Unit 5 It must belong to Carla. 全单元 教案
科目English 年级Grade 9 班级C2、4 教师田力课题Unit 5 It must belong to Carla The first period教学目标1. Learn the new words: belong, belong to, author, picnic, hair band, possibly2. Make inferences 推测和判断3. Learn and be able to use “must,could, might, andcan’t.”4. Master the usage of “must, could, might, and can’t.”教材分析Section A 1a,1b,1c, 2a,2b,2cLanguage Goal: Whose volleyball is this? It must be Carla’s. Difficulties: “must, could, might, can’t.”实施教学过程设计1. Greeting:Good morning, class. Whose turn is it today?2. Warm-upCollect some things from a few students and put them in a bag.T:Whose pencil is this?S1: Is it Anna’s?T: It could be Anna’s. It might be Anna’s. Let’s ask her.Anna, is this your pencil?S2: No, it’s not mine.T: It can’t be Anna’s. She says it’s not hers.S2: Is it Bill’s?T: Let’s ask him. Is this your pencil?S3: No, it isn’t.T: So it’s not Bill’s pencil. And it can’t be Maria’s pencil.She didn’t give me a pencil. So whose pencil is it?S1: Lee’s?T: It doesn’t belong to Anna or Bill or Maria. It must be Lee’s.·Say, When we talk about things we’re not sure of, we use the words could, might, can’t and must.Bb: It could be Anna’s. 20% ~ 80% It might be Anna’s. 20% ~ 80%It can’t be Maria’s pencil. 0%It must be Lee’s. 100%3. Section A 1a. This activity introduces key vocabulary▪ Point out the pictures and ask:Which items in the picture do you know? hat, T-shirt, cups, book, CD, jacket Which items are new to you? plate, volleyball, toy car, magazine,Ask students to repeat the words实施教学过程设计▪ Read the instructions. Clothing, Fun things, Kitchen things▪Ask students to begin filling in the answers on their own.▪Check the answersClothing: hat, jacket, T-shirtFun things: volleyball, CD, toy car, magazine, bookKitchen things: plate, cups4. 1b. This activity give students practice in understanding the target language.▪ Read the instructions to students.Say, As you listen, draw lines to connect the person in the first column with the thing inthe second column.Then draw another line to match the thing in the second column with the reason in the thirdcolumn.▪ Play the recording. Check the answers Jane’s little brother---toy car---He was the only little kid at the picnic.Mary---book---Hemingway is her favorite author.Carla--- volleyball ---She loves volleyball.Deng Wen---magazine---He loves cats.Grace---CD---She always listens to classical music.5. 1c. This activity provides guided oral practice using the target language.▪Read the instructions. Tell students they will be working with a partner.▪Point out the example in the box. Ask two students to read it to the class.▪Ask some students to say their conversations to the class.6. 2a. This activity provides listening practice using the target language.▪ Read the instructions and point to the numbered list.▪ Play the recording▪ Check the answers. 1. T-shirt 2. hair band 3. tennis balls7. 2b This activity provides listening and writing practice.▪ Read the instructions ▪ Play the recording.▪Check the answers: 1.must 2.can’t 3. could 4. might 5. must▪Read the each explanation to the class.8. 2c Fill in the blanks with words from the unit.Tell your partner why you chose the words.▪ Check the answers.1. must/might2. can’t3. might4. must5. might/must 6 .must 7.can’t 8.might▪ Ask students to make their own sentences with the words.Grammar focusReview the grammar box. Ask students to say the statements and responses..Homework Copy grammar twice教学反思Postscript:科目 English 年级 Grade 9 班级 C 2、4 教师 田 力 课题 Unit 5 It must belong to Carla The second period教 学目 标1.Learn the new words: land (v.), alien, chase, sky,helicopter,strange, creature, catch,2. Be able to use “ could/might/must ” to makeinferences教材分析Section B: 1a,1b, 2a,2b,2cLanguage Goal: be late for work make a moviecatch a busDifficulties: Why 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 b us.实施教学过程设计1. Greeting:Good morning, class.Whose turn is it today?2. Revision.⑴Ask two students to read activity 3a⑵Ask some students to make guesses about the owner of the backpack.3. Presentation Section B1. This activity review earlier vocabulary and introduces some new words. ▪ Say: Look at the pictures and ask: What can you see?Read each word to the class.▪ Read the instructions. Ask students to write a sentence about each picture on their own.▪Do a quick check. Ask some students to write their sentences on the board.a. The UFO is landing.b. The alien is chasing the man.c. The man is running.4. 2a This activity gives students practice in understanding the target languagein spoken conversation.▪ Read the instructions. Say: You will hear a conversation about these pictures.Listen and number the pictures [1-3] in the boxes in the left corner.▪ Point out the sample answer and read it to the class.Say: This is the picture you will hear about first.▪ Play the recording.▪ Check the answers. [2, 3, 1]实施教学过程设计▪ Ask students to complete the story. Answers will vary.5.2b.This activity gives students listening and writing practice in the targetlanguage.▪ Read the instructions. Then point to the chart and read the sentence starters to the class, explaining anything that students don’t understand.Say: Listen to the recording again. Now complete each of the sentences.▪ Ask a student to read the sample answers at the top of the chart to the class.▪ Play the recording twice.▪ Correct the answers.▪ Look at P.130, play the recording again for the class to repeat.6. 2c This activity provides guided oral practice using the target language▪ Point to the example in the box.Ask two students to read the questions and answers to the class.▪ Read the instructions. Say: Each pair of students can make a conversationusing information from the pictures in activity 1.▪ Have students work in pairs. Move around the room checking the progress of the pairs and offering help as needed.▪ Ask some pairs to present their conversations to the class.7. Summary1.a. The UFO is landing. 2c. A: Why do you think the man is running?b. The alien is chasing the man. B: He could/might/must …c. the man is running. A: No, …2a. [2,3,1] Notes: be late for work/school/class/meetingmake/be a movie2b. catch a bus/train2. a helicopter, a UFO miss a bus3. an alien, dreaming4.from the TV news,making a movie教学反思Postscript:科目English 年级Grade 9 班级C2、4 教师田力课题Unit 5 It must belong to Carla. The third period教学目标1.Learn the new words: unhappy, extremely, interview,noise, interview, wind, neighbor, footstep, garbage, mystery, director, monkey, escape, bark, smell, finger, lift, stone, ant, dishonest, pretend, use up, attempt2.The students can use must, might, could and can’tcorrectly.3. Contents: From 3a to Self Check教材分析Section B 3a, 3b, 3c, 4,Self—checkLanguage Goal:It must be teenagers having fun.It might/could be the wind.Key points: The use of some phrases: escape…from…, in the neighborhood Difficulties: The translation of the proverbs.实施教学过程设计Step1. Greeting:Step2. RevisionTeacher: Xiao Li was late for school. Do you think why he is late?Student A: I think he must be ill.Student B: I think he might/could get up late.Step3. Presentation Learn 3aThis activity provides reading practice using the target language.1.Point to the picture and ask students how the person in the picture is feeling(confused, upset).2.Read the instructions to the class. Say, Underline the things in the articlethat might be making the strange noises.3.Ask students to note any words or sentences that they don’t understand.4.Answers: an animal, teenagers, the wind, a dog5.Listen to the tape and read after it.Step4. Learn 3bThis activity provides reading and writing practice using the target language.1.Read the instructions. Point to the three sets of notes and ask a different studentto read each one to the class. Ask questions to be sure that students understandwhat each set of notes is describing. Explain, demonstrate or draw on the boardany new vocabulary such as crying ,sounds, holes, and grass.2.Ask the students to write their paragraphs on their own.3.Ask some students to read what they wrote to the class.实施教学过程设计Step5. Pairwork Learn 3cThis activity provides writing practice using the target language.1.Read the instructions Then read the opening sentences of the article and anynew words, such as escaped.2.Ask students to make a list of ideas before they finish the article.3.Tell students they can use the article in activity 3a as a model.4.Correct as many of the articles as you can in class. Ask students to read theirarticles to the class.Step6. Groupwork InterviewThis activity provides oral and writing practice using target language.1.Read the instructions to the class.2.Give an example from your own experience.3.Ask a pair of students to model the sample dialogue. Correct anypronunciation errors to make sure the students are providing a good model forthe rest of the class.Step7. Self—Check1.This activity focuses on vocabulary introduced in the unit.a. First ask students to find out the meanings of each word.Then ask them to fill in the blanks with these words.b.Check the answers.c.Ask students to make their own sentences with the words, preferablysentences that are meaningful.2.This activity provides reading, writing, listening and speaking practice usingthe target language.1.Read the instructions to the class.2.Give your interpretation of the first proverb.3.Ask students to complete the work in pairs or small groups4.Ask a few students to explain what they think each one means.3. This activity focuses on the new vocabulary introduced in this unit.Step8. Homework:1.Write an article about a dream you had recently and read it to your classmatesabout it tomorrow. Ask them to guess what the dream might mean.2.Prepare for the test.3.教学反思科目English 年级Grade 9 班级C2、4 教师田力课题Unit 5 It must belong to Carla The fourth period教学目标Section B 3a,3b,3c 4, Self check 1. 21. Learn the new words: professional, make a living, against, charity, chance,all thetime, injured, sincerely, lawyer, tonight, mobile2. Talk about consequences3. Be able to use “If you do, you will be late.”4. Master If you go to the party, you’ll have a greattime.教材分析Language Goal: professional, make a living, against, charity, chance,all the time, injured, sincerely, lawyer, tonight, mobileDifficulties: If you become an athlete, you will be happy.实施教学过程1. Greeting:Good morning, class. Whose turn is it today?2. Revision.If you join the Lion, you’ll become a great soccer player.If you become a Lion, you’ll travel around the world.If you work really hard, you’ll be famous.If you become a professional soccer player, you’ll never go to college.If I don’t do this now, I’ll be never do it.3. 3a This activity provides reading practice using the target language ▪ Read the instructions.Point out the sample answers.设计“You can make a lot of money” is a reason to become a profe ssional athlete. “People will follow you everywhere” is a reason for not becoming a for professional athlete▪ Then read the story to the class.Who is a professional athlete?A person whose only job is playing sports.What does injured mean in the sen tence “Many professional athletes get injured”?▪ Call attention to the instructions again.Now read the story again.Write the reasons for becoming a professional athlete and the reasons for not becoming a professional athlete in the chart.▪ Check the answersThe following should go in the left column:doing something that you love; become famous;People all over the world will know you; help others;give money to schools and charities实施教学过程设计The following should go in the left column:very dangerous; People will watch you all the time and follow you everywhere;You won’t know who your real friends are.4. 3b This activity provides writing practice using the target language▪ Read the instructions.Ask students to look back at activities 2a and 2b to get ideas for the letter.The article in activity 3a also contains some ideas that can be used in the letter.▪ Ask students to completed letter on their own.Ask some students to read their completed letters to the class.5. 3c This activity provides further writing practice using the target language▪ Read the instructions.Ask two different students to read the two sets of sentences on the examples.Now write about your own plans. Try to tell the truth.You can write sentences like those in the examplesAsk several students to read their sentences to the class.6. 4 GroupworkThis activity provides reading and writing practice using the target language.▪ Read the instructions and then have a student read the example.Point out that each answer builds on the one that comes just before.Go to the movies relates to the homework and won’t finish my homework should relate to the next sentence.That sentence might be: If I don’t finish my homework, I won’t do well on my test.▪Ask the whole class to practice doing the exercise together.If I don’t finish my homework, I won’t do well on my test.If I don’t do well on the test, my parents will be mad.If my parents are mad, they won’t let me borrow the car.If I c an’t borrow the car, I’ll have to stay at home on Saturday night.If I stay at home Saturday night, I’ll be sad.新世纪教育网 精品资料版权所有@新世纪教育网▪Ask students to work in groups of four or five.7. Self check 1. This activity focuses on vocabulary introduced in the unit.▪Ask students to fill in the blanks on their own.Ask students to make their own sentences with the words2. This activity focuses on the grammatical structures and key vocabularyintroduced in this unit,▪ Ask students to fill in the blanks on their own.Homework:Do Part 2 on page 39教学反思新世纪教育网-- 中国最大型、最专业的中小学教育资源门户网站。
It;must;belong;to;Carla教案
It must belong to Carla教案第一章：引言1.1 目标：让学生理解并能够使用情态动词must的肯定句和否定句。
1.2 教学内容：引入情态动词must的用法。
学生通过观察和练习，理解must的肯定句和否定句的结构。
1.3 教学活动：通过提问引导学生思考，例如：“你确定它是Carla的吗？”来引入must的用法。
示例句子：“It must belong to Carla.”，让学生模仿并练习使用must的肯定句。
通过示例句子：“It cannot belong to Carla.”，让学生理解并练习使用must 的否定句。
1.4 练习：学生分组，互相练习使用must的肯定句和否定句。
教师提供一些物品，学生需要用must和cannot来判断物品的归属。
第二章：情景对话2.1 目标：让学生能够在实际情景中运用情态动词must。
2.2 教学内容：学习如何使用must来表达猜测和推断。
学生通过角色扮演和对话练习，能够在实际情景中运用must。
2.3 教学活动：提供一个情景：Carla丢失了一支笔，学生需要帮助Carla找到失物。
学生分组，轮流扮演Carla和帮助者，使用must来表达猜测和推断。
示例对话：“Carla：Do you think it belongs to me? 学生：Yes, it must belong to you.”2.4 练习：学生自主编写对话，使用must来表达猜测和推断。
教师选取一些对话进行展示和讨论。
第三章：语法讲解3.1 目标：让学生理解情态动词must的被动语态。
3.2 教学内容：学习情态动词must的被动语态结构：is/am/are + done。
学生通过例句和练习，理解并能够使用must的被动语态。
3.3 教学活动：解释情态动词must的被动语态结构，例如：“It must be belongs to Carla.”提供一些示例句子，让学生理解must的被动语态。
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。
It must belong to Carla教案
It must belong to Carla教案一、教学目标1、语言知识目标学生能够掌握并正确运用“belong to”的用法及相关句型。
学生能够理解和运用与物品归属相关的词汇，如“owner”“possession”等。
2、语言技能目标学生能够通过阅读和听力理解有关物品归属的文本和对话。
学生能够用英语准确表达物品的归属。
学生能够在口语和书面语中正确运用“belong to”句型进行交流和描述。
3、情感态度目标培养学生观察和推理的能力，激发学生对英语学习的兴趣。
引导学生在交流中尊重他人的观点和意见，培养合作学习的精神。
二、教学重难点1、教学重点“belong to”的用法及相关句型。
与物品归属相关的词汇和表达方式。
2、教学难点区分“belong to”和“be ＋名词所有格/物主代词”的用法。
引导学生在实际情境中准确运用所学知识判断物品的归属。
三、教学方法1、情景教学法通过创设真实的情境，让学生在具体的情境中感受和理解“belong to”的用法。
2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中巩固所学知识，提高语言运用能力。
3、归纳总结法引导学生对所学知识进行归纳总结，帮助学生构建系统的知识框架。
四、教学过程（一）导入（5 分钟）通过展示一些物品的图片，如书包、自行车、手机等，询问学生这些物品可能属于谁，引导学生用英语进行猜测，如“It might belong to Tom” “It could be Mary's” 从而引出本节课的主题“It must belong to Carla”。
（二）词汇学习（10 分钟）1、展示与物品归属相关的词汇，如“owner”“possession”“belongings”等，通过图片、例句等方式帮助学生理解这些词汇的含义和用法。
2、进行词汇练习，如填空、选择等，让学生巩固所学词汇。
（三）“belong to”句型学习（15 分钟）1、讲解“belong to”的用法，强调其主语通常是物品，宾语是人，表示“属于某人”。
《It must belong to Carla》教案
It must belong to Carla教学目标•学习和掌握 It must belong to Carla 的使用方法。
•了解和巩固 must 和 belong 的用法。
教学内容语法讲解•It must belong to Carla 在句子中的使用–It must belong to Carla 意为“它一定属于卡拉”，属于固定用法，表示相信某件事情肯定是如此。
–It 是代词，起到引导整个句子的作用。
–must 是情态动词，表示“必须，一定”等意思。
–belong 是动词，表示“属于”。
语法练习1.选择正确的翻译：It must belong to Carla.– A. 它一定是卡拉的– B. 它一定不是卡拉的– C. 它或许是卡拉的– D. 它一定在卡拉那里答案：A2.根据句意写出相应的句子：我相信这个书包一定是小明的。
答案：It must belong to Xiao Ming.3.将下列句子翻译成英语：这张照片一定是他妈妈的。
答案：It must belong to his mother.4.将下列句子翻译成中文：It must belong to that girl. 答案：它一定属于那个女孩。
拓展应用1.配合其他语法，进行更加丰富的表达。
–It must belong to Carla, for I saw her with it yesterday.（可能因为昨天我看到她拿着这个东西。
）–It must belong to Carla, or else it wouldn’t be in this drawer.（否则这个抽屉里不会放这个东西。
）2.进一步学习和运用情态动词 must 和动词 belong。
–She must take care of her health.（她必须保持身体健康。
）–This book belongs to the library.（这本书属于图书馆。
人教版九年级英语上册Unit 5 It must belong to Carla.教学设计
人教版九年级英语上册Unit 5 It must belong to Carla．教学设计Unit 5 It must belong to Carla．The 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybelong, belong to, plate, author, toy, picnic（2）Target LanguageWhose book is this?It must be Mary’s．Wanda Wilbur is her favourite author．2．Ability Objects（1）Train students’listening skill．（2）Train students’communicative competence using the target language．3．Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep 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 anyquestions they may have．．Step 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 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: Hmmmmm…The CD must belong to Grace．She always listens to classical music．Step Ⅳ1cThis activity provides oral practice using the target language．Point to the picture in Activity lb．Invite pair of students to say the conversation in the speech bubbles．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．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．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．Unit 5 It must belong to Carla．The 2nd PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyband, 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．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 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．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．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．Unit 5 It must belong to Carla．The 3rd 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 hismother．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 thewords can’t, must, could or might as in the sample．Get students to work with a partner．As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have．Some time later, stop the activity．Ask different students to share their conversations with the class．Make a list of the words students are talking about on the blackboard．drop v．symphony n．opotometrist n．appointment n．algebra n．crucial adj．count v．because ofPractice the pronunciation of these words and explain the meaning of each word．Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word．Ask a student to write the correct spelling in the first space．Ask another student 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 vocabularywords．2．Read the conversations in Activities 3b and 4 again for further understandingof the target language．3．Finish off the exercises on pages 15～16 of the workbook．StepⅦBlackboard DesignUnit 5 It must belong to Carla．The 4th 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 complete the sentences．Ⅳ．Teaching Methods1．Listening method2．Writing method3．PairworkⅤ．Teaching Aids1．A tape recorder2．A projectorⅥ．Teaching ProceduresStep 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 Activities 3band 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 touse 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 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 Ⅳ2bThis activity gives students practice listening to and writing thetarget 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．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 ⅥSummarySay, In this class, we’ve mainly done much listening and writing practice using the target language．Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t．Unit 5 It must belong to Carla．The 5th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean（2）Target LanguageIn my dream, I was swimming in an ocean of paper．Maybe it means you’re afraid of too much homework!2．Ability Objects（1）Train students’reading skill．（2）Train students’writing skill．（3）Train students’integrating skills．3．Moral ObjectEveryone has had a dream．But don’t dream away your time．Ⅱ．Teaching Key Points1．Key vocabulary2．Reading practice3．Writing practiceⅢ．Teaching Difficult Points1．Reading practice2．Writing practiceⅣ．Teaching Methods1．Practice method2．GroupworkⅤ．Teaching AidA projectorⅥ．Teaching proceduresStep 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．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’attention to the article．Read it to the class．Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower．Point out the sample answer．Get students to complete the task individually．As they work, walk around the classroom answering any questions they may have and offering help as needed．Check the answers．Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language．Get students to discuss any words or sentences they don’t know in Activity 3a with one another．Call students’attention to the three sets of notes．Ask different students to read them to the class．Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the wind Xiao Ning--finds garbage in front of her house--might be cats Say, You are to write another paragraph about Bell Town using these notes．You may use the article in Activity 3a as a model．Ask students to write their paragraphs on their own in the exercise books．As they work, move around the classroom offering language support as needed．Get a few students to read their works to the class．Answers will vary．Write the sample version on the blackboard．A sample versionThese days, something unusual is happening in my neighborhood．Mr．Chu often hears footsteps in the hallway at late night．His wife thinks it might be the neighbors．Lao Zheng,a retired worker, saw someone trying to get in the window one evening．Later, he found it might be the wind．Xiao Ning, a Junior 2 student, often finds garbage in front of her house．Her mother thinks it might be cats．But she doesn’t think so．My neighbor hood used to be quiet．But now everyone is worried．I don’t know what to do．Step Ⅳ3cThis activity provides writing practice using the target language．Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery．Invite a student to read the opening sentences to the class．Divide the class in to groups of four to discuss what should be included in the article．Two or three minutes later, stop the activity．Say, Now please finish the article about the strange events in Bell Tower．Use the ideas you discussed along with original ideas of your own to complete the article．Get students to complete the task on their own in the exercise books．As they are writing, move around the classroom offering help as needed．Ask some students to read their articles to the class．Collect students’works and write a comment on each paper before returning them．Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using thetarget language．Read the instructions to the class．Point to the picture．Ask students to tell whatis happening in it．Invite a pair of students to read the sample conversation in the box to the class．S A: In my dream, I was swimming in an ocean of paper．S B: 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,Unit 5 It must belong to Carla．The 6th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyfinger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt（2）Fill in blanks and make sentences using vocabulary words．（3）Learn some proverbs．（4）Circle the word that doesn’t belong．2．Ability Objects（1）Train students’writing skill．（2）Train students’ability of reading comprehension．（3）Train students’ability of clarifying．3．Moral ObjectWe’ll benefit a lot by learning proverbs．Ⅱ．Teaching Key Points1．Make sentences using vocabulary words．2．Say the meanings of different proverbs in your own words．3．Circle the word that doesn’t belong．Ⅲ．Teaching Difficult Points1．Make sentences using vocabulary words．2．Say the meanings of different proverbs in your own words．Ⅳ．Teaching MethodTeaching by explanationⅤ．Teaching AidA projector。
Unit5ItmustbelongtoCarla教案
Unit 5 It must belong to Carla.教案授课日期：编号：课题Unit 5 It must belong to Carla.课型New lesson 课时数Period 1 主备人Huang Rong教学目标(1)To learn must, might, could and can’t for making inferences.(2)Understand the conversation about making inferences.(3)Not pocket the money one picks up.教学重点（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.教学难点The usages of modal verbs: can, could, may, might and must教学方法Listening and matching Pair work Chant教学流程（包括课题引入、教学进程、教学总结）备注Step1. Listen to music.T: (Please tell me the feeling when you listen this music ).Ss: Exciting /want to dance to.Step2 .Show a pictureT：(Please tell me what can you see in the picture)S：Flowers and a butterfly.T: Can you guess what it is?S: A beautiful face.T: It could be….It also might be….S tep3.Guessing gameT: Do you like playing games? Let′s play guessing game.You can use “he can′t be …, He could (might) be… He must be… ”(What′s the meaning of each sentence?)S：Students guessS tep4.Sum up.T: We learn must , could/might , can′t.Give the sentences and then students tell me what it is?Step5.Show some things：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 “W hose book is it”S: It could be xx′s .T: And another way of saying: This book could belong to xx.T: Why?Ss: It is in Linda′s hand.(①what′s this? ②whose book is it? ③Another way of saying ④why?(can′t, must))Step6.Math:If girls say : This book must be xx′sBoys say: This book must belong to xxT: You can change the things and person .I only give you one minute. (Ready？)(And then change)How many boys？How many girls？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 chantStep8.Make conversation and give you an example.A: Whose xx is this？B: It can′t be xx′s .Because…C: It might be xx′s（could be xx′s）D: It must be xx′s .Because…Step9.Descride the picture.T: Let′s look at this picture. What can you see in the picture？（volleyball，CD，toy car，magazine…）Listen and match then check the answers.Step10 ：2a Real thing / Backpack（Bob and Anna found a backpack in front of school. Can you guess what in it?→T-shirt）let’s listen to the tape.（What′s in it？）Step11: 2b.listening practice.Let’s listen again a nd fill in the blanks.（Now read by yourself first.）Step12:TeachingT：Can Bob and Anna take it home？S: NO.T: What should we do?So：Not pocket the money one picks up.Step13:2cExercise：Another way of saying.Step14. Title and summary（T：Today we learn unit5：①It must belong to Carla.(Fill in the blanks)）Another way :②It must be Carla′s，Carla is girl，so I can say：③It must belong to her.④It must be hers.⑤must be，could be，might be，can′t be.Step15 .Homework：①写随堂练②Write four sentences.板书设计A: Whose xx is this？B: It can′t be xx′s .Because…C: It might be xx′s（could be xx′s）D: It must be xx′s .Because…作业布置①写随堂练②Write four sentences.教学反思。
Unit 5 It must belong to Carla. 全单元教案
Unit5 It must belong to Carla一、教材分析本单元围绕“物品的归属”这一话题，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。
二、教学目标1.语言技能目标（1）能使用whose引导的特殊疑问句寻找物品的主人，如Whose book is this?（2）能运用情态动词“must,could,might,can’t”进行合理的推断，如It must belong to Carla,because it has her name on it.（3）能根据相关的信息进行合理的想象或推论，培养综合分析能力；（4）能根据一定的背景或前提进行预测或续写。
2．语言知识目标掌握新词汇和运用情态动词进行推测（1）掌握whose引导的特殊疑问句的用法；（2）掌握情态动词“must,could,might,can’t”表示猜测的用法；（3）了解并正确区分情态动词“must,could,might,can’t”表示猜测时的异同。
新人教版英语九年《Unit5ItmustbelongtoCarla》word教案
Unit5ItmustbelongtoCarla.（共5）张兰一中冯吉莉教课目：1知与技术：本元通学情，学会正确运用must,might,could和can’t事物行推，并注意领会些表示判断的程度，尽量做到用正确，拓展了belongto,muchtoo,toomuch等的使用，并供给了一些用的英。
要本元中的生做到会，会写，会用。
学策略情can,may,must表推测的用法，比它的用法区。
在它行运用，要多角度，全方向地思虑，依据句子境明确句子的含，正确的情。
3，感情度与价在平时生活中我要擅长察，比事物的特色与区，逐培育自己的推理、判断能力。
同要学会某一事物表自己的见解并声明原因，而自己的演口才以及与人交往的能力。
教课要点:1belongto短的用2情表推判断的用法。
3要点的学，掌握运用。
教课方法:Pairwork Groupwork教课点：1have与therebe构的区运用2because与becauseof区安排：本元需用5达成。
The1st lessonStep1LeadinTeacher’sActivity Students’Activity标注Show a backpack to Guesswith“Itcouldbe⋯’s.启式教课everyone.AskSs to guess Itmustbe⋯’s.”“Whosebackpackisthis?”Help them toguesswith“Itcouldbe⋯’s,because⋯.”Say：Itmustbe...’s.Look,here’s Listenandtrytounderstand. hername.”Today,let’slearnUnit5ItmustbelongtoCarla.Step21a,1bLookatthepictureandfinish1aCheckandexplain“plate”Readthe sentencesin thepicture.Explain“Whoseisthis Listenandtakenotes.volleyball?”Playtherecordforthefirst Listenandfinish1b.学生听力time.Ifnecessary,listenagain.Checktheanswers.Readthe sentencesone byone.Step3Pairwork.Read1cWalk around the Practicethe conversationin两人一组练习classroom,helpthemif they the picture and makeneed.conversations with your partner.Actitoutinclass.Step42a,2b,2cPlaytherecordfirsttime.Listenandfinish2a.Ifnecessary,playagain.Ifnecessary,listenagain.Checktheanswers.Inthesameway,finish2bandchecktheanswer.Finish2c.Checktheanswersandexplainsomethingimportant.Read“GrammarFocus”.Explainsomethingimportant.Step5Homework.与你的挚友推测邻近得某物件是谁的，而后相互练习。
【范文】UNIT 5 It must belong to Carla教案_1
UNIT 5 It must belong to Carla教案UNIT5Itmustbelongtocarla.一、学习目标·学会使用might，could，must等情态动词进行合理的推测。
·学会根据一定的背景或前提对某事进行判断和预测。
二、知识概览图类别课程标准要求掌握的内容必备单词名词：author，picnic，symphony，appointment，owner，helicopter，creature，neighbor，footstep,garbage，mystery,director,monkey,smell,finger,stone,ant,ocean动词：drop,chase,catch,interview,escape,bark,pretend形容词：crucial,anxious,worried,unhappy,dishonest副词：possibly,extremely常考短语belongto,airband，makeup．useup，turnoff，becauseof，trytodosth．，toomuch ／muchtoo经典句型1．Itmustbelongtocarla．2．It’scrucialthatIstudyforitbecauseitmakesup30%ofthefinalexam．3．Hemightberunningtocatchabus．4．Th eremustbesomethingvisitingthehomesinourneighborhood,butwhatisit?重点语法如何用must，may，might，can，could 来表达推测三、新课导引SEcTIoNA1．Itmustbecarla’s．它一定是卡拉的。
mustbe“一定是”。
情态动词must除表示“必须”外，还表示推断，通常与be连用，意为“一定是，肯定是”。
《It must belong to Carla》教案【通用三篇】
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