九年级英语《Unit 5 It must belong to Carla》单元练习4
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.
新人教版英语九年《Unit 5 It must belong to Carla》word教案
Unit 5 It must belong to Carla.（共5课时）张兰一中冯吉莉教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belong to,much too,too much 等词的使用，并提供了一些实用的英语谚语。
要对本单元中的生词做到会读，会写，会用。
2学习策略归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。
在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。
3，情感态度与价值观在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。
同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。
教学重点:1belong to 短语的应用2情态动词表推测判断的用法。
3重点词汇的学习，掌握运用。
教学方法:Pairwork Groupwork教学难点：1 have与there be 结构的区别运用2 because与because of 区别课时安排：本单元需用5课时完成。
The 1st lesson与你的好友推断附近得某物品是谁的，然后互相练习。
板书设计：The 2nd lessonDo exercises in your workbook.板书设计：The 3rd lessonStep 4 Homework.实践活动：与你得同桌或好友就你周围得人或物进行推断并说明理由，看谁得判断能力强。
板书设计：The 4th lessonStep 5 Homework.把你听到或看到得事情讲述出来，并与你得伙伴一起猜是什么？板书设计：The 5th lesson板书设计教学反思。
九年级Unit5 It must belong to Carla.
( B )7.The pen doesn’t belong to______,but this book must be______,you can see her name on it.
A. Gina’s,Gina’s B. Gina,Gina’s
A, can’t be B. might be
C. Gina’s ,Gina
表示推测的词
肯定推测：must could might
90%-100% 50%-90% 可能 10%-50% 0%-10% 不可能
肯定
否定推测： can’t
2a
Listen and write down the things in the backpack.
Things in the backpack.
2b They see… The man says… He could be … running for exercise It could be… a helicopter It must be … an alien The woman says… He might be… late for work It must be… a UFO I must be… dreaming
6. The photo must ______be Lu’s. Those are his parents.
can’t
7. The red bicycle _______be Hu’s. She has a blue bicycle.
might
8. This ticket _______be my aunt’s or uncle’s. They’re both going to the concert.
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
初中英语Unit 5 It must belong to Carla主题单元教学设计以及思维导图
Unit 5 It must belong to Carla适用年级九年级所需时间课内共用4课时，每周6课时；课外共用2课时主题单元学习概述本单元中心话题是“野炊”，谈论对事物的推测，主要语法是情态动词might could must can’t表示推测的用法。
情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。
本单元要点如下：1．学会对人或事物进行猜测和推论。
2．学会用不同的情态动词表达不同程度的猜测。
.本单元教学重、难点：本着初中英语新课程标准，在吃透教材基础上，我确定了以下的教学重点和难点。
教学重点：学会重点词汇和目标语言，学会用must, might, could 和can’t 进行推论。
教学难点：训练学生的听、说、读、写的能力，让学生掌握must, might, could 和can’t 的用法。
本专题单元可以划分为三个专题：专题一，学习运用情态动词must,could,might,can’t进行推理。
（ 2 课时）专题二，区分belong to 和名词所有格表所属关系的运用。
（ 2 课时）专题三，自主学习。
专题一是让学生学会正确使用表推测的情态动词并进行回答。
专题二是区分belong to 和名词所有格表所属关系。
专题三，在以上两个专题学习的基础上，让学生能在不同的语篇和会话中自主运用。
主要的学习方式：情境学习，问题学习，合作学习，探究学习。
预期的学习成果：学生能正确使用情态动词进行推测，为以后的英语学习打下基础。
主题单元规划思维导图主题单元学习目标知识与技能：能够让学生掌握重点词汇和语言结构。
掌握本节课的单词。
掌握情态动词表推测时的用法，must ,might , could ,can’t.过程与方法：培养学生听说读写的能力和观察事物的能力。
情感态度与价值观：培养学生在外野营时，不能乱扔，乱丢垃圾的良好习惯，以确保环境的干净，清洁。
对应课标1.学会对人或事物进行猜测和推论。
Unit_5_It_must_belong_to_Carla单元复习课件(新目标九年级)
1.属于
Translation:
belong to
2.形成 组成 make up
10.玩的开心 11.从....逃跑
3.用完 用光 use up
4.在野餐
at the picnic much too too much at one's appointment because of final exam
because of 3. be sb's
belong to sb
肯定回答用must must 的一般疑问句： 否定回答用：needn't 或don't have to
1. ―Must I answer this question in English? ―No, you _______ A. mustn’t B. needn’t C. can't D. shouldn't 2.-Must we collect the waste paper and bottles now? --_________.You can do it after class. A. Yes,you must B.No,you needn't C. Yes,you may D,No,you mustn't 3. Must I finish the work today.? yes, you______.Don't put your work for tomorrow. A. must B.might C need D.can't
1.Read the passage.
2.Write about : “Strange Events Happened in my Neighbourhood ”
初三英语Unit It must belong to Carla.试题答案及解析
初三英语Unit It must belong to Carla.试题答案及解析1.—It nearly took me two hours to walk here．—Have a drink then．You________be thirsty．A．can’tB．mustC．mustn’tD．can【答案】B【解析】句意：——步行到这里花了我将近两个小时。
——那么喝些东西吧，你肯定渴了。
这里表示非常有把握的推测，应该用must。
2.—Look!Peter is playing basketball on the playground．—It________be Peter．He has gone to Beijing．A．can’tB．mustn’tC．mightD．may【答案】A【解析】句意：——看!彼得正在操场上打篮球。
——不可能是彼得，彼得去北京了。
表否定推测时，用can’t。
3.—Excuse me，is this the right way to No.1 Middle School?—Sorry，I’m not sure．But it________be．A．canB．needC．mustD．might【答案】D【解析】句意：——打扰一下，这就是通往第一中学的路吗?——对不起，我也不确定。
但或许是吧。
由题意可知答案为D。
4.—Do you think Frank is free today?—________．Recently he has been busy studying for the final exam．A．Me tooB．Of courseC．The same to youD．I don’t think so【答案】D【解析】由答语“他近来一直忙着为期末考试而学习”可知答案为D。
5.—Whose handbag is this?—It________Kate，I think．A．must beB．can’t beC．might beD．belongs to【答案】D【解析】It指代handbag；belong to意为“属于”，后面直接跟人。
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教案
Unit 5 It must belong to Carla单元分析内容提示本单元围绕情态动词must，might，could，can’t，通过灵活运用这些情态动词，让学生学习推理，培养学生的逻辑判断能力。
教学目标教材分析本单元以It must belong to Carla为话题，共设计了三部分的内容：一、Section A该部分有4个模块。
第一模块围绕Whose volleyball is this? 这一话题展开思维（ 1a）、听力（1b）、口语（ 1c）训练；第二模块围绕上一模块中的话题进行听力（ 2a-2b）、口语训练（ 2c）；第三模块继续围绕前两个模块中的“making inferences”展开训练。
训练形式为阅读排序（ 3a）和两人问答（3b）；第四模块仍就上一话题展开讨论。
二、Section B该部分有4个模块。
第一模块要求根据图画和所提供的单词写出合理的句子；第二模块在听力（ 2a-2b）和分角色口语训练（ 2c）的基础上，继续进行“推测”训练;第三模块围绕“Strange events in Bell Tower neighborhood”这一话题展开阅读（ 3a）和写作（3b -3c）训练；第四模块以dream为话题展开小组活动。
三、Self Check该部分有3个模块。
第一模块以填空形式对所学词汇进行训练；第二模块就8个谚语展开阅读和讨论。
第三模块要求找出不同类的词。
课时安排4课时第一课时：SectionA ： 1a，1b，lc， 2a，2b， 2c第二课时：SectionA ： 3a，3b，4第三课时：SectionB： 1， 2a，2b， 2c， 3a第四课时：SectionB： 3b， 3c，4，Self Check第一课时教学目标学习运用情态动词must，could，might，can’t进行推理。
教学过程一、导入（lead-in）猜单词，用一些常见实物(碟子、石头、代数书、CD等)或者用图片、单词卡让学生表达下列单词，先给一学生看，让他用英语来描述，其他学生猜。
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.。
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.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. 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 V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep 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)1. Scene teaching method2. 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 theexercises 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 theycan 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 the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation.Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.AnswersJane’s little brother—toy car—He was the only little kid at the picnic. Mary—book—Wanda Wilbur is her favourite author. Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.TapescriptGirl 1:Whose volleyball is this?Boy 1:It must be Carla’s. She loves volleyball.Girl 1: How about this toy car?Girl 2: Oh, that toy car must belong to Jane’s lit tle brother. He was the only 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 toclassical music.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say theconversation 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?SB: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the pictureand in the box: Then make conversations using the information in the chartin 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 V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, becauseof, 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) Tr ain 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.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation.Invite a pair of students to say it to the class.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 samp le.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.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.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 thevocabularywords.2. Read the conversations in Activities 3b and 4 again for furtherunderstandingof 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\".A: It might mean \"worried\".B: Oh, yes. She is worried because of her test.(2) A: Here are some earrings. The owner can’t be a boy.B: Welt, it could be a boy. The earrings might be a present for 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 V ocabularychase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key 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 to the 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.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed. Check the answers on the blackboard.Answersa. The UFO is landing.b. The alien is chasing the man.c. The man is running.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures 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 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 mu st 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 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 V ocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ i ntegrating 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 students’ attentio n 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 Activity3a with one another. Call students’ attention to the three sets of no tes.Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao 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 writetheir 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. XiaoNing, 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. What might the dream mean? Students may answer.Maybe it means you are too hungry.Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using 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.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 neighborhood used to be quiet. But now everyone is worried. I don’t know what to do. VII. Teaching Methods(教学后记)。
英语教案：人教版九年级全册―Unit 5 It must belong to Carla
Unit 5 It must belong to Carla. （Go for it八年级上）单元模块教学设计一、单元模块教学内容分析1、知识体系模块分析本单元围绕“物品的归属”这一话题，共设计了三部分的内容，让学生学会运用“must may can ”等词进行推测。
这个话题是学生与他们生活实际联系，是他们很感兴趣的话题。
所以每位学生都会愿意参与讨论。
Section A 以“推测谁是物品的主人以及作出推测的根据”这一话题来进行课堂教学和语言实践，为目标句型提供分步示例和指导性练习。
(1a-1c)展示了重点词汇和目标语言，通过听说训练，让学生初步领会must表推测的含义和用法。
（2a-grammar）在前面的基础上更明确了“must might could can ”等词的不同。
同时附以练习，加以落实。
（3-4）让学生通过阅读文章，推测词义的方式，让学生体会“学以致用”。
Section B 是在Section A的基础上，对话题的拓展和知识的延伸，使学生能够对已学过的目标句型运用自如。
（1-2c）让学生发挥想象，运用推测的句型，讲述外星人追逐一个人的故事。
（3a-4）阅读短文，谈论奇怪的幻想和噩梦，自如地运用推测的句型，寻求原因。
Self Check 使学生对自己的英语水平有明确的认识，其中的谚语使学生受益非浅。
2、循序渐进的任务（Task-based learning）设计。
本单元以听说为先引入任务，逐步延伸拓展，体现循序渐进，在Section A 中首先设计了看图说话，学习词汇，为后面的学习作铺垫。
紧接着就是以听力的形式，引入大量的语言输入，在语境中学习句型，然后在2c、3b、4设计了must, could, might, can’t的笔头和口头运用任务。
在Section B中，加大了语言输入量和难度，除了听力以外还设计了给人悬念的阅读和续编故事任务，要求学生能读懂3a的故事并根据3a的故事发挥想象进行编写。
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九年级英语《Unit 5 It must belong to Carla》单元练习4 人教新目标版一、词汇A）完成单词1. s ______ long complex musical composition, usu. In three or four parts (movements) for a large orchestra2. a ______ things produced by sb. trying to do or make sth.3. a ______ arrangement to meet or visit sb. at a particular time4. c ______ very important, decisive5. a ______ feeling anxiety, worried, uneasyB）在B中选择最佳答案填入A中括号。
A B1. teenager A. belonging to a particular place or district2. hallway B. waste material3. director C. corridor4. mystery D. person who manages, esp. as a member of board; person who in charge of a film5. local E. mass of salt water that covers most of the earth’s surface6. ocean F. person in his or her teens7. garbage G. make oneself appear to be (doing) sth. in order to deceive others or in the play8. alien H. things of which the cause or origin is hidden or impossible to explain9. creature I. foreign10. pretend J. living being, especially animalsC）选择正确单词填空。
during, appointment, anxious, attempt, might, too many, symphony, crucial1. The prisoners ______ to escape, but failed.2. I have a datal ______ at 3 p.m.3. There are extra trains to the seaside ______ the summer.4. I’m very ______ about my son’s health.5. There would be ______ people in the ______ hall.6. Getting this contract is ______ to the future of our company.7. If you have any idea where it ______ be, please call me.二、用所给动词的适当形式填空。
1. Listen! Some of the girls ______ (talk) about Harry Potter.2. —Where is Mr. Green now? I haven’t seen him for a few days.—He ______ (go) to Hong Kong.3. You’d better ______ (not eat) too much meat. You are already overweight.4. “Titanic” is a very nice film. I ______ (see) it twice.5. There ______ (be) an English Evening next Monday.6. I spent half an hour ______ (finish) doing my homework.7. The teacher told Xiao Ming ______ (not be) late for school again.8. Please write to me as soon as you ______ (reach) Shanghai.9. Mr. Le is out. But he ______ (be) back in ten minutes.10. When the headmaster came into the hall, all the students ______ (stand) up. stood三、选择正确答案。
What do you think of the football match?A. How do you think ofB. How do you likeC. What do you thinkD. What do you likeThis question is ______ easy, all the students can answer the question.A. too muchB. too manyC. much tooD. many too This book ______ Tom’s father’s, because his name I son the book.A. maybeB. may beC. must beD. mustWho does this T-shirt belong ______?A. inB. onC. toD. ofWe had a lot of delicious food ______ the picnic.A. onB. inC. atD. of6. He ______ be a history teach er.A. used toB. be used toC. use to beD. be use to Please try ______ English if you want to learn English well.A. practiseB. to practiseC. practicingD. practices We should talk in English as ______ as possible.A. muchB. manyC. moreD. a lotWhat do you think “anxious” ______?A. meanB. meansC. meaningD. meantI’d like to go with you, ______, my hands are full.A. butB. otherwiseC. howeverD. orHe doesn’t ______ to be a scientist.A. pretendsB. pretendC. pretendlyD. pretended The monkeys escaped ______ the zoo yesterday evening.A. onB. ofC. fromD. outIt is ______ of a problem to be poor than to be dishonest.A. moreB. littleC. muchD. lessHe ______ would do great thins should not attempt them all alone.A. whomB. whoC. whoseD. whichTonny is afraid ______, because he was bit by a dog.A. flyB. to flyingC. flyingD. of flying四、根据要求完成句型转换。
1. People tell me how I can get to the station.People tell me how ______ ______ ______ the station.2. Mike didn’t see anybody enter the building before ten.Nobody ______ ______ ______ ______ the building before ten.3. The bench was so long that all of us were able to sit on it.The bench was long enough ______ ______ ______ ______ ______.4. I think that it is important to master a foreign language.I think ______ ______ ______ ______ a fore ign language.5. Mary spent three thousand yuan on the color TV set.The color TV set ______ ______ three thousand yuan.Of all the songs, this is the most popular.This song is more popular ______ ______ ______ ______.Mother didn’t do the work for her little son, but taught him how to do it. Instead of ______ ______ ______ ______ ______ ______ ______, she taught him how to do it.I don’t know either Russian or French.I know ______ ______ ______ ______.If you take a bus, you will get there in about two hours.______ ______ ______ about two hours ______ ______ ______.I’d rather watch TV at home than go to the cinema.I prefer ______ ______ at home ______ ______ ______ the cinema.五、完成对话。