福建省厦门市第五中学九年级英语全册Unit5ItmustbelongtoCarla学案(无答案)人教新目标版
九年级英语全册《Unit5ItmustbelongtoCarlaSectionB1》课件人教新目标
Unit 5 It must belong to Carla
Section B Period 1
Listening (1: P37)
2
The UFO is landing.
3
1
The alien is The man is
chasing the running.
man.
2. something in It could be
It muse be
the sky.
_a_h_e_l_ic_o_p_t_e_r____. _U__F_O_________.
3. a strange creature.
It must be _a_n_a_l_i_en__. _
I must be _d_r_e_a_m__in_g______
4. a woman with She could be
They must be
a camera.
f_r_o_m__th_e__T_V__n_e_w_s_. m__a_k_i_n_g_a__m_o_v_i_e_._
Pairwork (2c: P37)
Sample dialogue 1: A: Why do you think the strange
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.
Sample dialogue 3: A: Why do you think the boy
Why is the
九年级英语全册 Unit 5 It must belong to Carla The First P
Unit 5 It must belong to CarlaThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：belong, belong to, plate. author, toy, piic(2) Target Language：Whose book is this?It must be Mary's. Wanda Wilbur is her favorite author.2．Ability Objects(1) Train students' listening skill.(2) Train students' municative petence using the target language.3．Moral ObjectsWhen you are on a piic, remember to bring litter back to keep our environment clean and tidy.Ⅱ．Teaching Key Points：1．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．Pair workⅤ．Teaching Aids：1．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 Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.piic 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 piic.Belong means to be owned by somebody. An author is a writer of a book or a play.A piic 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 plete 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 Ⅲ 1bThis activity gives students practice in understanding the target language 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 tovolleyball 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 piic.Mary—book—Wanda Wilbur is her favorite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.Step Ⅳ 1cThis activity provides oral practice using the target language.Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.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 favorite author.Write the conversation on the blackboard.Point out the chart in Activity 1 b. Say. Now work with a partner. Start by reading the conversations in the picture and in the box. Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step Ⅴ SummarySay, In this class, we've learned the key vocabulary words belong to, plate, author, toy and piic and done much listening and oral practice using the target language.Step Ⅵ Homework(1) Say and remember the spelling of the vocabulary words.(2) Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard Design。
九年级英语全册 Unit 5 It must belong to Carla The Fourth
Unit 5 It must belong to CarlaSection BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：chase, 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 plete the sentences.Ⅳ．Teaching Methods1．Listening method2．Writing method3．Pair workⅤ．Teaching Aids：1．A tape recorder2．A projectorⅥ．Teaching ProceduresStep Ⅰ Revision1．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 3b and 4.3．Check answers to the exercises on pages 15～16 of the workbook.Step Ⅱ Part 1This 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 plete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard：a. The UFO is landing.b. The alien is chasing the man.c. The man is running.Step Ⅲ 2aThis 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：2,3,1Encourage 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 makinga movie?Woman: Good idea!Step Ⅳ 2bThis activity gives students practice listening to and writing the target language. Point to the chart with sentence starters They see … The man says … and The woman says … Say, You are to listen to the same recording again. And plete 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 check the spelling and other details of their answers.Step Ⅴ 2cThis 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 as needed. Ask several pairs to say their conversations to the class.Step Ⅵ SummarySay, In this class, we've mainly done much listening and writing practice using the target language.Step Ⅶ HomeworkAsk students to collect pictures of different kinds and then talk about themusing must, could, might and can't.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.The 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.。
九年级英语全册 Unit 5 It must belong to Carla（第4课时）
Unit 5 It must belong to Carla（第4课时）学习目标掌握下列知识点：1. 单词及短语; bark, smell, finger, lift, stone, ant, ocean, dishonest, pretend, atte mpt, use up2.学会使用情态动词表示推测的用法。
3.学会运用一些谚语。
学习导航一、预习感知：预习课本内容，完成下列练习。
1 . Part 1用所给词造句。
anxious __________________________________________________________strange ________________________________________________________worried ________________________________________________________careful ____________________________________________________________favorite ___________________________________________________________2. Part 2 读这些谚语，猜猜它们是什么意思。
3. Part 3 圈出不同类的单词二.合作探究：词语辨析。
1. alone 与lonely 的区别。
都可作形容词，alone不能作定语，可做表语，状语。
lonely 可做表语又能做定语。
有浓厚的感情色彩。
而alone表示：单独，独自一人，不含感情色彩。
跟踪练习：(1) She is , but she never feels .(2) He lives in a small village.(3) She went there / by herself.2. use up 意思是，相当于run out of 。
九年级英语全册Unit5ItmustbelongtoCarlaperiod3SectionB1a2c
Unit 5 It must belong to Carla. Section B1a-2c Teaching design:Teaching aims:I . Students learn to make inferences.II. Language structure:It might/ must/can’t/ be Li pin’s.III. Grammar：表示推测的情态动词: must, might, could, may, can’t, couldn’t.Step 1 A. Warm-up.1. First, skim the teaching aims.2. Then Play a guessing game. Show some pictures:Ask: Who is playing tennis?Ss: He ____________. ( guess one animal ).Ask: What is the duck doing?Ss: It _______________......3. Free Talk----Lead-inLook at Yao Ming’s picture to think. Let them talk about : What doyou think about the basketball? Will it get into the hoop or just hit the board? Why do you think so? About 3 minutes.Step 2 Presentation1. Next, show picture C in the students’ book.Look at picture 1T: What’s the man doing?Ss：He is running and looking back.Look at picture 2T: What can you see?Ss: The UFO is landing. It is coming down from the sky!Look at picture 3T: What do you think of this creature? What is it?Ss: It could be an alien.The alien is chasing the man.2.Before listeningLook, guess and say: What story are the pictures telling about?The UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man. The man is looking back and running quickly, although he is scared. He doesn’t wantto be caught by alien.Step 3 Listening Task1. 2a Listen and number the pictures [1-3] above. Then write two or three sentences to finish the story. Check the answers. (3、2、1)2. 2b Listen again and complete the sentences.Answers: a helicopter a UFO an alien dreamingfrom the TV news making a movie3. After Listening---- Sum-up the story:What story are the pictures telling about?A man and a woman is looking at the sky. An UFO is landing. An alien is getting out of the UFO. I think it wants to catch a man. Because the alien is chasing the man walking in the street. The man is looking back and running quickly, although he is scared. He doesn’t want to be caught by a lien. Oh, Look at the woman with a camera is shooting them. The man thought he must be dreaming. The woman thought they must be making a movie about alien.4. Pair-workTalk about the pictures in Part One:1) T: Why do you think the man is running ? ( Picture C)S1: He could be running for exercise.S2: No, he’s wearing a suit. He might be running to catch a bus.2) Sample dialogue 1:A: Why do you think the strange creature is running after the man?B: It could be playing with the man for fun.A: No, can’t you see it is very fierce? It must be hungry.3) Sample dialogue 2:A: Why do you think it is an UFO?B: It could be a model plate.A: No, can’t you see it is landing on the ground? It flew very faster than the plane. Step 4 Discuss1. First, Here are some movies about aliens. people image what they are like.2. Then, watch the movies about alien《 E.T.》.(5’12”)3. Finally, Discuss: Do you think there are aliens in the universe (宇宙)?Step 5 Exercises(1). Choose the correct words and use its right form to fill in.Anxious strange worried careful favorite1.Mark Twain is Mary’s __________ author.2. Be _______ of the dog that does not bark.3. Fred is afraid of flying. He feels ________ before he gets on the plane.4. I haven’t seen my cat for two days. I’m very __________ about her.5. There’s a _________ smell in the house. Do you know what it is?Answers: favorite, careful, anxious, worried, strange. (2) In each line, circle the word that doesn’t belong.1. escape owner chase run2. picnic lunch dinner alien3. land apple ice cream chicken4. creature alien exercise visitor5. lost grass tree flowerAnswers: owner, alien, land, exercise, lost.(The end)。
九年级英语全册Unit5ItmustbelongtoCarlaperiod3SectionB1a2c
Unit 5 It must belong to Carla. Section Bia-2c Teaching design：Teaching aims:I ・ Students learn to make inferences・nguage structure:It might/ must/can， t/ be Li pin* s.III.Grammar：表示推测的情态动词：must, might, could, may, can* t, couldn， t.Step 1 A. Warm-up.1・ First, skim the teaching aims・2・ Then Play a guessing game・ Show some pictures:Ask： Who is playing tennis?Ss: He ____________ ・(guess one animal )・Ask： What is the duck doing?Ss: It ............... ....3.Free Talk --- Lead-inLook at Yao Ming' s picture to think・ Let them talk about : What do you think about the basketball? Will it get into the hoop or just hit the board? Why do you think so? About 3 minutes・Step 2 Presentation1.Next, show picture C in the students' book・Look at picture 1T: What' s the man doing?Ss： He is running and looking back・Look at picture 2T: What can you see?Ss: The UFO is landing・ It is coming down from the sky!Look at picture 3T: What do you think of this creature? What is it?Ss: It could be an alien. The alien is chasing the man.2.Before listeningLook, guess and say： What story are the pictures telling about?The UFO is landing・ An alien is getting out of the UFO. I think it wants to catch a man・ Because the alien is chasing the man. The man is looking back and running quickly, although he is scared・ He doesn? t want to be caught by alien・Step 3 Listening Task1.2a Listen and number the pictures [1-3] above・ Then write two or three sentences to finish the story. Check the answers・(3、 2、 1)2.2b Listen again and complete the sentences・Answers: a helicopter a UFO an alien dreamingfrom the TV news making a movie3.After Listening ---- Sum-up the story:What story are the pictures telling about?A man and a woman is looking at the sky. An UFO is landing・ An alien is getting out of the UFO. I think it wants to catch a man・ Because the alien is chasing the man walking in the street・ The man is looking back and running quickly, although he is scared・ He doesn* t want to be caught by alien・ Oh, Look at the woman with a camera is shooting them・ The man thought he must be dreaming・ The woman thought they must be making a movie about alien.4・ Pair-workTalk about the pictures in Part One：1)T: Why do you think the man is running ? ( Picture C)SI: He could be running for exercise・S2： No, he* s wearing a suit・ He might be running to catch 3 bus.2)Sample dialogue 1:A: Why do you think the strange creature is running after the man?B： It could be playing with the man for fun.A: No, can' t you see it is very fierce? It must be hungry・3)Sample dialogue 2：A： Why do you think it is an UFO?B: It could be a model plate・A: No, can* t you see it is landing on the ground? It flew very faster than the plane・Step 4 Discuss1.First, Here are some movies about aliens・ people image what they are like・2.Then, watch the movies about alien 《E・T・》・(5‘ 12")3.Finally, Discuss： Do you think there are aliens in the universe (宇宙)？Step 5 Exercises(1). Choose the correct words and use its right form to fill in.Anxious strange worried careful favorite1.Mark Twain is Mary * s _________ author・2.Be ______ of the dog that does not bark・3.Fred is afraid of flying・ He feels ________ before he gets on the plane・4.I haven * t seen my cat for two days・ I' m very __________ about her・5.There * s a _______ smell in the house・ Do you know what it is?Answers: favorite, careful, anxious, worried,(2) In each line, circle the word that doesn*1. escape owner chase run2・ picnic lunch dinneralien 3. land apple ice cream chicken 4・ creature alien exercise visitor5. lost grass treeflower Answers: owner, alien, land, exercise, lost ・(The end)strange ・ t belong.。
九年级英语全册 Unit 5《It must belong to Carla》全
Mary
-Whose football is this ?
He is a basketball player.
Whose car is this?
It might / could be __. It can’t beW_a_n_g_Z_h_i_zh_i_’s. It must be_Y_a_o_M__in_g_’s_.
He is rich but helpful.
Whose hair band is it?
Whose dog is this?
It might/ could be____. It must be Liu Dehua’s.
A Korean(韩国的) actor, he is cool and popular.
Whose dog is this?
It might / could be___.
Jane’s little brother. He was the
only little kid at the picnic. And
the magazine must belong to
Deng Wen. He loves cats.
Girl 2: Oh, yeah… This book must be
Liu xiang
-Whose exercise book is this ?
-It__m_u_s_t _ be Liu Xiang’s.
九年级英语全册 Unit 5 It must belong to Carla The 1st Per
Unit 5 It must belong to Carla.The 1st PeriodⅠ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a piic, In this unit, students learn to make inferences. Such topic is helpful to activate students’ imagination and improve students’ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and municative petence.(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’learning interest and improve students’ listening and speaking skills.(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t.(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could and can’t.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a piic, remember to bring litter back to keep our environment clean and tidy.We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. Vocabularypiic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularybelong, belong to, plate, author, toy, piic(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’ municative petence using the target language.3. Moral ObjectsWhen you are on a piic, 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.piic 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 piic.Belong means to be owned by somebody.An author is a writer of a book or a play.A piic 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 plete 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.Step Ⅲ lbThis activity gives students practice in understanding the target langugage inspoken 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 piic. Mary—book—Wanda Wilbur is her favourite author.Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.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 piic. 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 Ⅴ SummarySay, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and piic and done much listening and oral practice using the target language. Step Ⅵ Homework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard Design。
九年级英语全册Unit5ItmustbelongtoCarlaPeriod1教案人教新目标版
Unit 5 It must belong to Carla Period 1Course Standards in this unit:Functions How to make inferences.Key words(1)picnic, appointment, worried, chase, mystery, neighbor, garbage, escape,(2)belong to, use upKey structures The usages of modal verbs: can, could, may, might and mustTarget language (1) —Whose volleyball is this? —It must be Carla’s. She lovesvolleyball.(2) —Whose French book is this? —It could be Ali’s. She studiesFrench.(3) —Whose guitar is this? It might belong to Alice. She playsthe guitar.(4) —Whose T-shirt is this? —It can’t be John’s. It’s muchtoo small for him.LearningstrategiesSequencing, DeducingPeriod Four periods to six periods.Teaching Recourses Information and photos about UFO.Newspaper articles from 21st century or other English papers. Photos of Sports players from tape recorder and cassette of this unit.A short quiz after finish teaching goals.Section AGoals(1)To learn must, might, could and can’t for making inferences.(2)Understand the conversation about making inferences.(3)Bottom-down method.Procedures Learn about modal verbs: Modal verbs are used to express ideas suchup as possibility, intention, obligation and nec essity. Here are the examples of can, could, may, might and must.2. Presentation Introduce must: must means certainty.a. That must be Jerry. They said he was tall with bright red hair.b. That must have been the right restaurant. There are no otherrestaurants on this street.c. NO FUTURE FORM3. Practice a. Looking and writingHello, class. On page 34 is a picture with many things in it. Writethe things you see in the correct picture.b. Listening and matchingYou are going to listen and match on page 34 each person with a thingand a reason. Pay attention to the use of MUST in the sentences.Columns in the chart.c Pair workIn pairs practice the conversation in the picture on page 34. Thenmake conversations using information in the chart in 1b.Whose volleyball is this?It must be Carla’s. She loves volleyball.Whose books are these?They must be Mary’s.The man is her favorite author.Whose CD is this?It must be Grace’s.She likes listening to classical music. 4. Listening a.Bob and Anna found a backpack outside their school gate. Listento their conversation and write down the things found in thebackpack. Pay attention to the usages of other modal verbs aboutmaking inferences—can’t, could, might.b.Listening and fillingNext you are to listen to the tape once again. Fill in the blankswith modal verbs you hear used to make inferences.c.Filling and tellingOn page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.5. Consolidation Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.Activity 1Collect some objects from the students and infer their owners.A: Here are some earrings. The owner can’t be a boy.B: Well, it could be a boy. The earring might be a present for his mother.Subject: Thanks! From: Linda_④_ If you have any idea where it might b e, please call me._②_ I think I dropped it during the concert. So it might still be inthe symphony hall._⑤_ I tried to call you but your mom said you were still at your optometrist appointment (I hope your new glasses look nice!)._③_ I really need it because I have a math test on algebra tomorrow.It’s crucial that I study for it because it counts 30% tothe final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks, Linda6. Homework Look and sayLook at the picture below and say what is happening.。
九年级英语全册 Unit 5《It must belong to Carla》period 1 教学
Unit 5 It must belong to Carla ? (The First Period )课型：Listening& speaking时间：45 minutes教材内容：Section A1a, 1b,2a ,2b and 2c.语言知识目标Target Language 目标语言1. Words and phrases 生词和短语belong, belong to, plate. author, toy, piic2. Key sentences 重点句子Whose book is this?It must be Mary's. Wanda Wilbur is her favourite author.语言技能目标When you are on a piic, remember to bring litter back to keep our environment clean and tidy.学习策略目标By playing the guessing game,can tell the differences among must,might,could,and can’t情感态度目标If you have confidence ,everything is possible.文化意识目标Let students know something about other countries’family.Teaching important / difficult points 教学重难点1．Listen for the target language2．Oral practice using the target languageTeaching aids 教具准备a puter, blackboard, some real objects.Teaching procedures and ways 教学过程与方式步骤目的教师活动/方法学生活动/学法条件/手段Step I: Duty report To train thestudents tospeak Englishloudly andfluently inpublic,and leadin.Look at apicturecarefllyaand thenanswerthefollingquestions.Just look atthe picturecarefully andthen answerthe followingquestions.1 what is the weather like in thepicture.?2What is the date ?3How many people are there in thepicture?4who are they?6Where are they?7How do they go there?8Whose hair band is this?Step II: Lead-in Explain thefour wordsamongmust,could,might and can’t.explainthe worddirectlyand thenpaly aguessingJust listen tome carefully.性物情态动词must, might, could, can’t后接动词原形, 可以表示对现在的情况的推测.must 一定，肯定（100%的可能性）might, could 有可能，也许（20%~80%的可能性）can’t 不可能，不会（可能性几乎为零）掌握句型：1.Sth.must\might\could\can’t belongto+名词或宾格代词2.sth.must\might\could\can’t be +名词所有格或名词主代词Step III: Input Let them knowthe differencesamongmust,might,could and can’tHelp thestudentsask andanswerwith thetargetwords.Follow theteacher’sinstructionsand take partin theguessinggame.She ____ _____ a boy.So she _____ ___ a girlcan’t：0%可能性must：100%可能性Itcouldbe _________________.It also might be ______________.could \might:20%-80%可能性Step IV：pair work To make sure thestudents havegotten to knowhow to use thetarget wordsTo showstudentssome realthings totalkWork in pairsto talk aboutthe targetwords andsentences..A:Whose basketball is this?B:It must belong to ...A:Why?B:Because he is a basketballplayer.and sentences.. about thetargetwords andsentences.Step V：Guessing game Let studentsuse the targetsentences toguess the jobs.Show somepptsTry to guessout thejobs,and thesuper stars.Guess:Who are they?He\She could\might\must be-----Sep VI: Output To make sure thestudents havegot to know howto use thetarget words.To givetheassignment to thestudentsand makesomements.Try to readthe articleand thenfinish thechart.The might belong to______.The might be ___________.The might belong to ______.Step VII：Summary Let students1、know how touse thefour wordsShow outsomethingswhichDraw a linematch thecorrectexplaination.must 一定，肯定 20%-80%可能性might, could 有可能，也许 0%可能性can’t 不可能，不会100%可能性belong tosome of the students in the class,and ask whose bag this is. belong to ＋名词或宾格代词。
福建省厦门市第五中学九年级英语全册 Unit 5 It must belong to Carla学案(无答案) 人教新目标版
Unit 5 It must belong to Carla 上课时间：第 周 星期 主备 审核 班级： 座号： 姓名： 课题：Unit 5 It must belong to Carla. 第一课时The first period (Section A 1a-Grammar Focus) 一、学习目标(一）知识目标：学会用情态动词来推论物品的归属。
(二）能力目标：学会推论物品的归属并阐述理由。
(三）德育目标：能够凭借事物本身的特征，合理分析问题并进行有效推导。
二、学习重点和难点重点词汇：belong to, her favorite author, at the picnic, classical music, hair band,toy car重点句型：Whose notebook is this? —It must be M ing’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.学习难点：must\can ’t be, might, could 的正确使用。
学习过程：一、课前预习：（一）预习课本P34-35, 翻译下列短语。
1. 属于我_____________________________2. 她最喜欢的作家_____________________________3. 在野餐_____________________________ 4 . 古典音乐__________________________________5. 一定是玛丽的__________________________6. 不可能是约翰的__________________________7. 对他而言太小了___________________________ 8. 她的发带____________________________9. 简的弟弟_______________________________10. 玩具汽车_____________________________（二）根据中文情景提示，写出下列句子。
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福建省厦门市第五中学九年级英语全册Unit5ItmustbelongtoCarla学案（无答案）人教新目标版上课时间：第周 星期 主备审核班级： 座号： 姓名： 课题：Unit 5 It must belong to Carla. 第一课时The first period (Section A 1a-Grammar Focus) 一、学习目标(一）知识目标：学会用情态动词来推论物品的归属。
(二）能力目标：学会推论物品的归属并阐述理由。
(三）德育目标：能够凭借事物本身的特征，合理分析问题并进行有效推导。
二、学习重点和难点重点词汇：belong to, her favorite author, at the picnic, classical music, hair band,toy car重点句型：Whose notebook is this?—It must be M ing’s. It has her name on it.Whose French book is this? —It could be Ali’s. She studi es 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. 学习难点：must\can ’t be, might, could 的正确使用。
学习过程：一、课前预习：（一）预习课本P34-35, 翻译下列短语。
1. 属于我_____________________________2. 她最喜欢的作家_____________________________3. 在野餐_____________________________ 4 . 古典音乐__________________________________5. 一定是玛丽的__________________________6. 不可能是约翰的__________________________7. 对他而言太小了___________________________ 8. 她的发带____________________________9. 简的弟弟_______________________________10. 玩具汽车_____________________________（二）根据中文情景提示，写出下列句子。
1. 你看到桌上有一本笔记本，上面有Mary 的名字，你会这样猜想：___________________________________________________________________________________.2. 你想告诉同桌这把吉他肯定是Alice 的，因为她是班上唯一弹吉他的人，你会这么说： 学习小组长评价和签字 完成 订正签字___________________________________________________________________________________ .3. 地上有本法语书，你猜它可能是Carla的，她学法语，你应该这样表达：___________________________________________________________________________________ .4. 你想告诉朋友T恤不可能是John的，对他而言太小了，你应该这样表达：___________________________________________________________________________________ .5. 在聚会上，你想知道盘子是谁的，可以这样问：_________________________________________________________________________________？二、课堂探究：（一）听录音，完成1b任务，选择最佳答案。
( ) 1. Whose v olleyball is this?A. It must be Carla’s. She loves volleyball.B. It must be Carol’s. She loves volleyball.C. It must be Sara’s. She loves volleyball.( ) 2. The toy car must belong to ______.A. JaneB. Jane’s little brotherC. Jan e’s little kid( ) 3. The ______ must belong to Deng Wen.A. catsB. magazineC. hat( ) 4. Who probably left a book?A. MaryB. HemingwayC. Mary’s favorite author( ) 5. Why does the girl think that the CD must belong to Grace?A. Because Grace loves classical music.B. Because Grace collects CDs.C. Because Grace always listens to classical music.（二）听录音，完成2a,2b任务，补全下列对话，每空一词。
A: Whose backpack you _ this is?B:I don’t know. Look, here’s a school _____________.A:Oh! Here’s a hair band, so the person_______ a boy.B: It ____Mei’s hair band. She has long hair.A: Or the hair band Linda. She was ____ the picnic, _________ she?B: Yes, she ______. But then the backpack could belong to Rita. She’s __________ forgetting things.A: Oh, look! _____________ balls.B: Then it ___ backpack. She has long hair and she’s the tennis team.三、随堂检测：归纳总结并操练如何推论物品的归属。
（一）提问：Whose…is this\that? 这/那是谁的…?1.这是谁的发带？_____________________________________________?（二）回答：It could/might（可能）\must（一定）\can’t（不可能）+ be sb’s.It could/ might/ must/ can’t + belong to sb. 1.它不可能是我的。
它可能是简的。
_____________________________________________________.2.它一定属于卡拉。
_____________________________________________________.（三）推论物品的归属并阐述理由：1.这份作业不可能是卡罗的。
她今天没上学。
___________________________________________ __________________________________________________________________________________.2.这本法语书肯定是李颖的。
她是班上唯一学习法语的人。
____________________________________________________________________________________________________________________.3.这张票可能是我阿姨或叔叔的。
他们都要去音乐会。
________________________________________________________________________________________________________________________.4.这本书肯定属于玛丽。
海明威是她最喜欢的作家。
_______________________________________ __________________________________________________________________________________.四、课后拓展：完成2c 。
与搭档练习Grammar Focus 的对话并背默。
厦门五中2013～2014学年上学期2011级英语学科教学案上课时间：第周 星期主备审核班级： 座号： 姓名：课题：Unit 5 It must belong to Carla. 第二课时The second period (Section A 3a-4 Groupwork ）一、学习目标（一）知识目标：学会用相关句型来推论物品的位置、主人等。
（二）能力目标：学会根据已知条件阐述自己的推论。
（三）德育目标：能够凭借事件本身的性质，合理分析问题并进行有效推导。
二、学习重点和难点重点词汇：drop a backpack, make up, during the concert, in the symphony hall, the final exam,because of学习小组长评价和签字 完成 订正签字重点句型：1. She is worried because of the test. 2. The owner of the earrings can’t be a boy.学习难点：The owner of…must be…句型的用法；过去时与现在时的交错使用。
学习过程一、课前预习：翻译下列短语和句子。
1. 知道/有主意______________________________2. 落下背包______________________________3. 占百分之二十____________________________4. 期末考试______________________________5.在音乐会中______________________________6. 由于__________________________________7. 我实在很焦虑，因为我找不到我的背包。