Unit 8 It must belong to Carla.学情分析
分析学生已备有的知识结构
本单元要求掌握情态动词must ,might, could, 和can’t 表示推测的用法。关于情态动词学生在初一、初二均有接触，不算陌生。这里又赋予情态动词新的功能，来表推测。尊重学生基础储备，在学生知识储备的基础下，首先引导学生关注摄像机，提醒同学们我们将在摄像机的全程录制下上这堂课，随即启发学生做了一推测：你们一定很激动也很兴奋。You must be excited and happy to have a class with a video camera.合理利用身边的事物用作教学资源。然后又设计猜猜猜游戏随机抓住了学生的心理特点，吸引了学生强烈的兴趣，导入自然。学习使用情态动词推测物品的主人。此话题也与学生生活实际接近。依据学生的这些特点设计出相应的富有趣味性和多样化的语言活动。高年龄段的学生已经具备一定的语言积淀，已形成一定的学习策略，在教学设计中我们要更多地考虑学生在已有知识体系上的建构与语言生成分析教材中涉及到的词汇、句型与日常生活的联系，发现语言在生活中所运用的各种情境，从而对教材进行有效的补充与拓展。?
学会根据相关信息进行合理推测。引导学生多角度思考问题，从而培养学生的参与意识，不断提高学生的参与能力。《英语课程标准》指出：“学生的发展是英语课程的出发点和归宿。”根据学生的认知特点及教学条件灵活地处理教材，简化或扩充活动的实施步骤。英语课程在目标设定、教学过程设计、课程评价和教学资源的开发等方面都应突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、发展个性、发展心智和拓展视野的过程。?
二、了解学生的心理特征和认知发展水平?
学生的年龄特征和学习心理特点是英语课堂教学设计的基础和依据。教师在进行教学设计时应考虑：青少年儿童在生理和心理方面具有什么特点？针对这些特点，在教学中应采取哪些有效的策略和方法。教师应当合理地创设英语学习环境，让学生在角色扮演活动中体验学习的乐趣）高年龄段的学生已经具备一定的语言积淀，已形成一定的学习策略，在教学设计中我们要更多地考虑学生在已有知识体系上的建构与语言生成分析教材中涉及到的词汇、句型与日常生活的联系我教的两个班虽然在学生整体素质上稍逊于别的班级，但其中也不乏成绩优异，其他科的老师反映聪明伶俐之学生，为什么会在英语这门学科上表现出“呆板”呢？回忆学生上课的表现，翻着他们交上来的作业，看着几乎雷同的回答，我常常陷入深深的思考：这些学生怎么了？如果你问What did you do last Saturday? 第一位学生回答，I did my homework. 第二位学生、第三、第四位……学生还会这样回答。如果你要求他们不许重复别人的答案，他们会很委屈地说，老师我们上星期六就是在做作业啊。你如果再问，What else did you do？那么被问的学生普遍回答 I watched TV.
是什么原因使我的学生惰于思考，以至埋没了在他们这个年龄本来应该具备的相当活跃的思维的呢？通过观察和调查，我发现了症结所在：一是作业总量多，大多数学生为了应付繁忙的各科作业，会采取最省时最快的方法来完成任务，根本不会为了一个与众不同的英语答案而绞尽脑汁（可见，过重的课业负担正在侵占学生有限的课余时间，在侵占学生活跃的大脑，在逐渐地把学生与外部世界割裂开来，使他们正在逐渐地失去从生活中创新的机会）；二是学生学习的自主性下降，很多学生只有等老师一定要他们怎样做的时候才会那样去做，如果老师没说“一定”，那么他们也就敷衍了事。
了解了学生们懒于创新的原由后，怎样帮助他们树立创新意识，培养他们勤于思考、勇于创新的习惯，这一问题就被摆到了我的日常教学议程中来。学生作业偏多的问题不是一时能解决的，靠我一人绵薄之力，也只能是杯水车薪。因此只有在课堂上“用功”了：怎样在教学过程中，使学生以极大的热情投入到各种课堂活动中，激发学生积极的英语思维，并获得良好的效果，在产生价值感和满足感的基础上，培养学生的创新能力和创新精神呢？比如本单元语言功能正是情态动词表推测，Whose…is this?就可多设计不同的推测依据找不同的同学作出推测，就避免了重复和雷同的答案。
It must be…/It might be…./It might belong to …/It could be …
It might mean …
本着这种目的，我在教学中做到多角度、多方位地设计各种思考题，发展学生横向、类比、逆向、联想等思维，使学生不单单停留在理解和掌握所学的内容上，而且要利用现学的知识，结合已学知识去创造、去探索，培养他们的创新思维，增强创新能力。
。
? Unit8 ?It?must?belong?to?Carla? 教学效果分析
1.教学目的:教学目的正确,目标明确,符合大纲和教材的要求注意科学世界观的教育,符合素质教育要求,注意创新意识和能力的培养。? 2.??教学内容:知识传授准确,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, can’t, couldn’t,may.无科学性错误,注意理论联系实际。课堂一开始，老师提出问题：The class is a special class, Isn’t it?首先引导学生关注摄像机，提醒同学们我们将在摄像机的全程录制下上这堂课，随即启发学生做了一推测：你们一定很激动也很兴奋。You must be excited and happy to have a class with a video camera.合理利用身边的事物用作教学资源。重点突出,难度适宜,容量适中教材处理恰当,合理设计教学情景,问题(活动)设计具有科学性,启发性。? 3.?教学方法:贯彻启发式教学的原则,充分体现学生的主体地位,主导与主体的关系处理?得当能及时抓住反馈信息,启发引导学生的创新性思维,灵活处理学生反映出的问题。? 4.??教学手段:根据教学内容,恰当运用教学媒体,做到形象思维与抽象思维相结合,设备操?作熟练规范。? 5.?教学过程:课堂教学结构合理,节奏适度,讲练时间分配恰当,教学效率高,练习有层次?性,启发性,注意能力培养学生学习情绪饱满,能积极主动参与教学,活动面广。? 6.?教学效果:达到教学目的,全体学生理解掌握了教学内容课堂气氛活跃而有序,学生思维活跃,具有创新性,有一定的广度和深度。? 7.?教学基本功:语言清晰,准确,富有感染力,普通话标准教态和蔼,亲切,学生易于接受??板书设计合理,工整,使用教具或作图规范(体育课示范动作规范标准)。? 教学过程思路清晰，课堂结构严谨，教学密度合理；?面向全体，体现差异，因材施教，全面提高学生素质；?给学生创造机会，让他们主动参与，主动发展；教学民主，注重培养学生的创造能力，体现知识形成过程，结论由学生自悟与发现；精讲精练，体现思维训练的重点，落实“双基”； 教学方法灵活多样，注重培养学生的学习能力；?教学信息多项交流反馈及时，矫正奏效；?从实际出发，运用现代化教学手段；? 教学民主，师生平等、和谐，课堂气氛融洽，尊重学生；?注重学习动机、兴趣、习惯、信心等非智力因素的训练培养；?用普通话教学，语言规范简洁、生动形象；?教态亲切、自然、端庄、大方；?能熟练运用现代化教学手段；应变和调控能力强； 教学目标达成、教学效果好；?学生会学、学习主动、课堂气氛活跃；?信息量适度，学生负担合理，短时高效；特色意识——教学有个性，形成特点与风格。
Unit8 ?It?must?belong?to?Carla.教学反思
本节课是人教版九年级第八单元的第一课时，一是让学生掌握对人或物的猜测；二是让学生学会用不同的情态动词表达不同程度的猜测。为调动学生的兴趣和积极性，我采用了猜猜猜游戏的形式，在一定的情境场景中能激发学生的表现欲望。结合生活的实际，利用“偶像近身”生成教学资源导入新课，引出表推测的情态动词might、could、must、can’t等词推测不同的可能性；用学生的学习用品提问Whose…，还用了些与老师相关的照片进行对话练习，通过活动锻炼口语交际能力。如郭思乐教授所说；“英语课堂就是看活动推进否，是否相信学生，放手让学生开口说。”?
一、?反思闪光点?
对于本节课的教学设计，首先引导学生关注摄像机，提醒同学们我们将在摄像机的全程录制下上这堂课，随即启发学生做了一推测：你们一定很激动也很兴奋。You must be excited and happy to have a class with a video camera.合理利用身边的事物用作教学资源。听力部分我也整合了内容。让听说读写融入整节课中，更接近中考听力的实际，也使这节课的知识点得到了落实。我的课堂活动是这样安排的：小组齐读单词；Free?talk;师生对话的ask?and?answer;小组的pair?work;?find?the?rules;小组大活动的show?time。由浅入深，一直牵引学生积极地参与活动。学生从前置作业的独立探究，到师生的对话，小组对话，再到大活动的合作实践，层层递进。大活动是学生最爱的部分，因为这是他们可以展示自我的地方，让学生学以致用，体现了以生为本的教学理念。这节课每个环节大多数学生都能积极地举手发言，能正确
地表达他们的想法，我想这节课基本上达到了教学目标。?
二、?需要改进的地方?
第一，由于个人能力不足，课堂上有些衔接过渡的地方处理的不太好，应从内力上下功夫，提升自己。
第二，在活动中没能全面地照顾不同层次的学生，对学生的关注度不够高，有些举手了没看到，有些没举过手的也没有点名让其回答问题，这个问题我会在以后的教学过程中多加留意。?
以上是我对本节课的理解和反思。限于个人的水平和经验，本节课还是有许多不足之处。不足的地方希望各位领导和教师同仁给予一些改进的意见或建议，让我在这次的活动中有所成长。谢谢
课件32张PPT。 Unit 8 It must belong to Carla.Section AGuessing games It could be
___________.
It also might be
___________.Can you guess what it is?a dogtwo girlsCan you guess what it is?
It could be _________________.
It also might be ______________.a white vasetwo facesGuessing games Who is he?
He can’t be _______.
He could/might be _______.
He must be _______. He can’t be _______.
He could/might be _______. He can’t be _______.
He could/might be _______. He can’t be _______.
He could/might be _______. He must be __________.What is it doing?It might /could be__________. Could A be bigger than B?
In fact, A and B must be ___
________________.Which one is bigger, A or B?ABthe same sizeNo.全班总动员 Let’s do groupwork all together!
Listen carefully and find whose voice it is .
It can’t be _______.
It could/might be _______.
It must be _______. It must be _______.It must belong to ____. Whose book is this ? Fill in the blanks with “must,might,could,can’t”. Then tell your partner why you choose the words.The notebook be Ming’s. It was on her desk.
The homework _____ be Carol’s. She wasn’t at school today.
The soccer ball be John’s or Tony’s. They both play soccer, don’t they?
The French book be Li Ying’s. She’s the only one who’s studying French.must/could/ mightcan’t
might/could
must
I can’t find my backpack. It ___________be still at school.
The photo ______ be Lu’s. Those are his parents.
The red bicycle ______ be Hu’s. She has a blue bicycle.
This ticket be my aunt’s or uncle’s. They’re both going to the concert.might/mustmustcan’tmight/could look at the picture and fill in the chart cup1b Person
Jane’s little
brother
Mary
Carla
Deng Wen
GraceThing
Volleyball
Toy car
Magazine
Book
CDReason
Hemingway is her
favorite author.
She loves volleyball.
He was the only little
kid at the picnic.
She always listens to
classical music.
He loves cats.Listen and match each person with a thing and a reason.2aListen and write down the things
in the backpack.Things in the backpack.1.2.3.T-shirtHair bandTennis ball2bThe person must go to our
school.
2.The person be a boy.
3.It be Mei’s hair band.
4.The hair band belong to Linda.
5.It be Linda’s backpack. can’tcouldmustmightListen again and fill in the blankTeaching Aims
1．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 favourite author.
2．Ability Objects
(1) Train students' listening skill.
(2) Train students' communicative competence using the target language.
3．Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. 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, can’t ,may.summarymustcan’tcould
might100%
probably true20%-80%
possibly true0
almost not true Fill in the blanks with must, can’t, could or might.Exercise1.The notebook be Ming’s. It was on her desk.
2.The homework be Carol’s. She wasn’t at
school today.
3.The soccer ball be John’ s or Tony’s. They
both play soccer,don’t they?
4.The French book be Li Ying’s. She’s the
only one who’s studying French.must/mightcan’tmightmust5.I can’t find my backpack. It be still at school.
6.The photo be Lu’s. Those are his parents.
7.The red bicycle be Hu’s. She has a blue bicycle.
8.This ticket be my aunt’s or uncle’s. They’re both going to the concert.
might/mustmustcan’tmight9. Whose earrings are these? They _________ be Mary’s. she wears earrings sometimes.
10. Gina ___________come to the party tonight, but I’m not sure.
11. The telephone is ringing, but nobody answers it. He ______ be at home.might/could can’tmight/could 1. 这本书一定是朱鹏翔的。他正在找这本书。Translation 2. 这个发带可能是赵家圆的。她喜欢戴发带。This book must be Zhu Pengxiang’s. He
is looking for the book.The hair band could be Zhao Jiayuan’s.
She likes wearing a hair band. 3. 这个玩具可能是约翰的妹妹的。
她还是个小姑娘。 4. 这个排球不是玛丽的。她根本不喜欢排球。The toy might belong to John’s
sister. She is a little girl.The volleyball can’t be Mary’s. She
doesn’t like playing volleyball at all.1. Copy the sentences in grammar focus.HOMEWORK 2. Write a short passage of the results you discuss today.
Thanks谢谢同学们Unit 8 It must belong to Carla.教材分析
本单元以It must belong to Carla为话题，共设计了三部分的内容：
Section A
该部分有三个模块：第一模块围绕Whose 。。。。。。 is this? 这一话题展开思维（1a）、听力（1b）、口语（1c）训练（设计特定的情景和引导学生对知识的积极磋商是促进建构性学习的两个主要途径。引导学生多角度思考问题，学会倾听他人的意见），；第二模块围绕上一模块中的话题进行听力（2a-2b）、口语训练（2c）；；该部分设计了3种训练方式：第一，要求根据图画和所提供的单词完成合理的句子；第二，在第一种简单的句子训练基础上又增加了提供推测依据的语句的思维和口语的训练。第三，继续进行听力（2a-2b）和分角色口语的“推测”训练; 学会与教师、同学平等交流是教学中的一重要环节。如对课文中的重点词、短语、句型及语言知识进行灵活运用第三模块继续围绕前两个模块中的“making inferences”展开训练。
本单元同其他单元一样，有对基本知识进行反复操作和练习的A部分及对基础知识拓展联系的B部分，之后有自我检测和围绕基础知识运用的阅读内容。本单元内容对学生来说不是太难。具体分析如下：?
1.?Words:?belong?to,?author,?picnic,?possibly,?drop,?appointment,?crucial,?make?up,?final,?anxious,?worried,?owner,?chase,?sky,?catch,?extremely,?interview,?noise,?wind,?neighbor,?footstep,?garbage,?mystery,director,?monkey,?escape,?smell,?finger,?lift,?stone,?ocean,?dishonest,?pretend,?use?up,?attempt???2.Target?language:?
---Whose?book?is?this?????----It?must?be?Mary’s./It?can’t?be?John’s.?---?The?hair?band?might?belong?to?Linda.?---It’s?much?too?small?for?him.?
---She?is?worried?because?of?her?test.???He?could?be?running?for?exercise.?
本单元涉及语法要点是1、掌握情态动词must ,might, could, 和can’t 表示推测的用法。2、学习使用情态动词推测物品的主人。3、学会根据相关信息进行合理推测。引导学生多角度思考问题，从而培养学生的参与意识，不断提高学生的参与能力。根据相关信息进行推测，训练自己的逻辑思维能力，培养自己关爱社会、关爱他人的良好情操。建构主义教学观认为，设计特定的情景和引导学生对知识的积极磋商是促进建构性学习的两个主要途径。
Unit8 ?It?must?belong?to?Carla.观评记录
本堂课要求掌握情态动词must ,might, could, 和can’t 表示推测的用法。围绕此教学目标的教学设计，从教学的过程来看，应该说都较好地贯彻了新的《课程标准》的指导思想。新课程倡导以学生为中心的课堂教学过程，倡导学生自主性的探究性学习模式。在这节课中我转变以前的教学观念，把课堂还给学生，引导学生自主学习、合作学习、探究学习，引导学生积极参与、独立思考、自由表达、愉快合作
T: ** , do you like games? Do you like playing games ?do you like playing guessing games?
S: Yes .
T: Why?
T : Because it’s interesting. And it can make people happy .
T: OK. Now, so ,next ,let’s do guessing games .
Ask the students to do a game guessing t
Step II Brainstorming
T: When we talk about things we are not sure of, we use the words could, might, can’t and must. It could be Bill’s. It might be Bill’s. It can’t be Maria’s. It must be Lee’s. 张老师善于把握学生心理特点，让学生在心理上处于兴奋和抑制的最佳状态，让学生充满求知的愉悦感，调动起学生的良好情绪，最大限度激发学生的主题意识和主题精神。课堂 要让每个学生都动起来。学生通过小组合作，展示自我，这一过程不仅锻炼了学生的口语交际能力，而且能够充分发挥出学生的潜力，竞争与合作并存。让学生自己去评价学生，更是一种新型的评价方式，张老师的这堂课，总的来看，归纳起来有以下几个突出特点： 1、全面提高学生的运用语音素养 2、积极倡导自主、合作、探究的学习方式 3、努力建设开放而有活力的英语教学 4、教学中，充分体现了教学的创新观，激发学生的学习兴趣，关注差异，确保教学中人人受益。课堂教学结构合理,节奏适度,讲练时间分配恰当,教学效率高,练习有层次?性,启发性,注意能力培养学生学习情绪饱满,能积极主动参与教学,活动面广。? ?教学效果:达到教学目的,全体学生理解掌握了教学内容课堂气氛活跃而有序,学生思维活跃,具有创新性,有一定的广度和深度。? 教学基本功:语言清晰,准确,富有感染力,普通话标准,教态和蔼,亲切,学生易于接受.? 教学过程思路清晰，课堂结构严谨，100% probably true ； 20%-80% possibly true；0 almost not true。知识结构梳理及时到位。教学密度合理；?面向全体，体现差异，因材施教，全面提高学生素质；?给学生创造机会，让他们主动参与，主动发展；教学民主，注重培养学生的创造能力，体现知识形成过程，结论由学生自悟与发现；精讲精练，体现思维训练的重点，落实“双基”； 教学方法灵活多样，注重培养学生的学习能力；?教学信息多项交流反馈及时，矫正奏效。
Unit8? It?must?belong?to?Carla.评测练习
一、单项选择（共10小题；共10分）
1．The CDs ? be Bill's. He likes music.
A. must B. can't C. couldn't D. could
2. Linlin is often in a red skirt. She ? like red very much.
A. must B. can C. would D. will
3. --- Is that Mr. Green?
--- Impossible. He has gone to America. It ? be him.
A. could B. must C. can't D. might
4. He said the news ? be true, but he was not sure.
A. need B. might C. can D. must
5. --- I was ? from going to Mike's birthday party by the heavy rain.
--- Really? What a pity!
A. caused B. allowed C. ordered D. prevented
6. I ? a strange gift yesterday, and I still don't know who it was from.
A. took B. accepted C. received D. bought
7. --- He has some trouble ? himself in English.
--- He should do more practice.
A. explaining B. expressing C. expecting D. exchanging
8. --- Mom, must I go shopping with you?
--- No, you ?. You can watch the film Big Hero 6 with your friends.
A. needn't B. can't C. shouldn't D. mustn't
9. --- Dad, must I do my homework now?
--- No. You ? play games with your friends for a little while.
A. would B. needn't C. may D. must
10. You ? smoke. You are only 14 and it isn't allowed.
A. mustn't B. don't have to C. needn't D. won't
二、单词拼写(单句首字母填空)（共10小题；共10分）
11. I a ? an important meeting yesterday.
12. The watch cost me 1,000 dollars. It's v ?.
13. Helen didn't go to bed until 11:30 last night. She feels s ? now.
14. Microsoft has taken the leading p ? in the world.
15. Our teacher led our class to v ? in this football match.
16. Miss Zhao said that Jack wasn't lazy and that he was a h ? student.
三、翻译(根据中文提示完成句子)（共5小题；共10分）
17. 这个笔记本一定是明的。它在她的书桌上。
The notebook ? ? Ming's. It was on her desk.
18. 这个包不可能是本的，里面的书是比尔的。(仅限2词)
The bag ? Ben's. The books in it are Bill's.
19. Linda ? ? ?(也许是在跑着) to catch a bus.
20. 父母亲应该阻止孩子玩暴力游戏。
Parents should ? their children ? ? violent computer games.
五、完形填空（共15小题；共22分）
As a child, Alain Robert was afraid of heights. One day, when he was 12, he 21 ? home after school. At the front door of his building, he looked for his 22?. He didn't have them. It was 3:30 and his parents worked 23 ?6:00 p.m. Alain looked at his apartment on the eighth floor. He saw a(n) 24 ? window. He closed his eyes and pictured himself climbing the building. When he opened his eyes, he told himself, "I can do it." Fifteen minutes later, he was 25 ? his house and his fear of heights was 26?.
Today, Alain 27 ? climbs buildings. In 2003, he climbed a building in London dressed as Spiderman to advertise the movie. In 2004, he climbed Taipei 101 (one of the 28 ? buildings in the world). To reach the 29of a building, Alain uses only his hands and special shoes. He has no rope or 30 ? safety tools.
Alain climbs as a hobby. He also does it to make 31 ? for charity (for children and the homeless). 32 ? he climbs, he wants to send a message to people. If you have a 33 ?(something you really want to do), it can become real. But you 34 ? be brave and keep trying. If something bad happens, don't 35 ?. Close your eyes and tell yourself, "I can do it."
21. A. stayed at B. studied at C. returned D. left
22 A. books B. keys C. friends D. parents
23 A. at B. before C. after D. until
24. A. old B. big C. small D. open
25. A. in B. near C. next to D. out of
26. A. coming B. gone C. found D. increasing
27. A. already B. hardly C. never D. still
28 .A. tallest B. biggest C. oldest D. busiest
29 A. inside B. outside C. top D. floor
30. A. another B. other C. others D. the other
31. A. money B. a living C. a chance D. dollars
32 .A. Because B. Before C. When D. So
33. A . dream B. story C. friend D. teacher
34. A. can B. may C. must D. might
35. A. look up B. get off C. put away D. give up
一、单项选择
1. A 2. A 3. C 4. B 25. D
6. C 7. B 8. A 9. C 10. A
二、单词拼写(单句首字母填空)
11. Attended 12. Valuable 13. Sleepy 14. Position 15. Victory 16. hard-working
三 、翻译(根据中文提示完成句子)
17. must be 18. can't be 19. might be running 20. prevent; form playing
四、完形填空
21. C 22. B 23. D 24. D 25. A
26. B 27. D 28. A 29. C 30. B
31. A 32. C 33. A 34. C 35. D
课 标 分 析
Unit8 ?It?must?belong?to?Carla? 课标分析
Whose…is this?
It must be…/It might be…./It might belong to …/It could be …
It might mean …
1?.??能听懂接近正常语速、熟悉话题的语段，识别主题，获取主要信息?
??能在教师的帮助下谈论相关话题。?
?能根据上下文猜测生词的意思,?能从简单的文章中找出有关信息，理解大意.?
了解情态动词推测的用法单元内容分析：? ? The?topic?of?this?unit?is?a?picnic,?in?this?unit,?students?learn?to?make?inferences.? Such?topic?is?helpful?to?activate?students’?imagination?and?improve?students’?ability?to?deduce.?Either?less?or?more?advanced?students?will?be?active?in?the?activities?in?class.
So?it’s?useful?to?improve?students’?spoken?English?and?communicative?competence.?
教学目标：?
1.?语言知识目标：? 1）能掌握以下单词和短语：? 1.?whose??adj?&?pron?谁的；?2.?attend?v.?出席，参加；3.?valuable?adj.?贵重的;有用的；4.?pink?adj.?粉红色的；5.?noise?n.?声音，噪音；?6.policeman?n.?男警察；?7.?wolf?n.狼；?8.laboratory?n.实验室；9.?coat?n.? 外套，外衣；10.sleepy?adj.?困倦的，瞌睡的；11.alien?n.外星人；12.?suit?n.?西服，套装；?13.?express?v.?表示，表达；?14.?receive?v. 接受，收到。?15.?medical?adj.医疗的，医学的；?16.?prevent?v.?阻止，阻挠；2）能掌握以下句型：? 1.?---Whose?book?is?this?? --It?must?be?Mary’s?.?J.?K.?Rowling?is?her?favorite?writer.?---这是谁的书？? ??---它一定是玛丽的，J.K罗琳是她最喜爱的作家? 2.?I?attended?a?concert?yesterday?so?it?might?still?be?in?the?music?hall.?我昨天出席了音乐会，因此它可能仍在音乐厅里。?3.?---Whose?band?is?this???? ??---It?could?be?Mei’s?hair?band,?or?it?might?belong?to?Linda.?They?both?have?long?hair?.–这是谁的发带？? ??---它可能是梅的发带，也可能属于琳达的。她们俩都有长头发。?4.?Could?it?still?be?at?the?park?它可能仍然在公园吗？? 5.?The?hair?band?must?belong?to?Linda.这个发带一定属于琳达的。
