九年级英语上册《Unit5 It must belong to Carla》课件 人教新目标版
It can’t be _________.
It must be_________. Yao Ming’s
-Whose exercise book is this ?
must -It______ be Liu Xiang’s.
Liu xiang
It must belong to Liu Xiang.
③. Peter ____ come with us tonight, but he isn’t very sure yet. A. must B. may C. can D. will ④. I thought you ____ like something to read, so I have brought you some books. A. may B. might C. could D. must
Mary
-Whose football is this ?
might Lili could may must -It______ belong to Mary or Lili Because they both play football.
-Whose red bicycle is this ? Bush can’t -It_______ belong to Bush. his bike is white and blue. Because___________________
2b • • • • •
Listen again. Fill in the blanks.
must 1. The person ______ go to our school. 2. The person ______ be a boy. can’t could 3. It ______ be Mei’s hair band. might 4. The hair band ______ belong to Linda. must 5. It ______ be Linda’s backpack.
2. Fill in the blanks with must, might / could, can’t, belong to.
can’t ① Whose earrings are these? They __________ be Mary’s. she never wears earrings. ② The telephone is ringing, but nobody answers it. may/might He _______________ be out. must be ③ － “Whose is this book? Oh, it______________ Mary’s. Her name is on to back.” the belong s － “No, it _________________ me, she gave it to
a blue bicycle.
◆ This
ticket might be my aunt’s or uncle’s.
They’re both going to the concert.
及时小结 才能巩固 所学知识
情态动词 must, might, could, can’t 后接动词原形, 可以表示对现在的情况的 推测 . ★ It can’t ( 不可能 )… It might/could ( 有可能 ) … It must ( 肯定 ) … ） ★ It must /might/could
1.Why is Linda so anxious?
Because she can’t find her backpack.
It can’t be John’s. Because it’s much too small for him
Can this T-shirt be John’s?
can’t -- It ______ be a good thing. Because they look sad.
(属于)
Because it has his name on it.
Whose … is this ?
It must be xx’s. Because… belong to xxx. It could /might be xx’s. Because… belong to xxx. It can’t be xx’s. Because… belong to xxx.
3a
Here is a thank-you message Linda wrote to Ann. but it is not in the right order. Read it and put it in the right order.
5 2 4 3
Linda’s backpack The lost thing:__________________ The place that she lost it: in the symphony hall ___________________
1.Why is Linda so anxious?
2.Why does Linda really need her backpack?
3.Why is the math test very crucial?
4.Where was Anna when Linda called her?
5.What does Linda want Anna do?
5. --- Whose pen is this? --- It __ Liu Mei because I saw her use it the other day. A. can’t be B. might be C. must belong to 6. That’s a piece of good news. They ___ glad to hear that. A. can be B. might be C. must be 7. Mary ______ be in Paris. I saw her in town only a few minutes ago. A. mustn’t B. shouldn’t C. can’t D. may not
He is a basketball player. Whose car is this?
It might / could be __.
It can’t be _____.
It must be_____.
He is a basketball player. Whose car is this?
It might / could be __.
2c
◆The
Fill in the blanks. Then tell your partner why you choose the words.
notebook must/might be Ming’s. It was on her desk.
homework can’t wasn’t at school today.
◆ The ◆ The
be Carol’s. She
soccer ball might be John’s or Tony’s. They both play soccer, don’t they? French book must be Li Ying’s. She’s the only one who’s studying French.
He is a singer and actor, he is well-known.
Whose dog is this?
It might/ could be____.
He is a singer and actor, he is well-known.
Whose dog is this?
It might/ could be____. It must be Liu Dehua’s.
toy car magazine book
CD
Deng Wen
Grace
Listen and read
Girl 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. Hemingway is her favorite author. Girl 1: Ok… and how about this CD? Girl 2: Hmmm… The CD must belong to Grace. She always listens to classical music.
2a
Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Things in the backpack
1. T-shirt hair band 2. ____________ tennis balls 3. ____________
◆ The
◆I
新目标英语九年级上学期Unit5ItmustbelongtoCarla新目标(go for it)-
新目标英语九年级上学期Unit5ItmustbelongtoCarla新目标(go for it)-初中三年级英语试题练习、期中期末试卷、测验题、复习资料-初中英语试卷-试卷下载－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－Unit 5 It must belong to Carla.一、单项选择1. --- Can you swim in the river?--- No, I _____.A. mustn’tB. may notC. can’tD. needn’t2. --- May I go swimming now?--- No, you ______. You must finishyour homework first.A. mustn’tB. may notC. couldn’tD. needn’t3. --- Excuse me. Where is the zoo?--- Sorry, I don’t know. Ask thatpoliceman. He _____ know.A. shallB. mayC. needD. would4. ---_______ I finish thework today?---No,you needn’t.A. MustB. MayC. CanD. Need5. --- Must I finish my homework now?--- No, you _________. You may havea rest first.A. mustn’tB. can’tC. may notD. needn’t6. --- Tom, where is your father?--- I’m not sure. He_______ in hisoffice.A. isB. may beC. maybeD. may7. ---______________I visit Lucy onSunday, Mum?---Yes, you______________.A. Must；canB. May；mayC. Need；needD. May；need8. --- Where is Tom?--- He hasn't come to school today.I think he________ be ill.A. has toB. shouldC. mayD. need9. --- Need I go there with you?--- Yes, you _____.A. needB. mayC. mustD. can10. This book _____ Lucy’s. Look! Hername is on the book cover.A. must beB. may beC. can’t beD. mustn’t be二、填空用所给动词的正确形式填空。
九年级英语Unit 5 It must belong to Carla 教材解析
例题探究：
Did you have fun________(play)football with these kids?
“做什么事情很开心”。
答案：playing
3b Write another paragraph about Bell Tower using these notes.
I have no idea at all that he is our P.E.teacher.
我不知道他就是我们的体育老师。
例题探究：
I have no idea when________（will he e/he will e）.
我不知道他什么时候回来。
2.I really need it because I have a math test on④’s crucial that I study for it because it counts⑤ 30% to the final exam.
A:Whose book is this?
B:It must be Mary’s.Wanda Wilbur is her favorite author.
它肯定是玛丽的。旺达·威尔伯是她最喜欢的作者。
2aBob and Anna found a backpack in front of their school.Listen and write down the things in the backpack.
例题探究：
If it________（rain）,we will stay home.
解析：本句中的if引导的是状语，在意义上虽然为一般将来时态，但在书写时应当写成一般现在时态。
答案：rains
九年级英语unit5复习资料 It must belong to Carla教案
unit 5 It must belong to Carla .学习目标1.归纳总结情态动词can, may, must 表示推测的用法，比较它们的用法区别。
在选择它们进行运用时，要多角度、全方位思维，根据句子语境，明确句子涵义，选择正确的词。
2.通过练习情态动词的用法，在日常生活中我们要勤动脑，观察比较事物的特点，逐渐培养自己的推理、判断能力。
难点解析1．Much too 与too much(1) He drove ________ fast. (1)much too(2)You’ve given me ________. (2) too much(3)Watching TV ________ is bad for your health. (3)too much 2. can 与be able to典型例题1. Your mother must be cooking, ________（改为反意疑问句）解析：答案是：isn’t she。
在反意疑问句中，当陈述部分含有must be 表示“一定是、肯定是”等推测意义时，疑问部分不用must, 而要根据主语用意的对应形式。
2. maybe, may be(1) The pretty girl ________ our new classmate.(2) ________ my father is at home.解析：maybe是副词，意思是“也许、可能”，在句中作状语，常居于句首。
而may be 结构中，may 是情态动词，be是动词原形，两者构成完整的谓语形式，意为“也许是，可能是”，故答案是：（1）may be (2) maybe3. The computer must be __________.A. Lily’s and Lucy’sB. Lily and Lucy’sC. Lily’s and LucyD. Lily and Lucy’s解析：答案是B。
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。
九年级英语Unit 5 It must belong to Carla
Unit 5 It must belong to Carla.教学设计SectionA(1a-2c)Ⅰ. 教学目标。
1. 知识目标(1) Key Vocabularybelong, belong to, , author, picnic,possibly(2)Target LanguageWhose book is this?It must be Mary’s. Hemingway is her favourite author.2. 能力目标(1) 学会用情态动词猜测某人拥有某物。
(2) 学生能从听的对话中获取信息，提高听和说的能力。
（3）学会使用目标语言。
3. 情感目标（1）通过师生双边活动，激发学生的学习兴趣和求知欲望，从而培养用英语做事的能力。
（2）培养学生善于与他人合作的意识。
Ⅱ. 教学重点1. Key vocabulary2. Target languageⅢ.教学难点1. Listen for the target language2. Oral practice using the target languageⅥ.教学过程设计Step I RevisionWrite the key vocabulary words on the blackboard.belong v .belong to author n. picnic n.StepII Lead-inLook at the following conversations,guess what the words"must""could""can't"mean.(1)----Whose books are these?--- They are Kate’s.(They belong to Kate.=They must be Kate's)(2) -Whose toy car is this?---It might be Jack's.---No,it can't be Jack's. His is at home.---It belongs to Jim. ( It's Jim's )通过猜测导入新课，情态动词表推测，激发学生的学习兴趣,通过小组合作，师生探究，让学生自己总结must,could,can't表猜测的含义。
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。
新目标九年级Unit5 It must belong to Carla
Unit5 It must belong to Carla学习目标：表示对当前发生的事情做出推测和判断学会做出推测和判断。
一、词汇author 作家toy 玩具picnic 野餐symphony 交响乐optometrist 验光师appointment 约会，约定algebra 数学，代数学crucial 关键的，致关重要的count 计，算chase 追逐，追赶garbage 垃圾pretend 装作二、词组1. belong to 属于2. hair band 发带3. because of 因为4. Chinese-English Dictionary 汉英词典5. Oxford University 牛津大学6. use up 用光、用完7. the only kid 独生子，唯一的孩子8. classical music 古典音乐9. make guesses 做出猜测10. outside our window 在窗子外面11. no more 不再12. escape from 逃离13. be careful of 留神、当心三、日常用语1. Whose volleyball is this?It must be Carla’s. She loves volleyball.2. Whose French book is this?It could be Ali’s. She studies French.3. Whose guitar is this?It might belong to Alice. She plays the guitar.4. Whose T-shirt is this?It can’t be John’s. It’s much too small for him.四、知识讲解Section A：1. If you have any idea where it might be, please call me.If you have any idea... = If you know... 意为“如果你知道……”。
九年级英语全册 Unit 5《It must belong to Carla》教案 人教新目标版
Unit 5 It must belong to Carla.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：belong, belong to, plate. author, toy, picnic(2) Target Language：Whose book is this?It must be Mary's. Wanda Wilbur is her favorite 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 Points：1．Key vocabulary 2．Target languageⅢ．Teaching Difficult Points1．Listen for the target language2．Oral practice using the target languageⅣ．Teaching Methods1．Scene teaching method 2．Listening method 3．Pair workⅤ．Teaching Aids：1．Blackboard drawings 2．A tape recorder 3．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 Ⅱ 1aThis activity introduces the key vocabulary.Write the key vocabulary words on the blackboard.Ask different students to explain in their own words the meanings of the words belong to, author andpicnic.B e l o n g m e a n s t o b e o w n e d b y s o m e b o d y.A n a u t h o r i s a w r i t e r o f a b o o k o r a p l a y.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.Show the correct answers on the screen by a projector.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.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.Step Ⅳ 1cThis activity provides oral practice using the target language.Point to the picture in Activity 1b. Invite a pair of students to say the conversation in the speech bubbles.Point out the conversation in the box. Invite another pair of students to say it to the class. Write the conversation on the blackboard.Point out the chart in Activity 1 b. 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.A f t e r a l l t h e s t u d e n t s h a v e h a d a n o p p o r t u n i t y t o a s k a n d a n s w e r q u e s t i o n s,s t o p t h e a c t i v i t y.G e t d i f f e r e n t p a i r so f s t u d e n t s t o s a y t h e i r c o n v e r s a t i o n s t o t h e c l a s s.Step Ⅴ SummaryS a y,I n t h i s c l a s s,w e'v e l e a r n e d t h e k e y v o c a b u l a r y w o r d s b e l o n g t o,p l a t e,a u t h o r,t o y a n d p i c n i c a n d d o n e m u c h l i s t e n i n g a n d o r a l p r a c t i c e u s i n g t h e t a r g e t l a n g u a g e.Step Ⅵ Homework(1) Say and remember the spelling of the vocabulary words.(2) Say the conversations in Activity 1c to get a further understanding of the target language.Step Ⅶ Blackboard DesignUnit 5 It must belong to CarlaThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：band, hair band(2) Target Language：Whose notebook is this?It must be Ming’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 Object：Use 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 Point：Make inferences using the target language.Ⅳ．Teaching Methods：1．Practice method 2．A gameⅤ．Teaching Aids：1．A tape recorder 2．Real objectsⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the conversations in 1b. Get different pairs of students to talk about who each thing might belongto and give a reason.Step Ⅱ 2aThis 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.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：1．T-shirt 2．hair band 3．tennis ballsStep Ⅲ 2bThis a ctiv ity prov ides lis teni ng and wri ting pra ctic e us ing the ta rget lan guag e.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.Play the recording. Students listen and fill in the blanks.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.Step Ⅳ 2cThis 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 Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.Invite a student to underline the words must, could, might and can't and then write them in a list on the blackboard.Repeat the process with the words might, could and can't.Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each fromthe four students.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we've done some listening and writing practice using the target language. And we've learned how to make inferences using the words must, might, could and can't.Step ⅦHomeworkMake two sentences each using the words must, could, might and can't.Step Ⅷ Blackboard DesignUnit 5 It must belong to CarlaThe Third 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 his mother.2．Ability Objects(1) Train students' reading skill.(2) Train students' communicative competence using the target language.3．Moral ObjectWhen y ou a re i n tr oubl e, s end an e-m ail mess age to y our frie nds to ask for hel p.Ⅱ．Teaching Key Points1．Reading practice2．Ora1 practice using the target languageⅢ．Teaching Difficult Points：1．Key vocabulary 2．Target languageⅣ．Teaching Methods：1．Practice method 2．Pair work 3．A gameⅤ．Teaching Aid：The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionR e v i s e t h e u s a g e o f t h e w o r d s m u s t,m i g h t,c o u l d a n d c a n't b y c h e c k i n g h o m e w o r k.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 Ⅱ 3aThis activity provides reading practice using the target language.Call students' attention to the picture.Ask students to tell what's happening in the picture.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：5,2,4,3,1 circled words might includea n x i o u s,s y m p h o n y h a l l,a l g eb r a,o p t o m e t r i s t a p p o i n t m e n t,c r u c i a l,c o u n t,d r o pStep Ⅲ 3bThis 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.Write the conversation on the blackboard.P r a c t i c e t h e p r o n u n c i a t i o n o f t h e s e w o r d s a n d e x p l a i n t h e m e a n i n g o f e a c h w o r d.Step Ⅳ Part 4This activity provides oral practice using the target language.C a l l s t u d e n t s'a t t e n t i o n t o t h e p i c t u r e.G e t s t u d e n t s t o n a m e e a c h i t e m i n i t.W r i t e t h e n e w w o r d s C h i n e s e-E n g l i s h d i c t i o n a r y a n d O x f o r d U n i v e r s i t y o n t h e b l a c k b o a r d.P o i n t t o t h e s a m p l e c o n v e r s a t i o n.I n v i t e a p a i r o f s t u d e n t s t o r e a d i t t o t h e c l a s s.W r i t e t h e c o n v e r s a t i o n o n t h e b l a c k b o a r d.E x p l a i n t h e m e a n i n g o f e a c h s e n t e n c e.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 Ⅴ SummarySay, 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 Ⅵ Homework1．Read the letter in Activity 3a again for further understanding of the vocabulary words.2．Read the conversations in Activities 3b and 4 again for further understanding of the target language.3．Finish off the exercises on pages 15～16 of the workbook.Step ⅦBlackboard Design教学反思：开发课程资源，拓展学用渠道。
九年级英语Unit 5 It must belong to Carla 讲解及练习
第 1 页 （共4 页） 第 2 页 （共4 页）学校 姓名 班级 考场 考号---------------------------------○密------------------ -------------------○封----------------------------- -- --○线----------------------------※※※※※※※※※※※※※※※答※※※※※※※※※※※※※※※※※※题※※※※※※※※※※※※※※※※线※※※※※※※※※※※※※新目标九年级英语Unit 5 It must belong to Carla 讲解及练习词组1.belong to ／sb = be ／sb’s 属于某人，是某人的2. hair band 发带3. because of 因为4. Oxford University 牛津大学5. use up 用光、用完6. the only kid 独生子，唯一的孩子7. classical music 古典音乐8. make guesses 做出猜测9. outside our window 在窗子外面10. no more 不再11. escape from 逃离12. be careful of 留神、当心 13.attempt to do sth 试图\企图做某事。
14..pretend to do sth 假装干…e up=run out of 用完、用光16.escape from …=run away from…从…逃跑出来知识讲解1. If you have any idea where it might be, please call me. If you have any idea... = If you know... 意为“如果你知道……”。
any 用于if 引导的条件从句中，有“若干的，有多少”的意思。