九年级英语全册《Unit5ItmustbelongtoCarla(第5课时)》导学案(无答案)人教新目标版

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初三英语unit5 it must belong to carla知识精讲人教版(新目标)

初三英语Unit 5 It must belong to Carla知识精讲人教版（新目标）【同步教育信息】一. 本周教学内容：Unit 5 It must belong to CarlaHello, everyone! Now, we’re going to study Unit 5. In this unit, we’ll talk about modal verbs, like must, can, could, may, might and can’t. I think you should learn or master the following things:I. Vocabularyauthor, toy, picnic, band, drop, optometrist, appointment, algebra, crucial, chase, creature, extremely, worried, neighbor, garbage, mystery, director, escape, ocean, finger, stone, ant, pour, dishonest, bark, wake, pretend, attemptbelong to 属于toy car 玩具车at the picnic 在野餐symphony hall 交响音乐厅try to do sth 试图，努力做because of 因为the final exam 期末考试count 30% to...计入 (30)Chinese-English dictionary 汉英词典in the sky 在天空中catch a bus 赶公共汽车in our neighborhood 在我们社区have fun 娱乐next door neighbor 隔壁邻居be worried 担心，焦虑there must be…一定有…too much 太多escape from 从…逃出be careful of 小心，注意use up 用光，用尽II. Sentence patternsWhose basketball is this?It must be Mary’s. / It must belong to Carla. / It might belong to Alice.Whose French book is this?It could be Ning’s. It has her name on it.It might belong to Alice. She studies French.Whose T-shirt is this? It can’t be John’s. It’s much too small for him.He might be running to catch a bus.He can’t be running for exercise.III. Language points1. It must belong to Carla.It could be Ali’s.It might belong to Alice.It can’t be John’s.在这四句话中，我们可以看到几种我们以前曾经学过的情态动词(modal verbs)。

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.

九年级英语全册 Unit 5《It must belong to Carla》全

Mary’s. Hemingway is her favorite author. Girl 1: OK… and how about this CD? Girl 2: Hmmm… The CD must belong to Grace. She always
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.

初中英语九年级英语《Unit 5 It must belong to Carla》

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?
Grammar Focus
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
• The homework _c_a_n_’_ bt e Carol’s. She
wasn’t at school today.
• The soccer ball might/could be John’s or Tony’s. They both play soccer, don’t they?
JJJ
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
A. can’t B. couldn’t C. must
1. Making inference by doing pairwork.

九年级英语全册 Unit 5《It must belong to Carla》教案人教新目标版

Unit 5 It must belong to Carla.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：belong, belong to, plate. author, toy, picnic(2) Target Language：Whose book is this?It must be Mary's. Wanda Wilbur is her favorite author.2．Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence using the target language.3．Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ．Teaching Key Points：1．Key vocabulary 2．Target languageⅢ．Teaching Difficult Points1．Listen for the target language2．Oral practice using the target languageⅣ．Teaching Methods1．Scene teaching method 2．Listening method 3．Pair workⅤ．Teaching Aids：1．Blackboard drawings 2．A tape recorder 3．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.Ask different students to explain in their own words the meanings of the words belong to, author andpicnic.B e l o n g m e a n s t o b e o w n e d b y s o m e b o d y.A n a u t h o r i s a w r i t e r o f a b o o k o r a p l a y.A picnic is a meal eaten out of doors. Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Show the correct answers on the screen by a projector.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that's the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time. Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Step Ⅳ 1cThis activity provides oral practice using the target language.Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. Write the conversation on the blackboard.Point out the chart in Activity 1 b. Say. Now work with a partner. Start by reading the conversations in the picture and in the box. Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.A f t e r a l l t h e s t u d e n t s h a v e h a d a n o p p o r t u n i t y t o a s k a n d a n s w e r q u e s t i o n s,s t o p t h e a c t i v i t y.G e t d i f f e r e n t p a i r so f s t u d e n t s t o s a y t h e i r c o n v e r s a t i o n s t o t h e c l a s s.Step Ⅴ SummaryS a y,I n t h i s c l a s s,w e'v e l e a r n e d t h e k e y v o c a b u l a r y w o r d s b e l o n g t o,p l a t e,a u t h o r,t o y a n d p i c n i c a n d d o n e m u c h l i s t e n i n g a n d o r a l p r a c t i c e u s i n g t h e t a r g e t l a n g u a g e.Step Ⅵ Homework(1) Say and remember the spelling of the vocabulary words.(2) Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard DesignUnit 5 It must belong to CarlaThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：band, hair band(2) Target Language：Whose notebook is this?It must be Ming’s. It has her name on it.Whose French book is this?It could be Ali's. She studies French.Whose guitar is this?It might belong to Alice. She plays the guitar.Whose T-shirt is this?It can't be John's. It's much too small for him.2．Ability Objects(1) Train students' listening skill.(2) Train students' writing skill.(3) Train students' ability to deduce.3．Moral Object：Use your mind, then make inferences correctly.Ⅱ．Teaching Key Points1．Listening and writing practice using the target language.2．Make inferences using the target language.Ⅲ．Teaching Difficult Point：Make inferences using the target language.Ⅳ．Teaching Methods：1．Practice method 2．A gameⅤ．Teaching Aids：1．A tape recorder 2．Real objectsⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the conversations in 1b. Get different pairs of students to talk about who each thing might belongto and give a reason.Step Ⅱ 2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band. Point to the numbered list with blank lines after each number.Play the recording the first time. Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis a ctiv ity prov ides lis teni ng and wri ting pra ctic e us ing the ta rget lan guag e.Call students' attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Play the recording. Students listen and fill in the blanks.Point to the box that contains the explanations of how to use the words must, might, could and can't. Read the explanations to the class.Step Ⅳ 2cThis activity provides writing practice using vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming's. It was on her desk) .Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed. Check the answers.Step Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Repeat the process with the words might, could and can't.Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each fromthe four students.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we've done some listening and writing practice using the target language. And we've learned how to make inferences using the words must, might, could and can't.Step ⅦHomeworkMake two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard DesignUnit 5 It must belong to CarlaThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think “anxious” means?Well, it can't mean “happy”.It might mean “worried”.Oh, yes, she is worried because of her test.Here are some earrings. The owner can't be a boy.Well, it could be a boy. The earrings might be a present for his mother.2．Ability Objects(1) Train students' reading skill.(2) Train students' communicative competence using the target language.3．Moral ObjectWhen y ou a re i n tr oubl e, s end an e-m ail mess age to y our frie nds to ask for hel p.Ⅱ．Teaching Key Points1．Reading practice2．Ora1 practice using the target languageⅢ．Teaching Difficult Points：1．Key vocabulary 2．Target languageⅣ．Teaching Methods：1．Practice method 2．Pair work 3．A gameⅤ．Teaching Aid：The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionR e v i s e t h e u s a g e o f t h e w o r d s m u s t,m i g h t,c o u l d a n d c a n't b y c h e c k i n g h o m e w o r k.Ask students to exchange their exercises books and help correct any errors with each other. As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.Get students to complete the task on their own. Point out the sample answer. Say. The first sentence of the e-mail message is I'm really anxious, because I can't find my backpack. Check the answers：5,2,4,3,1 circled words might includea n x i o u s,s y m p h o n y h a l l,a l g eb r a,o p t o m e t r i s t a p p o i n t m e n t,c r u c i a l,c o u n t,d r o pStep Ⅲ 3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.Write the conversation on the blackboard.P r a c t i c e t h e p r o n u n c i a t i o n o f t h e s e w o r d s a n d e x p l a i n t h e m e a n i n g o f e a c h w o r d.Step Ⅳ Part 4This activity provides oral practice using the target language.C a l l s t u d e n t s'a t t e n t i o n t o t h e p i c t u r e.G e t s t u d e n t s t o n a m e e a c h i t e m i n i t.W r i t e t h e n e w w o r d s C h i n e s e-E n g l i s h d i c t i o n a r y a n d O x f o r d U n i v e r s i t y o n t h e b l a c k b o a r d.P o i n t t o t h e s a m p l e c o n v e r s a t i o n.I n v i t e a p a i r o f s t u d e n t s t o r e a d i t t o t h e c l a s s.W r i t e t h e c o n v e r s a t i o n o n t h e b l a c k b o a r d.E x p l a i n t h e m e a n i n g o f e a c h s e n t e n c e.Focus attention on the chart with the headlines Can't, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step Ⅴ SummarySay, In this class, we've learned some vocabulary words, such as drop, symphony. And we've done much oral practice using the target language.Step Ⅵ Homework1．Read the letter in Activity 3a again for further understanding of the vocabulary words.2．Read the conversations in Activities 3b and 4 again for further understanding of the target language.3．Finish off the exercises on pages 15～16 of the workbook.Step ⅦBlackboard Design教学反思：开发课程资源，拓展学用渠道。

精品教程-九年级英语Unit5 It must belong to Carla

人教新目标初中英语九年级-精品教案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。