九年级英语全册《Unit 5 It must belong to Carla》检测题(含详解) 人教新目标版

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九年级英语全册Unit5ItmustbelongtoCarla(第1课时)教案人教新目标版

Unit 5 It must belong to Carla.第一课时： New wordsTeaching and Learning Goals：Learn the new words of Unit5 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit。

Students try to learn how to read and remember the words and phrases ， and howto learn individually and collectively。

Teaching and learning stepsStep 1 Learn to read the words on P148-1491.Students try to read the words using the phonetics by themselves.2.Then read with their partners in groups.3.Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly。

4.Read after the tape.5.Read aloud and the teacher walk around to see if they have any question. Get some individual students to read again to see if everyone can read correctly. （设计意图：利用音标读单词是一种能力，9年级学生已初步具有这种能力。

九年级英语全册 Unit 5 It must belong to Carla课件人教新目标版

There is a woman looking out of the window.
2. What can we know about the woman?
She is a little afraid and terrified.
3. Where is the article(文章）from?
It’s from the newspaper .
3. worry 与 worried
Fill in the blanks with your books closed.
Our neighborhood _u_s_e_d_t_o_be very_q_u_ie_t_. However, these days , _st_r_a_n_g_e_things are happening in our _n_e_i_g_h_b_o_r_h_o_o_d_and everyone
is_u_n_h_a_p__p_y_. Zhou Gu, the _lo_c_a_l_ _s_ch__o_o_l t_e_a_c_h_e_ris extremely
4. What is the passage about? The passage is about strange events in Bell Tower neighborhood.
5. What is the strange thing?
What do the people think of it?
What did they think it was?
could be an animal
Zhou Gu
strange noises outside their window
Must be teenagers having fun

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。

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。

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’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.

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

Unit 5 It must belong to Carla（第1课时）导学案学习目标1. 单词及短语; belong .belong to. author；picnic. possibly. hair band等2.学会使用情态动词表示推测的用法，根据相关的信息进行合理地推论。

重点句型：Whose volleyball is this?It must be Carla’s. She loves volleyball.学习导航一．预习感知预习课本内容，完成下列练习。

1. 1a.看图，把你所看到的物品填入相应的表格中。

2. 预习2b,学习如何用情态动词表示推测。

试着完成2c.二．合作探究1.情态动词must, might, could, can’t表示推测的含义与用法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）跟踪练习1）The dictionary ________be mine. It has my name on it .2.)The CD ______/_____belong to Tony because he likes listening to pop music.3）The hair band _________be Bob’s. After all, he is a boy.辨析：mustn’t与can’tmustn’t表示“禁止；不允许”；can’t 表示“否定”的推测，意为不可能，can’t还可以表示能力方面的不会.跟踪练习1) 我们不能在马路上踢足球。

We play soccer on the road.2) 那个人不可能是李老师，她去了澳大利亚。

That woman Miss Li, she has gone to Australia.2. 表示对事物判断的副词有maybe; perhaps; possibly“可能”; pr obably“很可能”相当于alm ost certainly 等3.belong to someone “属于某人”和be someone’s“是某人的”跟踪练习1) The English book belongs to__________.(Tom)2) The English book is______________(Tom).3) The English book belongs to______________.( I )4) The English book is______________( I ).3. The soccer ball might be John’s or Toney’s.John’s or Toney’s用连词or连接两个所有格时，必须是两个词分别的所有格。

九年级英语全册 Unit 5 It must belong to Carla单元整理教案人教新目标版

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：（十八）年月日开发课程资源，拓展学用渠道。

九年级英语全册 Unit 5 It must belong to Carla The Third P

Unit 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, OxfordUniversity(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' municative petence using the target language.3．Moral ObjectWhen you are in trouble, send an message to your friends to ask for help.Ⅱ．Teaching Key Points1．Reading practice2．Ora1 practice using the target languageⅢ．Teaching Difficult Points：1．Key vocabulary2．Target languageⅣ．Teaching Methods：1．Practice method2．Pair work3．A gameⅤ．Teaching Aid：The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the usage of the words must, might, could and can't by checking homework.Ask students to exchange their exercises books and help correct any errors with each other. As they are doing this, move around the classroom offering languagesupport 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.T: What's the girl doing?Ss: She is using the puter to write . Point to the parts of the 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 plete the task on their own. Point out the sample answer. Say. The first sentence of the message is I'm really anxious, because I can't find my backpack.Check the answers： 5,2,4,3,1circled words might includeanxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step 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.S A: What do you think “anxious” mean?S B: Well, it can't me an “happy”.S A: It might mean” worried”.S B: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use 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. Askdifferent 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.optometrist n.appointment n.algebra n.crucial adj.count v.because of Practice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words in Activity 36 as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:xosainu anxiousworriedcuilarc crucial ______aegarbl ______ ______Step Ⅳ Part 4This activity provides oral practice using the target language.Call students' attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and OxfordUniversity on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.S A: Here are some earrings. The owner can't be a boy.S B: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the blackboard. 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 plete 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 Ⅶ Blackboard Design。

九年级英语全册 Unit 5 It must belong to Carla The 4th Per

Unit 5 It must belong to CarlaThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularychase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and plete the sentences.Ⅳ. Teaching Methods1. Listening method2. Writing method3. PairworkⅤ. Teaching Aids1. 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.StepⅡ Part lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to plete 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 languagein spoken conversation.Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events. Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.Check the answers.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street. I wonder what’s happening. Woman: He could be running for exercise.Man: But he’s wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! What’s that?Man: Where?Woman: There’s something in the sky.Man: It could be a helicopter.Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO.Man: A UFO? What’s going on?Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out. It must be an alien. Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that? Woman: Where?Man: Over there.Woman: It’s a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They must be making a movie.Encourage students to write two or three sentences to finish the story. Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Step Ⅳ 2bThis 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 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 Ⅴ2cThis activity provides oral practice using the target language.Point out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step 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 them usingmust, could, might and can’t. Step Ⅷ Blackboard Design。

九年级英语全册Unit5ItmustbelongtoCarla.教案人教新目标版

Unit 5: It must belong to Carla.Part 1: Teaching Design第一部分:教学设计Period 1: Writing, Listening and Speaking (Page 34)(It must be Carla’a volleyball.)Objectives●To learn to understand and use must for making inferences●To write, listen and speak about whom something belongs toProcedures■Warming up by studying the title “It must belong to Carla.”Hello, class. Modal verbs are used to express ideas such as possibility, intention, obligation and necessity. must is one of modal verbs. It expresses possibility and certainty. It can be translated as “一定，可能”in Chinese.belong to means a part of something or somebody. It is“属于”in Chinese.1a 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 do listening and matching on page 34. Match each of the persons with a thing and a reason. Pay attention to the use of must in the sentences.Now go to page 130 to read tapescript to find and examine the predicates with must, cut/ the sentence into thought groups, and underline all the useful expressions.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.1c Pairing and speakingIn pairs practice the conversation in the picture on page 34. Then make conversations using information in the chart in 1b.Next act out the following conversation. Pay attention to the word must used for making inferences.Period 2: Listening and Writing (Page 35)(The person can’t be a boy.)Objectives●To learn to understand and use must, might, could and can’t for making inferences ●To read and speak about whom something belongs toProcedures■Warming up by studying the grammar focusHello, class. What is this? Yes, it is a notebook.Can you see the differences in the Chinese translation of must, could be, might and can’t be? What are the differences?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 modal verbs making inferences.Now go to page 130 to read tapescript to find and examine the predicates with must, cut/ the sentence into thought groups, and underline all the useful expressions.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.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.Period 3: Reading and Speaking (Page 36)(It might still be in the symphony hall.)Objectives●To learn to understand and use must, might, could and can’t for making inferences●To read and speak about why you are anxiousProcedures■Warming up by telling about “must, might, could and can’t for making inferences”3a Reading, numbering and circlingOn page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the5 parts and circle the words you don’t know.Read the thank-you message from Linda to Anna again and copy all the useful expressions in your notebooks.Read the thank-you message from Linda to Anna again and rewrite it in your own words.3b Pairing and speakingIn pairs talk about the words you don’t understand. You can use “can’t”, “must”,”could” or “might”.4 Pairing and speakingIn pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.Period 4: Writing, Listening and Speaking (Page 37)(He could be running for exercise.)Objectives●To learn to understand and use must, might, could and can’t for making inferences●To write, listen and speak about what people might be doing if something strange happened Procedures■Warming up by talking about a UFOHello, class. Have you ever seen or heard of a UFO? What is UFO? Well, look at this photo. It is a UFO. A UFO is an unidentified flying object in the sky. It comes suddenly and goes suddenly.Nobody knows for sure what it is. Some believe it is man-made. Others don’t think so. What do you think of it? Now tell the class something about UFO.1 Looking and writingHello, class. Have you ever seen any UFOs or aliens? What are they? How do they look?Now turn to page 37, look at the pictures and write a sentence about each picture. Use Must, might, could and can’t for making inferences.The UFO is land. It is coming down from the sky!The terrible, ugly, frightening alien is chasing the two people.The frightened man is looking back at the alien.A woman with camera is shooting films.They must be making a movie.…2a Listening and numberingTo know more about the UFO and aliens you shall listen to a recording. While listening pay attention to the uses of must, might, could and can’t for making inferences and try to number the pictures on page 37.Read the tapescript on page 130 and copy all the useful expressions in your notebooks. Expressions from the conversationRead the tapescript on page 130 again and rewrite it in your own words.2b Listening and completingYou are going to listen to the tape again and complete the sentences in the box on page 37. Use Must, might, could and can’t for making inferences.2c Pairing and speakingIn pairs role play the conversations between the man and woman. Use must, might, could and can’t for making inferences.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.B: T here’s something in the sky. It could be a helicopter.A:No, it can’t be a helicopter. It must be a UFO.B:And there’s a strange creature getting out. It must be an alien.A: I must be dreaming.B:Look, there’s a woman with a camera.A: She could be from the TV news.B: Oh! They must be making a movie.Period 5: Reading, Writing and Speaking (Page 38)(Strange events in Bell Tower neighborhood)Objectives●To learn to understand and use must, might, could and can’t for making inferences●To read, write and speak about strange eventsProcedures■Warming up by reading aloud the text to the recordingStudies and practice show that one simple activity — reading aloud — is one of the best ways to learn English. Reading aloud helps develop your language skills. You will use them in school and throughout your lives. So why don’t you go to page 38 to read aloud the text while listening to the recording. Read in groups of thought.3a Reading and underliningThere’s a newspaper article here on page 38. Now read it to list examples of must, might, could and can’t for making inferences. While reading also try to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, in deed.Copy the useful expressions in your notebook.Now read the letter again to turn it into a conversation.3b Writing another paragraphYou have read the newspaper article about strange events in Bell Tower. Now using the notes on page 38 to write another paragraph about the events. Use Must, might, could and can’t for making inferences in your writing.3c Looking and finishingNow please look at the headline in the box on page 38 and finish the article about the strange events in Bell Tower. Use Must, might, could and can’t for making inferences.4 Grouping and speakingTell your classmates about a recent dream and let them guess what the dream might mean. Use Must, might, could and can’t for making inferences.。

九年级英语全册 Unit 5 It must belong to Carla The Second

Unit 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 whoeach thing might belong to 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.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time. Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis activity provides listening and writing practice using the target language.Call students' attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can't. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1．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.Point to the box that contains the explanations of how to use the words must,might, could and can't. Read the explanations to the class.Use “must” to show that you think something is probably true.Use “might” or “could” to show that you think something is possibly true.Use “can't” to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much.Step 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.AnswersThe notebook must/might be Ming's. It was on her desk.The homework can't be Carla's. She wasn't at school today.The soccer ball might 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 studying French.I can't find my backpack. It might/must be still at school.The photo must be Lu's. Those are his parents.The red bicycle can't be Hu's. She has a blue bicycle.The ticket might be my aunt's or uncle's.They are both going to the concert.Step Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.S A: Whose notebook is this?S B: It must be Ning's. It has her name on it.S A : Whose French book is this?S B: It could be Ali's. She studies French.S A: Whose guitar is this?S B: It might belong to Alice. She plays the guitar.S A: Whose T-shirt is this?S B: It can't be John's. It's much too small for him.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Ask students, what does it mean when you, say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent?When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can't.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this?S1: It could be Li Lei's.T: Li Lei, is this your pen?L: No, it isn't.T: It can't be Li Lei's. He says it's not his.S2: It might be Wu Jun's.T: Wu Jun, is this your pen?W: Yes, it is.T: He says it's his. The pen must be Wu Jun's.(Holding up a notebook) Whose notebook is this?S3: It must be Li Na's. I gave it to her as a birthday present.Repeat the process with the other items.Step 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 Ⅶ HomeworkMake two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard Design。