初三英语上学期unit 5 it must belong to carla
英语：Unit 5《It must belong to Carla》重要短语(人教新目标九年级)
英语：Unit 5《It must belong to Carla》重要短语（人教新目标九年级）1 belong to 属于2 hair band 发带3 use up 用完4 belong to (sb) = must be sb’s 属于某人的5 have a picnic=go on a picnic=at a picnic 野餐6 (im)possible形---(im)possibly副不可能/可能maybe/probably/perhaps 可能7 listen to symphony 听交响乐8 in a symphony hall 在交响乐大厅9 at an optometrist appointment/date与配镜师有约have an appointment/date with sb 与某人有约=date with sb (They are dating. )10 have a math test on algebra 数学考试考代数11 be crucial to sb 对某人来说至关重要12 be crucial for sth 对某事来说至关重要13 It’s crucial to do/that从句14 count 30% to the final exam 在期末考占30%15 count from 1 to 100 从1数到10016 discount 打折17 final exam 期末考试18 finally=at last=in the end 最后19 be/get/feel anxious about sb/sth 对…忧虑20 be/get/feel worried about=worry about21 the owner of …的主人22 chase sb=run after sb to catch him/her 追赶某人23 in the shy 在天空中24 a strange creature/animal 一种奇怪的动物25 catch sth/the bus 赶上某物26 catch up with sb 赶上某人27 extreme fellow/kid/guy 极端的人28 make noise(不可数) 制造噪音29 be noisy(adj) 吵闹的30 in the neighborhood (of….) 在…附近31 footsteps in the hallway 走廊上的脚步声32 the director of….. 主管33 escape (from +地点) 从…逃跑34 The dog is barking . 那只狗在叫35 strange smell 奇怪的味道36 smell strange 闻起来奇怪37 lift a big stone 举起一块大石头38 pretend to do sh 假装做某事39 pretend to be doing sth 假装正在做某事40 attempt to do sth 意图做某事41 whose+n / which+n42 favorite author 最喜欢的作家43 little kid 小孩44 because of +n /doing sth 因为…because +从句45 strange people 陌生人46 next door neighbor 邻居47 little by little 一点一点的48 capital letter 大写字母49 strange event 奇怪的事50 used to 过去常常51 in our neighborhood 在我们的附近52 local school teacher 当地学校的老师53 strange noise 奇怪的声音54 extremely worried 非常担心55 be interviewed 被采访56 local newspaper 当地报纸57 call the police 打电话给警察58 have fun 开玩笑59 anything strange60 at first 首先71 have one`s own idea 有某人自己的主意72 get in the window 从窗户进来73 escape from+地从…逃跑74 get off 下车get on 上车75 be less of a problem to do sth 做某事不成问题It is less of a problem to help her.。
九年级英语全册 Unit 5《It must belong to Carla》period 1 教学
Unit 5 It must belong to Carla ? (The First Period )课型：Listening& speaking时间：45 minutes教材内容：Section A1a, 1b,2a ,2b and 2c.语言知识目标Target Language 目标语言1. Words and phrases 生词和短语belong, belong to, plate. author, toy, piic2. Key sentences 重点句子Whose book is this?It must be Mary's. Wanda Wilbur is her favourite author.语言技能目标When you are on a piic, remember to bring litter back to keep our environment clean and tidy.学习策略目标By playing the guessing game,can tell the differences among must,might,could,and can’t情感态度目标If you have confidence ,everything is possible.文化意识目标Let students know something about other countries’family.Teaching important / difficult points 教学重难点1．Listen for the target language2．Oral practice using the target languageTeaching aids 教具准备a puter, blackboard, some real objects.Teaching procedures and ways 教学过程与方式步骤目的教师活动/方法学生活动/学法条件/手段Step I: Duty report To train thestudents tospeak Englishloudly andfluently inpublic,and leadin.Look at apicturecarefllyaand thenanswerthefollingquestions.Just look atthe picturecarefully andthen answerthe followingquestions.1 what is the weather like in thepicture.?2What is the date ?3How many people are there in thepicture?4who are they?6Where are they?7How do they go there?8Whose hair band is this?Step II: Lead-in Explain thefour wordsamongmust,could,might and can’t.explainthe worddirectlyand thenpaly aguessingJust listen tome carefully.性物情态动词must, might, could, can’t后接动词原形, 可以表示对现在的情况的推测.must 一定，肯定（100%的可能性）might, could 有可能，也许（20%~80%的可能性）can’t 不可能，不会（可能性几乎为零）掌握句型：1.Sth.must\might\could\can’t belongto+名词或宾格代词2.sth.must\might\could\can’t be +名词所有格或名词主代词Step III: Input Let them knowthe differencesamongmust,might,could and can’tHelp thestudentsask andanswerwith thetargetwords.Follow theteacher’sinstructionsand take partin theguessinggame.She ____ _____ a boy.So she _____ ___ a girlcan’t：0%可能性must：100%可能性Itcouldbe _________________.It also might be ______________.could \might:20%-80%可能性Step IV：pair work To make sure thestudents havegotten to knowhow to use thetarget wordsTo showstudentssome realthings totalkWork in pairsto talk aboutthe targetwords andsentences..A:Whose basketball is this?B:It must belong to ...A:Why?B:Because he is a basketballplayer.and sentences.. about thetargetwords andsentences.Step V：Guessing game Let studentsuse the targetsentences toguess the jobs.Show somepptsTry to guessout thejobs,and thesuper stars.Guess:Who are they?He\She could\might\must be-----Sep VI: Output To make sure thestudents havegot to know howto use thetarget words.To givetheassignment to thestudentsand makesomements.Try to readthe articleand thenfinish thechart.The might belong to______.The might be ___________.The might belong to ______.Step VII：Summary Let students1、know how touse thefour wordsShow outsomethingswhichDraw a linematch thecorrectexplaination.must 一定，肯定 20%-80%可能性might, could 有可能，也许 0%可能性can’t 不可能，不会100%可能性belong tosome of the students in the class,and ask whose bag this is. belong to ＋名词或宾格代词。
初三英语Unit It must belong to Carla.试题答案及解析
初三英语Unit It must belong to Carla.试题答案及解析1. A strange thing happened________her last night，so she is afraid to stay at home alone tonight．A．atB．forC．withD．to【答案】D【解析】sth．happened to sb．意为“某事发生在某人身上”，因此答案为D。
2. They both have________homework to do，so they may be________busy doing it now．A．much too；too muchB．too much；much tooC．so many；much tooD．so much；too much【答案】B【解析】homework是不可数名词，应该用too much来修饰；busy是形容词，应该用much too 来修饰，因此答案为B。
3.—Why didn’t Jim go to the movies?—He was made out of the hall for making lots of________．A．cryB．voiceC．soundD．noise【答案】D【解析】句意：——为什么吉姆不去看电影?——他因制造很多噪音而被赶出了大厅。
由题意可知答案为D。
4.—Excuse me，is this the right way to No.1 Middle School?—Sorry，I’m no t sure．But it________be．A．canB．needC．mustD．might【答案】D【解析】句意：——打扰一下，这就是通往第一中学的路吗?——对不起，我也不确定。
但或许是吧。
由题意可知答案为D。
5.—Here is a new dictionary．________is it?—It belongs to Gina．She bought it yesterday．A．WhichB．WhoC．WhoseD．How【答案】C【解析】由答语可知，上句问的应该是“它是谁的?”，故用whose。
九年级英语 Unit 5 It must belong to Carla教案 人教新目标版 教案
Unit 5 It must belong to CarlaTeaching aims:○1Enable the Ss to use the modal verbs (must, might, could and can’t) to make inferences.○2Get the Ss to be used to doing the cloze and reading training during a limited period so as to maximum their study efficiency.Teaching key points: the usage of can and could; the usage of may and might; the usage of must and need.Teaching difficult points: the negative reply to sentence including either must or may.Teaching procedures:1)Greeting and Listening (Listening is designed as the first step because theSs can pay more attention when they are clear-minded during the whole listening period.Attached pls. find the listening material about text 52)RevisionRevise what we’ve learned last week about the sentences of unreal conditionthroughtranslation exercises as follows.1.如果我是你的话就会去参加会议。
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。
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。
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piic 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。
九年级课件 Unit 5 It must belong to Carla.(一)
例如：
It's much too cold here in winter. 这儿冬天非常冷。
He drove the car much too fast. 他开车太快。 too much“太多”的意思， 常用在不可数名词前或动作名词后。例如：
There is too much snow and ice in winter. 冬天冰雪太多。
Watching TV too much is bad for your health.
看电视太多对身体不好。
• Listening
Listen and match each person with a thing
and a reason.
• Speaking
Practice the conversation in the picture above. Then make conversations using the information in the chart.
1._It_m__ig_h_t_b_e_a_m__a_n _r_id_i_n_g_a_h_o_r_se_.__
2._____________ _____________
3._____________ _____________
A．at
B．of
C．on
D．in
6．This backpack must be ____D____. I saw her carry it
yesterday.
A．Lucys
B．Lucy
C．Lucys’
D．Lucy’s
• Speaking
What do you think these pictures are? Write your ideas and discuss them with your partner.