Step Ⅲ 2b
This activity provides listening and writing practice using the target language． Check the answers．
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． Use \．
Use \． Step Ⅵ 2c
This 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 Focus
Ask 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．
Ask students, what does it mean when you say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent?
When a student answers 100 percent, write it next to the word must on the blackboard． Repeat the process with the words might, could and can’t． Optional activity
Ask all but four students to put their heads down on their desks． Meanwhile, collect one item each from the four students． Play the game like this:
Repeat the process with the other items． Step Ⅵ Summary
Say, In this class, we’ve clone some listening and writing practice using’ the target language． And we’ve learned how to make inferences using the words must, might, could and
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can’t．
Step Ⅶ Homework
Make two sentences each using the words must, could, might and can’t．
Unit 5 It must belong to Carla．
The 3rd Period
I． Teaching Aims and Demands 1． Knowledge Objects
（1） Key Vocabulary
drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University
（2） Target Language
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． Moral Object
When you are in trouble, send an e-mail message to your friends to ask for help．
Ⅱ． Teaching Key Points 1．Reading practice
2．Oral practice using the target language
Ⅲ． Teaching Difficult Points 1． Key vocabulary 2． Target language
Ⅳ． Teaching Methods 1． Practice method 2． Pairwork
Ⅴ． Teaching Aid The blackboard
Ⅵ． Teaching Procedures Step I Revision
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Revise the usage of the words must, might, could and can’t by checking homework． Step Ⅱ 3a
This activity provides reading practice using the target language． Call students’ attention to the picture．
Ask students to tell what’s happening in the picture．
Don’t worry too much about them． Just circle them． We’ll talk about what they mean later． 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． Answers
The notes should be numbered in this order: 5,2,4,3,1
circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step Ⅲ 3b
This 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．
Say, You are to talk about the circled words in Activity 3a． Use the words can’t, must, could or might as in the sample．
Get students to work with a partner． As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have． Some time Practice the pronunciation of these words and explain the meaning of each word． Optional activity
Have students write the new words in xosainu anxious worried cuilarc crucial aegarbl Step Ⅳ Part 4
This activity provides oral practice using the target language．
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Call students’ attention to the picture． Get students to name each item in it．
Write the new words Chinese-English dictionary and Oxford University on the blackboard． Point to the sample conversation． Invite a pair of students to read it to the class．
Write the conversation on the black board． Explain the meaning of each sentence．
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 Summary
Say, 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 Homework
1． 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．
Unit 5 It must belong to Carla．
The 4th Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary chase, creature （2） Target Language
Why do you think the man is running?
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He could be running for exercise．
No, he’s wearing a suit． He might be running to catch a bus． 2． Ability Objects
（1）Train students’ listening skill． （2）Train students’ writing skill． 3． Moral Object
The UFO and alien are both unreal． As students, we must work hard to explore the universe in the future．
Ⅱ． Teaching Key Points 1． Listening practice 2． Writing practice
Ⅲ． Teaching Difficult Points
1． Write a sentence about each picture．
2． Write two or three sentences to finish the story．
Ⅳ． Teaching Methods 1． Listening method 2． Writing method 3． Pairwork
Ⅴ． Teaching Aids 1． A tape recorder 2． A projector StepⅡ Part l
This activity provides writing practice using the target language．
Read the instructions to the class． Read the words in the box and have students repeat several times． Answers
a． The UFO is landing． b． The alien is chasing the man． c． The man is running． Step Ⅲ 2a
This activity gives students practice understanding and writing the target language in spoken conversation．
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