九年级英语unit8,Section A Grammar focus-4c课件
Translate the phrases.
outside the window 在窗外 have fun 玩得高兴 next-door neighbor 隔壁邻居 at first 最初； 首先 run away 逃跑 feel uneasy 心神不安 have no idea 一点不知道； 没办法 have fun (in) doing sth. 做某事很愉快
Whose hair band is this?
What did you see that night?
I’m not sure, nut it can’t be a dog. It was bigger. I think it might be a bear or a wolf.
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.
- He should, but he ____ not. He likes driving his car． A. must B. can C. may D. need
感悟中考
3. - ____ I swim in that river? - No, you __. It’s dangerous to swim in it. A. Must, can’t B. Can, may not C. May, mustn’t 4. The students ____ play basketball after school every day. A. allow to B. are allowed to C. were allowed to
________________.
the same size
A
B
Grammar Focus
Whose volleyball is this? It must be Carla’s. She loves volleyball. It could be Mei’s hair band. Or it might belong to Linda. They both have long hair.
must
100% probably true
could might
20%-80% possibly true
can’t
0 almost not true
感悟中考
1. - Are you going to Beijing by plane? - It’s fast, but expensive. So I am not sure. I ____ take a train. A. should B. may C. must 2. - Is John coming by train? D. will
2. A: Everyone is going to the pool after school. must be (must be / can’t be / B: Really? It _________ could be) hot outdoors.
3. A: That’s the phone.
Read the sentences below, paying attention to the colored parts. --- Whose volleyball is this? --- It must be Carla’s. She loves volleyball. --- Whose book is this? --- It must be Mary’s. J.K. Rowling is her favorite writer. --- Whose hair band is this? --- It could be Mei’s.
Everyone in our town is feeling uneasy, and everyone has his or her own ideas. There must be something visiting the homes in our neighborhood, but what is it? We have no idea. Most people hope that this animal or person will simply go away, but I do not think that is going to happen. The noise-maker is having too much fun creating fear in the neighborhood.
B: Hmm. I wonder who it ________ (must be / could be
could be / should be).
4. A: I wonder if these are Jim’s glasses.
B: They ________ can’t be(can’t be / might be / could be) his. He doesn’t wear glasses. 5. A: I hear water running in the bathroom. B: It _________ must be (could be / must be / can’t be) Carla. She was thinking of taking a shower.
4b Complete these responses.
1. A: Many people are wearing coats. cold B: The weather must be________ . 2. A: Sally has been coughing a lot. ill . B: She might be_______ 3. A: This restaurant is always crowded. be delicious. B: The foodmust _____________ 4. A: Whenever I try to read thteresting B: It can’t ________________.
4a Choose the best way to complete each
1. A: Where’s Jean?
sentence using the words in the brackets.
might be (is / might be / B: I’m not sure. She _________ must be) in the laboratory.
4c Look at this picture of a room. How much
can you tell about the person who lives here? Is it a boy or a girl? What are his/her hobbies? Discuss your ideas with a partner.
Victor’s next-door neighbor Helen is worried, too. “At first, I thought that it might be a dog, but I couldn’t see a dog or anything else, either. So I guess it can’t be a dog. But then, what could it be?” One woman in the area saw something running away, but it was dark so she is not sure. “I think it was too big to be a dog,” she said. “Maybe it was a bear or a wolf.”
a white vase
Can you guess what it is? dog It could be a ______. It also might be two girls ________.
Which one is bigger, A or B? Could A be bigger than B? No. In fact, A and B must be ___
A: It could be a girl’s room
because it’s very tidy.
B: I guess so. But it might be a
boy’s room because the
clothes look like boys’ clothes.
Look at the two rooms below. Make guesses about the owner of each room.
Section A Grammar focus — 4c
Section A 3a We live in a small town and almost everyone knows each other. It used to be very quiet. Nothing much ever happened around here. However, these days, something unusual is happening in our town. Victor, a teacher at my school, is really nervous. When he was interviewed by the town newspaper, he said, “Every night we hear strange noises outside our window. My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun. My parents called the policemen, but they couldn’t find anything strange. They think it might be the wind. I don’t think so!”
合集下载
Unit8SectionAGrammarFocus-4c课件人教版九年级英语全册4
。
那个消息可能不是真的。e.g. The news could not be true.
Tips: could not意思是 不可能
。
➢ Grammar
can / could can表示推测“可能性”时，一般用于否定句或疑问句。can在疑问句中 意思是“会，可能”。 eg：He can’t pick her schoolbag up. 他不可能拿了她的书包。 could 表示某事有可能发生或可能是事实。 eg：Don’t eat it. It could go bad. 不要吃它，可能坏了。
他可能不在家，不过我也不确定。
Grammar
句式
情态动词
肯定句 must
may/might/ could can’t/ couldn’t
否定句 may not/ might not
疑问句 can/ could
含义 一定
用法 表示有把握的肯定推测。
也许；可能 表示没有把握的推测。
不可能
表示有把握的否定推测 。
2. A: Everyone is going to the pool after school.
adv.在户外
B: Really? It ___m_u_s_t_b_e__ (must be / can’t be / could be) hot outdoors.
3. A: That’s the phone.
你能帮我完成我的家庭作业吗？
➢ Grammar
3. may / might may, might表示推测“可能性”时，意思是“可能”，“也许”。 might不表示过去时态，语气更委婉，可能性更小。may, might表推测 时，可用于否定句，但不用于疑问句。 eg：He may / might not be at home, but I’m not sure.
Unit 8 Section A Grammar Focus~4c)课件- 人教版英语九年级全册
表请求 表能力 表必须 表推测 提建议
Grammar Focus
情态动词
1.表示推测的情态动词
情态动词must, may, can, could, might等可以用来表示推测和判断。
must的用法
1 must 表示必须要做的事，意为“必须，应该”。
must一般问句的否定回答用__n__e_e_d_n_’t__或 _d_o_n_’_t_h_a_v_e_t_o_，而不用mustn’t，mustn’t意为 “不可以，不能”，表示禁止，不许可。
Grammar Focus
情态动词
1.表示推测的情态动词
情态动词must, can, could, may, might等可以用来表示推测和判断。
may/might的用法
1 may表示请求、许可，意为“可以”。对may的一般问句的回答： 肯定回答：Yes, please./ Of course./ Sure等 否定回答：No, you can’t. / Sorry, you can’t.
can/could的用法
1 can 可表示能力 (能/会），请求 （可以），许可 （可以），可用于肯定句，疑问句。
否定句中用 _c_a_n_’_t_____.
2 can 可表示推测时，常用于否定句 （意为“不可能”），疑问句（意为 “可能”），
一般不用于肯定句
3 could是can的_过__去__式___, 一般用于__一__般__过__去__时_____, 用法与can相同。 could 本身也是情态动词，可用于一般现在时中，比can更委婉。 could 表推测时，一般用于肯定句，意为“可能”。
other for five years , 4. The book with the picture of Jay Chou on it __m_u_s_t_b_e_____Jack ' s because he likes Jay very
Section A (Grammar Focus~4c)课件(27张PPT) 英语人教版九年级全一册
4. I believe that __A_p_r_i_l _is_t_h_e_h_o_t_te_s_t_m__o_n_th__in__T_h_a_il_a_n_d_____. 我相信四月是泰国最热的月份。 23主006语+谓语 + that/if/whether + 宾语从句
什么 是宾语从句？
试比较
23006
if或whether引导宾语从句时，作“是否”讲，一般情况下，两者常可换用。 二者在下列几种情况下不能换用： 1. 宾语从句置于句首表示强调时，应用whether，不用if。
如：Whether this is true or not, I can’t say.这是否对，我不能说。 2. 宾语从句与or not直接连用时，应用whether，不能用if。
如：I don’t know whether or not he will come tomorrow. 我不知道他明天是否来。 3. 与动词不定式连用时，只能用whether。 如：She can’t decide whether to go to America. 23她006不能决定是否去美国。
4. __H_o_w__d_e_li_c_io_u_s__th_e__fo_o_d__is__ in Hong Kong! 香港的食物是多少美味啊！
感叹句是表示赞 美、惊叹、喜悦 等感情的句子。 感叹句通常由 what和how引导。 what修饰名词， how修饰形容词 或副词。
23W00h6at/How + 名词/形容词/副词 + 主语+谓语+……！
Unit 2 I think that mooncakes are delicious!
Section A (Grammar Focus~4c)
九年级英语全册Unit8ItmustbelongtoCarla第3课时教案
Unit8It must belong to Carla.
Section A （Grammar Focus-4c）
一、『教材分析』
教
学
目
标
知识
目标
1.学习并掌握新词汇：Laboratory , coat , sleepy, pocket ,
2. 能正确使用语法要点中的句型：
Whose book is this?
2. 有意义操练 (Meaningful Drills)4a
Choose the best way to complete eachsentence using the words in the brackets.
Groupwork:
(1)Fill in the blanks.
(2) Check the answers.
2. Leading-in“导入新课”
利用课件出示图片，呈现对话。
Can you guess what it is?
Ⅲ.
强化
巩固
1. 机械操练 (Mechanical Drills)
Ask and answer the conversations in pairs according to the pictures.
能力
目标
熟练运用语法要点中的句型和他人对话。
情感
目标
通过本课的学习，养成根据事实推测的好习惯。
教学重点
熟练运用语法要点中的句型和他人对话。
教学难点
熟练运用语法要点中的句型和他人对话。
教学方法
归纳法；任务型教学法
二、『教学流程』
环节
师生活动
二次备课
I.
复习
热身
1. 课前3分钟朗读课本第59页3a.
Section A （Grammar Focus-4c）
一、『教材分析』
教
学
目
标
知识
目标
1.学习并掌握新词汇：Laboratory , coat , sleepy, pocket ,
2. 能正确使用语法要点中的句型：
Whose book is this?
2. 有意义操练 (Meaningful Drills)4a
Choose the best way to complete eachsentence using the words in the brackets.
Groupwork:
(1)Fill in the blanks.
(2) Check the answers.
2. Leading-in“导入新课”
利用课件出示图片，呈现对话。
Can you guess what it is?
Ⅲ.
强化
巩固
1. 机械操练 (Mechanical Drills)
Ask and answer the conversations in pairs according to the pictures.
能力
目标
熟练运用语法要点中的句型和他人对话。
情感
目标
通过本课的学习，养成根据事实推测的好习惯。
教学重点
熟练运用语法要点中的句型和他人对话。
教学难点
熟练运用语法要点中的句型和他人对话。
教学方法
归纳法；任务型教学法
二、『教学流程』
环节
师生活动
二次备课
I.
复习
热身
1. 课前3分钟朗读课本第59页3a.
人教版英语九上 Unit 8 Section A Grammar Focus-4c
2. — Is John coming by train? — He should, but he ____ not. He likes driving his car． A. must B. can C. may D. need
4a Choose the best way to complete each sentence using the words in the brackets.
What did you see that night?
I’m not sure, but
it _c_a_n_'_t_b_e_ a dog. It was bigger. I
think it_m__ig_h__t _b_e_ a bear or a wolf.
Grammar
Use “must” to show that you think something is probably true.
1. A: Where’s Jean? B: I’m not sure. She _m__ig_h_t__b_e_ (is / might be /must be) in the laboratory.
2. A: Everyone is going to the pool after school. B: Really? It _m__u_s_t_b_e__ (must be / can’t be / could be) hot outdoors.
Read more sentences.
— Whose notebook is this? — It must be Ming’s. It has her name on it. — Whose French book is this? — It could be Carol’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 is too small for him.
4a Choose the best way to complete each sentence using the words in the brackets.
What did you see that night?
I’m not sure, but
it _c_a_n_'_t_b_e_ a dog. It was bigger. I
think it_m__ig_h__t _b_e_ a bear or a wolf.
Grammar
Use “must” to show that you think something is probably true.
1. A: Where’s Jean? B: I’m not sure. She _m__ig_h_t__b_e_ (is / might be /must be) in the laboratory.
2. A: Everyone is going to the pool after school. B: Really? It _m__u_s_t_b_e__ (must be / can’t be / could be) hot outdoors.
Read more sentences.
— Whose notebook is this? — It must be Ming’s. It has her name on it. — Whose French book is this? — It could be Carol’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 is too small for him.
人教版英语9年级全册Unit8_SectionA(Grammar_Focus-4c)教案
3.Students read the sentences in Grammar Focus and pay attention to the ones they made mistakes just now.
4.Students work in pairs, use these sentences ask and answer.
本单元以“物品归属”为话题，以“谈论推断”为交际功能，重点让学生在这些语境中学习和运用情态动词进行推断。
【本单元重点掌握目标】
1.掌握情态动词must, might, could, can’t表示推测的用法。
2.能够根据相关的信息进行合理推测。
【教材内容拆分分析】
本课时Grammar Focus梳理、归纳本单元的重要句式结构，通过一系列的活动，引导学生自主进行语法学习，巩固本单元的主要语法知识：情态动词must, could, might. can’t表示推测的不同用法。“语法聚焦”部分以表格的形式罗列了 如何运用whose询问及表达物品所属的典型句式型，为学生操练语言提供了示范。该部分还呈现了各种表示推测的句型，通过各种句型的对比练习，让学生掌握情态动词表推测的用法并丰富其表达方式。
Teacher write the words on the blackboard.
T：Now please tell me how to use these.
3.Teacher explain the usage of the modal verbs.
4.Do some exercises.
1.学生画出情态动词为后面的语法总结做准备。
A：It could be a girl's room because it's very tidy.
4.Students work in pairs, use these sentences ask and answer.
本单元以“物品归属”为话题，以“谈论推断”为交际功能，重点让学生在这些语境中学习和运用情态动词进行推断。
【本单元重点掌握目标】
1.掌握情态动词must, might, could, can’t表示推测的用法。
2.能够根据相关的信息进行合理推测。
【教材内容拆分分析】
本课时Grammar Focus梳理、归纳本单元的重要句式结构，通过一系列的活动，引导学生自主进行语法学习，巩固本单元的主要语法知识：情态动词must, could, might. can’t表示推测的不同用法。“语法聚焦”部分以表格的形式罗列了 如何运用whose询问及表达物品所属的典型句式型，为学生操练语言提供了示范。该部分还呈现了各种表示推测的句型，通过各种句型的对比练习，让学生掌握情态动词表推测的用法并丰富其表达方式。
Teacher write the words on the blackboard.
T：Now please tell me how to use these.
3.Teacher explain the usage of the modal verbs.
4.Do some exercises.
1.学生画出情态动词为后面的语法总结做准备。
A：It could be a girl's room because it's very tidy.
人教版英语九年级全册Unit8 《section A GrammarFocus-4c 》课件
Ⅱ题型讲解--1. 师友练习
【活学活用一】
用适当的情态动词填空。
1. — Susan has bought a large house with a swimming pool. — It _m_u__st__ be very expensive. I never even dream about it.
本课时对本单元的重点句型做了归纳，进一步巩固学习 情态动词 must, might， could，can't表示推测。
Grammar Focus
I学习语法--1.师友感知
1.--Whose volleyball is this?. 这是谁的排球？
--It must be Carla’s. She loves volleyball.
4. A: Whenever I try to read this book, I feel sleepy. B: It can’t __b_e__th_a_t__b_o_r_in_g_/_b_e_i_n_t_e_re_s_t_in_g__.
III拓展提高--2.教师点拨 Whenever I try to read this book, I feel sleepy.
3.掌握so，as，because，or, not only...but also等连词的 用法。
1.在Section A部分，主要进行听说练习，在练习中初步 学习must, might, could, can't表推测的用法。 2.在Section B部分，重点学习2b部分的课文，了解关于 世界闻名的巨石阵的相关内容。在课文中，进一步学 习本单元的单词短语及语法要点。
2. something in the sky
it could be__a_p__la_n_e_ it must be _a__U_F_O_____
人教版九年级英语全册教案：Unit8ItmustbelongtoCarla.SectionA(Grammar-4c)
备课序号：上课班级：（九年）教材内容Unit 8 It must belong to Carla.Section A(Grammar－4c)上课时间月日第节教具PPT 课型新授教学目标[来源:学优高考网]知识与技能[来源:学优高考网]知识目标:Key words:boratory2. coat n.3.sleepyExpressions：1. in the laboratory 在实验室2. wear glasses 戴眼镜3. take a shower 淋浴4．feel sleepy 感到困倦[来源学优高考网gkstk]Sentences:[来源学优高考网]1. ---Whose band is this?---It could be Mei’s hair band, or it might belong to Linda. They both havelong hair.2. ---What did you see that night?---I’m not sure. But it can’t be a dog. It was bigger. I think it might be a bear or a wolf.3. ---Where is Jean? ---I’m not sure. She might be in the laboratory.4. ---Every one is going to the pool after school.---Really? It must be hot outdoor.5. ---That’s the phone.---I wonder who it could be.6. --I wonder if these are Jim’s glasses.--They can’t be his. He doesn’t wearglasses.技能目标:To improve Ss’ ability of using grammar to solve problems.[来源学优高考网gkstk]过程与方法By group work and discussion情感态度价值观To make students express their feelings freely.教学重点1．重点短语和句型2．情态动词表推测教学难点1．重点短语和句型2．情态动词表推测教学内容与过程教法学法设计Step 1情景导入上课前，教师可以要求学生准备一些他们亲戚或者同班学生的一些照片，然后上课时，要求学生去猜他们都是谁。
人教版九年级英语全册Unit8SectionAGrammarFocus4c教学设计
作业要求：
1.作业内容要与课堂所学知识紧密结合，注重实践性和创新性。
2.作业提交前，学生应进行自我检查，确保语法正确、内容充实。
3.教师在批改作业时，要关注学生的语言运用能力和创新思维，给予积极的评价和鼓励。
4.鼓励学生相互交流、分享作业成果，提高他们的合作意识和自信心。
2.利用多媒体教学资源，如图片、动画、视频等，激发学生的学习兴趣，提高课堂参与度。
3.引导学生通过观察、分析、归纳等思维活动，自主探究一般将来时态被动语态的构成和用法，培养学生自主学习的能力。
（三）情感态度与价值观
本节课的情感态度与价值观目标如下：
1.培养学生积极向上的心态，对未来充满期待，相信自己可以掌控未来。
针对以上学情，教师在教学过程中应关注以下几点：1.以学生为中心，关注个体差异，针对不同学生的学习需求进行个性化指导；2.创设丰富多样的教学情境，激发学生的学习兴趣，提高课堂参与度；3.加强对学生的思维训练，引导他们通过观察、分析、归纳等途径，自主探究语法知识；4.注重培养学生的合作意识，鼓励他们在小组讨论中积极参与，共同完成任务。
人教版九年级英语全册Unit8SectionAGrammarFocus4c教学设计
一、教学目标
（一）知识与技能
本节课为九年级英语Unit 8 Section A的Grammar Focus 4c部分，旨在帮助学生掌握一般将来时态的被动语态，并能在实际语境中灵活运用。具体知识与技能目标如下：
1.学生能够理解并准确运用一般将来时态的被动语态，包括动词will be done结构和情态动词+ be done结构。
2.新课呈现：
-通过示例句和表格对比，呈现一般将来时态被动语态的两种结构，让学生直观感受其用法。
1.作业内容要与课堂所学知识紧密结合，注重实践性和创新性。
2.作业提交前，学生应进行自我检查，确保语法正确、内容充实。
3.教师在批改作业时，要关注学生的语言运用能力和创新思维，给予积极的评价和鼓励。
4.鼓励学生相互交流、分享作业成果，提高他们的合作意识和自信心。
2.利用多媒体教学资源，如图片、动画、视频等，激发学生的学习兴趣，提高课堂参与度。
3.引导学生通过观察、分析、归纳等思维活动，自主探究一般将来时态被动语态的构成和用法，培养学生自主学习的能力。
（三）情感态度与价值观
本节课的情感态度与价值观目标如下：
1.培养学生积极向上的心态，对未来充满期待，相信自己可以掌控未来。
针对以上学情，教师在教学过程中应关注以下几点：1.以学生为中心，关注个体差异，针对不同学生的学习需求进行个性化指导；2.创设丰富多样的教学情境，激发学生的学习兴趣，提高课堂参与度；3.加强对学生的思维训练，引导他们通过观察、分析、归纳等途径，自主探究语法知识；4.注重培养学生的合作意识，鼓励他们在小组讨论中积极参与，共同完成任务。
人教版九年级英语全册Unit8SectionAGrammarFocus4c教学设计
一、教学目标
（一）知识与技能
本节课为九年级英语Unit 8 Section A的Grammar Focus 4c部分，旨在帮助学生掌握一般将来时态的被动语态，并能在实际语境中灵活运用。具体知识与技能目标如下：
1.学生能够理解并准确运用一般将来时态的被动语态，包括动词will be done结构和情态动词+ be done结构。
2.新课呈现：
-通过示例句和表格对比，呈现一般将来时态被动语态的两种结构，让学生直观感受其用法。
Unit 8 Section A(Grammar focus-4c)学案 九年级英语鲁教版(全一册)
课题：Unit 8 We’re trying to save the earth!第二课时Section A (Grammar focus-4c)学习目标：1、重点单词afford (v.)承担得起（后果）；买得起2、重点词组take part in参加；can’t afford to do sth.,负担不起…… take action采取行动；turn off ,关掉；pay for付费；付出代价；add up增加3、重点句式(1). It was considered the biggest clean-up project this city had ever had.这被认为是这个城市曾经开展的一次最大的清理活动。
(2).We can’t afford to wait any longer to take action!我们不能再等待了，采取行动！(3).Many forget that saving the earth begins with small things许多人忘记了拯救地球要从小事做起。
(4).And instead of driving to school or work, you could ride your bike or walk.你可以骑自行车或步行上学或上班，而不是开车。
(5).It’s difficult for parents with young children to use public transportation.对带孩子的父母来说，使用公共交通是困难的。
重难点：本课时重点词汇、短语及句型。
导学设计：1.turn off【归纳】① turn off意为“____”，是“动词+副词”型短语，如果跟代词，需置于____。
例如：收音机太吵了，请关掉。
The radio is too noisy. Please ____ _____ _____.②turn相关短语：turn around 意为“转身”；turn up 意为“____”；turn down意为“____” ；turn into 意为“____” ；turn on 意为“____”等。