新课标九年级英语Unit5ItmustbelongtoCarla
新课标九年级英语Unit 5 It must belong to Carla单元详细教案Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to makeinferences.Su ch topic is helpful to activate students’ imagination and improvestudents’ ability to deduce. Either less or more advanced students will beactive in the activities in class. So it’s useful to improve students’spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the targetlanguage to students. Through listening and oral practice, students have abrief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the wordsmust, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some newwords. In the third period, students are asked to practise using thetarget language by talking about the new words, It’s helpful to arousestudents’ learning interest and improve students’ listening and speakingskills.(4) The fourth period gives students further listening and oral practiceusing the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must,might, could and can’t.(5) In the fifth period, students learn more vocabulary words first, andthen practice reading and writing the target language. All the activitiesare designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are fullof truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must,might, could and can’t.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep ourenvironment clean and tidy.We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences usin g the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. V ocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment,worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO,whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep ourenvironment clean and tidy.Ⅱ.Teaching Key Points(教学重点)1. Key vocabulary2. Target languageⅢ. Teaching Difficult Point(教学难点)1. Listen for the target language2. Oral practice using the target languageⅣ. Teaching Methods(教学方法)1. Scene teaching method2. Listening method3. PairworkⅤ. Teaching Aid(教学工具)1. Blackboard drawings2. A tape recorder3. A projectorVI. Teaching Procedures(教学过程)Step I RevisionCheck homework. Invite different students to say the answers to theexercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until theycan read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation.Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.AnswersJane’s little brother—toy car—He was the only little kid at the picnic. Mary—book—Wanda Wilbur is her favourite author. Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.TapescriptGirl 1:Whose volleyball is this?Boy 1:It must be Carla’s. She loves volleyball.Girl 1: How about this toy car?Girl 2: Oh, that toy car must belong to Jane’s lit tle brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favourite author.Girl 1: OK…and how about this CD?Girl 2: Hmmmmm…The CD must belong to Grace. She always listens toclassical music.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say theconversation in the speech bubbles.SA: Whose volleyball is this?SB: It must be Carla’s. She loves volleyball.Point out the conversation in the box. Invite another pair of students tosay it to the class.SA : Whose book is this?SB: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the pictureand in the box: Then make conversations using the information in the chartin Activity 1b. Talk about who each thing might belong to and give areason. Get students to practice in pairs. As they work, move around theclassroom listening in on various pairs and offering help with languageand pronunciation as needed.After all the students have had an opportunity to ask and answerquestions, stop the activity. Get different pairs of students to say theirconversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to,plate, author, toy and picnic and done much listening and oral practiceusing the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding ofthe target language.Step ⅦBlackboard Design VI. Teaching Procedures(教学过程)Unit 5 It must belong to Carla. Section AThe First Period1. Key vocabulary:belong v. belong toplate n. author n.toy n. picnic n. 2. Target language:Whose book is this?It must be Mary’s.WandaWilburis her favourite author.Ⅳ. Teaching Methods(教学后记)The Second PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, becauseof, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think \"anxious\" means?Well, it can’t mean \"happy\".It might mean \"worried\".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother. 2. Ability Objects(1) Tr ain students’ reading skill.(2) Train students’ communicative competence using the target language. Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points（教学重点）1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points（教学难点）1. Key vocabulary2. Target languageⅣ. Teaching Methods（教学方法）1. Practice method2. Pairwork3. A gameⅤ. Teaching Aid（教学手段）The blackboardⅥ. Teaching Procedures（教学过程）Step I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’ attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes.Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation.Invite a pair of students to say it to the class.SA: What do you think \"anxious\" mean?SB: Well, it can’t mean \"happy\".SA: It might mean \"worried\".SB: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the samp le.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student towrite the meaning of the word in the second space. For example: xosainu anxious worriedcuilarc crucialaegarblStep ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.SA: Here are some earrings. The owner can’t be a boy.SB: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sentence.Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of thevocabularywords.2. Read the conversations in Activities 3b and 4 again for furtherunderstandingof the target language.3. Finish off the exercises on pages 15～16 of the workbook.StepⅦBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section AThe Second Period1.Vocabulary words:drop v.symphony n.optometrist n.appointment malgebra n.crucial adj.count v.because ofChinese-English dictionaryOxford University 2. Target language:(1)A: What do you think \"anxious\" mean?B: Well, it can’t mean \"happy\".A: It might mean \"worried\".B: Oh, yes. She is worried because of her test.(2) A: Here are some earrings. The owner can’t be a boy.B: Welt, it could be a boy. The earrings might be a present for hismother.VII. Teaching Methods(教学后记)The Third PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularychase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points（教学重点）1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points(教学难点)1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching Methods(教学方法)1. Listening method2. Writing method3. PairworkⅤ. Teaching Aids（教学手段）1. A tape recorder2. A projectorⅥ. Teaching Procedures（教学过程）Step ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities3band 4.3. Check answers to the exercises on pages 15～16 of the workbook. StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed. Check the answers on the blackboard.Answersa. The UFO is landing.b. The alien is chasing the man.c. The man is running.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures inActivity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Check the answers.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street. I wonder what’s happening.Woman: He could be running for exercise.Man: But he’s wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! What’s that?Man: Where?Woman: There’s something in the sky.Man: It could be a helicopter.Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO.Man: A UFO? What’s going on?Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out. It mu st be an alien. Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that?Woman: Where?Man: Over there.Woman: It’s a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They mustbe making a movie.Encourage students to write two or three sentences to finish the story. Answers will vary. Write a sample version on the blackboard. Ask studentsto use it as a model.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see … The man says… and The woman says…Say, You are to listen to the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so that students can checkthe spelling and other details of their answers.The man says…1. He could be running for exercise.2. It could be a helicopter.3. It must be an Alien.4. She could be from the TV news.The woman says…He might be late for work.It must be a UFO.I must be dreaming.They must be making a movieStep Ⅴ2cThis activity provides oral practice using the target language.Point out the sample conversation in the box. Invite a pair of students toread it to the class.SA: Why do you think the man is running?SB: He could be running for exercise.SA: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the boxwith your partner. Then role play conversations using information inActivity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Askseveral pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practiceusing the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk aboutthem using must, could, might and can’t.Step ⅧBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section BThe Third Period1. Answers to Activity 1:a. The UFO is landing.b. The alien is chasing the man.c. The man is running.2. A sample version to Activity 2a:Man: That’s right. It must be interesting. Why not go and see how they are making a movie?Woman: Good idea.3. Target language:A: Why do you think the man is running?B: He could be running for exercise.A: No, he’s wearing a suit. He might be running to catch a bus.VII. Teaching Methods(教学后记)The Fourth PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ i ntegrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points（教学重点）1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points(教学难点)1. Reading practice2. Writing practiceⅣ. Teaching Methods(教学方法)1. Practice method2. GroupworkⅤ. Teaching Aids（教学手段）A projectorⅥ. Teaching Procedures（教学过程）Step ⅠRevisionCheck homework. Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student.S2: He could be having a dream.S3: He might like reading books.Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector. extremely adv．极其；非常worried adj．烦恼的；焦虑的neighbor n．邻居；邻人garbage n．垃圾；废料mystery n．神秘的事物；不可思议的事物，director n．决策者；董事；导演escape v.逃跑；逃走ocean n.大海；海洋Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attentio n to the article. Read it to the class. Say, Nowplease read the article individually and underline what people think couldbe causing the strange things that are happening in Bell Tower. Point outthe sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity3a with one another. Call students’ attention to the three sets of no tes.Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to writetheir paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.A sample versionThese days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks itmight be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. XiaoNing, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighbor hood used to be quiet. But now everyone is worried. I don’t know what to do. Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using thetarget language.Read the instructions to the class. Point to the picture. Ask students totell whatis happening in it. Invite a pair of students to read the sample conversation in the box to the class.SA: In my dream, I was swimming in an ocean of paper.SB: Maybe it means you’re afraid of too much homework.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry.Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well. Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,Step ⅧBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section BThe Fourth PeriodA sample version to Activity 3b:These days, something unusual is happening in my neighborhood. Mr.Chu often hears footsteps in the hallway at late night. His wife thinks itmight be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighborhood used to be quiet. But now everyone is worried. I don’t know what to do. VII. Teaching Methods(教学后记)。
人教版新目标英语九年级Unit 5 It must belong to Carla-精品课件.ppt
It could/ might be﹢Ving It must be ﹢Ving
The Chinese meaning must, could/might be ---
The dogs are n_e__ig_h_b__o_rs.
The Chinese meaning must, could/might be ---
3b: Write another paragraph about Bell Tower using these notes.
people
things
ideas
Chu family hear late-night footsteps in might be the
the hallway
neighbors
Unit 5 It must belong to Carla.
Section B 3a-4
It could/ might be﹢Ving It must be ﹢Ving
It could/ might be﹢Ving It must be ﹢Ving
It could/ might be﹢Ving It must be ﹢Ving
must be the monkeys
4 GROUPWORK Think of a dream you had
recently and tell your partners about it. Let them guess what the dream means.
A: Last night I had a dream. In my dream, I was swimming in an ocean of paper.
There are many _fo_o__ts_t_e_p_s on the beach.
人教版新目标英语九年级《Unit 5 It must belong to Carla》精品
3b: Write another paragraph about Bell Tower using these notes.
people
things
ideas
Chu family hear late-night footsteps in might be the
the hallway
neighbors
a
22
a
23
Zhou Gu and his strange noises outside must be teenagers
friends
their window
having fun
the police
nothing strange
mes outside
a
might be a dog
a
17
The important points.
1. Zhou Gu’s next door neighbor Qi Hui is unhappy too.
We have many good n_e_i_g_h_b_o_r_s in our n__e_ig_h_b_o_r_h_o_o_d_.
(neighborhood, neighbor)
a
15
Finish the chart.
Who?
What did --- find/hear?
What did --- think it was?
Zhou Gu’s wife
strange noises outside could be an animal their window
Zhou Gu and his strange noises outside must be teenagers
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。
九年级英语 Unit5 It must belong to Carla课件 人教新目标
Guessing games
You can use must /could/might/can’t to guess
Listen and find out Challenge 2（听力
挑战） （测测你的听力．是否合适作侦探）
Use: It might/could/must be …
What does she do?
She must be Zhang Yining.
Oh, yes. She is Zhang Yining.
A: Whose book is this? B: ……
Li Xing
我们通常用以下的情态动词 表示推测：
must, might, could, can’t,
得到结论
1, must 表示一定，肯定（100%的可能性） 2, might/ could 表示有可能,也许（20%~80%的可能 性） 3, can’t 表示不可能，一定不（可能性几乎为零）
He can’t be…
?
might/could be …
must be…
1a : Look at the picture.
Write the things you see in the correct columns in the chart.
Clothing Fun things
Kitchen things
hat volleyball plate jacket magazine cups T-shiቤተ መጻሕፍቲ ባይዱt CD
toy car book
•1、纪律是集体的面貌，集体的声音，集体的动作，集体的表情，集体的信念。 •2、知之者不如好之者，好之者不如乐之者。 •3、反思自我时展示了勇气，自我反思是一切思想的源泉。 •4、在教师手里操着幼年人的命运，便操着民族和人类的命运。一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。 •5、诚实比一切智谋更好，而且它是智谋的基本条件。 •6、做老师的只要有一次向学生撒谎撒漏了底，就可能使他的全部教育成果从此为之失败。2022年1月2022/1/152022/1/152022/1/151/15/2022 •7、凡为教者必期于达到不须教。对人以诚信，人不欺我;对事以诚信，事无不成。2022/1/152022/1/15January 15, 2022 •8、教育者，非为已往，非为现在，而专为将来。2022/1/152022/1/152022/1/152022/1/15
九年级英语unit 5It must belong to Carla单元知识点
九年级英语Unit 5 It must belong to Carla单元知识点1.词和短语记忆抽查去野餐尽可能快地和某人约好，与某人约会去听音乐会上大学从。
逃离认为，考虑，想起害怕做某事注意。
；当心。
极其、非常神秘的事物，谜主管、主任举起、抬起试图、企图追逐、追赶落下、掉下II.重点、难点及考点讲解1.anxious adj.焦虑的，忧虑的；渴望的。
anxiety n. 焦急，担心be anxious about/for 为…而担心＝be worried aboutbe anxious(for sb) to do sth.渴望（某人）做某事；be anxious + that 从句2.belong to 属于，为。
所拥有，to 为介词。
① belong to + n/ 人称代词宾格，其主语通常是物，但是belong to 没有被动式，也不能用于进行时态，其后也不能接名词性物主代词或名词所有格。
eg： This classroom belongs to us. 这间教室属于我们。
② belong to = be owned by “被……所拥有”③ sb belong to + 集体或组“隶属……，是……的成员”相当于：be a member ofeg: She belong to our school tennis team. 她是我们学校网球队的一员3.John’s or Ton y’s 约翰的或者是托尼的当使用or连接两个表示所有关系的名词时，表示分别所有，两个名词必须分别用’s所有格。
John’s and Tony’s / Jhon and Tony’s如果用连词and连接两个表所有关系的词时，要分两种情况：a)表示两人共同拥有某物时，只在最后一个词后加’s。
b)当表示两人分别拥有时，则在两个名词后分别加’s。
4.because 和because of 的区别because +从句（表原因，不与so连用）because of +名词、代词、动名词，表原因。
【K12学习】九年级英语上册《ItmustbelongtoCarla》知识点归纳(人教新目标)
九年级英语上册《ItmustbelongtoCarla》知识点归纳（人教新目标）九年级英语上册《Itustbelongtocarla》知识点归纳Unit5Itustbelongtocarla.词汇精讲authorauthor名词，意为“作者，作家”，是指出版过书的作者，riter多指没有出版过书,但是为报刊写过稿子的作者。
bestauthor指畅销书作者，filauthor指电影电视剧本作家，riterclub指写作爱好者协会。
arTainishisfavoriteauthor.马克•吐温是他最喜爱的作家。
Herotherisagoodriter.她妈妈是一名很好的抄写员。
happen）happen作动词，意思是“发生、偶然发生、碰巧”，这个动词没有被动语态的形式，句子的主语是“某件事情”。
Theaccidenthappenedinourschoollastnight.事故昨天发生在我们的学校。
Doyounohathashappenedtohi?你知道他发生什么事了？）happento＋名词或者代词,表示“碰巧”的意思，happentodosoething意为“碰巧做某事”。
Ithappensthat＋从句，也可以表示碰巧做某事的意思。
Ihappenedtoeetourteacherinthestreetyesterday.昨天碰巧在街道上碰到了我的老师。
IthappensthatIhaveseenthatprogra.碰巧我看到了那个节目。
uchtoouchtoo是副词短语，意为“非常，太……”，常用来修饰形容词或副词。
Hegotintothecaranddroveuchtoofast。
他上了车，并开得非常快。
Theneclaceisuchtooexpensive. 这条项链太贵了。
【拓展】）toouch作为形容词词组,意为“太多的”,用来修饰不可数名词。
youdrintoouchatereveryday.你每天喝水太多。
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说课稿
Unit 5 It must belong to Carla.(Section A 1a-Grammar focus, Grade Nine)Ⅰ. Teaching Material（教材）《新目标英语Go for it》九年级人教版Unit 5 It must belong to Carla.(Section A 1a-Grammar focus , Grade Nine)Ⅱ. Guiding ideology（整体设计思路、指导依据说明）依据国家新的英语课程标准、新大纲的理念，英语教学要构建旨在培养创新精神和实践能力的学习模式和教学模式，要注重培养学生的观察、记忆、思维、想象能力和学习策略。
因此，我们的新课程的教学观应是：面向全体学生，注重素质教育；整体设计目标，体现灵活开放；突出学生主体，尊重个体差异；采用活动途径，倡导体验参与；注重过程评价，促进学生发展；开发课程资源，拓展学用渠道。
Basing on our country’s new ideas of English course standard, new outlines, English teaching should found the study mode and teaching mode of developing creative spirit and practical abilities. We should focus on developing students’ techniques of observation, memory, thinking, imagination and study. Therefore, our teaching ideology now is: Focus on all the students and qualify education; design the targets comprehensively, and have flexible and diversified forms; Encourage learner-based teaching and students’ various potentials; let students observe and learn from practical experiment; encourage the students by value them; widen study and application with the open teaching materials.Ⅲ. Analysis of the Materials（教学内容分析）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。
新课标九年级英语Unit5ItmustbelongtoCarla
新课标九年级英语Unit 5 It must belong to Carla单元详细教案Unit 5 It must belong to Carla.Ⅰ. Analysis of the Teaching MaterialStatus and FunctionThe topic of this unit is a picnic, In this unit, students learn to makeinferences.Su ch topic is helpful to activate students’ imagination and improvestudents’ ability to deduce. Either less or more advanced students will beactive in the activities in class. So it’s useful to improve students’spoken English and communicative competence.(1) The first period mainly introduces the key vocabulary and the targetlanguage to students. Through listening and oral practice, students have abrief understanding of how to make inferences.(2)In the second period, students learn the exact meanings of the wordsmust, might, could and can’t.Meanwhile, students practice listening and writing the target language.(3) When reading an article, students can’t help meeting with some newwords. In the third period, students are asked to practise using thetarget language by talking about the new words, It’s helpful to arousestudents’ learning interest and improve students’ listening and speakingskills.(4) The fourth period gives students further listening and oral practiceusing the target language by talking about an alien is chasing a man.In this class, students have a better understanding of the words must,might, could and can’t.(5) In the fifth period, students learn more vocabulary words first, andthen practice reading and writing the target language. All the activitiesare designed to improve students’ reading and writing skills.(6)In the last period, students learn a lot of proverbs. Proverbs are fullof truth and advice. Students will benefit a lot in this class.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to make inferences using the words must,might, could and can’t.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ ability to deduce.(3) Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep ourenvironment clean and tidy.We’ll benefit a lot by learning proverbs.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To learn to make inferences usin g the words must, might, could and can’t.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and can’t.5. Studying WayTeach students how to make inferences using must, might, could and can’t.Ⅱ. Language FunctionMake inferencesⅢ. Target LanguageWhose volleyball is this?It must be Carla’s. She loves volleyball.It could be Ted’s.Ⅳ. Structuremust, might, could and can’tⅤ. V ocabularypicnic, chase, escape, belong to, toy car, plate’, mystery, appointment,worried, wake, neighbor, garbageⅥ. Recyclingsuit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO,whose, owner, exercise, dream, anxiousⅦ. Learning Strategies1. Sequencing2. DeducingⅧ. Teaching TimeSix periodsThe First PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularybelong, belong to, plate, author, toy, picnic(2)Target LanguageWhose book is this?It must be Mary’s. Wanda Wilbur is her favourite author.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence using the target language.3. Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep ourenvironment clean and tidy.Ⅱ.Teaching Key Points(教学重点)1. Key vocabulary2. Target languageⅢ. Teaching Difficult Point(教学难点)1. Listen for the target language2. Oral practice using the target languageⅣ. Teaching Methods(教学方法)1. Scene teaching method2. Listening method3. PairworkⅤ. Teaching Aid(教学工具)1. Blackboard drawings2. A tape recorder3. A projectorVI. Teaching Procedures(教学过程)Step I RevisionCheck homework. Invite different students to say the answers to theexercises on pages 12～14 of the workbook.Step Ⅱ1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.belong v.belong toplate n.author n.toy n.picnic n.Say the words one by one and have students repeat several times until theycan read them fluently and accurately.Ask different students to explain in their own words the meanings of the words belong to, author and picnic.Belong means to be owned by somebody.An author is a writer of a book or a play.A picnic is a meal eaten out of doors.Then invite two students to draw a plate next to the word plate and a toy car next to toy.Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector.Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy carmagazinebookStep ⅢlbThis activity gives students practice in understanding the target langugage in spoken conversation.Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.Play the recording the first time.Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.Check the answers.AnswersJane’s little brother—toy car—He was the only little kid at the picnic. Mary—book—Wanda Wilbur is her favourite author. Carla—volleyball—She loves volleyball.Deng Wen—magazine—He loves cats.Grace—CD—She always listens to classical music.TapescriptGirl 1:Whose volleyball is this?Boy 1:It must be Carla’s. She loves volleyball.Girl 1: How about this toy car?Girl 2: Oh, that toy car must belong to Jane’s lit tle brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats.Boy 1: Oh, and look, someone left a book.Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favourite author.Girl 1: OK…and how about this CD?Girl 2: Hmmmmm…The CD must belong to Grace. She always listens toclassical music.Step Ⅳ1cThis activity provides oral practice using the target language.Point to the picture in Activity lb. Invite pair of students to say theconversation in the speech bubbles.SA: Whose volleyball is this?SB: It must be Carla’s. She loves volleyball.Point out the conversation in the box. Invite another pair of students tosay it to the class.SA : Whose book is this?SB: It must be Mary’s. Wanda Wilbur is her favourite author.Write the conversation on the blackboard.Point out the chart in Activity 1b. Say.Now work with a partner. Start by reading the conversations in the pictureand in the box: Then make conversations using the information in the chartin Activity 1b. Talk about who each thing might belong to and give areason. Get students to practice in pairs. As they work, move around theclassroom listening in on various pairs and offering help with languageand pronunciation as needed.After all the students have had an opportunity to ask and answerquestions, stop the activity. Get different pairs of students to say theirconversations to the class.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words belong to,plate, author, toy and picnic and done much listening and oral practiceusing the target language.Step ⅥHomework(1) Say and remember the spelling of the vocabulary words.(2)Say the conversations in Activity 1c to get a further understanding ofthe target language.Step ⅦBlackboard Design VI. Teaching Procedures(教学过程)Unit 5 It must belong to Carla. Section AThe First Period1. Key vocabulary:belong v. belong toplate n. author n.toy n. picnic n. 2. Target language:Whose book is this?It must be Mary’s.WandaWilburis her favourite author.Ⅳ. Teaching Methods(教学后记)The Second PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularydrop, symphony, optometrist, appointment, algebra, crucial, count, becauseof, Chinese-English dictionary, Oxford University(2) Target LanguageWhat do you think \"anxious\" means?Well, it can’t mean \"happy\".It might mean \"worried\".Oh, yes, she is worried because of her test.Here are some earrings. The owner can’t be a boy.Well, it could be a boy. The earrings might be a present for his mother. 2. Ability Objects(1) Tr ain students’ reading skill.(2) Train students’ communicative competence using the target language. Moral ObjectWhen you are in trouble, send an e-mail message to your friends to ask for help.Ⅱ. Teaching Key Points（教学重点）1.Reading practice2.Oral practice using the target languageⅢ. Teaching Difficult Points（教学难点）1. Key vocabulary2. Target languageⅣ. Teaching Methods（教学方法）1. Practice method2. Pairwork3. A gameⅤ. Teaching Aid（教学手段）The blackboardⅥ. Teaching Procedures（教学过程）Step I RevisionRevise the usage of the words must, might, could and can’t by checking homework.Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.Step Ⅱ3aThis activity provides reading practice using the target language.Call students’ attention to the picture.Ask students to tell what’s happening in the picture.T: What’s the girl doing?Ss: She is using the computer to write e-mail.Point to the parts of the e-mail message.Tell students that this is the message the girl in the picture writes.Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.Get students to complete the task on their own. Point out the sample answer.Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.Check the answers.AnswersThe notes should be numbered in this order:5,2,4,3,1circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, dropStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Point to the sample conversation.Invite a pair of students to say it to the class.SA: What do you think \"anxious\" mean?SB: Well, it can’t mean \"happy\".SA: It might mean \"worried\".SB: Oh, yes. She is worried because of her test.Write the conversation on the blackboard.Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the samp le.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.drop v.symphony n.opotometrist n.appointment n.algebra n.crucial adj.count v.because ofPractice the pronunciation of these words and explain the meaning of each word.Optional activityHave students write the new words inActivity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student towrite the meaning of the word in the second space. For example: xosainu anxious worriedcuilarc crucialaegarblStep ⅣPart 4This activity provides oral practice using the target language.Call students’ attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.SA: Here are some earrings. The owner can’t be a boy.SB: Well, it could be a boy. The earrings might be a present for his mother.Write the conversation on the black board. Explain the meaning of each sentence.Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.Read the instructions to the class.Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Ask some pairs to say their conversations to the class.Note: Answers to the chart will vary.Step ⅤSummarySay, In this class, we’ve learned some vocabulary words, such as drop, symphony.And we’ve done much oral practice using the target language.Step ⅥHomework1. Read the letter in Activity 3a again for further understanding of thevocabularywords.2. Read the conversations in Activities 3b and 4 again for furtherunderstandingof the target language.3. Finish off the exercises on pages 15～16 of the workbook.StepⅦBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section AThe Second Period1.V ocabulary words:drop v.symphony n.optometrist n.appointment malgebra n.crucial adj.count v.because ofChinese-English dictionaryOxford University 2. Target language:(1)A: What do you think \"anxious\" mean?B: Well, it can’t mean \"happy\".A: It might mean \"worried\".B: Oh, yes. She is worried because of her test.(2) A: Here are some earrings. The owner can’t be a boy.B: Welt, it could be a boy. The earrings might be a present for hismother.VII. Teaching Methods(教学后记)The Third PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularychase, creature(2) Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects(1)Train students’ listening skill.(2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points（教学重点）1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points(教学难点)1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching Methods(教学方法)1. Listening method2. Writing method3. PairworkⅤ. Teaching Aids（教学手段）1. A tape recorder2. A projectorⅥ. Teaching Procedures（教学过程）Step ⅠRevision1. Invite a student to read the thank you message Linda wrote to Anna to the class.2. Get different pairs of students to read the conversations in Activities3band 4.3. Check answers to the exercises on pages 15～16 of the workbook. StepⅡPart lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed. Check the answers on the blackboard.Answersa. The UFO is landing.b. The alien is chasing the man.c. The man is running.Step Ⅲ2aThis activity gives students practice understanding and writing the target language in spoken conversation.Read the instructions to the class. Point to the three pictures inActivity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Check the answers.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street. I wonder what’s happening.Woman: He could be running for exercise.Man: But he’s wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! What’s that?Man: Where?Woman: There’s something in the sky.Man: It could be a helicopter.Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO.Man: A UFO? What’s going on?Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out. It mu st be an alien. Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that?Woman: Where?Man: Over there.Woman: It’s a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They mustbe making a movie.Encourage students to write two or three sentences to finish the story. Answers will vary. Write a sample version on the blackboard. Ask studentsto use it as a model.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Step Ⅳ2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see … The man says… and The woman says…Say, You are to listen to the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so that students can checkthe spelling and other details of their answers.The man says…1. He could be running for exercise.2. It could be a helicopter.3. It must be an Alien.4. She could be from the TV news.The woman says…He might be late for work.It must be a UFO.I must be dreaming.They must be making a movieStep Ⅴ2cThis activity provides oral practice using the target language.Point out the sample conversation in the box. Invite a pair of students toread it to the class.SA: Why do you think the man is running?SB: He could be running for exercise.SA: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the boxwith your partner. Then role play conversations using information inActivity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Askseveral pairs to say their conversations to the class.Step ⅥSummarySay, In this class, we’ve mainly done much listening and writing practiceusing the target language.Step ⅦHomeworkAsk students to collect pictures of different kinds and then talk aboutthem using must, could, might and can’t.Step ⅧBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section BThe Third Period1. Answers to Activity 1:a. The UFO is landing.b. The alien is chasing the man.c. The man is running.2. A sample version to Activity 2a:Man: That’s right. It must be interesting. Why not go and see how they are making a movie?Woman: Good idea.3. Target language:A: Why do you think the man is running?B: He could be running for exercise.A: No, he’s wearing a suit. He might be running to catch a bus.VII. Teaching Methods(教学后记)The Fourth PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabularyextremely, worried, neighbor, garbage, mystery, director, escape, ocean(2) Target LanguageIn my dream, I was swimming in an ocean of paper.Maybe it means you’re afraid of too much homework!2. Ability Objects(1) Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ i ntegrating skills.3. Moral ObjectEveryone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points（教学重点）1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points(教学难点)1. Reading practice2. Writing practiceⅣ. Teaching Methods(教学方法)1. Practice method2. GroupworkⅤ. Teaching Aids（教学手段）A projectorⅥ. Teaching Procedures（教学过程）Step ⅠRevisionCheck homework. Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?S1: He must be a student.S2: He could be having a dream.S3: He might like reading books.Step Ⅱ3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector. extremely adv．极其；非常worried adj．烦恼的；焦虑的neighbor n．邻居；邻人garbage n．垃圾；废料mystery n．神秘的事物；不可思议的事物，director n．决策者；董事；导演escape v.逃跑；逃走ocean n.大海；海洋Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset.Call students’ attentio n to the article. Read it to the class. Say, Nowplease read the article individually and underline what people think couldbe causing the strange things that are happening in Bell Tower. Point outthe sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity3a with one another. Call students’ attention to the three sets of no tes.Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to writetheir paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.A sample versionThese days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks itmight be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. XiaoNing, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighbor hood used to be quiet. But now everyone is worried. I don’t know what to do. Step Ⅳ3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step ⅤPart 4This activity provides reading, writing, listening and speaking practice using thetarget language.Read the instructions to the class. Point to the picture. Ask students totell whatis happening in it. Invite a pair of students to read the sample conversation in the box to the class.SA: In my dream, I was swimming in an ocean of paper.SB: Maybe it means you’re afraid of too much homework.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer.Maybe it means you are too hungry.Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step ⅥSummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well. Step ⅦHomework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,Step ⅧBlackboard Design（板书设计）Unit 5 It must belong to Carla.Section BThe Fourth PeriodA sample version to Activity 3b:These days, something unusual is happening in my neighborhood. Mr.Chu often hears footsteps in the hallway at late night. His wife thinks itmight be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighborhood used to be quiet. But now everyone is worried. I don’t know what to do. VII. Teaching Methods(教学后记)。
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。