2.　　　 Ask the students to prepare for the next period: If you are not sure of something, how do you make inferences?

1.　　　 Ask the students to do more practice as required in 1c on Page 34.

2.　　　 Key sentences 重点句子

Whose volleyball is this? (P34)

　It must be Carla’s. (P34)　

Ability goals 能力目标

Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.

Emotion & attitude goals 情感和态度目标

Learn to infer the owners of the things purposefully.

Strategy goals 策略目标

Listen and match each person with a thing.

Culture awareness goals 文化意识目标

Enable the students to guess the owners of the unknown things using “must”, “might”, “could”, and “can’t”.

Teaching important points教学重点

Learn to make inferences using “must”, “might”, “could” and “can’t”.

Teaching Procedures and ways 教学过程与方式

Step I Revision and Lead-in

Ask the students to do a game guessing the owners of things.

T: In the last unit, we have learnt what we should do if we are in an imaginary situation. If we had problems, we would ask for advice or help. Now, imagine, if you have found something and don’t know who the owner is, what would you do

Ss: We would try to guess who the owner is, then give it to him/her.

T: Now, boys and girls, close your eyes.

Collect some books from the students and put them together, asking the students to guess whose books they are.

T: OK, open your eyes, please.

Hold up one of the books.

T: Whose book is this?

S1: Bill’s ?

T: It might be Bill’s. Let’s ask him. Bill, is this your book?

S2: No, it’s not mine.

T: Well, it isn’t Bill’s. He says it’s not his.

S2: Is it Anna’s?

T: Let’s ask her. Anna, is this your book?

S3: No, it isn’t.

T: So it’s not Anna’s book. And it can’t be Maria’s. Because I didn’t take hers. Then whose book is it?

S1: Is it Lee’s?

T: Yes, it doesn’t belong to Bill, Anna or Maria. So it must be Lee’s.

Step II Brainstorming (1a: P 34)

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. Now, look at 1a on Page 34. What can you see in the picture?

S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.

T: It isn’t hard for us to judge who the things belong to. Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.

Then ask the students to read their answers.

S: Sure. The hat, the jacket and the T-shirt must belong to clothing. The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things. The plate, the cups must belong to kitchen things.

Step III Listening and speaking (1b: P 34)

Ask the students to read the instruction in 1b.

T: Read the instructions and find out what you are asked to do.

S1: To match each person with a thing and a reason.

T: As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to match the thing in the second column with the reason in the third column.

Ask the students to listen to the recording for the first time.

T: Now listen for the first time to get the key information: who, what and why. Keep them down while listening.

Point out the sample answer.

T: The name Carla in the first column is connected to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connected with the sentence She loves volleyball. in the third column.

Ask the students to listen to the recording again.

T: Now listen to the conversation again. This time connect the items in the three columns.

Play the recording again.

T: We heard just now that the owners of the things and the reasons why the things belong to them. Next, make conversations with the help of the information in the chart in activity 1b. First, you’d better read the example in the box

Ask the students to make dialogues after the model.　

T: Now work with a partner and practise making conversations.

Sample dialogue 1:

S1: Look! Whose toy car is this?

S2: It must be Jane’s little brother’s. Because he was the only little kid in the picture.

Sample dialogue 2:

S3: Look! Whose book is this?

S4: It must be Mary’s. Because Hemingway is her favorite author.

Sample dialogue 3:

S3: Whose CD is this?

S4: It must be Grace’s. Because she always listens to classical music.

Step IV Homework

Period 1 New function presenting

Language goals 语言目标

1.　　　 Words & expressions 生词和短语

picnic, author, belong, belong to

2．教材重组和课时分配

Period 1(Section A: 1a, 1b, 1c)　　　　　 New function presenting

Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4)　 Practice

Period 3 (Section B: 1, 2a, 2b, 2c， 3a, 3b, 3c, 4 )　 Integrating skills

Period 4 (Self Check: 1, 2, 3 & Workbook)　 Comprehensive review

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

　We had to be there at ten．我们得在十点钟到那里。

　We'll have to reconsider the whole thing．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：

　We must have to leave now．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。)

　This must be your room．

　There must be a mistake．

　在回答由must引起的问题时，如果是否定的答复，不能用mustn't，而需要用needn't或don't have

to，因为mustn't是“一定不要”的意思。

　例如：

　-Must we hand in our exercises today？

　-No，you needn't．

　must not的否定形式则表示“不应该”或“不许可”，语气比较强烈。

　例如：

　You mustn't play on the road．

　You mustn't eat anything until you see the doctor．

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：

　 　He might not come today．

　 　Might I take a suggestion？

　b. might用来表示现在时间时，还可表示”规劝”。

　　 例如：

　 　You might pay more attention to spoken English．

1. may的用法:

　a. 表示”允许”或”请求”。

　　 例如：

　 　May I come in？

　 　在使用这一用法时需注意: may表示“允许”的否定形式是must not，意思是“不应该”，“不许可”。

　　 例如：

　　 -May I take this book out of the reading-room？

　 　-No，you mustn't．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：

　　 He may know the answer．

　　 Tomorrow I may go shopping．

　c. may用在感叹句中可表示祝愿、愿望。

　　 例如：

　　 May you succeed．(祝你成功。)

　　 May you have a pleasant journey．(一路平安。)