知識要點 本單元談論對事物或人進行猜測和推論。

本單元要點如下：

1． 學會對人或事物進行猜測和推論。

2． 學會用不同的情態(tài)動詞表達不同程度的猜測。

一、重點詞匯：

picnic possible drop count final owner sky catch interview noise wind neighbor director monkey smell finger lift stone

二、重點短語：

belong to 屬于 be worried （about）為…擔心，著急 be afraid of… 害怕… use up 用完 be careful of … 小心…

三、交際用語：

1. --- Whose book is this? 這是誰的筆記本？

--- It must be Mary’s . Hemingway is her favorite author.

肯定是瑪麗的。海明威是她最喜愛的作家。

2. --- Whose T-shirt is this? 這是誰的T恤？

--- It can’t be John’s. It’s much too small for him.

它不可能是約翰的。對他而言，這太小了。

3. --- Why do you think the man is running? 你覺得那個人為什么跑？

--- He could be running for exercise. 他可能是為了鍛煉。

四、語法聚焦：

1. --- Whose notebook is this?

--- It must be Ning’s. It has her name on it.

2. --- Whose French book is this?

--- It could be Ali’s. She studies French.

學法導入 想想這段時間你丟過什么東西嗎？如果丟過，不妨來做些猜測：東西可能丟在什么地方了。想想，在猜測時，我們是不是會用到一些不確定的詞，如：“可能，也許，大概”等？

情感培養(yǎng) 聯(lián)系實際，學會對不確定的事情做出推測。

通過對諺語、格言的猜測和學習，進一步感知異國文化。

第一課時

Section A

Step 1 A game

Prepare a box with some things in. Ask the students to guess what is in it. Then ask one student to feel the things in it and tell the others what they are.

Review the word spelling of these things.

Step 2 Watching and writing

1a. The students look at the picture and talk about the things they see. Then write the things in the correct columns in the chart.

Step 3 Talking

Take out the things that are in the box. Ask, “Do you know whose book is it? Do you know whose hat is it?…..” The answers will vary. When the students say, “Maybe it is…”, help them to say it in another way, “It may be…. It might / could be….” When the students say, “It is…..”, tell them to say,” It must be……” Point out when we are not sure about sth, we can use “may, might, could” to make inferences. When we think something is probably true, we can use “must ”.

Step 4 Listening and practicing

1b. Students listen and match each person with a thing and a reason.

Ask the students to practice the conversation in the picture in 1a. and then make similar conversation to the one in 1c.

Step 5 Listening

Say “Bob and Anna found a backpack in front of their school. They are guessing whose bag it is. Listen and write down the things in the backpack.”

Ask the students to write down the things in the box in 2a.

Then get the students to listen again. Fill in the blanks in 2b.

Step 6 A game

Collect some things from the students. Then ask the students to guess whose things they are by using “ It might be….. It must be…... It can’t be…..” and so on.

Step 7 Homework

Ask the students to finish 2c.

第二課時

Step 1 Warming up

Ask the students to make up sentences using “must, might, could, can’t”.

Step 2 Checking homework

Check the answers in 2c.

Step 3 Grammar Forcus

Comprehend the meaning of every sentence. Consolidate the use of “must / could / might / can’t”.

must something is probably true.

might / could something is possibly true.

can’t something is not true.

Step 4 Reading

3a. The students read the passage. Circle the words they don’t know. Number the parts in order. Then check the answers.

Step 5 Pairwork

Look at the conversation in 3b. Then discuss about the meaning of every other new word. Help them to use the drill like the one in 3b or like this:

S1: What do you think “symphony” means?

S2: It must mean kind of music.

S3: Why?

S4: Because she wants to the symphony hall for a concert.

Then ask pairs to act out their own conversations.

Step 6 Discussion

Part 4. Help the students to understand the instruction in Part 4. Make guesses in pairs. Write down their own ideas. Then share the ideas of some students.

Homework:

Recite the passage in 3a.

第三課時

Section B

Step 1 Guessing

Show students a picture of a subject like UFO. Ask the students to guess what it could be. They can use “could, might, must, can’t” to express their guesses.

Step 2 Talking and writing

Part1. First the students talk about the pictures. And then use the words from the box to write a sentence about each picture. Check the answers.

Step 3 Listening

First, ask the students to guess what the story is about. Then listen to the conversation in 2a after the students look at the instructions. Number the pictures in Part1 by listening. And then write two or three sentences to finish the story. Ask some students to read the ending of the story.

2b. Listen again. Complete the sentences. Then check the answers.

Step 4 Practice

Get the students to have a role play about the conversation in 2a by imitating the one in 2c. Ask some pairs to act out their conversations.

Step 5 A game

Organize the students to make up a story. One student says out one sentence. The sentences must be coherent.

Step 6 Exercises

翻譯句子：

1. 他可能跑步是為了鍛煉。

2. 這把吉他可能屬于愛麗斯。

3. 空中的那東西肯定是一個飛碟。

4. 這本舊書不可能是瑪麗的。瑪麗的書很新。

第四課時

Step 1 Revision

Ask the students to make up sentences by using “must, might, could, can’t” to express inferences.

Step 2 Reading

3a. First, look at the picture. Ask the students to guess what is the matter with the girl.

Second, get the students to look through the passage. Complete the chart on the blackboard.

People What they think

Zhou Gu’s wife

Zhou Gu and his friends

Zhou Gu’s parents

Qi Hui

Third, help the students comprehend the passage.

Then read the passage with the tape.

After reading, some students try to retell what the different people thought about noises.

Step 3 Writing

3b. Look at the instructions. Ask questions to be sure that students understand what each set of notes is describing. Then give students some minutes to write a paragraph by imitating the passage in 3a.

Step 4 Writing

3c. Look at the headline and finish the article about the strange events in Bell Tower. Explain the new words like “ mystery, director, escape”.

A point:

escape 意思是“逃跑， 逃脫”

escape from = run away

escape death 意思是“死里逃生”.

第五課時

Step 1 Revision

Get some students to retell the story in 3a.

Step 2 Self check

For Ex 1, fill in each blank with the correct word given. Understand the meaning of every sentence. Review the phrases, like “be careful of, be afraid of, feel anxious, be worried about”. Then the students make their own sentences with each word.

For Ex 2, read the proverbs and guess their meanings. Then share answers.

For Ex 3, ask students to do as instructions, then check the answers.