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九年级英语上Unit5复习

ItmustbelongtoCarla

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.belongto属于

2.hairband发带

3.becauseof因为

4.Chinese-EnglishDictionary汉英词典

5.OxfordUniversity牛津大学

6.useup用光、用完

7.theonlykid独生子，唯一的孩子

8.classicalmusic古典音乐

9.makeguesses做出猜测

10.outsideourwindow在窗子外面

11.nomore不再

12.escapefrom逃离

13.becarefulof留神、当心

三、日常用语

1.Whosevolleyballisthis?

ItmustbeCarla’s.Shelovesvolleyball.

2.WhoseFrenchbookisthis?

ItcouldbeAli’s.ShestudiesFrench.

3.Whoseguitaristhis?

ItmightbelongtoAlice.Sheplaystheguitar.

4.WhoseT-shirtisthis?

Itcan’tbeJohn’s.It’smuchtoosmallforhim.

四、知识讲解

SectionA：

1.Ifyouhaveanyideawhereitmightbe,pleasecallme.

Ifyouhaveanyidea...=Ifyouknow...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。

例如：

IfyouhaveanytimeI’dliketotalkwithyou.

如果你有（些许）时间，我希望与你谈谈。

2.nomore与not…anymore的区别

二者都表示“不再”，“再没有”的含义但nomore要用在谈数量或程度时，nomore用在说时间时。

例如：

Thereisnomorebread.

没有面包了。（指数量）

He’snomoregeniusthanIam.

他和我都不是天才。（指程度）

Hedoesn’tlivehereanymore.

他不住在这里了。（指时间）

3.IthinkIdroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.

during是介词，意为“在……期间”，其后跟时间段。在引导时间状语时注意区分和for的用法。

介词for引导时间状语时，很易和during混淆不清。它们的区别如下：

（1）during用在已知的时期、节日或表示时间观念的名词之前。

其后通常接the、this、that、these、those、my、your、his……等词。

例如：

duringthelastfourdays

duringthewinter

duringthattime

duringmyholidays

duringourstayinJapan

而for则用以表示“有限的”或“无限的”时间概念，通常其后接冠词、数词，复数名词或副词ever。

例如：

forthefirsttime

fortwomonths

formanyyears

foryears

forever

（2）during的涵义是“当……之际”。

它既可指某个动作在某个时期里连续不断地进行，也可以指某个动作在这段时期里的某个时间发生。

例如：

Itsnowedalldaybutstoppedsnowingduringthatnight．

下了一整天雪，到晚上才停了。

而for的涵义是指某个动作在某个时期里处于连续不断的状态。

例如：

Theyworkedforthewholeday．

他们干了一整天。

在某些场合下，for含有“预先安排”或“为了某一目的”之涵义。

表示此意味时，大都和come、go、stay、lend、rent、hire等词连用。

例如：

TheywillstaywithusfortheNewYear．

他们将和我们在一起，共度新年。

SectionB：

（一）However,thesedays,strangethingsarehappeninginourneighbourhoodandeveryoneisunhappy.然而，最近在我们附近却在发生一些奇怪的事情，并且每个人都不高兴。

1.however是一个转折连词，表示“然而，可是”的意思，与but的意义相同，但however是较正式的说法。

例如：

IknowhowtopronouncethisEnglishword,howeverIcan’twriteit.

我知道怎么读这个英语单词，但是我不知道怎么写。

2.thesedays意为“最近，近来，近几天。”

3.unhappy是happy的反义词。unhappy是一个合成词，由un+happy组合而成。

我们常用的在词前加前缀变为其反义词的有：

前缀例词派生词

un-“不”happyunhappy

likeunlike

gratefulungrateful

friendlyunfriendly

luckyunlucky

（二）Myparentscalledthepolice,buttheycan’tfindanythingstrange.

我的父母亲报了警，但他们也没能发现奇怪的东西。

（1）thepolice可以看作为复数名词，意思是“警察、警方”。

但如果指一个警员，就要用apoliceman或apolicewoman。

（2）can’t在本句中，不表示“推断”，而表示“能力”。

（三）Inmydream,Iwasswimminginanoceanofpaper.

在我的梦中，我浸泡在数不尽的试卷中。

（in）anoceanof,或（in）oceansof是介词短语，口语中常用，意为“极多的，用不尽的”。

在of后接不可数名词或可数名词复数形式均可。

例如：

Hethinkshehasoceansoftime.

他认为他有用不尽的时间。

语法：

表示推测的情态动词。

在英语中，表示对某件事物的确定程度，即表示推测的时候，我们通常会用到以下情态动词，must,might,could,may,can’t,couldn’t.

一.can和could的区别和用法

1．can表示体力和脑力方面的能力，或根据客观条件能做某种动作的”能力”。

例如：

CanyouspeakEnglish？

WhatcanIdoforyou？

Canyoumakeacake？

can用在否定句和疑问句中时有时表示说话人的“猜测”或“不肯定”。

例如：

Wherecanhebe？

Canthenewsbetrue？

（在日常会话中，can可代替may表示”允许”，may比较正式）

2.could是can的过去式，表示过去有过的能力和可能性，还有怀疑和不肯定的意思（在否定和疑问句中）。

例如：

Thedoctorsaidhecouldhelphim．（能力）

Shecouldntskatewhenshewasfiveyearsold.（能力）

Atthattimewethoughtthestorycouldbetrue．（可能性）

could用来提问，是有礼貌的请求Could....Please?语气较为婉转。

例如：

CouldIspeaktoMr.Smith,please?

Couldyouhelpuscarrythisbox,please?

二.跟上组词一样,might也是may的过去式,其用法如下:

1.may的用法:

a.表示”允许”或”请求”。

例如：

MayIcomein？

在使用这一用法时需注意:may表示”允许”的否定形式是mustnot，意思是”不应该”“不许可”。

例如：

—MayItakethisbookoutofthereading-room？

—No，youmustnt．不行。

b.表示说话人的猜测，认为某一事情”或许”或”可能”发生。

例如：

Hemayknowtheanswer．

TomorrowImaygoshopping．

c.may用在感叹句中可表示祝愿、愿望。

例如：

Mayyousucceed．(祝你成功。)

Mayyouhaveapleasantjourney．(一路平安。)

2.might的用法:

a.might可以代替may，表示现在时间的动作，但语气较为婉转客气或更加不肯定。

例如：

Hemightnotcometoday．

MightItakeasuggestion？

b.might用来表示现在时间时，还可表示”规劝”。

例如：

YoumightpaymoreattentiontospokenEnglish．

三.must与haveto的区别

haveto比较强调客观需要，must着重说明主观看法。另外haveto能用于更多时态，比较下面的句子：

Wehadtobethereatten．我们得在十点钟到那里。

Wellhavetoreconsiderthewholething．这一切我将不得不重新加以考虑。

有时两者都可以用，意思差别不大。

例如：

Wemusthavetoleavenow．我们得走了。

must在表示说话人对事物的推测时候要注意它比may肯定得多，相当于汉语的”一定”或”准是”。（只有在肯定句中能这样用。）

Thismustbeyourroom．

Theremustbeamistake．

在回答由must引起的问题时，如果是否定的答复，不能用mustnt，而需要用neednt或donthaveto，因为mustnt是”一定不要”的意思。

例如：

—Mustwehandinourexercisestoday？

—No，youneednt．

mustnot的否定形式则表示”不应该”或”不许可”，语气比较强烈。

例如：

Youmustntplayontheroad．

Youmustnteatanythinguntilyouseethedoctor．

练习检测：

一、单项选择

1.---Canyouswimintheriver?

---No,I_____.

A.mustn’t

B.maynot

C.can’t

D.needn’t

2.---ＭayIgoswimmingnow?

---No,you______.Youmustfinishyourhomeworkfirst.

A.mustn’t

B.maynot

C.couldn’t

D.needn’t

3.---Excuseme.Whereisthezoo?

---Sorry,Idon’tknow.Askthatpoliceman.He_____know.

A.shall

B.may

C.need

D.would

4.__________Ifinishtheworktoday?No,youneedn’t.

A.Must

B.May

C.Can

D.Need

5.---MustIfinishmyhomeworknow?

---No,you_________.Youmayhavearestfirst.

A.mustn’t

B.can’t

C.maynot

D.needn’t

6.---Tom,whereisyourfather?

---I’mnotsure.He_______inhisoffice.

A.is

B.maybe

C.maybe

D.may

7.---______________IvisitLucyonSunday,Mum?

---Yes,you______________.

A.Must；can

B.May；may

C.Need；need

D.May；need

8.---WhereisTom?

---Hehasntcometoschooltoday.Ithinkhe________beill.

A.hasto

B.should

C.may

D.need

9.---Canyouflyakite?

---No,I_____.

A.mustn’t

B.needn’t

C.can’t

D.couldn’t

10.Thisbook_____Lucy’s.Look!Hernameisonthebookcover.

A.mustbe

B.maybe

C.can’tbe

D.mustn’tbe

二、填空新课标第一网

用所给动词的正确形式填空。

（1）---WhyisntJimhere?

---Hesbusy.He（take）careofhisauntsbabyathomenow.

（2）---WhatsMr.Clarkegoingtodotomorrow?

---Hellgofishingifit（notrain）.

（3）Linda（make）alotoffriendssinceshecameherelastautumn.

（4）---DidJackfinish（clean）thehousethismorning?

---Yes,hedid.

（5）---HaveyouheardoftheGreatWall,Mr.Read?

---Yes,Ihave.ItsaplaceofgreatinterestinChina.

It（build）thousandsofyearsago.

三、选择最佳答语补全对话

MissWu:CanIhelpyou?

LiGang:Yes,Idliketoreturnthisbook,please.

MissWu:（1）.

LiGang:No,Icouldntreadit.Ihadahardtimereadingafewpages,andthenIdecidedtogiveup.

MissWu:（2）.

LiGang:Itwasntthelanguage.Itwasthewords.Theyaretoosmallforme.

MissWu:（3）.WhatcanIdoforyouthen?

LiGang:Well,Idbegladifyoucouldfindmeanotherbook.

MissWu:（4）.

LiGang:Yes,butonewithbiggerwords.

MissWu:（5）.

LiGang:Oh,OliverTwist.Thisoneisfine.Andthewordsaremuchbigger.Thankyouverymuch.

MissWu:Yourewelcome.

A.Whataboutthisone?

B.Youcantkeepthebookforlong.

C.AnotherEnglishstorybook?

D.Isntitinteresting?

E.Oh?ButIknowyouaregoodatEnglish.

F.Didyouenjoythebook?

G.Yes,theyarereallysmall.

四、阅读理解

OnceEffendihadajokewiththePrimeMinister(宰相).HesaidthattheMinisterwoulddiethenextday.Thenextday,theMinisterfelltothegroundfromthehorseandreallydied.Whenthekinglearnedthis,hegotangryandsenthismentocatchEffendiatonce.

WhenEffendiwasbroughttohim,thekingshoutedangrily,“Effendi,since(既然)youknewwhenmyMinisterwoulddie,youmustknowthedateofyourowndeath(死).Sayitout,oryou’lldietoday.”

Effendilookedatthekingforawhile.Thenheanswered,“ButhowcanIknow?I’lldietwodaysearlierthanyou.”ThekingwasafraidthatifhekilledEffendi,hehimselfwoulddieafterthat.HethoughthemustkeepEffendialive(活着)aslongaspossible,soheletEffendigo.

（1）Thisstorytellsus.

A.howEffendifooled(愚弄)theking

B.whenthekingwoulddie

C.whytheMinisterdied

D.Effendiknewthedatesofeveryone’sdeath

（2）TheprimeMinisterdiedbecause.

A.Effendikilledhim

B.Effendisaidhewoulddie

C.Hewasbadlyill

D.Hefellofthehorse

（3）WhydidthekingaskEffenditotellhimthedateofEffendi’sowndeath?

A.Becausethekingwantedtoknowwhenhehimselfwoulddie.

B.BecausethewantedtofindanexcusetokillEffendi.

C.BecausehehimselfhadknownthedateofEffendi’sdeath.

D.BecausehewantedtoknowwhenEffendiwoulddie.

（4）ThekingletEffendigobecause.

A.hehopedtolivealonglife

B.hewasafraidofEffendi

C.hedidn’tbelieve(相信)Effendi’swords

D.Heknewhewoulddietwodayslater

（5）Whichofthefollowingisnottrue?

A.EffendiplayedajokeontheMinister

B.Thekingwasafraidofdeath.

C.Effendididn’tknowwhenthekingwoulddie.

D.IfthekingkilledEffendi,hehimselfwoulddietwodayslater.

答案及解析

一、

1.选C。问句中的can询问“能力”的问句意为“你能在河里游泳吗？”如果能，则答Yes,Ican；如果不能，则答No,Ican’t此题选Ｃ。

2.选A。May开头的问句是“请求许可”的问句意为“我可以现在去游泳吗？”如果允许，答句是Yes,youmay。如果不允许，答句是No,youcan’t。如果表示“强烈的”不允许，“决不能”，则答句是No,youmustn’t。此题意为“现在”你“决不能”去游泳，应该先完成作业。因此选Ａ。

3.选B。此题考查学生对情态动词用法的掌握情况。题中的情景是问路，而被问者并不知道去公园的路，建议问路人去问警察，说警察可能知道。最后一句说的是一种可能性。

4.选A。考查情态动词must的用法。考生错解的原因在于没有掌握它的用法。

5.选D。此题考查知识点为情态动词must的用法。考生错解的原因在于没有掌握must引起的一般疑问句的否定回答。

6.选B。情态动词may后接动词原型“be”，表示一种可能性或推测。

7.选B。此题考查情态动词的用法。may用于征求对方的意见。请注意may的这一用法。

8.选C。本题主要考查情态动词。汤姆今天没来上学，他可能是生病了，也有别的可能。所以只能是一种推测。故应选C。

9.选C。

10.选A。mustbe与maybe都表示推测，mustbe表示“一定是、准是”；maybe表示“可能是”，相比之下mustbe的把握性更大些。

二、

（1）istaking

（2）doesntrain

（3）hasmade

（4）cleaning

（5）wasbuilt

三、

（1）F，你喜欢吗？

（2）E，哦？据我所知，你英语很棒！

（3）G，是的，确实很小

（4）C，还是英语故事书？（上文提到是英文书）

（5）A，这本好吗？

四、ADBAD

扩展阅读

九年级英语It must belong to Carla教案

Unit5ItmustbelongtoCarla.

一、教学内容：

Unit5ItmustbelongtoCarla.

［学习目标］

学会对当前发生的事情做出推测和判断

二、教学重点、难点：

情态动词表示推测

本模块的一些重要短语

三、重点词和短语

1.hairband发带

2.belongto(sb.)=mustbesb.’s属于某人的

3.haveapicnic=goonapicnic=atapicnic野餐

4.Theybothplaysoccer.

Theyarebothgoingtotheconcert.

5.muchtoo太多

toomuch太

6.playtheguitar弹吉他

7.atanoptometristappointment与配镜师有约

haveanappointmentwithsb.与某人有约

8.makeup30%ofthefinalexam在期末考占30%

9.be/get/feelanxiousaboutsth.对……忧虑

10.becauseof+n./doingsth.因为……

because+从句

11.What’sgoingon?发生了什么事？

12.chasesb.=runaftersb.tocatchhim/her追赶某人

13.makenoise（不可数）制造噪音

benoisy(adj.)吵闹的

14.strangenoise奇怪的声音

strangepeople陌生人

strangeevent奇怪的事

15.inourneighborhood在我们的附近

intheneighborhood(of…)在……附近

nextdoorneighbor邻居

16.extremelyworried非常担心

17.localschoolteacher当地学校的老师

localnewspaper当地报纸

18.haveone’sownidea有某人自己的主意

19.getinthewindow从窗户进来

20.thedirectorof…主管

21.escapefrom+地点从……逃跑

22.inanoceanofpaper在数不尽的纸堆里

23.becarefulof小心……；提防……

24.geton/getoff上/下（车）

25.be/get/feelworriedabout=worryabout担心

26.belessofaproblemtodosth.做某事不成问题

Itislessofaproblemtohelpher.

27.pretendtodosth.假装做某事

pretendtobedoingsth.假装正在做某事

28.useup用完

四、重点、难点、考点及疑点注释

1.ItmustbelongtoCarla.它肯定是卡拉的。（标题）

belongto是“属于”的意思，后面常接人，这时句子的主语习惯上用表示物的名词或代词来充当。

Thiscellphonebelongstome.这个手机是我的。

◎belongto常与物主代词进行句型替换。

Thesebooksbelongtome.=Thesebooksaremine.这些书属于我。

2.Hewastheonlylittlekidatthepicnic.他是野餐中惟一的小孩。（SectionA,1b）

副词only一般放在它所修饰的词之前。它在句中的位置不同，句意也不同，大家千万要留意啊！

OnlyTomdrivesthenewcaronSunday.

只有汤姆在星期日开新车。（强调“只有汤姆而没有其他人”。）

TomonlydrivesthenewcaronSunday.

汤姆在星期日只是开新车。（强调“只是开车而不干其他事”。）

TomdrivesonlythenewcaronSunday.

汤姆在星期日只开新车。（强调“只开新车而不开旧车”。）

TomdrivesthenewcaronlyonSunday.

汤姆仅在星期日开新车。（强调“只在星期日而不在其他日子”。）

3.Idroppeditduringtheconcertsoitmightstillbeinthesymphonyhall.音乐会期间我把它弄丢了，因此，它可能还在交响乐大厅里。(SectionA,3a)

drop在此处用作及物动词，是“使落下”的意思，表示无意或故意掉下某一物体。

TheClassTworunnerdroppedhisstickontheground.

二班的运动员把接力棒掉在了地上。

Hedroppedtheletterintothemailbox.他把信投入信箱。

◎drop还可用作不及物动词，后面不接宾语，表示“掉下，落下”之意。

Theappledroppedfromthetreetotheground.苹果从树上掉到地上。

Thekitedroppedintoaverytalltree.风筝落在了一棵大树上。

◎drop作动词时，还有“放弃，不再干”的意思，与giveup同义。

Don’tdropEnglish.It’sveryuseful.不要放弃英语，它非常有用。

Let’sdropthatsubjectanddiscusssomethingelse.

让我们放弃这个题目，谈点别的吧。

特别提示

drop作名词时，是“滴，少量”；“下降，下落”的意思。

—Wouldyoulikesomemoretea?想再喝点茶吗？

—Justadrop,please.请给一点。

Therewasasuddendropinthetemperature.气温突然下降。

4.Itriedtocallyoubutyourmomsaidyouwerestillatyouroptometristappointment.我设法给你打电话，可你的妈妈说你还在如约验光配眼镜呢。(SectionA,3a)

（1）appointment是“约会；指定”的意思，其中-ment是名词后缀。

move移动—movement移动agree同意—agreement同意

achieve完成—achievement成绩，成就improve改善—improvement改进

（2）trytodosth.表示“设法/努力/企图做某事”。

Itriedtogetthereatseven,butIwaslate.

我设法7点到达那里，但还是迟到了。

Peoplearetryingtosolvetheproblemofwatershortage.

人们正设法解决缺水的问题。

◎trydoingsth.表示“试着做某事”。

Tryknockingatthebackdoorifnobodyhearsyouatthefrontdoor.

如果前门没有人听到，你就试试敲后门。

Whynottrydoingthemathsprobleminotherways?

为什么不试试用别的办法做这道数学题呢？

5.I’mreallyanxious,becauseIcan’tfindmybackpack.我真的很着急，因为我找不到我的背包了。(SectionA,3a)

anxious在句中作表语，意思是“着急的、忧虑的、担忧的”。

Iamveryanxiousaboutmymom’shealth.我非常担心我妈妈的健康。

anxious可用在以下短语中：

beanxiousforsth.渴望……、希望……

Weareanxiousfortheirsafety.我们希望他们平安无事。

beanxioustodosth.渴望做某事

Weareanxioustomeetyousoon.我们希望能尽快见到你。

beanxiousthat…渴望……、盼望……

Theywereanxiousthataidshouldbesentsoon.他们盼望着援救物品尽快送到。

6.Theearringsmightbeapresentforhismother.(P36)耳环可能是他给他妈妈的礼物。

介词for在这里表示“为”，“给”。(SectionA,4)

CanIdosomethingforyou?我能为你做些什么吗？

知识拓展

下面我们再看看for的其他用法：

◎表示“当作”，“作为”。

I’dlikesomebreadandmilkforbreakfast.早饭我想要些面包、牛奶。

◎表示动作的对象或接受者，意为“就……而言”，“对……来说”。

It’simportantforustolearnEnglishwell.学好英语对我们来说很重要。

◎表示理由或原因，意为“因为”,“由于”。

Thankyouforteachingussowell.谢谢你把我们教得这么好。

◎表示去向、目标，意为“向，往；取；买”等。

Icamehereformyschoolbag.我来这儿取我的书包。

◎表示时间、距离，意为“计，达”。

ShehasbeenanEnglishteacherforsevenyears.她当一名英文老师有七年了。

◎表示与具体条件作比较，意为“比起来”，“就……来看”。

It’sratherhotforMay.对于五月来说，这已相当热了。

7.Hemightberunningtocatchabus.他可能正跑着去赶公共汽车呢。(SectionB,2c)

（1）mightberunning属于“情态动词+行为动词的进行式（即情态动词+be+v.-ing形式）”结构，表示推测某动作现在是否正在进行。

Hemightbesleepingathomenow.他现在可能在家里睡觉呢。

（2）catchabus“赶班车”，其中的catch含有“匆忙”的意思，可以用take替换。

Pleasehurryup,orwecan’tcatchthefirstbus.

请快点，否则我们赶不上早班车了。

8.However,thesedays,strangethingsarehappeninginourneighborhoodandeveryoneisunhappy.但是这些天，我们街坊发生了一些奇怪的事情，这使得每个人都不开心。(SectionB,3a)

happen是不及物动词，意为“发生”，其主语一般为事，而不能是人，且不能用于被动语态。

Thisaccidenthappenedatthecorner.事故发生在拐角处。

◎表示“……发生了什么事”应用sth.happens/happenedto+名词/代词。

Somethinghashappenedtothetrain.火车出事故了。

知识拓展

happen表示“碰巧”之意时，其主语可以是人，后面常跟动词不定式。

LastSundayIhappenedtomeetoneofmyoldfriendsinthestreet.

上星期天我在街上碰巧遇到了我的一个老朋友。

Ihappenedtobetherewhenthefirestarted.大火发生时我碰巧在那儿。

◎happen表示“碰巧”时，还可用于Ithappens/happenedthat...结构，这种结构可与上述结构互换。

Ithappenedthatthefamousactorwasherbrother.

=Thefamousactorhappenedtobeherbrother.

那个著名的演员碰巧是她哥哥。

特别提示

takeplace意为“发生”时，常指有计划安排的事情的发生与进行，不含偶然的意味。

Whenwilltheweddingtakeplace?婚礼什么时候举行？

9....buttheycan’tfindanythingstrange.……但他们找不到任何奇怪的东西。(SectionB,3a)

something,anything,nothing等不定代词用形容词修饰时，要把形容词放在代词后面，这与形容词放在名词前作定语的汉语规则正好相反。

Igavemysisteranewbikeforherbirthday.

我送给我妹妹一辆新自行车作生日礼物。

Thereisnothingnewinthenewspaper.报纸上没有新消息。

10.Idon’tthinkso!我认为不是这样。(SectionB,3a)

这句话常用于表示不同意对方的意见或观点等，其肯定形式是“Ithinkso.”（我认为是这样的。）表示肯定对方的意见。

—Lookatthecloud,itwillberainysoon.看天上的云彩，很快就要下雨了。

—Idon’tthinkso.Ithinkitwillbesunnysoon.我看不会的，我想很快就会天晴的。

—Whosepenisthis?IsitLiMing’s?这是谁的钢笔？是李明的吗？

—Ithinkso.我想是的。

类似句型

Ihopeso.我希望是这样的。/Ihopenot.我希望不是这样。

I’mafraidso.恐怕如此。/I’mafraidnot.恐怕不行。

11.Theremustbesomethingvisitingthehomesinourneighborhood,…肯定有什么东西在光顾我们的街坊邻居了，……。(SectionB,3a)

在therebe结构中，动词be可以与情态动词连用，表示“可能有……，一定有……”，be有时态的变化。

Theremightbewaterifyouwaitabit.如果你等一会儿，可能会有水的。

“Therebe+主语+v.-ing形式”结构中，v.-ing形式用作定语，修饰前面的主语，相当于一个定语从句。如：

Therearemanypeoplewaitingforthebus.=Therearemanypeoplewhoarewaitingforthebus.有许多人在等公共汽车。

12.Maybeitmeansyou’reafraidoftoomuchhomework!也许那意味着你害怕有太多的家庭作业！(SectionB,4)

本句中的toomuch是形容词词组，用来修饰不可数名词homework，意为“太多”，其中心词是much，副词too修饰much，以加强语气。

Idon’tlikewinterbecausethere’stoomuchsnowandice.

我不喜欢冬天，因为有太多冰雪。

Peopledon’tneedtospendtoomuchmoney.人们不需要花太多的钱。

特别提示

muchtoo的含义是“（实在）太……”，它常用作副词，用来修饰形容词或副词，much用来加强语气，修饰too，表示“太”，“过于”。

Thisjobismuchtooheavyforsoyoungaboy.

这项工作对这么小的男孩来说实在太重了。

Hespenttoomuchtimeoncomputergames.他玩电脑游戏的时间太多了。

13.Don’tletyesterdayuseuptoomuchoftoday.不要让昨天占去了今天太多的时间(昨天的事昨天做,今天还有今天事)。(SelfCheck)

useup是“消耗，用尽”的意思。

Weusedupthemoneyandcouldnotgobackhome.

我们把钱用完了，回不了家了。

Theinkhasbeenusedup.墨水用完了。

五、语法：情态动词表示推测

情态动词可以表示说话的语气。本单元主要学习情态动词表示推测的用法。

请先读下面四组对话：

1.—Whosenotebookisthis?

—ItmustbeNing’s.Ithashernameonit.

2.—WhoseFrenchbookisthis?

—ItcouldbeAli’s.ShestudiesFrench.

3.—Whoseguitaristhis?

—ItmightbelongtoAlice.Sheplaystheguitar.

4.—WhoseT-shirtisthis?

—Itcan’tbeJohn’s.It’smuchtoosmallforhim.

句中的情态动词must,could,might和can’t分别表示不同程度的推测。现归纳如下：

must用于肯定句中，表示说话人对事物的推测把握最大，意思是“一定；准是”。如：

(1)ThephotomustbeMary’s.Thoseareherparents.

(2)AlicehasbeeninChinaforseveralyears.Shemustbeabiggirlnow.

◎may/might/could这三个词都可以表示说话人对事物的推测，但可能性较小，意思是“有可能；也许”。其中might/could比may较为委婉客气和更加不肯定。如：

(1)Myfriendhaslosthiswatch.Thisonemay/might/couldbehis,butI’mnotsure.

(2)—Whereismomnow?

—I’mnotsure.Shemay/might/couldbeinthekitchen.

◎can表示推测主要用于否定句和疑问句。can’t表示有把握的否定推测，意思是“不可能”。如：

(1)Thehairbandcan’tbeJack’s.Heisaboy.

(2)—Look!MrHuisontheothersideofthestreet.

—Itcan’tbehim.HehasgonetoBeijing.

◎must/may/could/might+be+doingsth.表示“一定/可能正在做某事”，can’t/maynot/couldnot/mightnot+be+doingsth.表示“一定不/不可能正在做某事”。must/may/could/might+havedonesth.表示对过去或已经完成的事情的推测。如：

(1)Petermust/may/mightbeplayingfootballontheplayground.

(2)Mariamust/may/mighthavegonetothemovie.

1.—WhereisTom?Hehasn’tcometoschooltoday.

—Ithinkhe_____beill.

A.wouldB.canC.can’tD.might

2.—Thereissomebodyatthedoor.Who_____itbe?Isitthepostman?

—No,it____behim.It’sjustseveno’clock.It’stooearly.

A.can;can’tB.will;won’tC.may;mustn’tD.must;maynot

3.Haveaglassofwater,please.Youbethirstyafterrunning.

A.mustB.shouldC.canD.haveto

4.TinabeinParis,forIsawherhereonlyhalfanhourago.

A.can’tB.mustn’tC.needn’tD.maynot

5.—Excuseme,isthistherightwaytoNo.1MiddleSchool?

—Sorry,I’mnotsure.Butitbe.

A.canB.needC.mustD.may

6.Ihaven’tseenAliceforseveralyears.Shebeabiggirlnow.

7.ThebrownwalletbeTom’sorBill’s.Theybothlikebrown.

8.—Whoisthemanoverthere?IsitMrLi?

—No,itbehim.MrLiismuchtaller.

9.这张照片一定是Hop的。

Thephoto__________________Hop’s.

10.听！一定有人在隔壁唱歌跳舞。

Listen!Theresomepeopleanddancingnextdoor.

答案：

1—5DAAAD6.must7.might/could8.can’t9.mustbe10.mustbe;singing

［中考聚焦］

★muchtoo与toomuch

muchtoo(=very)意为“（简直）太；非常”，修饰形容词或副词的原级；toomuch意为“太多”，修饰不可数名词。

1.—Doyouenjoytravelingbyair?

—No.It’sexpensive.（2005辽宁）

A.toomuchB.moremuchC.muchD.muchtoo

2.Healthisveryimportanttous.Weshouldeatmorevegetablesandfruitinsteadofrichfood.（2006黑龙江哈尔滨）

A.toomuchB.muchtooC.verymuch

答案：1—2DA

★voice,sound与noise

voice一般指“人的嗓音”，又可引申为“声音；意见”，还可指“像人发出的声音”。sound指“自然界的声音”。noise指“噪音；喧闹声；嘈杂声”。形容词noisy表示“嘈杂的；喧闹的；噪声大的”。

1.Atthefootofthehillyoucouldhearnothingbuttheoftherunningwater.(2006天津)

A.shoutB.noiseC.voiceD.sound

2.Bethhasabeautiful.Listen!Sheissingingverywell.（2006浙江杭州）

A.voiceB.lookC.soundD.smell

3.Thelittleboysarestandingthere(noisy).（2005甘肃兰州）

答案：1—2DA3.noisily

★both与all,neither与none

both意为“两者都”，all意为“全；都”，指三者或三者以上的人或物。neither意为“两者都不”。none指三者或三者以上的人或物全不。

1.LiuXiangandYaoMingareworld-famoussportsstars.ofthemaretheprideofChina.（2006浙江舟山）

A.BothB.NeitherC.AllD.None

2.—Jim,Iwonderwhyyourparentsdidn’tcometoourtalentshow.

—Well,ofthemwasfreeyesterdayafternoon.(2006山西太原)

A.noneB.eitherC.neither

3.XiaoLiistherightpersontoshowtheforeignersaround,forofuscanspeakEnglish.（2006河南）

A.allB.eachC.bothD.none

4.—Howmanyofthesebookshaveyouread?

—ofthem.Everyone.（2005江西南昌）

A.ManyB.SomeC.AllD.None

答案：1—4ACDC

九年级英语It must belong to Carla Period One导学案

老师职责的一部分是要弄自己的教案课件，是认真规划好自己教案课件的时候了。对教案课件的工作进行一个详细的计划，接下来的工作才会更顺利！你们到底知道多少优秀的教案课件呢？下面是小编为大家整理的“九年级英语It must belong to Carla Period One导学案”，希望能对您有所帮助，请收藏。

Unit5ItmustbelongtoCarla

PeriodOne[SetionA1a–2c]

学习目标：

1掌握下列生词和短语

Newwords:belong,,author,picnic,possibly

Keyphrases:belongtogoforapicnichaveapicnicas….aspossiblehairband

2掌握重点句子

⑴ItmustbelongtoCarla..

⑵Hewastheonlylittlekidatthepicnic.

⑶ItmustbeMing’s.

3表示猜测的情态动词肯定猜测must否定猜测can’t.

快乐自学

1Icanreadandwrite:

浏览教材我能找到下列短语。

⑴属于----------⑵在野餐-------------⑶野餐-----------⑷去野餐----------

2Lookatthepictures.Writethethingsyouseeinthecorrectcolumnsinthechart.Finish1a.

3Icanlisten:听录音，完成1b,2a,2b的听力练习。

4IcanreadandrecitethesentencesinGrammarFocus.

5Icanmakeupaconversations:模仿1c利用1b的内容编写一个会话。

合作探究

1Workinpairs.

根据1b听到的具体内容，运用1c的句子同伴进行对话练习。

2读句子，找规律：

⑴ItmustbeLinda’sbackpack..

⑵ItmustbelongtoLinda.

我能总结

mustbe后跟-------mustbelongto后跟----------

3我能辨析

It------beLilei’s.它肯定是李磊的。

It------beLilei’s.它不可能是李磊的。

表示肯定的猜测用--------否定的猜测用----------。

4难句突破

⑴Whosevolleyballisthis?ItmustbeCarla’ｓ．

Whose翻译为------修饰-------在句型转换时，通常对物主代词或名词所有格进行提问。

例如：Thisismybook.-------bookisthis?

Thisbookismine.-------isthisbook?

②ItmustbeCarla’s=------------------------需要注意的是belongto后接宾语，当其代词时用宾格。

⑵Hewastheonlylittlekidatthepicnic..

①only作-----词，意为------用来修饰------。例句Heistheonlyboyinhisfamily.

②翻译全句----------------------------------------------------。

课堂小结

1Newwords

2Phrases

3Sentences

达标检测

根据句意，用情态动词must,can’t填空。

1Whoseskirtisthis?

Ithinkit-----beAnna’s.Sheistheonlygirlwhowearsaskirtinourclass.

2Whosejeansarethere?Ifoundthemonthechairintheliviingroom.

They______bemine.Iputallmyjeansonmybed

根据汉语提示完成句子

1SheisMary’sfavorite_______作家

2Thisticketmust_______属于Mary.

3That______不可能myfather’sbike.

4Thereisaredcarparkinginourneighborhood.Doyouknow______itis?

AwhatBwhoCwhoseDwhom

3句型转换

ThisbookmustbeLilei’s.同意句

_____________________________

It must belong to Carla导学案

Unit5ItmustbelongtoCarla.

Ⅰ.AnalysisoftheTeachingMaterial

StatusandFunction

Thetopicofthisunitisapicnic,Inthisunit,studentslearntomakeinferences.

Suchtopicishelpfultoactivatestudents’imaginationandimprovestudents’abilitytodeduce.Eitherlessormoreadvancedstudentswillbeactiveintheactivitiesinclass.Soit’susefultoimprovestudents’spokenEnglishandcommunicativecompetence.

(1)Thefirstperiodmainlyintroducesthekeyvocabularyandthetargetlanguagetostudents.Throughlisteningandoralpractice,studentshaveabriefunderstandingofhowtomakeinferences.

(2)Inthesecondperiod,studentslearntheexactmeaningsofthewordsmust,might,couldandcan’t.

Meanwhile,studentspracticelisteningandwritingthetargetlanguage.

(3)Whenreadinganarticle,studentscan’thelpmeetingwithsomenewwords.Inthethirdperiod,studentsareaskedtopractiseusingthetargetlanguagebytalkingaboutthenewwords,It’shelpfultoarousestudents’learninginterestandimprovestudents’listeningandspeakingskills.

(4)Thefourthperiodgivesstudentsfurtherlisteningandoralpracticeusingthetargetlanguagebytalkingaboutanalienischasingaman.

Inthisclass,studentshaveabetterunderstandingofthewordsmust,might,couldandcan’t.

(5)Inthefifthperiod,studentslearnmorevocabularywordsfirst,andthenpracticereadingandwritingthetargetlanguage.Alltheactivitiesaredesignedtoimprovestudents’readingandwritingskills.

(6)Inthelastperiod,studentslearnalotofproverbs.Proverbsarefulloftruthandadvice.Studentswillbenefitalotinthisclass.

2.TeachingAimsandDemands

(1)KnowledgeObjects

Inthisunit,studentslearntomakeinferencesusingthewordsmust,might,couldandcan’t.

(2)AbilityObjects

Totrainstudents’listening,speaking,readingandwritingskills.

Totrainstudents’abilitytodeduce.

(3)MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

We’llbenefitalotbylearningproverbs.

3.TeachingKeyPoints

Tolearnthekeyvocabularywordsandthetargetlanguage.

Tolearntomakeinferencesusingthewordsmust,might,couldandcan’t.

4.TeachingDifficultPoints

Totrainstudents’listening,speaking,readingandwritingskills.

Toenablestudentstograsptheusageofmust,might,couldandcan’t.

5.StudyingWay

Teachstudentshowtomakeinferencesusingmust,might,couldandcan’t.

Ⅱ.LanguageFunction

Makeinferences

Ⅲ.TargetLanguage

Whosevolleyballisthis?

ItmustbeCarla’s.Shelovesvolleyball.

ItcouldbeTed’s.

Ⅳ.Structure

must,might,couldandcan’t

Ⅴ.Vocabulary

picnic,chase,escape,belongto,toycar,plate’,mystery,appointment,worried,wake,neighbor,garbage

Ⅵ.Recycling

suit,land,volleyball,magazine,book,CD,bat,earring,T-shirt,UFO,whose,owner,exercise,dream,anxious

Ⅶ.LearningStrategies

1.Sequencing

2.Deducing

Ⅷ.TeachingTime

Sixperiods

No.20TheFirstPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

belong,belongto,plate,author,toy,picnic

(2)TargetLanguage

Whosebookisthis?

ItmustbeMary’s.WandaWilburisherfavouriteauthor.

2.AbilityObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’communicativecompetenceusingthetargetlanguage.

3.MoralObjects

Whenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy.

Ⅱ.TeachingKeyPoints(教学重点)

1.Keyvocabulary

2.Targetlanguage

Ⅲ.TeachingDifficultPoint(教学难点)

1.Listenforthetargetlanguage

2.Oralpracticeusingthetargetlanguage

Ⅳ.TeachingMethods(教学方法)

1.Sceneteachingmethod

2.Listeningmethod

3.Pairwork

Ⅴ.TeachingAid(教学工具)

1.Blackboarddrawings

2.Ataperecorder

3.Aprojector

VI.TeachingProcedures(教学过程)

StepIRevision

Checkhomework.Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook.

StepⅡ1a

Thisactivityintroducesthekeyvocabulary.

Writethekeyvocabularywordsontheblackboard.

belongv.

belongto

platen.

authorn.

toyn.

picnicn.

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately.

Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic.

Belongmeanstobeownedbysomebody.

Anauthorisawriterofabookoraplay.

Apicnicisamealeatenoutofdoors.

Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy.

Focusattentiononthepicture.Havestudentspointtoeachitemandsayitsname.Callstudentsattentiontothechartwiththeheadlinesclothing.Funthingsandkitchenthingsatthetop.Invitedifferentstudentstoexplainthemeaningsofthecolumnheads.

Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart.Pointoutthesampleanswers.Getstudentstocompletethetaskontheirown.Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave.

Showthecorrectanswersonthescreenbyaprojector.

ClothingFunthingsKitchen

Things

hatvolleyballplate

jacketCDcups

T-shirttoycar

magazine

book

StepⅢlb

Thisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation.

Callstudents’attentiontothechart.Setatimelimitoftwominutes.Studentsreadthepersons,thethingsandthereasons.

Say,Youwillhearaconversation.Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn.Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn.

Pointoutthesampleanswer.Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout.Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn.

Playtherecordingthefirsttime.

Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandmatcheachpersonwithathingandareason.

Checktheanswers.

Answers

Jane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic.

Mary—book—WandaWilburisherfavouriteauthor.

Carla—volleyball—Shelovesvolleyball.

DengWen—magazine—Helovescats.

Grace—CD—Shealwayslistenstoclassicalmusic.

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

PointtothepictureinActivitylb.Invitepairofstudentstosaytheconversationinthespeechbubbles.

SA:Whosevolleyballisthis?

SB:ItmustbeCarla’s.Shelovesvolleyball.

Pointouttheconversationinthebox.Inviteanotherpairofstudentstosayittotheclass.

SA:Whosebookisthis?

SB:ItmustbeMary’s.WandaWilburisherfavouriteauthor.

Writetheconversationontheblackboard.

PointoutthechartinActivity1b.Say.

Nowworkwithapartner.Startbyreadingtheconversationsinthepictureandinthebox:ThenmakeconversationsusingtheinformationinthechartinActivity1b.Talkaboutwhoeachthingmightbelongtoandgiveareason.Getstudentstopracticeinpairs.Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded.

Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity.Getdifferentpairsofstudentstosaytheirconversationstotheclass.

StepⅤSummary

Say,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage.

StepⅥHomework

(1)Sayandrememberthespellingofthevocabularywords.

(2)SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage.

StepⅦBlackboardDesignVI.TeachingProcedures(教学过程)

Unit5ItmustbelongtoCarla.SectionA

TheFirstPeriod

1.Keyvocabulary:

belongv.belongto

platen.authorn.

toyn.picnicn.2.Targetlanguage:

Whosebookisthis?

ItmustbeMary’s.

WandaWilbur

isherfavouriteauthor.

Ⅳ.TeachingMethods(教学后记)

Unit5ItmustbelongtoCarla.

No.21TheSecondPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

drop,symphony,optometrist,appointment,algebra,crucial,count,becauseof,Chinese-Englishdictionary,OxfordUniversity

(2)TargetLanguage

Whatdoyouthink"anxious"means?

Well,itcan’tmean"happy".

Itmightmean"worried".

Oh,yes,sheisworriedbecauseofhertest.

Herearesomeearrings.Theownercan’tbeaboy.

Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.

2.AbilityObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’communicativecompetenceusingthetargetlanguage.

MoralObject

Whenyouareintrouble,sendane-mailmessagetoyourfriendstoaskforhelp.

Ⅱ.TeachingKeyPoints（教学重点）

1.Readingpractice

2.Oralpracticeusingthetargetlanguage

Ⅲ.TeachingDifficultPoints（教学难点）

1.Keyvocabulary

2.Targetlanguage

Ⅳ.TeachingMethods（教学方法）

1.Practicemethod

2.Pairwork

3.Agame

Ⅴ.TeachingAid（教学手段）

Theblackboard

Ⅵ.TeachingProcedures（教学过程）

StepIRevision

Revisetheusageofthewordsmust,might,couldandcan’tbycheckinghomework.

Askstudentstoexchangetheirexercisesbooksandhelpcorrectanyerrorswitheachother,Astheyaredoingthis,movearoundtheclassroomofferinglanguagesupportasneeded.Theninvitedifferentstudentstosaytheirsentencestotheclass.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Askstudentstotellwhat’shappeninginthepicture.

T:What’sthegirldoing?

Ss:Sheisusingthecomputertowritee-mail.

Pointtothepartsofthee-mailmessage.

Tellstudentsthatthisisthemessagethegirlinthepicturewrites.Say,Rightnowthepartsareinthewrongorder.Whentheyareintherightorder,theywillmakeaclearmessage.Nowpleasereadthepartscarefully.Numbertheminorder.Whenyouaredoingthis,youwillmeetwithsomewordsyoudon’tknow.

Don’tworrytoomuchaboutthem.Justcirclethem.We’lltalkaboutwhattheymeanlater.

Getstudentstocompletethetaskontheirown.Pointoutthesampleanswer.

Say.Thefirstsentenceofthee-mailmessageisI’mreallyanxious,becauseIcan’tfindmybackpack.

Checktheanswers.

Answers

Thenotesshouldbenumberedinthisorder:

5,2,4,3,1

circledwordsmightincludeanxious,symphonyhall,algebra,optometristappointment,crucial,count,drop

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.

SA:Whatdoyouthink"anxious"mean?

SB:Well,itcan’tmean"happy".

SA:Itmightmean"worried".

SB:Oh,yes.Sheisworriedbecauseofhertest.

Writetheconversationontheblackboard.

Say,YouaretotalkaboutthecircledwordsinActivity3a.Usethewordscan’t,must,couldormightasinthesample.

Getstudentstoworkwithapartner.Astheyworkinpairs,movearoundtheclassroomhelpingstudentswithpronunciationandansweringanyquestionstheymayhave.Sometimelater,stoptheactivity.Askdifferentstudentstosharetheirconversationswiththeclass.Makealistofthewordsstudentsaretalkingaboutontheblackboard.

dropv.

symphonyn.

opotometristn.

appointmentn.

algebran.

crucialadj.

countv.

becauseof

Practicethepronunciationofthesewordsandexplainthemeaningofeachword.

Optionalactivity

Havestudentswritethenewwordsin

Activity3baswellasothernewwordsinthisunitwiththelettersinscrambledorderandthenputtwospacesaftereachword.Askastudenttowritethecorrectspellinginthefirstspace.Askanotherstudenttowritethemeaningofthewordinthesecondspace.Forexample:

xosainuanxiousworried

cuilarccrucial

aegarbl

StepⅣPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Callstudents’attentiontothepicture.

Getstudentstonameeachiteminit.

WritethenewwordsChinese-EnglishdictionaryandOxfordUniversityontheblackboard.Pointtothesampleconversation.Inviteapairofstudentstoreadittotheclass.

SA:Herearesomeearrings.Theownercan’tbeaboy.

SB:Well,itcouldbeaboy.Theearringsmightbeapresentforhismother.

Writetheconversationontheblackboard.Explainthemeaningofeachsentence.

FocusattentiononthechartwiththeheadlinesCan’t,Could/mightandMustatthetop.Pointoutthesampleanswer.

Readtheinstructionstotheclass.

Getstudentstocompletethetaskinpairs.Asthepairsworktogether,movearoundtheclassroomhelpingstudentswithpronunciation,sentenceformationoranythingelsetheyaskforhelpwith.

Asksomepairstosaytheirconversationstotheclass.

Note:Answerstothechartwillvary.

StepⅤSummary

Say,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony.

Andwe’vedonemuchoralpracticeusingthetargetlanguage.

StepⅥHomework

1.ReadtheletterinActivity3aagainforfurtherunderstandingofthevocabulary

words.

2.ReadtheconversationsinActivities3band4againforfurtherunderstanding

ofthetargetlanguage.

3.Finishofftheexercisesonpages15～16oftheworkbook.

StepⅦBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionA

TheSecondPeriod

1.Vocabularywords:

dropv.

symphonyn.

optometristn.

appointmentm

algebran.

crucialadj.

countv.

becauseof

Chinese-Englishdictionary

OxfordUniversity2.Targetlanguage:

(1)A:Whatdoyouthink"anxious"mean?

B:Well,itcan’tmean"happy".

A:Itmightmean"worried".

B:Oh,yes.Sheisworriedbecauseofhertest.

(2)A:Herearesomeearrings.Theownercan’tbeaboy.

B:Welt,itcouldbeaboy.Theearringsmightbeapresentforhismother.

VII.TeachingMethods(教学后记)

No.22TheThirdPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

chase,creature

(2)TargetLanguage

Whydoyouthinkthemanisrunning?

Hecouldberunningforexercise.

No,he’swearingasuit.Hemightberunningtocatchabus.

2.AbilityObjects

(1)Trainstudents’listeningskill.

(2)Trainstudents’writingskill.

3.MoralObject

TheUFOandalienarebothunreal.Asstudents,wemustworkhardtoexploretheuniverseinthefuture.

Ⅱ.TeachingKeyPoints（教学重点）

1.Listeningpractice

2.Writingpractice

Ⅲ.TeachingDifficultPoints(教学难点)

1.Writeasentenceabouteachpicture.

2.Writetwoorthreesentencestofinishthestory.

3.Listenandcompletethesentences.

Ⅳ.TeachingMethods(教学方法)

1.Listeningmethod

2.Writingmethod

3.Pairwork

Ⅴ.TeachingAids（教学手段）

1.Ataperecorder

2.Aprojector

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

1.InviteastudenttoreadthethankyoumessageLindawrotetoAnnatotheclass.

2.GetdifferentpairsofstudentstoreadtheconversationsinActivities3b

and4.

3.Checkanswerstotheexercisesonpages15～16oftheworkbook.

StepⅡPartl

Thisactivityprovideswritingpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Readthewordsintheboxandhavestudentsrepeatseveraltimes.Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords.

Getstudentstolookatthethreepicturescarefully.Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture.Pointoutwheretowritethesentences.Askastudenttosaythesampleanswertotheclass.Getstudentstocompletetheactivityindividually.Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded.

Checktheanswersontheblackboard.

Answers

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

StepⅢ2a

Thisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation.

Readtheinstructionstotheclass.PointtothethreepicturesinActivity1.Say,Youwillhearaconversationaboutthesepictures.Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents.

Pointoutthesampleanswerintheboxofthethirdpicture.Say,Youwillhearthemanisrunningfirst.

Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandnumberthepictures.

Checktheanswers.

Answers

Thepicturesshouldbenumberedinthisorder:

2,3,1

Encouragestudentstowritetwoorthreesentencestofinishthestory.

Answerswillvary.Writeasampleversionontheblackboard.Askstudentstouseitasamodel.

Asampleversion

Man:That’sright.Itmustbeinteresting.

Whynotgoandseehowtheyaremakingamovie?

Woman:Goodidea!

StepⅣ2b

Thisactivitygivesstudentspracticelisteningtoandwritingthetargetlanguage.

Pointtothechartwithsentencestarters

Theysee…Themansays…andThewomansays…Say,Youaretolistentothesamerecordingagain.Andcompleteeachsentence.

Pointoutthesampleanswers.Say,Theyseeamanrunning.Themansayshecouldberunningforexercise.Thewomansayshemightbelateforwork.Explainthemeaningofthewordcreaturetothestudents.

Playtherecordingonceortwice,usingthePausebuttonasnecessary.

Showtheanswersonthescreenbyaprojectorsothatstudentscancheckthespellingandotherdetailsoftheiranswers.

Themansays…

1.Hecouldberunningforexercise.

2.Itcouldbeahelicopter.

3.ItmustbeanAlien.

4.ShecouldbefromtheTVnews.

Thewomansays…

Hemightbelateforwork.

ItmustbeaUFO.

Imustbedreaming.

Theymustbemakingamovie

StepⅤ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Pointoutthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.

SA:Whydoyouthinkthemanisrunning?

SB:Hecouldberunningforexercise.

SA:No,he’swearingasuit.Hemightberunningtocatchabus.

Writeitontheblackboard.

Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwithyourpartner.ThenroleplayconversationsusinginformationinActivity2b.

Getstudentstoworkinpairs.Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded.Askseveralpairstosaytheirconversationstotheclass.

StepⅥSummary

Say,Inthisclass,we’vemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.

StepⅦHomework

Askstudentstocollectpicturesofdifferentkindsandthentalkaboutthemusingmust,could,mightandcan’t.

StepⅧBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionB

TheThirdPeriod

1.AnswerstoActivity1:

a.TheUFOislanding.

b.Thealienischasingtheman.

c.Themanisrunning.

2.AsampleversiontoActivity2a:

Man:That’sright.Itmustbeinteresting.Whynotgoandseehowtheyaremakingamovie?

Woman:Goodidea.

3.Targetlanguage:

A:Whydoyouthinkthemanisrunning?

B:Hecouldberunningforexercise.

A:No,he’swearingasuit.Hemightberunningtocatchabus.

VII.TeachingMethods(教学后记)

No.23TheFourthPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

extremely,worried,neighbor,garbage,mystery,director,escape,ocean

(2)TargetLanguage

Inmydream,Iwasswimminginanoceanofpaper.

Maybeitmeansyou’reafraidoftoomuchhomework!

2.AbilityObjects

(1)Trainstudents’readingskill.

(2)Trainstudents’writingskill.

(3)Trainstudents’integratingskills.

3.MoralObject

Everyonehashadadream.Butdon’tdreamawayyourtime.

Ⅱ.TeachingKeyPoints（教学重点）

1.Keyvocabulary

2.Readingpractice

3.Writingpractice

Ⅲ.TeachingDifficultPoints(教学难点)

1.Readingpractice

2.Writingpractice

Ⅳ.TeachingMethods(教学方法)

1.Practicemethod

2.Groupwork

Ⅴ.TeachingAids（教学手段）

Aprojector

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

Checkhomework.Collectpicturesfromstudentsontheteacher’sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:

T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothepersoninthepicture?

S1:Hemustbeastudent.

S2:Hecouldbehavingadream.

S3:Hemightlikereadingbooks.

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage.

Showthekeyvocabularywordsonpage38onthescreenbyaprojector.

extremelyadv．极其；非常

worriedadj．烦恼的；焦虑的

neighborn．邻居；邻人

garbagen．垃圾；废料

mysteryn．神秘的事物；不可思议的事物，

directorn．决策者；董事；导演

escapev.逃跑；逃走

oceann.大海；海洋

Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately.ReadthetitleofthenewspaperarticlestrangeeventsinBellTowerneighborhoodtotheclass.Andthenpointtothepictureandaskstudents.Howisthepersonfeeling?Helpstudentstoanswer.Heisconfusedandupset.

Callstudents’attentiontothearticle.Readittotheclass.Say,NowpleasereadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.

Getstudentstocompletethetaskindividually.Astheywork,walkaroundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.

Checktheanswers.

Answers

ananimal,teenagers,thewind,adog

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Getstudentstodiscussanywordsorsentencestheydon’tknowinActivity3awithoneanother.Callstudents’attentiontothethreesetsofnotes.Askdifferentstudentstoreadthemtotheclass.

Chufamily--latenightfootstepsinthehallway--mightbetheneighbors

LaoZheng--someonetryingtogetinthewindow--mightbethewind

XiaoNing--findsgarbageinfrontofherhouse--mightbecats

Say,YouaretowriteanotherparagraphaboutBellTownusingthesenotes.YoumayusethearticleinActivity3aasamodel.Askstudentstowritetheirparagraphsontheirownintheexercisebooks.Astheywork,movearoundtheclassroomofferinglanguagesupportasneeded.Getafewstudentstoreadtheirworkstotheclass.Answerswillvary.Writethesampleversionontheblackboard.

Asampleversion

Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.

StepⅣ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage.

ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.Dividetheclassintogroupsoffourtodiscusswhatshouldbeincludedinthearticle.

Twoorthreeminuteslater,stoptheactivity.Say,NowpleasefinishthearticleaboutthestrangeeventsinBellTower.Usetheideasyoudiscussedalongwithoriginalideasofyourowntocompletethearticle.

Getstudentstocompletethetaskontheirownintheexercisebooks.Astheyarewriting,movearoundtheclassroomofferinghelpasneeded.Asksomestudentstoreadtheirarticlestotheclass.

Collectstudents’worksandwriteacommentoneachpaperbeforereturningthem.

StepⅤPart4

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthe

targetlanguage.

Readtheinstructionstotheclass.Pointtothepicture.Askstudentstotellwhat

ishappeninginit.Inviteapairofstudentstoreadthesampleconversationintheboxtotheclass.

SA:Inmydream,Iwasswimminginanoceanofpaper.

SB:Maybeitmeansyou’reafraidoftoomuchhomework.

Say,OnceIhadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.

Maybeitmeansyouaretoohungry.

Say.ThinkofadreamyouhadrecentlyandtellyourclassmatesaboutitYourclassmatesguesswhatthedreammightmean.Pleaseworkwithapartner.Startpracticebyreadingthesampleconversation.Asthepairsworktogether,walkaroundtheroomofferinghelpwithpronunciationandlanguage.Askdifferentpairstotelltheclassabouttheirdreamandwhattheymaymean.

StepⅥSummary

Say,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We’velearnedsomevocabularywordsaswell.

StepⅦHomework

1.RereadthenewspaperarticleinActivity3a.

2.ReviewtheparagraphinActivity3b,

StepⅧBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla.

SectionB

TheFourthPeriod

AsampleversiontoActivity3b:

Thesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn’tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon’tknowwhattodo.

VII.TeachingMethods(教学后记)

No.24TheFifthPeriod

I.TeachingAimsandDemands(教学目的和要求)

1.KnowledgeObjects

(1)KeyVocabulary

finger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt

(2)Fillinblanksandmakesentencesusingvocabularywords.

(3)Learnsomeproverbs.

(4)Circlethewordthatdoesn’tbelong.

2.AbilityObjects

(1)Trainstudents’writingskill.

(2)Trainstudents’abilityofreadingcomprehension.

(3)Trainstudents’abilityofclarifying.

3.MoralObject

We’llbenefitalotbylearningproverbs.

Ⅱ.TeachingKeyPoints（教学重点）

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

3.Circlethewordthatdoesn’tbelong.

Ⅲ.TeachingDifficultPoints(教学难点)

1.Makesentencesusingvocabularywords.

2.Saythemeaningsofdifferentproverbsinyourownwords.

Ⅳ.TeachingMethods(教学方法)

Teachingbyexplanation

Ⅴ.TeachingAids（教学手段）

Aprojector

Ⅵ.TeachingProcedures（教学过程）

StepⅠRevision

AskseveralstudentstoreadthenewspaperarticleinActivity3atotheclass.

StepⅡPart1

Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.

Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.

anxiousstrangeworriedcarefulfavourite

Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.

AskstudentstofillintheblanksontheirOwn.

Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.

Answers

1.favourite2.careful3.anxious4.worried5.strange

Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.

Helpcorrectthemistakes.

Sampleanswers

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

StepⅢPart2

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.

Showthevocabularywordsonthescreenbyaprojector.

fingern．手指

stonen．石头；石块

antn．蚂蚁

pooradj．贫穷的；贫困的

dishonestadj.不诚实的

barkv.(狗等)吠声；叫声

wakev.唤醒；弄醒

pretendv.假装；佯若

useup用完；用光；耗尽

attemptv.认试图；企图

Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately.

Readtheinstructionstotheclass.Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice.

Readthefirstproverbtotheclass.Onefingercannotliftasmallstone.Elicittheinterpretationfromthestudents(It’sbettertohavehelptodoevensmalljobs).

Say,Pleasereadtheproverbs,Discusswithyourclassmateswhattheymightmean.

Getstudentstoworkingroupsoffour.

Asthegroupsworktogether,walkaroundtheroomtomakesurethatstudentsarediscussingthetopicinEnglish.Invitedifferentstudentstosaywhattheythinkeachproverbmeans.

Therecanbemorethanoneinterpretationforeachproverb.Checktheanswersbyshowingthesampleanswersonthescreenbyaprojector.

sampleanswers

1.It’sbettertohavehelptodoevensmalljobs.

2.Differentpeoplehavedifferentperspectivesonthings.

3.It’sbettertobepoorandhonestthanrichanddishonest.

4.Silentpeopleandanimalmaybethinkingabouthurtingyou.

5.Don’ttryhelpingpeopleiftheydon’twantyourhelp.

6.Therearedifferentwaysoflearning,butdoingisbest.

7.Forgetaboutthingsthatareoveranddonewith.

8.Ateacherhelpstosetastudent’sattitudesinlife.

9.Peopleshouldnotbeafraidofaskingforhelp.

Culturenote

Eachculturehasproverbsthatareuniquetoit.Thesaying,"Ifyouwanttoknowapeople.knowtheirproverbs"illustratesthis.

StepⅥPart3

Thisactivityfocusesonthenewvocabularyintroducedinthisunit.

Askstudentstoreadthefivelinesofwordsinthebox.

1.escapeownerchaserun

2.picniclunchdinneralien

3.landappleicecreamchicken

4.creaturealienexercisevisitor

5.lostgrasstreeflower

Pointoutthefirstline.Inthisline,escape,chaseandrunareallverbs.However,thewordownerisanoun.Sowecircleit.Nowpleasecirclethewordthatdoesn’tbelongineachline.

Getstudentstocompletethetaskontheirown.Astheyaredoingthis,movearound

theclassroomcheckingtheirprogressandofferinghelpasneeded.

Checktheanswersbyaskingastudenttoreadhisorhercircledwordstotheclass.

Answers

1.owner2.alien3.land4.exercise5.lost

StepⅤJustforFun!

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.

Askallthestudentstoreadthecartoonstory.Askstudentswhyitisfunny.Helpstudentstoanswer.Theboysthinktheyaregoingtolandonanisland.Instead,theyhavelandedonthebackofawhale.

Optionalactivity

Showthecartoonpicturesonthescreenbyaprojector.Asktwostudentstoreadthespeechbubblestotheclass.Thenallthestudentsdiscusswhythecartoonisfunny.

(ByBudBlake)

(s’pose=suppose:假设)

StepⅥSummary

Say.Inthisclass,we’vepracticedfillinginblanksandmakingsentenceswithsomevocabularywordsintroducedinthisunit.Andwe’velearnedseveralproverbs.

StepⅦHomework

(1)ReadandremembertheproverbslearnedinActivity2.

(2)Eachstudentcollectstenproverbs.

(3)Finishofftheexercisesonpages16～17,oftheworkbook.

StepⅧBlackboardDesign（板书设计）

Unit5ItmustbelongtoCarla

Selfcheck

TheFifthPeriod

SampleanswerstoActivity1:

1.What’syourfavouritesong?

2.Becarefulwhilecrossingaroad.

3.Weareanxiousforhissafety.

4.Youdon’thavetobeworriedaboutme.

5.Ihadastrangedreamlastnight.

VII.TeachingMethods(教学后记)

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