英语(新目标)九年级 Unit 5 It must belong to Carla Section B 课件
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Unit5 It must belong to Carla 人教新目标版
Pre-task classify the things
• What is it? (P34: 1a)
• Fill them in the correct columns in the chart. clothing hat
jacket T-shirt
Fun things volleyball
toy car classical CD
Lead-in
A: Whose football is this? B: Bill’s ? A: It might be Bill’s. Let’s ask him.Bill, is this your football? Bill: No, it’s not mine.
A: Well, it isn’t Bill’s. He says it’s not his. B: Is it Anna’s? A: Let’s ask her. Anna, is this your football? Anna: No, it isn’t.
Homework
Practice the conversation in pairs.
Prepare 2a—2cห้องสมุดไป่ตู้
Kitchen things plate
glass
1b Listen and match each person with a thing and a reason.
Person Jane’s little brother Mary Carla Deng Wen Thing volleyball toy car magazine book Reason Hemingway is her favorite author. She loves volleyball. He was the only little kid at the picnic. She always listens to classical music. He loves cats.
英语：Unit 5《It must belong to Carla》重要短语(人教新目标九年级)
英语：Unit 5《It must belong to Carla》重要短语（人教新目标九年级）1 belong to 属于2 hair band 发带3 use up 用完4 belong to (sb) = must be sb’s 属于某人的5 have a picnic=go on a picnic=at a picnic 野餐6 (im)possible形---(im)possibly副不可能/可能maybe/probably/perhaps 可能7 listen to symphony 听交响乐8 in a symphony hall 在交响乐大厅9 at an optometrist appointment/date与配镜师有约have an appointment/date with sb 与某人有约=date with sb (They are dating. )10 have a math test on algebra 数学考试考代数11 be crucial to sb 对某人来说至关重要12 be crucial for sth 对某事来说至关重要13 It’s crucial to do/that从句14 count 30% to the final exam 在期末考占30%15 count from 1 to 100 从1数到10016 discount 打折17 final exam 期末考试18 finally=at last=in the end 最后19 be/get/feel anxious about sb/sth 对…忧虑20 be/get/feel worried about=worry about21 the owner of …的主人22 chase sb=run after sb to catch him/her 追赶某人23 in the shy 在天空中24 a strange creature/animal 一种奇怪的动物25 catch sth/the bus 赶上某物26 catch up with sb 赶上某人27 extreme fellow/kid/guy 极端的人28 make noise(不可数) 制造噪音29 be noisy(adj) 吵闹的30 in the neighborhood (of….) 在…附近31 footsteps in the hallway 走廊上的脚步声32 the director of….. 主管33 escape (from +地点) 从…逃跑34 The dog is barking . 那只狗在叫35 strange smell 奇怪的味道36 smell strange 闻起来奇怪37 lift a big stone 举起一块大石头38 pretend to do sh 假装做某事39 pretend to be doing sth 假装正在做某事40 attempt to do sth 意图做某事41 whose+n / which+n42 favorite author 最喜欢的作家43 little kid 小孩44 because of +n /doing sth 因为…because +从句45 strange people 陌生人46 next door neighbor 邻居47 little by little 一点一点的48 capital letter 大写字母49 strange event 奇怪的事50 used to 过去常常51 in our neighborhood 在我们的附近52 local school teacher 当地学校的老师53 strange noise 奇怪的声音54 extremely worried 非常担心55 be interviewed 被采访56 local newspaper 当地报纸57 call the police 打电话给警察58 have fun 开玩笑59 anything strange60 at first 首先71 have one`s own idea 有某人自己的主意72 get in the window 从窗户进来73 escape from+地从…逃跑74 get off 下车get on 上车75 be less of a problem to do sth 做某事不成问题It is less of a problem to help her.。
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 Unit5 It must belong to Carla.教案 人教新目标版
Unit5 It must belong to CarlaSection A一、Teachers’ words :Imagination is more important than knowledge.(想象力比知识更重要)二、Learning aims知识目标：hair band, belong to, make up, because of,author, piic, possibly, drop, appointment, final, anxious, worried, owner能力目标：学习情态动词对现在的情况进行推测情感目标：学习利用相关信息进行合理的推论三、Importances and difficulties：情态动词表推测四、Learning course（一）预习导航1.单词认知作者---------野餐--------可能地-----------最后的--------焦虑的--------约会--------物主--------落下--------2. 短语互译发带----------------属于---------------占，构成-------------becauseof----------much too---------3.尝试翻译下列句子It makes up 30% of the final exam.It’s much too small for him.She’s worried because of her test.（二）自主学习在完成1b听力任务的基础上，能完成下列对话吗？A: Whose volleyball is this?B: ItCarla’s. She loves volleyball.A: How about this toy car?B: Oh, that toy car must J ane’s little brother. He was the only kid at the .And the magazineDengwen. He loves cats.A: Oh and look, someone left a book..B: Oh, yeah. This book must be .Hemingway is her favorite .A: OK. And how about this CD?B: The CD must belong to .She always listens tomusic.（三）合作探究选择正确答案1.We didn’t have the match it rained heavily.A. becauseB. because of2.the heavy rain, We didn’t have the match.A. BecauseB. Because of3.There israin and it’scool this summer.A. too much, much tooB. much too ,too much归纳辨别1.because2.because of3.too much4. much too（四）、拓展延伸在完成2b听力任务的基础上，相信你能完成下面的对话。
九年级英语 Unit5 It must belong to Carla课件 人教新目标
Guessing games
You can use must /could/might/can’t to guess
Listen and find out Challenge 2（听力
挑战） （测测你的听力．是否合适作侦探）
Use: It might/could/must be …
What does she do?
She must be Zhang Yining.
Oh, yes. She is Zhang Yining.
A: Whose book is this? B: ……
Li Xing
我们通常用以下的情态动词 表示推测：
must, might, could, can’t,
得到结论
1, must 表示一定，肯定（100%的可能性） 2, might/ could 表示有可能,也许（20%~80%的可能 性） 3, can’t 表示不可能，一定不（可能性几乎为零）
He can’t be…
?
might/could be …
must be…
1a : Look at the picture.
Write the things you see in the correct columns in the chart.
Clothing Fun things
Kitchen things
hat volleyball plate jacket magazine cups T-shiቤተ መጻሕፍቲ ባይዱt CD
toy car book
•1、纪律是集体的面貌，集体的声音，集体的动作，集体的表情，集体的信念。 •2、知之者不如好之者，好之者不如乐之者。 •3、反思自我时展示了勇气，自我反思是一切思想的源泉。 •4、在教师手里操着幼年人的命运，便操着民族和人类的命运。一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。 •5、诚实比一切智谋更好，而且它是智谋的基本条件。 •6、做老师的只要有一次向学生撒谎撒漏了底，就可能使他的全部教育成果从此为之失败。2022年1月2022/1/152022/1/152022/1/151/15/2022 •7、凡为教者必期于达到不须教。对人以诚信，人不欺我;对事以诚信，事无不成。2022/1/152022/1/15January 15, 2022 •8、教育者，非为已往，非为现在，而专为将来。2022/1/152022/1/152022/1/152022/1/15
人教版新目标九年级英语教案：Unit 5 It must belong to Carla
Unit 5 It must belong to Carla．The 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybelong, 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 method 2．Listening method 3．Pairwork Ⅴ．Teaching Aids1．Blackboard drawings 2．A tape recorder 3．A projector Ⅵ．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．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 sayits 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 any questions they may have．Show the correct answers on the screen by a projector．Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep 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 theonly 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．Step ⅦBlackboard DesignUnit 5 It must belong to Carla．Section AThe First Period1．Key vocabulary: belong v．2．Target language: Whose book is this?belong to plate n．author n．toy n．picnic n．It must be Mary’s．WandaWilburis her favourite author．Unit 5 It must belong to Carla．The 2nd PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyband, 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, co uld and can’t．Step ⅦHomeworkMake two sentences each using the words must, could, might and can’t．Step ⅧBlackboard DesignUnit 5 It must belong to Carla．Section AThe Second PeriodTarget language:A: Whose notebook is this?B: It must be Ning’s．It has her name on it．A: Whose French book is this?B: It could be Ali’s She studies French．must 100%could 20%～80%might 20%～80%can’t 0%A: Whose guitar is this?B: It might belong to Alice．She plays the guitar．A: Whose T-shirt is this? B: It can’t be John’s．It’s much too small for him．Unit 5 It must belong to Carla．The 3rd PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularydrop, 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．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 vocabulary 2．Target languageⅣ．Teaching Methods1．Practice method 2．Pairwork 3．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 the m．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 onOptional 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．Section AThe Third Period1．V ocabulary words: drop v．symphony n．optometrist n．appointment malgebra n．crucial adj．count v．because ofChinese-English dictionary Oxford University 2．Target language:（1）A: What do you think "anxious" mean?B: Well, it can’t mean "happy"．A: It might mean "worried"．B: Oh, yes．She is worried because of her test．（2）A: Here are some earrings．The owner can’t be a boy．B: Welt, it could be a boy．The earrings might be a present for his mother．Unit 5 It must belong to Carla．The 4th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularychase, 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 practice 2．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 method 2．Writing method 3．Pairwork Ⅴ．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 to use 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 the target 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 can checkthe spelling and other details of their answers．The man says…1．He could be running for exercise．2．It could be a helicopter．3．It must be an Alien．4．She could be from the TV news．The woman says…He might be late for work．It must be a UFO．I must be dreaming．They must be making a movieStep 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．Step ⅧBlackboard DesignUnit 5 It must belong to Carla．Section BThe Fourth Period1．Answers to Activity 1:a．The UFO is landing．b．The alien is chasing the man．c．The man is running．2．A sample version to Activity 2a:Man: That’s right．It must be interesting．Why not go and see how they are making a movie?Woman: Good idea．3．Target language: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．Unit 5 It must belong to Carla．The 5th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyextremely, 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 s kills．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．extremely adv．极其；非常worried adj．烦恼的；焦虑的neighbor n．邻居；邻人garbage n．垃圾；废料mystery n．神秘的事物；不可思议的事物，director n．决策者；董事；导演escape v．逃跑；逃走ocean n．大海；海洋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 neighbors Lao Zheng--someone trying to get in the window--might be the wind Xiao Ning--finds garbage in front of her house--might be catsSay, 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 latenight．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 an d writing practice using the target language．We’ve learned some vocabulary words as well．。
Unit_5_It_must_belong_to_Carla单元复习课件(新目标九年级)
1.属于
Translation:
belong to
2.形成 组成 make up
10.玩的开心 11.从....逃跑
3.用完 用光 use up
4.在野餐
at the picnic much too too much at one's appointment because of final exam
because of 3. be sb's
belong to sb
肯定回答用must must 的一般疑问句： 否定回答用：needn't 或don't have to
1. ―Must I answer this question in English? ―No, you _______ A. mustn’t B. needn’t C. can't D. shouldn't 2.-Must we collect the waste paper and bottles now? --_________.You can do it after class. A. Yes,you must B.No,you needn't C. Yes,you may D,No,you mustn't 3. Must I finish the work today.? yes, you______.Don't put your work for tomorrow. A. must B.might C need D.can't
1.Read the passage.
2.Write about : “Strange Events Happened in my Neighbourhood ”
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。
义务教育阶段九年级英语第五单元教案新目标-人教新目标版九年级全册
Unit 5 It must belong to Carla第一课时单元分析与提示教学目标语言目标：1、掌握情态动词must, might, could, can’t的用法；2、学会谈论自己的推理，能灵活运用以下句型的词汇：Whose book is it? It must be Tom’s. It has his name on it.Whose ruler is it? It could/might be Jim’s. He has a blue one.Whose hair band is it? It can’t belong to Mary. Mary has short hair.plate, picnic, belong to, crucial, grateful, disappear, return, lost, owner3、学会用情态动词表达能力、客观可能性以及请求、允许、猜测和征求对方的意见。
4、学会用情态动词表达某人拥有某物认知目标掌握must, might, could, can’t的用法，理解之后通过练习和运用加以巩固。
情感目标1、通过本单元学习使学生学会用自己的生活常识来判断事物。
2、培养学生的逻辑思维和推理能力。
教学重、难点1. can 和could的用法。
1）表示能力或客观可能性，还可以表示请求和允许。
Can you finish this work tonight ?Man can not live without air.2）could也可表示请求，语气较委婉，主要用于疑问句，不可用于肯定句，答语应用can，否定用No,I’m afraid not.Could I come to see you tomorrow ? Yes, you can; No, I’m afraid not3）当表达“某件事已成功”时应用was(were) able to,而不能用couldHe was able to go to the party yesterday evening and he enjoyed himself very much.4）表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句或感叹句）2. may的might的用法3. shall和should的用法4. must 的否定回答用needn’tmay的否定回答用mustn’tMust I hand in my paper today ?No, you needn’t.May I keep this novel for three weeks ?No, you mustn’t教学安排4课时第一课时：Section A 1a, 1b, 1c, 2a, 2b, 2c第二课时：Section A 3a, 3b, 4第三课时：Section B 1, 2a, 2b, 2c, 3a第一课时：Section B 3b, 3c, 4 and Self CheckUnit 5 第二课时Teaching aims本课学会用情态动词表达物品的所有者Teaching of new lesson1、Ask four students to take out the things they broughtjacket, T-shirt, CD, toy car1) Ask the other studentsT: whose jacket is this ? S: Anna’s ?T: I think it could be Anna’s. It might be Anna’s. Let’s ask her. Anna, is this your jacket?S2: No, it’s not mine. It must be Lee’sT: It can’t be Anna’s. it must belong to Lee.2) Ask the students to practice the dialogue with T-shirt, CD, toy carA: Whose … is this?B: Tom’sA: I think it could be Tom’s. It might be Tom’s. Let’s ask him. Tom, is this your …… ?C: No, it’s not mine. It must be John’sT: It can’t be Tom’s. It must belong to John.3) Say: When we talk about things we’re not sure of, we use the words: could, might, can’t and must. And pay attention to the words “belong to John”, don’t say “belong to John’s”2. Point to the picture and ask:Which items in the picture do you know ?Which items are new to you ?Clothing: hat, jacket, T-shirt.Fun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups3. Ask the students to connect the items in the three column Section A, 1b.先让学生听第一遍，按要求完成1b,更正答案J ane’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 volleyballDeng Wen-magazine- He loves cats.Grace – CD – She always listens to classical music.4. Ask the students to practice using the target language.Whose, volleyball, toy car, magazine, book, CD, must be, belong to5. 2a. This activity provides listening practice using the target language.a school T-shirt, a hair band, tennis balls.Kumi’s, Linda’s, Rita’s6. 2b. This activity provides listening and writing practice using the target language written by the teacher.Must might could or can’t7. Extension利用各种各样的实物或图片，模仿听力的对话模式，让学生进行各种猜测。
人教版新目标初中英语九年级英语Unit 5 It must belong to Carla-精品课件
Whose things are these?
1b Listen and match each person with a thing and a reason.
Person Jane’s little brother Mary Carla
Deng Wen
Grace
Thing volleyball
The red bicycle _c_a_n__’t_ be Hu’s. She has a blue
bicycle.
This ticket might/couldbe my aunt’s or
uncle’s. They’re both going to the concert.
1. – Who is the man over there? Is it Mr. Li?
44. .TThheehhaairr bbandd _mm_i_gigh_ht_t_bebloenlogntog to Linda.
5. ItL_imn_du_a_s._t _ be Linda’s backpack. 5. It must be Linda’s backpack.
Can you tell me what is it/ are these?
A: Look! Whose toy car is this?
B: It must be Jane’s little brother’s. Because he was the only little kid in the picnic.
Whose guitar is to Alice. She plays
Things in the backpack 1. T-shirt 2. hair band 3. tennis balls
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.
人教版“新目标”英语九年级上册 Unit 5 It must belong to Carla第二课时教学设计
人教版“新目标”英语九年级上册Unit 5 It must belong to Carla第二课时教学设计扶风县南阳初中张红玲一教材简析：本单元围绕情态动词must ,might ,could,can't,进行推理，通过灵活运用这些情态动词培养学生的逻辑判断能力。
本节课在前一节课学习的基础上，让学生进一步明确must ,might ,could,can't在推理时的具体用法。
二教学目标与要求：1，认知目标：词汇：band ,hair band ,句型：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 Jack's. It's much too small for him.2，能力目标：培养学生的听说读写及推断能力。
3，情感目标：通过推理培养学生的自信心4，教学重难点：运用目标语言及情态动词来进行推理。
5，教学方法：（1）练习法（2）分组讨论法6，教具准备：（1）录音机（2）照片两张（3）一件校服（4）背包（5）发带和手表三教学思路：为了提高课堂教学的有效性，充分调动学生学习的积极性，培养他们自主学习和探究合作的能力。
本节课围绕目标语言，坚持“以生为本”的教学理念，以个别提问，小组合作，课堂检测等形式来展开教学，使学生在深入理解和灵活运用的基础上掌握本节课的知识点。
本节课主要采用“4P”教学模式来进行（受宝鸡市新建路中学赵陶玲老师的“4P”教学模式的启发）分别是（1）Preparation: 我拿了两张自己和儿子以及妹妹的照片，让学生观看并让他们猜照片里的男孩和那个妇女是谁，学生很感兴趣，积极主动的参与到课堂活动中来，在这个基础上我又拿出事先准备好的背包和发带，让他们猜这些物品的主人，在他们猜的过程中，自然而然地进入第二个环节的学习。
unit5itmustbelongtocarla知识要点总结人教新目标九年级
✧✧词汇1.own v.拥有owner n. 拥有者2. possible adj. 可能的possibly adv. 可能地3. final adj. 最后的finally adv. 最后地4. worry v. 担心worried adj. 担心的5. noise n. 噪音noisy adj. 吵闹的6. smell n. 气味smell v. 闻7. sleep v. 睡觉sleepy adj. 困倦的asleep adj. 入睡的8.dishonest 不诚实的反义词honest 诚实的✧短语、句型1.情态动词2. whose 谁的3. belong to 属于4.play the piano5. if引导的条件状语从句6 . if you have any idea 7. on8. try to do sth9. because of , because11 neighbor 12. catch a bus13. local 当地的14. noise15. call the police 报警16. anything strange 17. there be sb./ sth. doing18. escape from …19. an ocean of + 名词20. unhappy 不高兴的21. final adj. 最后的22. dishonest 不诚实的23. get on 上车24. use up 用光、用完25. attempt to do 试图26. wake27. look for与find28. hear与listen29. try one’s best to do sth.30. 名词所有格1.情态动词must, may , might, could, can’t表示推测含义与用法后面都接动词原形，都可以表示对现在情况的揣测和推断但他们含义有所不同)(20%－80%的可能性))The dictionary must be mine. It has my name on it.The CD might/could/may belong to Tony becausehe likes listening to pop music.The hair band can’t be Bob’s. After all, he is boy!2. whose 谁的疑问词作定语后面接名词如：Whose book is this? This is Lily’s.3. belong to 属于如：That English book belongs to me.4. 当play 指弹奏乐器时，常在乐器前用定冠词如：play the guitar play the piano play the violin当play 指进行球类运动时，则不用定冠词如：play football play basketball play baseball5. if引导的条件状语从句，主句用一般将来时，从句用一般现在时代替将来时如：If you don’t hurry up, you’ll be late.如果你不快点，你将会迟到6. if you have any idea== if you know 如果你知道7. on关于（学术，科目）8. try to do sth. 尝试做某事如：I try to climb the tree. 我尝试爬树。
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running to catch a bus.
Sample dialogue 2: A: Why do you think the girl is crying? B: She could be crying for the failing of the exam. A: No, her cat died. She might be crying for her dead cat.
Section B
T: How are the pictures? Ss: They are scaring/scary. T: Are you scared of them? Ss: Yes / No.
aliens
UFO
The UFO is landing. It is coming down from the sky!
Unit 5 It must belong to Carla.
Section B
T: How are the pictures? Ss: They are scaring/scary. T: Are you scared of them? Ss: Yes / No.
aliens
Unit 5 It must belong to Carla.
Our neighborhood used to be very quiet. However, these days, strange things are happening in our neighborhood and everyone is unhappy. Zhou Gu, the local school teacher, is extremely worried. When he was Interviewed by the local newspaper, he said, “Every night we hear strange noises
2
3
Why do you think the man is running? He could be running for exercise. But he’s wearing a suit.
2a,
Examples to end the story:
1. At last, the alien caught the man and took him to the UFO, and flew away. 2.The man ran as fast as he could. Suddenly “Might I make friends with you?” The alien stopped just in front of the man, with a big smile and both its arms opened to him…
2b. Listen again. Complete the sentences.
They see… The man says… The woman Says…
1. a man running. He could be He might be running for exercise late for work ______________ __________ 2. something in It could be It must be a helicopter a UFO the sky. __________ ____________ 3. a strange It must be I must be dreaming creature. ___________ an alien ____________ 4. a woman with She could be They must be from the TV news making a movie a camera. __________ ____________
me out while I was
looking inside my safe
(保险柜)! Then the
attacker(袭击者) took all
the money in it!
Are you alone here?
There's just Fred the gardener, Molly the
There be+主语+v.ing，表示“有……在进行”，ing 形式用作定语，修饰前面的主语，相当于一个定 语从句。
e.g. There is a man waiting for you outside the door. =There is a man who is waiting for you outside the door.
cook and Joe the driver.
I was watering the plants in the garden. I didn't see or hear anything!
I was washing the car in the garage. I don't know what happened!
safe and saw some water
near it.
Suddenly he pointed to one of the three persons. "It's you!" he shouted.
who stole all the money from the safe?
It can't be... because... It may/could/migtht be... because... Oh, it must be... because...
2c. Role play the conversation between the man and woman.
Why do you think the man is running? He could be running for exercise. No, he’s wearing a suit. He might be
5. What is the strange thing? What
do the people think of it?
A local school teacher called Zhou Gu heard strange noises outside his window every night. His wife thinks that it could be an animal. His friends and he think it must be teenagers having fun. The police think it might be the wind. His neighbor thinks it might be a dog.
outside our window. My wife thinks that it could be an animal,
But my friends and I think it must be teenagers having fun. My
parents called the police, but they can’t find anything strange.
I was always here to cook this roast (烤肉)
for the master! I don't
know what's going on!
Conan looked around without a word. He found the meat is still hard and all these three persons' shoes are wet.Then he went back to the
The terrible, ugly alien is chasing the man.
The frightened man is running and looking back at the alien.
1. Look at the pictures. Then use the words from the box to write a sentences about each picture.
They think it might be the wind. I don’t think so!” Zhou Gu’s next door neighbor Qi Hui is unhappy too. “At first, I thought it might be a dog, but I can’t see a dog, but I can’t see a dog and I still hear the noises outside.” Everyone in our neighborhood is worried, and everyone has his Or her own ideas.
Language points
表示推测的情态动词的进行时：can/may /might /could/must+be doing 1 他一定正在睡觉。He _____ ______ ______.
2 他们或许在吃早饭。They ________ _______ _______ breakfast. 3 玛丽可能在看电视。Mary ________ _________ ________ TV.
3. Where is the article from? It’s a newspaper article. 4. What is the passage about? The passage is about strange events in Bell Tower neighborhood.