GroupworkⅤ．Teaching AidA projectorⅥ．Teaching proceduresStep ⅠRevisionCheck homework．Collect pictures from students on the teacher’s desk．Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes．For example:T: （Holding up a picture with a boy swimming in an ocean of books）What do you think is happening to the person in the picture?S1: He must be a student．S2: He could be having a dream．S3: He might like reading books．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on page 38 on the screen by a projector．Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately．Read the title of the newspaper article strange events in Bell Tower neighborhood to the class．And then point to the picture and ask students．How is the person feeling? Help students to answer．He is confused and upset．Call students’attention to the article．Read it to the class．Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower．Point out the sample answer．Get students to complete the task individually．As they work, walk around the classroom answering any questions they may have and offering help as needed．Check the answers．Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language．Get students to discuss any words or sentences they don’t know in Activity 3a with one another．Call students’attention to the three sets of notes．Ask different students to read them to the class．Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the wind Xiao Ning--finds garbage in front of her house--might be cats Say, You are to write another paragraph about Bell Town using these notes．You may use the article in Activity 3a as a model．Ask students to write their paragraphs on their own in the exercise books．As they work, move around the classroom offering language support as needed．Get a few students to read their works to the class．Answers will vary．Write the sample version on the blackboard．A sample versionThese days, something unusual is happening in my neighborhood．Mr．Chu often hears footsteps in the hallway at late night．His wife thinks it might be the neighbors．Lao Zheng,a retired worker, saw someone trying to get in the window one evening．Later, he found it might be the wind．Xiao Ning, a Junior 2 student, often finds garbage in front of her house．Her mother thinks it might be cats．But she doesn’t think so．My neighbor hood used to be quiet．But now everyone is worried．I don’t know what to do．Step Ⅳ3cThis activity provides writing practice using the target language．Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery．Invite a student to read the opening sentences to the class．Divide the class in to groups of four to discuss what should be included in the article．Two or three minutes later, stop the activity．Say, Now please finish the article about the strange events in Bell Tower．Use the ideas you discussed along with original ideas of your own to complete the article．Get students to complete the task on their own in the exercise books．As they are writing, move around the classroom offering help as needed．Ask some students to read their articles to the class．Collect students’works and write a comment on each paper before returning them．Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using thetarget language．Read the instructions to the class．Point to the picture．Ask students to tell whatis happening in it．Invite a pair of students to read the sample conversation in the box to the class．S A: In my dream, I was swimming in an ocean of paper．S B: Maybe it means you’re afraid of too much homework．Say, Once I had a dream．In my dream, I was eating a state dinner．What might the dream mean? Students may answer．Maybe it means you are too hungry．Say．Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean．Please work with a partner．Start practice by reading the sample conversation．As the pairs work together, walk around the room offering help with pronunciation and language．Ask different pairs to tell the class about their dream and what they may mean．Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language．We’ve learned some vocabulary words as well．Step ⅦHomework1．Reread the newspaper article in Activity 3a．2．Review the paragraph in Activity 3b,Unit 5 It must belong to Carla．The 6th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt（2）Fill in blanks and make sentences using vocabulary words．（3）Learn some proverbs．（4）Circle the word that doesn’t belong．2．Ability Objects（1）Train students’writing skill．（2）Train students’ability of reading comprehension．（3）Train students’ability of clarifying．3．Moral ObjectWe’ll benefit a lot by learning proverbs．Ⅱ．Teaching Key Points1．Make sentences using vocabulary words．2．Say the meanings of different proverbs in your own words．3．Circle the word that doesn’t belong．Ⅲ．Teaching Difficult Points1．Make sentences using vocabulary words．2．Say the meanings of different proverbs in your own words．Ⅳ．Teaching MethodTeaching by explanationⅤ．Teaching AidA projector。
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Unit 5 It must belong to Carla 讲解及练习
第 1 页 （共4 页） 第 2 页 （共4 页）学校 姓名 班级 考场 考号---------------------------------○密------------------ -------------------○封----------------------------- -- --○线----------------------------※※※※※※※※※※※※※※※答※※※※※※※※※※※※※※※※※※题※※※※※※※※※※※※※※※※线※※※※※※※※※※※※※新目标九年级英语Unit 5 It must belong to Carla 讲解及练习词组1.belong to ／sb = be ／sb’s 属于某人，是某人的2. hair band 发带3. because of 因为4. Oxford University 牛津大学5. use up 用光、用完6. the only kid 独生子，唯一的孩子7. classical music 古典音乐8. make guesses 做出猜测9. outside our window 在窗子外面10. no more 不再11. escape from 逃离12. be careful of 留神、当心 13.attempt to do sth 试图\企图做某事。
14..pretend to do sth 假装干…e up=run out of 用完、用光16.escape from …=run away from…从…逃跑出来知识讲解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。
九年级unit5_It_must_belong_to_Carla
Guess : What’s it doing? It might / could be doing …
It might / could be doing …
It might / could be doing …
Try to remember!
1. 看到一个外星人在追 赶一个人 2. 天上的一个奇怪的生 物 3. 我一定是在做梦。 4. 你认为那个人为什么 在跑？ 5. 他也许在跑着追赶公 交车。 1. see an alien chasing a man 2. a strange creature in the sky 3. I must be dreaming. 4. Why do you think the man is running? 5. He might be running to catch a bus.
can’t He _____be Yao Ming. Because Yao Ming is not a singer. might/could He _________be Luo Zhixiang. Because Luo likes playing basketball. He _____ must be Jay. Because it has his name on it.
某物一定是 某人的
must be sb’s/ must belong to sb.
-It might/could/must/can’t be …’s. belong to ….
-Whose … is this? are these?
Exercises:
用must, can’t, might or could 填空 1. That man who is playing basketball ____ be Mr Smith. He is ill in bed. 2. There ____ be something wrong with my watch. It doesn’t work. 3. Lucy has been to Canada for several years. She ____ be a tall girl now. 4.This MP3 player ___ be Tom’s, but I’m not sure. 5.She __ be over fifty. She looks so young.
九年级上册英语Unit 5 It must belong to Carla
• 否定句中用can`t/couldn`t 和 may not/might not表有把握的否定推测，表“不可能”， 用can`t 表不相信的强度更强一些，无时态 差别，may not /might not 表不太有把握的 否定推测，译为“可能不”。 • Eg: She may not be there today. That can`t be him,he has gone to HongKong.
• 肯定句中可使用的情态动词有:must, can/could, may/might,其程度逐渐减弱。 • must表肯定的推测，译为“一定，肯定”。 • may/might/can/could都表示一种不太肯定的推测，这 四个词表推测时，无时态区别，只是过去式的推测语 气更弱一些。 • Eg: 1）Thter might/may in his office, the light in his office is on. 3）According to the radio, it could/may /might rain this evening.
情态动词表推测：
对现在事情的推测： • 肯: Modal verb +do sth • 否: Modal verb + not + do sth • Eg: They must be in the classroom now. • According to the radio, it might rain in the evening. • It can’t/couldn’t be the headmaster. He has gone to America. 注意：must 的否定式不用mustn`t, 而用can`t. eg: He can`t be in the classroom, he went to Beijing yesterday.
人教版新目标版九年级英语上册Unit5 It must belong to Carla
Unit5 It must belong to Carla学习目标：表示对当前发生的事情做出推测和判断学会做出推测和判断。
一、词汇author 作家toy 玩具picnic 野餐symphony 交响乐optometrist 验光师appointment 约会，约定algebra 数学，代数学crucial 关键的，致关重要的count 计，算chase 追逐，追赶garbage 垃圾pretend 装作二、词组1. belong to 属于2. hair band 发带3. because of 因为4. Chinese-English Dictionary 汉英词典5. Oxford University 牛津大学6. use up 用光、用完7. the only kid 独生子，唯一的孩子8. classical music 古典音乐9. make guesses 做出猜测10. outside our window 在窗子外面11. no more 不再12. escape from 逃离13. be careful of 留神、当心三、日常用语1. Whose volleyball is this?It must be Carla’s. She loves volleyball.2. Whose French book is this?It could be Ali’s. She studies French.3. Whose guitar is this?It might belong to Alice. She plays the guitar.4. Whose T-shirt is this?It can’t be John’s. It’s much too small for him.四、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……”。
优品课件之九年级英语上册《It-must-belong-to-Carla》知识点归纳(人教新目标)
九年级英语上册《It must belong to Carla》知识点归纳（人教新目标）九年级英语上册《It must belong to Carla》知识点归纳（人教新目标）Unit 5 It must belong to Carla. 词汇精讲 1. author author名词，意为“作者，作家”，是指出版过书的作者，writer多指没有出版过书,但是为报刊写过稿子的作者（撰稿人、抄写员、文书等）。
best author 指畅销书作者， film author指电影电视剧本作家，writer club指写作爱好者协会。
Mark Twain is his favorite author. 马克•吐温是他最喜爱的作家。
Her mother is a good writer. 她妈妈是一名很好的抄写员。
2. happen 1）happen作动词，意思是“发生、偶然发生、碰巧”，这个动词没有被动语态的形式，句子的主语是“某件事情”。
The accident happened in our school last night. 事故昨天发生在我们的学校。
Do you know what has happened to him? 你知道他发生什么事了？2）happen to＋名词或者代词, 表示“碰巧”的意思，happen to do something意为“碰巧做某事”。
It happens that＋从句，也可以表示碰巧做某事的意思。
I happened to meet our teacher in the street yesterday. 昨天碰巧在街道上碰到了我的老师。
It happens that I have seen that program. 碰巧我看到了那个节目。
3. much too much too是副词短语，意为“非常，太……”，常用来修饰形容词或副词。
He got into the car and drove much too fast。
九年级英语上Unit 5 It must belong to Carla.(一)
toy car
magazine
She loves volleyball.
He was the only little kid at the picnic.
Deng Wen
Grace
book
CD
She always listens to classical music.
He loves cats.
• Speaking
1b. Listen and match each person with a thing and a reason.
Person
Jane’s little brother
Thing
volleyball
Reason
Hemingway is her favorite author.
Mary
Carla
Unit
5 It must blong to Carla.
岔口中心学校
A: Whose pencil-box is this? Is this yours? B: No, it’s not mine. I think it’s Tom’s.
• Words
belong to plate author toy picnic 属于 盘子 作家;作者 玩具 聚餐
• Writing
C 1．This book ________ be Carla’s. Her name is on the book. A．might B．could C．must D．can’t B 2．Jack’s bike is blue, so this yellow one ________ be his. A．mustn’t B．can’t C．couldn’t D．mightn’t B 3．The guitar ________ belong to Alice. Only she plays the guitar here. A．could B．must C．can’t D．can
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Unit 5 It must belong to Carla.Section A重要词组belong to, because of, use up重点句型Whose volleyball is this?It must be Carla’s. She loves volleyball.一、单项选择( )1. The bicycle _________ be Liu’s. His has been stolen.A. mustB. mustn’tC. can’t答案: C( )2. The Japanese book _________ Mary’s. She is the only one who is studying Japanese.A. belong toB. belongs toC. is belonged to答案: B( )3. I was in such a hurry that I _________ my keys during the movie.A. droppedB. fellC. had答案: A( )4. The final exams are to each of us, we must study hard and get ready for them.A. crucialB. easyC. unimportant答案: A( )5. It was late at night,but they were _________ at work.A. alreadyB. stillC. only答案: B二、看图完成对话6. A:Whose photo is this?B:_________ _________ _________ Wu Dong’s.The people in the picture are his parents.答案: It must be7. A:Oh,I _________ find my _________. Where is it?B: It’s over there,behind the door.答案: can’t, guitar三、句型转换8. Shakespeare is my favorite author. (改为同义句)I like Shakespeare _________ _________. (改为同义句)答案: the best9. This bus is more crowed than that one.That bus is _________ crowed than this one.答案: less10. He was interviewed by the local newspaper yesterday. (改为主动语态)The local newspaper _________ _________ yesterday.答案: interviewed him11. Mary and Susan are both sixteen years old. (改反意疑问句)Mary and Susan are both sixteen years old, _________ _________ ?答案: aren’t they12. I know a man. He is afraid of flying. (用定语从句把两句话连起来)____________________________________________________________.答案: I know the man who is afraid of flying.四、用must,might,could,can’t 填空13. The textbook _________ be his. It has his name on it.答案: must14. The beautiful trousers _________ be Jim’s. They are too long.答案: can’t15. The large shoes _________ be Mary’s. She has small feet.答案: might16. The guitar _________ belong to Sam. He plays the guitar.答案: must17. The football _________ be Wei Hua’s or Tian Hai’s. They both play football.答案: couldSection B重要词组have fun,escape from,an ocean of,be careful of,be late for, use up重点句型He could be running for exercise.He might be late for work.一、根据句意和首字母完成单词1. She can’t practice playing the piano today, for she cut one of her f_________ yesterday.答案: fingers2. We were all w_________ about you when you were in hospital.答案: worried3. Our next door n_________ is one lady. She keeps a little dog.答案: neighbor4. She wasn’t really crying;She was only p_________.答案: pretending5. He is always here;It’s s_________ you’ve never met him.答案: strange二、单句改错6. The T-shirt mustn’t be John’s. ____________A B C D答案: C can’t7. The novel must belong to hers. ____________A B C D答案: D her8. The police can’t find strange anything. ____________A B C D答案: D any strange thing9. She’s worried because her test. ____________A B C D答案: C about10. Everyone in our neighborhood are worried. ____________A B C D答案: C is11. The prisoners _________ to escape,but failed.答案: attempted12. I have an _________ at 3 p.m.答案: appointment13. There are extra trains to the seaside _________ the summer.答案: during14. I’m very _________ about my son’s health.答案: anxious15. There would be _________ people in the _________ hall.答案: too many, symphony16. Getting this contract is _________ to the future of our company.答案: crucial17. If you have any idea where it _________ be,please call me.答案: might四、根据汉语提示完成句子18. —Whose football is that?—It _________ _________ _________ _________ (肯定是保罗的),he loves football.答案: must belong to Paul19.他害怕坐飞机，他可能乘飞机。
He is _________ _________ _________ a plane，he _________ take a train．答案: afraid of taking, might20．两个囚犯越狱了。
Two prisoners _________ _________ prison．答案: escaped from21.孩子们在公园里嬉戏。
The childten are _________ _________ in the park．答案: enjoying themselves22．因为他的粗心大意，他经常犯错。
He often made mistakes _________．答案: carelesslySelf Check (时间90分钟，满分100分)一、选择填空(每题1分，共15分)( )1. —I don’t think we have met before.—Yes, once at a party, but we _________.A. weren’t introducedB. didn’t introducedC. haven’t introducedD. weren’t introducing答案: A( )2. She spends too much __________ clothes.A. inB. forC. onD. over答案: C( )3. The new company __________ a great many jobs for school leavers in this area.A. fetchesB. meansC. leadsD. guides答案: B( )4. You’ll have to __________ a lot of time explaining the holiday plan to us.A. spendB. useC. takeD. cost答案: A( )5. —How about going out for a drive?A. Of courseB. Good ideaC. Thanks a lotD. Certainly答案: B( )6. __________ I entered his room, he was writing a letter.A. WhenB. SinceC. WhileD. As答案: A( )7. She’s upstairs __________ letters.A. writesB. is writingC. writeD. writing答案: D( )8. English is used __________ a second language in some countries.A. asB. forC. likeD. by答案: A( )9. Suddenly I heard a strange _________ downstairs, then came a man’s __________ ,“Who is over there?”A. sound; voiceB. voice; soundC. noise; soundD. noise; voice答案: A( )10. —May I help you with some gloves, sir?—Yes. I’d like to try on those blue ___________.A. oneB. onesC. pairD. two答案: B( )11. Jack always _________ to study French.A. stays upB. wakes upC. grows upD. gets up答案: A( )12. —I wonder if I _________ smoke here.—No,you _________. Could you see the sign “No Smoking”there?A. can;mstn’tB. shall;won’tC. must;can’tD. may;mustn’t答案: A( )13. It _________ to me as if someone is walking outside our window.A. seemsB. soundsC. looksD. feels答案: A( )14. Correct decision depends on enough _________.A. informationB. informationsC. newsD. messages答案: A( )15. There were so many kinds of toy cars that I couldn’t decide _________.A. what to buyB. which one to buyC. to buy which oneD. which one should buy答案: B二、完形填空(每题1分，共20分)There is a family of ants 16 live under a tree in front of our house, 17 I don’t know 18 they got there.They work hard all day long 19 and leaving their nest and looking for food. 20 of them seems lazy. They are very friendly toward one 21 . I like them very much and often go to 22 them home every day.One day I went to see the ants just 23 a big rain. They were busy 24 earth in their mouths to stop up the entrance of the nest. Just then it started . 25 . Soon it rained so 26 that I rushed 27 into the house. I thought,“My goodness! The ants will 28 be drown.”As soon as the rain 29 ,I went out to see the ants. To my surprise,they were still alive and as 30 . The mud at the entrance of the nest had 31 and they were already busy 32 it away.It was dark. The people who had been outside 33 the cool air had already gone home. I thought that the ants would be tired 34 their day-long work and would go to bed too. But when I shined my flash light 35 their nest, they were found still working silently.( ) 16. A. who B. that C. what D. is答案: B that live under a tree in front of our house 是一个由于某种原因that引导的定语从句，修饰a family of ants．( ) 17. A. and B. as C. but D. for答案:C( ) 18. A. when B. where C. what D. if答案:A( ) 19. A. repair B. repaired C. repairing D. to repair答案:C 两个and连接了三个并列分词repairing，leaving 和looking for 表伴随状态。