Unit 5 It must belong to Carla2
It;must;belong;to;Carla教案
It Must Belong to Carla教案一、教学目标1. 让学生掌握情态动词must的用法，理解其表示推测和必须的含义。
2. 培养学生运用情态动词must进行口语交流的能力。
3. 提高学生对人物外貌特征的观察能力。
二、教学内容1. 情态动词must的用法。
2. 描述人物外貌特征的词汇。
三、教学重点与难点1. 重点：情态动词must的用法。
2. 难点：用情态动词must进行人物外貌特征的描述。
四、教学方法1. 情景教学法：通过设置情景，让学生在实际语境中学习情态动词must的用法。
2. 任务型教学法：通过完成任务，培养学生运用情态动词must进行口语交流的能力。
五、教学过程1. 导入：展示一张Carla的照片，让学生观察并描述Carla的外貌特征。
2. 新课内容：介绍情态动词must的用法，举例说明其表示推测和必须的含义。
3. 情景练习：设置一个情景，让学生运用情态动词must描述人物外貌特征。
4. 小组讨论：学生分组，用情态动词must描述自己组内成员的外貌特征。
5. 课堂游戏：设计一个游戏，让学生通过观察外貌特征，猜测卡片上的人物是谁。
6. 总结与反馈：教师对学生的表现进行点评，指出不足之处，给予鼓励。
7. 课后作业：让学生运用情态动词must描述自己或朋友的外貌特征，并写在日记中。
六、教学评价1. 通过课堂表现、小组讨论和课后作业，评价学生对情态动词must 的掌握程度。
2. 观察学生在口语交流中运用情态动词must的准确性and confidence.七、教学拓展1. 引导学生运用情态动词must编写小故事，展示对知识的深入理解。
2. 组织学生进行角色扮演，模拟实际场景中使用情态动词must的情况。
八、教学资源1. Carla的照片。
2. 描述人物外貌特征的词汇卡片。
3. 情态动词must的练习题。
九、教学步骤1. 展示Carla的照片，引导学生描述她的外貌特征。
2. 讲解情态动词must的用法，举例说明。
UnitItmustbelongtoCarla重点词组
Unit 5 It must belong to Carla.重点词组xxxx第五中学xx1. belong to（属于）2. a toy car（一个玩具车）3. one“s favorite author（某人最喜爱的作家）4. the only kid（独生子，唯一的小孩）5. listen to classical music（听古典音乐）6. late at night（深夜）7. be at school（在学校）8. play the guitar（弹吉他）9. much too small for sb（对……来说太小）10. try to do（努力做……；试图）11. have a math test on algebra（考代数）12. study for a test（准备考试）13. count 30% to the final exam（占期末考试的30%）14. because of（因为）15. a present for sb（给某人的礼物）16. run for exercise（跑步锻炼）17. be late for（迟到）18. in the sky（在空中）19. all alone（全靠自己）20. make a movie（拍电影）21. catch a bus（赶公交车）22. these days（近来）23. in our neighborhood（在临近地区）24. a local school teacher（一名当地老师）25. be worried（担心）26. have fun（有欢乐，娱乐）27. call the police（给警方打电话，报警）28. next door neighbor（隔壁邻居）29. use up（用光）30. in front of（在……前边）31. escape from（从……逃脱）32. in an ocean of paper（在题海中）33. be afraid of（害怕……）34. too much homework（太多作业）35. be careful of（当心，小心）36. feel anxious（觉得焦灼）37. get on the plane（上飞机）38. pretend to do（假装做……）。
Unit5ItmustbelongtoCarla2
Unit 5 It must belong to Carla.1. belong to sb ( 宾格，无被动，无进行时)The pen belongs to her.= The pen is hers.= She owns the pen.= She is the owner of the pen.The pen belongs to lily =The pen must be lily’s.2. her favourite author / writer3. go on / have a picnic4. probably > possibly > maybe = perhapsprobable / possible / simple / trueas …… as possible5. drop (v) 落下，掉下/ 放弃①She dropped the pen on the ground.②My purse dropped out of my pocket.③drop math④ a few drops of oil6. in the symphony hall7. at your optometrist appointment= have an appointment with your optometrist8. at the crucial moment 在关键时刻It’s crucial that I study for it .9. A make up of B ……组成/ 构成(主动)B be made up of A （被动）Ten doctors make up of the medical team.= The medical team is made up of ten doctors.10. be anxious for / about… = be worried about ….be anxious to do sth = be eager to do 渴望…….be anxious that ….. 极为希望/ 渴望（虚拟语气）①We were anxious about her safety.②We were anxious that everyone (should) know the truth.11. chase (after ) sth 追逐/ 赶① A cat chased a mouse but couldn’t catch it .②The police are chasing after a thief .12. a strange creature ( living things)13. catch – caught – caughtcatch a buscatch a cold = have a coldcatch what you saidcatch up with others 追上/赶上14. He’s unhappy , isn’t he ?15. He’s extremely worried.16. interview sb = have an interview with sb①He was interviewed by the local newpaper.② a personal interview17. strange noises [c]make a noise [u]get noisy18. my next door neighborsin our neighborhood 在我们社区19. There aren’t any mysteries in the forest.The nature is full of mystery.20. escape from / out of …. 逃跑①escape from the prison②escape out of the building= run away from the building③fly to the south to escape winter (vt)21. bark at sb22. a strange smellWhat a bad smell !The dish smells good.23. One finger can’t lift a stone (vt)get into a lift (n)24. an ocean of paper.25. dishonest – honest.①an honest boy②I don’t believe in those dishonest people .(trust)26. pretend to do sthpretend that…..①I pretended to be asleep.= I pretended that I was asleep.②pretend not to see me27. use up sth = run out of sth①use up the money = run out of the money②I have used it up .= It has been used up by me.③The money has run out.28. attempt sthattempt doing sthattempt to do sth①I attempted the test but failed.②He attempted walking along the rope.③He attempted to leave but was stopped.29. 语法：用于表示推测的情态动词must , may , could , might , can’t肯定推测：①You must be tired , aren’t you ?②It may be a new species （物种）could , might 可表示对过去的猜测或表示语气更委宛，更客气①You might be very tired.②The object we saw last night could / might be a UFO.否定推测，可用can’t , couldn’t , may not , might not①It can’t be true .②You may not be right .疑问句推测常用can , could①Who can it be ?②Can it be yours ?课文解释1. Whose volleyball is this ?= Whose is the volleyball ?2. listen to classical music.3. She’s the only one who’s studying French.4. It makes up 30% of the final exam.5. What do you think “anxious” means?6. He could be running for exercise .7. It must be teenagers having fun.8. There must be something visiting the homes.9. Be careful of the dog that does not bark .Be careful / take care not to fall downstairs.10. get on the plane.11. I haven’t seen my cat for two days.12. It is less of a problem to be poor than to be dishonest.13. Don’t let yesterday use up too much of today.14. He who would do great things should not attempt them all alone.unit 5 It must belong to Carla.1. 这个排球一定是他的。
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)。
九年级英语 Unit5 It must belong to Carla.教案 人教新目标版
Unit5 It must belong to CarlaSection A一、Teachers’ words :Imagination is more important than knowledge.(想象力比知识更重要)二、Learning aims知识目标：hair band, belong to, make up, because of,author, piic, possibly, drop, appointment, final, anxious, worried, owner能力目标：学习情态动词对现在的情况进行推测情感目标：学习利用相关信息进行合理的推论三、Importances and difficulties：情态动词表推测四、Learning course（一）预习导航1.单词认知作者---------野餐--------可能地-----------最后的--------焦虑的--------约会--------物主--------落下--------2. 短语互译发带----------------属于---------------占，构成-------------becauseof----------much too---------3.尝试翻译下列句子It makes up 30% of the final exam.It’s much too small for him.She’s worried because of her test.（二）自主学习在完成1b听力任务的基础上，能完成下列对话吗？A: Whose volleyball is this?B: ItCarla’s. She loves volleyball.A: How about this toy car?B: Oh, that toy car must J ane’s little brother. He was the only kid at the .And the magazineDengwen. He loves cats.A: Oh and look, someone left a book..B: Oh, yeah. This book must be .Hemingway is her favorite .A: OK. And how about this CD?B: The CD must belong to .She always listens tomusic.（三）合作探究选择正确答案1.We didn’t have the match it rained heavily.A. becauseB. because of2.the heavy rain, We didn’t have the match.A. BecauseB. Because of3.There israin and it’scool this summer.A. too much, much tooB. much too ,too much归纳辨别1.because2.because of3.too much4. much too（四）、拓展延伸在完成2b听力任务的基础上，相信你能完成下面的对话。
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。
Unit5ItmustbelongtoCarla教案
Now I will show some things to you what are they? First,
T: What′s this?
S: It′s an English book.
T: Can you guess “Whose book is it”
(What′s the meaning of each sentence?)
S：Students guess
Step4.Sum up.
T: We learn must , could/might , can′t.
Give the sentences and then students tell me what it is?
Congratulations（boys and girls）
Step7.Chant：
1. Show the pictures .
2. Linda—→How to ask the owner of this kite？
→Whose kite is this？
3. Let′s chant
Step8.Make conversation and give you an example.
S: A beautiful face.
T: It could be….It also might be….
Step3.Guessing game
T: Do you like playing games? Let′s play guessing game.
You can use“he can′t be …, He could (might) be… He must be… ”
Step6.Math:
it-must-belong-to-carla课件2(新编201908)
The second period: 教学内容：
SectionA 2a---Grammar Focus 教学重点：
英语中表示推测的几种表达方式
英语里常用的表达法有：. may/might/could be “可能/或许是---”把握性不 大
2a: find the things in the backpack. 1.T-shirt 2. A hair band 3. Tennis balls
Grammar focus:
1. Whose notebook is this? It _m__u_s_t_b_e(肯定是)Ning’s.
It has her name on it. 2. Whose French book is this? It _c_o_u_l_d_b_e___(可能
是)Ali’s. She studies French.
3. Whose guitar is this? It mightb_e_l_o_n_g_t_o_(属于)Alice. She plays the guitar.
4.Whose T-shirt is this? It _c_a_n_’t__b_e_(不可能是)John’s. It’s much too small for him.
3. can’t be “肯定不是---” 把握性很大的否定 2c: At first, please finish it. Then check the answer.
It;must;belong;to;Carla教案
It must belong to Carla教案章节一：引言与情境设定教学目标：1. 让学生理解并掌握基本的情态动词“must”的用法。
2. 培养学生运用“must”进行猜测和判断的能力。
教学内容：1. 引入Carla 这个角色，让学生对她产生兴趣。
2. 通过图片和故事情境，引导学生猜测物品的主人。
教学步骤：1. 向学生介绍Carla，展示她的照片，并引导学生关注她身边的物品。
2. 让学生观察并描述Carla 身边的物品，引导学生猜测这些物品的主人。
3. 通过提问引导学生使用“must”进行猜测，例如：“Whose phone is it? It must belong to Carla.”练习活动：1. 学生分组，每组选择一张Carla 的照片，并尝试猜测她身边的物品的主人。
2. 每组轮流展示他们的猜测，并使用“must”进行说明。
章节二：基本用法与练习教学目标：1. 让学生掌握情态动词“must”的基本用法。
2. 培养学生运用“must”进行肯定和否定句的表达能力。
教学内容：1. 讲解“must”的基本用法，如：必须、肯定、猜测等。
2. 引导学生进行肯定和否定句的练习。
教学步骤：1. 通过例句讲解“must”的基本用法，例如：“I must go to school now.”、“It must be Carla's phone.”2. 让学生练习使用“must”进行肯定和否定句的表达，例如：“I must go.”、“I must not go.”练习活动：1. 学生分组，每组编写几个使用“must”的肯定和否定句。
2. 每组轮流展示他们的句子，并解释句子的含义。
章节三：情境练习与互动游戏教学目标：1. 让学生在实际情境中运用“must”进行交流。
2. 培养学生运用“must”解决实际问题的能力。
教学内容：1. 通过情境练习，让学生在实际情境中运用“must”。
2. 设计互动游戏，巩固学生对“must”用法的掌握。
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。
Unit5ItmustbelongtoCarla教案
Unit 5 It must belong to Carla 教案Ⅰ. Analysis of the Teaching Material1. Status and FunctionThe topic of this unit is a picnic. In this unit, students learn to make inferences.Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence. (1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.(2) In the second period, students learn the exact meanings of the words must, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’listening and speaking skills.(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must, might, could and can’t.(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.(6) In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must, might, could andcan’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 our environment clean and tidy.We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. 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 Demands1. 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 our environment clean and tidy.Ⅱ. Teaching Key Points1. Key vocabulary2. Target languageⅢ.Teaching Difficult Points1. Listen for the target language2. Oral practice using the target languageⅣ.Teaching Methods1. Scene teaching method2. Listening method3. PairworkⅤ.Teaching Aids1. Blackboard drawings2. A tape recorder3. A projectorⅥ.Teaching ProceduresStep I RevisionCheck homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.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 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.Step ⅢlbThis activity gives students practice in understanding the target language in spoken conversation.Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, you will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, the name Carla in the first column connects 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 little 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: Hmm…The CD must belong to Grace. She always listens to classical music. Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.S A: Whose volleyball is this?S B: It must be Carla’s. She loves volleyball.Point out the conversation in the box. Invite another pair of students to say it to the class.S A: Whose book is this?S B: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talkabout who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.Step ⅤSummarySay, in this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using 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 of the target language.Step ⅦBlackboard DesignUnit 5 It must belong to Carla教案示例（2）Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyband, hair band(2) Target LanguageWhose notebook is this?It must be Ning’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 ObjectUse 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 PointMake inferences using the target language.Ⅳ. Teaching Methods1. Practice method2. A gameⅤ. Teaching Aids1. A tape recorder2. Real objectsⅥ. Teaching ProceduresStep I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ2aThis 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.Answers1. T-shirt2. hair band3. tennis ballsTapescriptBob: 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 picnic, wasn’t she? Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.Bob: Oh, look! Tennis balls.Anna: Then it must be Linda’s backpack.She has long hair and she’s on the tennis team.Bob: You’re right!Step Ⅲ2bThis activity provides listening and writing practice using the target language.Call students’attention to the chart. Point to the numbered list of sentences whichcontain 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 Ⅵ2cThis 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’sthe 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 ⅤGrammar 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 ⅥSummarySay, In this class, we’ve clone 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 ⅧBlackboard DesignUnit 5 It must belong to Carla教案示例（3）I. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularydrop, 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.Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help. Ⅱ. Teaching Key Points1. Reading practice2. Oral practice using the target languageⅢ. Teaching Difficult Points1. Key vocabulary2. Target languageⅣ. Teaching Methods1. Practice method2. Pairwork3. A gameⅤ. Teaching AidThe 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 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?S s: 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.S A: What do you think "anxious" mean?S B: Well, it can’t mean "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. 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.optometrist 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 to write 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.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 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 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.StepⅦBlackboard Design。
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。
《It must belong to Carla》教案【通用三篇】
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九年级英语It-must-belong-to-Carla课件2
Guessing game
• Who is he? He must be ______.
Warm up Guessing game
• Who is he?
He can’t be ______. He could/ might be ______.
Warm up Guessing game
• Who is he?
1. Oral homework: Read Section B 2a and 2b
2. Written homework: workbook
； / 英语补习班
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来壹个月，除了霞光苑，其它的路壹概不认识，就这么周而复始地过着两点壹线的生活。怡然居的所有奴才们开始不知道，过了这壹个月才发现， 他们是王府里最清闲、最无聊的奴才。因为他们的主子只使唤吟雪和月影，偶尔再问问蒋嬷嬷有关礼制的事情，其它的，全任由他们自行当差， 当得好没有奖赏，当得坏也没有惩罚。小柱子对此忧心忡忡。虽然他是福晋的人，但是作为怡然居的大太监，总管事，看着这个可以当他妹子的 小姑娘侧福晋，还丝毫不得爷的宠，岂止是不得宠，简直就是打入冷宫，他真是心生怜悯。特别是这小姑娘壹直安安静静，既不会天天哭哭闹闹 地要去找爷争宠，又不会对奴才们指使打骂，这让看惯了王府后院明争暗斗、争宠夺权黑暗的小柱子更是心生壹分敬佩。那壹天，红莲又来怡然 居，连去侧福晋房里请安都自行免掉，直接就在院门口找了小柱子，说福晋找他问话。由于下人房在怡然居的院门附近，又隔着那个超大的花园， 在花园的最深处，才是冰凝的房间，因此冰凝当然不可能知道红莲就这么把她的人直接给带走了！“给福晋请安！““起来说话吧。““谢福 晋”“最近爷去过你们院子几次？”“回福晋，没有。”“本福晋问你几次？”“回福晋，壹次也没有。”“壹次都没有？”“回福晋，是 的。”“你别不老实！你主子怎么跟你订立的攻守同盟？虽然她是你的主子，可要是没有本福晋，你还不是天天头顶毒日头、没早没黑地扫地吗？ 所以你放聪明点儿，到底谁是你的主子！”“回福晋，是真的，奴才壹句假话也没有！爷真的是壹次也没有来过！如果福晋不信，可以问爷的， 奴才说的全是真的！”看着小柱子的样子，确实不像说假话的样子。不过，这事儿也是死无对证，除了爷自己能证明。可是就是借她壹万个胆子， 她哪里敢问爷？看来爷是真的对她壹点儿兴趣也没有！可是在这王府里，爷不感兴趣的诸人多了去了，除了淑清，没见到爷对谁感兴趣！但是， 爷也从来不曾这么冷落过任何壹个诸人。再没有兴趣的诸人，爷也会偶尔去看望壹下，不管是应付还是敷衍，还可能是走走过场。爷是最讲规矩 的，该有的礼数，爷从来都不会短了谁。可是怎么就唯独短了这个天仙妹妹呢？但是在吃穿用度上，爷却是亲自吩咐了她，除了比她得规制少了 壹点点，但是比其它人却是高了许多许多。爷到底是怎么壹回事儿？第壹卷 第九十五章 斗法这天，冰凝在院子里的藤萝架下喝了几口茶，看了 两眼书，天气就热了起来，虽然有阴凉，吟雪还是担心丫鬟的身子受不住，忙将冰凝劝进了屋子，又赶快返回来收拾茶具，就见秦公公绕过了院 门口的影壁墙，朝里面走来。吟雪壹见秦公公，就像是见到了大救星壹样！秦公公，那可是王爷的贴身奴才！是不
Unit5 It must belong to Carla 课件
1. I prefer groups 3. I like musicians
that play quiet and gentle songs.
who write their
own songs.
2. I love music 4. I like musicians
that’s really loud who play different
2a Listen and circle “T” (for true) or “F” (for false).
1. Carmen likes musicians who play
T
different kinds of music.
各种各样的
2. Xu Fei likes Dan Dervish.
3. Carmen likes music that’s loud.
T
4. Xu Fei prefers groups that play quiet T and gentle songs.
2b Listen and complete the sentences.
Xu Fei says
Carmen says
About The Modern
About Dan Dervish
…that are comfortable to wear. I only like shoes that are comfortable to wear. …. …that are really delicious.
…that isn’t too hot.
…that aren’t too expensive.
Duty Report
Review of unit 5
Unit 5 It must belong to carla. 全单元课件
This English book is Tom’s (English book).
This English book belongs to me.
This English book is mine .
需要更完整的资源请到 新世纪 教育网 -
Sum up 情态动词表推测 must may/might+
需要更完整的资源请到 新世纪 教育网 -
Look and say :You’ll see several cats, and each cat looks like a famous star. Try to guess it ! Whose cat is it? ---- It might (could, must, can’t) be Feng Gong’s. ---- It might (could, must, can’t) belong to Feng Gong.
Clothing: hat, jacket , T-shirt,… Fun things: volleyball, toy car, magazine, book, CD,…. Kitchen things: plate, cup
Unit 5 It must belong to Carla.
语法要点： 情态动词表推测
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Section A
Period 1
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Guessing Game 1
A: What is it?
e.g. This dictionary must be mine . It has my name on it . e.g. That CD might /could belong to Tony because he likes listening to pop music.
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happening in our neighborhood and everyone is unhappy.
If you have any idea ….= If you know…. 意思是： 如果你知道
Some excises
1. I didn’t hear the phone. I ___ asleep.
A. must be B. must have been
C. should be D. should have been
2. Mary ____ be in Paris. I saw her in town only a few minutes ago.
A. can’t have finished _B_. _m_u_s_t_h_a_v_e__fin_i_s_h_e_d_
C. might has finished
翻译下列各句:
1. 这本书一定是李雷的.他正在找这本书.
This book must be Li Lei’s. He is looking for it. This book must belong to Li Lei.
Could 也有怀疑和不确定的意思（在否定句中和 疑问句中）
例如：1. At the time, we thought the story could be true. 2. He couldn't be a bad man
2.May 表示说话人的猜测，认为某一事情“或许” 或“可能”发生。
There may be a terrible storm in the following few days. Might 表示推测时，不表示时态。只表示可能性 更小。
It says Ning on the book.
Whose notebook is this? It must be Ning’s. It has her name on it
Whose guitar is this?
Alice likes playing the guitar.
It might belong to Alice. She plays
He might be at home.
3. must用在肯定句中表示较有把握的推测， 意为“一定”。
He must be working at home. must 表示对已发生的事情的推测时，must 要接完成式 .
The road is wet. It must have rained last night
E.g. There is no more bread.(指数量）
He’s no more genius than I am。（指程度） He doesn’t live here any more。（指时间）
During 的用法
1.用在已知的时期、节日或表示时间观念的 名词前e.g. during the summer, during my holidays, during our stay in Japan. 意思为：“当…之际”既可指某一动作在 某个时期内连续不断的发生，也可指某个 动作在这一时期内的某一时间发生：
A. mustn’t B. shouldn’t C. can’t D. may not
重要词组
1.If you have any idea where it might be, please call me.
2.no more 和 no…any more的区别 3.I think I dropped it during the concerts so it
A. can be
B. might be
C. must be
3. Mary ______ be in Paris. I saw her in town only a few
minutes ago. A. mustn’t B. shouldn’t
C. can’t D. may not
4. “Whose pen is this?” It ____ Liu Mei because I saw her use it the other day.
him
Mary : She is only one month old.
Li Qing: He studies at a college.
Linda: She is a beautiful girl.
Tony: He came back from Korea yesterday.
Susan: She just bought some new clothes. She is a little like a boy.
新目标英语 Go for it
九年级
Unit 5 It must belong to
Carla
青岛大学 王怀芳
本单元inference • Some important phrase
Learn to make inference
• 能用来表示推测的情态动词 Must, might, could, may, can’t 确信程度大小：must〉 may > might 肯定和否定的推测： must（肯定） can’t， couldn’t (否定）
the guitar.
What can the two boys be watching?
You can go and ask them, but they may not answer you.
Whose T-shirts is
this?
It can’t be John’s. It’s much too small for
any用于if 引导的条件从句中，有 “若干的，有多少”的意思
e.g. If you have any time, I’d like to talk with you.
No more 与 not… any more的区别
二者都是表示“不再”，“再没有”， no more 要用在谈数量或程度，not…any more 用在谈时间时。
2. 这个发带可能是韩梅的。她喜欢戴发带。
This hair band might be Han Mei’s. She likes wearing a hair band. could be
3. 这个排球不可能是玛丽的。她根本不喜欢排球。
This volleyball can’t be Mary’s. She doesn’t like playing volleyball at all.
1. --- Whose pen is this?
--- It ____ Liu Mei because I saw her use it the other day.
A. can’t be B. might be C. must belong to
2. That’s a piece of good news. They ___ glad to hear that.
A. can’t be B. might be C_._m__u_st__b_e_lo_n_g__to_ 5. That’s a piece of good news. They ___ glad to hear that.
A. can be B. might be C_._m__u_s_t_b_e_ 6. She ____ her test paper, for only fifteen minutes has passed.
doesn’t like playing volleyball in the slightest.
表示推测的情态动词小结
1.Can用在否定句或疑问句中时表示说话人的 “推测”和“不确定”
例如：1.Where can he be? 2.It may be the headmaster. No, it can’t be him. He has gone to shanghai.
e.g. It snowed all day but stopped snowing during that night.
However 和 these days
However 是转折连词，与but意义相同，但 however是较正式的说法。例如： I know how to pronounce the English word, however I can’t write it. These days意思是：最近，近几天