九年级英语 Unit 5 It must belong to Carla 整单元课件 人教新目标版
unit-5it-must-belong-to-carlaperiod-3九年级
It must be… a UFO
3. a strange It must be …
creature.
an alien
I must be… dreaming
4. a woman She could be…
They must be…
with a camera. from the TV news making a movie
Thanks, Linda.
紧张；担忧
Sample conversations(4:P36) 1. — Here is a Chinese-English dictionary. It could belong to Mary. I know she has one.
— I don’t think so. It can’t be Mary’s. This one is new, but hers is old.
Dear Anna, 5 If you have any idea where it might be, please call me. 2 I think I dropped it during the concert so it might still be in the symphony hall.
3. Whose guitar is this? It _m_i_g_h_t_belong to Alice. She
plays the guitar . 4. Whose T-shirt is this?
It c_a_n_’__be John’s. It’s much too t
small for him.
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)。
人教版新目标英语九年级《Unit 5 It must belong to Carla》精品
3b: Write another paragraph about Bell Tower using these notes.
people
things
ideas
Chu family hear late-night footsteps in might be the
the hallway
neighbors
a
22
a
23
Zhou Gu and his strange noises outside must be teenagers
friends
their window
having fun
the police
nothing strange
mes outside
a
might be a dog
a
17
The important points.
1. Zhou Gu’s next door neighbor Qi Hui is unhappy too.
We have many good n_e_i_g_h_b_o_r_s in our n__e_ig_h_b_o_r_h_o_o_d_.
(neighborhood, neighbor)
a
15
Finish the chart.
Who?
What did --- find/hear?
What did --- think it was?
Zhou Gu’s wife
strange noises outside could be an animal their window
Zhou Gu and his strange noises outside must be teenagers
九年级英语unit 5It must belong to Carla单元知识点
九年级英语Unit 5 It must belong to Carla单元知识点1.词和短语记忆抽查去野餐尽可能快地和某人约好，与某人约会去听音乐会上大学从。
逃离认为，考虑，想起害怕做某事注意。
；当心。
极其、非常神秘的事物，谜主管、主任举起、抬起试图、企图追逐、追赶落下、掉下II.重点、难点及考点讲解1.anxious adj.焦虑的，忧虑的；渴望的。
anxiety n. 焦急，担心be anxious about/for 为…而担心＝be worried aboutbe anxious(for sb) to do sth.渴望（某人）做某事；be anxious + that 从句2.belong to 属于，为。
所拥有，to 为介词。
① belong to + n/ 人称代词宾格，其主语通常是物，但是belong to 没有被动式，也不能用于进行时态，其后也不能接名词性物主代词或名词所有格。
eg： This classroom belongs to us. 这间教室属于我们。
② belong to = be owned by “被……所拥有”③ sb belong to + 集体或组“隶属……，是……的成员”相当于：be a member ofeg: She belong to our school tennis team. 她是我们学校网球队的一员3.John’s or Ton y’s 约翰的或者是托尼的当使用or连接两个表示所有关系的名词时，表示分别所有，两个名词必须分别用’s所有格。
John’s and Tony’s / Jhon and Tony’s如果用连词and连接两个表所有关系的词时，要分两种情况：a)表示两人共同拥有某物时，只在最后一个词后加’s。
b)当表示两人分别拥有时，则在两个名词后分别加’s。
4.because 和because of 的区别because +从句（表原因，不与so连用）because of +名词、代词、动名词，表原因。
新课标九年级英语Unit5ItmustbelongtoCarla
新课标九年级英语Unit 5 It must belong to Carla单元详细教案Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to makeinferences.Su ch topic is helpful to activate students’ imagination and improvestudents’ ability to deduce. Either less or more advanced students will beactive in the activities in class. So it’s useful to improve students’spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the targetlanguage to students. Through listening and oral practice, students have abrief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the wordsmust, 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 newwords. In the third period, students are asked to practise using thetarget language by talking about the new words, It’s helpful to arousestudents’ learning interest and improve students’ listening and speakingskills.(4) The fourth period gives students further listening and oral practiceusing 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, andthen practice reading and writing the target language. All the activitiesare designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are fullof 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 picnic, remember to bring litter back to keep ourenvironment 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 usin g the words must, might, could and can’t.To 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. V ocabularypicnic, 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 Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep ourenvironment clean and tidy.Ⅱ.Teaching Key Points(教学重点)1. Key vocabulary2. Target languageⅢ. Teaching Difficult Point(教学难点)1. Listen for the target language2. Oral practice using the target languageⅣ. Teaching Methods(教学方法)2. Listening method3. PairworkⅤ. Teaching Aid(教学工具)1. Blackboard drawings2. A tape recorder3. A projectorVI. Teaching Procedures(教学过程)Step I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until they can read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in thecorrect 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 carmagazinebookThis 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 connectthe 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 reasonin 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 listenand 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.SA: Whose volleyball is this?SB: It must be Carla’s. She loves volleyball.Point out the conversation in the box. Invite another pair of students tosay it to the class.SA : Whose book is this?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 pictureand 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 areason. Get students to practice in pairs. As they work, move around theclassroom listening in on various pairs and offering help with languageand pronunciation as needed.After all the students have had an opportunity to ask and answerquestions, stop the activity. Get different pairs of students to say theirconversations 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 practiceusing 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 ofthe target language.Step ⅦBlackboard Design VI. Teaching Procedures(教学过程)Unit 5 It must belong to Carla. Section AThe First Period1. Key vocabulary:belong v. belong toplate n. author n.toy n. picnic n. 2. Target language:Whose book is this?It must be Mary’s.WandaWilburis her favourite author.Ⅳ. Teaching Methods(教学后记)The Second PeriodI. Teaching Aims and Demands(教学目的和要求)1. 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.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 Points（教学重点）1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points（教学难点）1. Key vocabulary2. Target languageⅣ. Teaching Methods（教学方法）1. Practice method2. Pairwork3. A gameⅤ. Teaching Aid（教学手段）The blackboardⅥ. Teaching Procedures（教学过程）Step 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?Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes.Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.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.SA: What do you think \"anxious\" mean?SB: Well, it can’t mean \"happy\".SA: It might mean \"worried\".SB: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student towrite 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.the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.SA: Here are some earrings. The owner can’t be a boy.SB: 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 Design（板书设计）Unit 5 It must belong to Carla.Section AThe Second Period1.V ocabulary words:drop v.symphony n.optometrist n.appointment malgebra n.crucial adj.count v.because ofChinese-English dictionaryOxford University 2. Target language:(1)A: What do you think \"anxious\" mean?B: Well, it can’t mean \"happy\".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 hismother.VII. Teaching Methods(教学后记)The Third PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularychase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard toexplore the universe in the future.Ⅱ. Teaching Key Points（教学重点）1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points(教学难点)1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching Methods(教学方法)1. Listening method2. Writing method3. PairworkⅤ. Teaching Aids（教学手段）1. A tape recorder2. A projectorⅥ. Teaching Procedures（教学过程）Step ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna tothe class.2. Get different pairs of students to read the conversations in Activities3band 4.3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡPart lThis activity provides writing practice using the target language.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 usethe 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 inActivity 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 th e 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’sWoman: Where?Man: Over there.Woman: It’s a woman w ith a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They mustbe 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 studentsto 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 toread it to the class.SA: Why do you think the man is running?SB: He could be running for exercise.SA: 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 boxwith your partner. Then role play conversations using information inActivity 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. Askseveral pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practiceusing the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk aboutthem using must, could, might and can’t.Step ⅧBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section BThe Third 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.VII. Teaching Methods(教学后记)The Fourth PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ integrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points（教学重点）1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points(教学难点)1. Reading practice2. Writing practiceⅣ. Teaching Methods(教学方法)1. Practice method2. GroupworkⅤ. Teaching Aids（教学手段）A projectorⅥ. Teaching Procedures（教学过程）Step 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 student s’ attention to the article. Read it to the class. Say, Nowplease read the article individually and underline what people think couldbe causing the strange things that are happening in Bell Tower. Point outthe 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 windXiao 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 late night. His wife thinks itmight 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 totell whatis happening in it. Invite a pair of students to read the sample conversation in the box to the class.SA: In my dream, I was swimming in an ocean of paper.SB: 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. Whatmight 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 itYour classmates guess what the dream might mean. Please work with apartner. Start practice by reading the sample conversation. As the pairswork together, walk around the room offering help with pronunciation andlanguage. Ask different pairs to tell the class about their dream and whatthey may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practiceusing the target language. We’ve learned some vocabulary words as well.Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,Step ⅧBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section BThe Fourth PeriodA sample version to Activity 3b:These days, something unusual is happening in my neighborhood. Mr.Chuoften hears footsteps in the hallway at late night. His wife thinks itmight 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. XiaoNing, a Junior 2 student, often finds garbage in front of her house. Hermother thinks it might be cats. But she doesn’t think so. My neighborhoodused to be quiet. But now everyone is worried. I don’t know what to do.VII. Teaching Methods(教学后记)The Fifth PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1)Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt(2)Fill in blanks and make sentences using vocabulary words.(3)Learn some proverbs.(4)Circle the word that doesn’t belong.2. Ability Objects(1)Train students’ writing skill.(2)Train students’ ability of reading comprehension.(3)Train stud ents’ ability of clarifying.3. Moral ObjectWe’ll benefit a lot by learning proverbs.。
知识梳理 Unit 5 It must belong to Carla
Unit 5 It must belong to Carla.1. belong to+名词/代词的宾格表示“属于。
”，没有进行时和被动语态，相当于词组be+sb’s/相应的名词性物主代词. 例如：The bag belongs to Tom.=The bag is Tom’s.2．情态动词must, can, could, may, might, can’t表示推测。
“must/could/may/might+动词原形”或“must/could/may/might+be+动词的现在分词”表示对现在的状态或者是现在正在进行的事情进行推测。
must用在肯定句中表示有把握的推测（100%），翻译为“一定，肯定”。
例如：The bag must belong to Tom, his name is on it.The teacher must be correcting our papers at this moment.can 用在否定句和疑问句中表示推测。
can’t 表示“不可能”例如：The man over there can’t be Mr. Wang. He has gone to Shanghai for business.-Can he come this afternoon?-Yes, he can. He gave me a call just now.could/may/might 表推测时翻译成“肯能，也许”例如：He could be in the reading room.What he said may be true.The classroom might be cleaned up by Brush.3. the only 唯一的，用来修饰名词例如：the only child the only way4. The soccer ball might be John’s or Tony’s.两者或者两者以上人的所有格，如果两者共有一个人或物，则在最后的一个名词上加’s 表示所有关系。
九年级英语Unit 5 It must belong to Carla
Unit 5 It must belong to Carla.教学设计SectionA(1a-2c)Ⅰ. 教学目标。
1. 知识目标(1) Key Vocabularybelong, belong to, , author, picnic,possibly(2)Target LanguageWhose book is this?It must be Mary’s. Hemingway is her favourite author.2. 能力目标(1) 学会用情态动词猜测某人拥有某物。
(2) 学生能从听的对话中获取信息，提高听和说的能力。
（3）学会使用目标语言。
3. 情感目标（1）通过师生双边活动，激发学生的学习兴趣和求知欲望，从而培养用英语做事的能力。
（2）培养学生善于与他人合作的意识。
Ⅱ. 教学重点1. Key vocabulary2. Target languageⅢ.教学难点1. Listen for the target language2. Oral practice using the target languageⅥ.教学过程设计Step I RevisionWrite the key vocabulary words on the blackboard.belong v .belong to author n. picnic n.StepII Lead-inLook at the following conversations,guess what the words"must""could""can't"mean.(1)----Whose books are these?--- They are Kate’s.(They belong to Kate.=They must be Kate's)(2) -Whose toy car is this?---It might be Jack's.---No,it can't be Jack's. His is at home.---It belongs to Jim. ( It's Jim's )通过猜测导入新课，情态动词表推测，激发学生的学习兴趣,通过小组合作，师生探究，让学生自己总结must,could,can't表猜测的含义。
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Unit5 It must belong to Carla
Unit5 It must belong to Carla学习目标：表示对当前发生的事情做出推测和判断学会做出推测和判断。
一、词汇author 作家toy 玩具piic 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……”。
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 Unit5 It must belong to Carla
Unit5 It must belong to CarlaSection A1. It must belong to Carla. 一定是卡拉的。
【解析】belong v 属于= be owned bybelong to +人名（不能用所有格）+代词宾格（不能用物主代词）属于【注】：belong to不能用于进行时态或被动形式，其主语常常是物。
Sth belongs to sb = sth is sb’sThe yellow car belongs to Mr. Smith = The yellow car is Mr. Smith’s.①The sweater belongs to __ .( Tom)②The T-shirt belongs to______(she).③Tai Wang __________(属于) China.( )④The new car is owned by his father.A .belong to B. belongs to C. is like( )⑤Which club do you belong______?A. to B .for C .in D. at【甘肃兰州】—Are these books ______ ?—No, they are not mine. They belong to _____.A. your; herB. yours; herC. you; hersD. yours; she【2013黄冈】The French book must be Li Ying’s. She’s the only one who’s studying French.A. belong to li Ying’sB. belong to Li YingC. belong Li Ying’sD. belong Li Ying【2013哈尔滨】28. Mo Yan, a famous Chinese writer, won the Nobel Prize for literature at the end of the year 2012. We learn that success ______the person with a never- give –up attitude.A. drives outB. takes overC. belongs to2. It must be Mary’s . Hemingway is her favorite author.它肯定是玛丽的。
2019-初中英语九年级英语《Unit 5 It must belong to Carla》-文档资料
2c Fill in the blank with“must,might,could, can’t”. • The notebook must/could/ might be Ming’s. It was on her desk. can’t be Carol’s. She wasn’t • The homework _____ at school today. • The soccer ball might/could be John’s or Tony’s. They both play soccer, don’t they? • The French book must be Li Ying’s. She’s the only one who’s stskirt is this? B: It can’t be Li Yang’s.He is a boy. It must belong to Wang Fei. She is a girl and she
loves wearing skirt.
王
菲
2a Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Things in the backpack
A. can’t
B. couldn’t
C. must
1. Making inference by doing pairwork.
2. Prepare SectionA 3a-4 according to TongBu.
1. T-shirt
2. hair band 3. tennis balls
九年级英语全册 Unit 5《It must belong to Carla》全
Mary
-Whose football is this ?
He is a basketball player.
Whose car is this?
It might / could be __. It can’t beW_a_n_g_Z_h_i_zh_i_’s. It must be_Y_a_o_M__in_g_’s_.
He is rich but helpful.
Whose hair band is it?
Whose dog is this?
It might/ could be____. It must be Liu Dehua’s.
A Korean(韩国的) actor, he is cool and popular.
Whose dog is this?
It might / could be___.
Jane’s little brother. He was the
only little kid at the picnic. And
the magazine must belong to
Deng Wen. He loves cats.
Girl 2: Oh, yeah… This book must be
Liu xiang
-Whose exercise book is this ?
-It__m_u_s_t _ be Liu Xiang’s.
九年级英语Unit 5 It must belong to Carla
Unit 5 It must belong to CarlaPart 1: Teaching design (第一部分：教学设计)Structures: Must, might, could and can’t for making inferencesTarget language: Whose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Vocabulary: piic, chase, escape, belong to, toy car, plate, mystery,appointment, worried, wake, neighbor, garbageLearning strategies: Sequencing, DeducingSECTION AGoals●To learn must, might, could and can’t for makinginferences●To listen and speak making inferencesProceduresWarming up by learning about modal verbsModal verbs are used to express ideas such as possibility, intention, obligation and necessity.CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples. eg: I would have told you, if you had wanted me to.eg: Yes, I can do that.must certainty 1. That must be Jerry. They said he was tall with bright red hair. 2. That must have been the right restaurant. There are no other restaurants on this street. 1. That must not be Jerry. He issupposed to have red hair.2. That must not have been the rightrestaurant. I guess there isanother one around here somewhere.haveto3. NO FUTURE FORM 3. NO FUTURE FORM1a Looking and writingHello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.1b Listening and matchingYou are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.TapescriptGirl 1: Whose volley ball is this?Boy 1: It must be Carla’s. She loves volley ball.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 toDengwen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.Girl 1: OK… and how about this CD?Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.1c Doing pairworkIn pairs practice the conversation in the picture on page 34Then make conversations using information in the chart in 1b.Whose volleyball is this? It must be Carla’s. She lovesvolleyball.Whose books are these? They must be Mary’s. The man is herfavorite author.Whose CD is this? It must be Grace’s. She likeslistening to classical music.Next is the conversation making inferences.Girl 1: Whose toy car is this?Boy 1: It must be Deng Wen’s. He loves toy car.Girl 2: Oh, that CD must belong to Grace’slittle brother. He was the only little kid atthe piic. And the book must belong to Grace. He loves cats.Boy 1: Oh, and look, someone left a magazine.Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.Girl 1: OK… and how about this vol leyball?Girl 2: Hmmmm… The volleyball must belong to Mary. She always playsvolleyball after school.2a Listening and writingBob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.TapescriptBob: 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 must go to our school. Oh! Here is a hair band, so the person can’t be a boy.Anna: It could be Kumi’s hair band. She has long hair.Bob: Or the hair band might belong to Linda. She was at the piic, wasn’t she?Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Then it must be Linda’s backpack. She has long hairand she’s on the tennis team.Bob: You’re right!2b Listening and fillingNext you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.2c 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.The notebook must be Ming’s. It was on her desk.The homework can’t be Carol’s. She wasn’t at school toda y.The soccer ball might be John’s or Tony’s. They both play soccer, don’tthey?The French book must be Li Ying’s. She’s the only one who’s studyingFrench.I can’t find my backpack. It might be still at school.The photo must be Lu’s. Those are his p arents.The red bicycle can’t be Hu’s. She has a blue bicycle.This ticket might be my aunt’s or uncle’s. They’re both going to theconcert.3aReading, 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.Subject: Thanks! From: Linda_④_ If you have any idea whereit might be, please call me._②_ I think I dropped itduring the concertso it might still be in thesymphony hall._⑤_ I tried to call youbut your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!)._③_ I really need it because I have a math test onalgebra tomorrow. It’s crucial that I study foritbecause it counts 30% to the final exam._①_ I’m really anxious, because I can’t find my backpack.Thanks,Linda3b Doing pairworkIn pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.A: What do you think “anxious” mean?B: Well, it can’t mean “happy”.A: It might mean “worried”.B: Oh, yes. She’s worried because of her test.A: What do you think “concert” mean?B: Well, it can’t mean “music”.A: It might mean “a performance of music by players or singers”.B: Oh, yes. She was in the symphony hall.4 Doing pairworkIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.Closing down by looking and sayingLook at the picture below and say what is happening in the classroom.。
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Listening text
Bob: 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 must go to our school. Oh! Here is a hair band, so the person can’t
five years old. could be true． （能力） （可能性） At that time we thought the story could用来提问, 是有礼貌的请求 Could.... Please? 语气较为婉转。
e. g. Could I speak to Mr. Smith, please? 二. Might和may的区别和用法: 1. may的用法: a. 表示”允许”或”请求”。
Listening Practice (2a, 2b, 2c: P35)
1. The person must go to our school. 2. The person can’t be a boy. 3. It could be Mei’s hair band. 4. The hair band might belong to Linda. 5. It must be Linda’s backpack.
Unit 5 It must belong to Carla
Section A
Guessing games
Who is he?
• He can’t be _______. • He could/might be _______. • He must be _______.
He can’t be _______. He could/might be _______.
e. g. He may know the answer． c. may用在感叹句中可表示祝愿、 愿望。 e. g. May you succeed．(祝你成功。) May you have a pleasant journey． (一路平安。)
2. might的用法: a. might可以代替may, 表示现在 时间的动作，但语气较为婉转客气 或更加不肯定。 e. g. Might I take a suggestion？ b. might用来表示现在时间时, 还可表示”规劝”。
3. Carla volleyball she loves volleyball. magazine 4. Deng Wen He loves cats. 5. Grace CD She always listens to classical music.
Listening text
Girl1: Whose volleyball is this?
Kitchen things plate
glass
插入声音
Listening and speaking (1b: P34)
toy car 1. Jane’s little brother He was the only little kid at the picnic.
2. Mary Hemingway book is her favorite author.
Sample dialogue 2: A: Look! Whose book is this? B: It must be Mary’s. Because Hemingway is her favorite author.
Sample dialogue 3: A: Whose CD is this? B: It must be Grace’s. Because she always listens to classical music.
C: Is it Anna’s?
A: Let’s ask her. Anna, is this your football?
C: No, it isn’t.
A: So it’s not Anna’s football. And it can’t be Maria’s. Because I didn’t take hers. Then whose football is it? B: Is it Lee’s? A: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s.
He can’t be _______. He could/might be _______.
He can’t be _______.
He could/might be _______.
He can’t be _______.
He could/might be _______.
He must be __________.
例如： Can the news be true？ (在日常会话中, can可代替may表 示“允许”, may比较正式) 2. could 是 can的过去式, 表示过去有
过的能力和可能性, 还有怀疑和不肯
定的意思(在否定和疑问句中)。
e. g.
She couldn’t skate when she was
e. g. May I come in？
在使用这一用法时需注意: may表 示“允许”的否定形式是must not, 意思是“不应该” “不许可”。e. g. —May I take this book out of the reading-room？ —No, you mustn’t． b. 表示说话人的猜测，认为某一 事情“或许”或“可能”发生。
Boy1: It must be Carla’s. She loves
volleyball. Girl1: How about this toy car?
Girl2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats. Boy1: Oh, and look, someone left a book.
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 soccer skateboarding
e. g. You might pay more attention to spoken English． 三. must与have to的区别 have to比较强调客观需要, must
着重说明主观看法。另外havbe there at 10:00. 有时两者都可以用, 意思差别不大。 e. g. We must have to leave now. must在表示说话人对事物的推测时 候要注意它比may肯定得多, 相当于汉 语的“一定”或“准是”。(只有在肯 定句中能这样用。)
Can you guess what it is?
It could be a dog ___________.
It also might be two girls ___________.
Which one is bigger, A or B?
• Could A be bigger than B? No. • In fact, A and B must be ___ the same size ________________. A B
Girl2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author. Girl1: Ok… and how about this CD? Girl2: Hmmm… The CD must belong to Grace. She always listens to classical music.
He can’t be ___.
He could/might be __.
He can’t be __.
He could/might be __.
He must be _____.
He must be _____________.
Can you guess what it is?
a white vase It could be _________________. two faces It also might be ______________.
Practise making conversations
Sample dialogue 1: 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.
Lead-in
A: Whose football is this? B: Bill’s ? A: It might be Bill’s. might be Let’s ask him. Bill, is this your football?
C: No, it’s not mine.
A: Well, it isn’t Bill’s. He says it’s not his.