Unit 8 It must belong to Carla.
Section A（2a-2d）
1.语言能力：能根据文章内容的关键词对Linda的书包进行推断。
2.文化意识：能够用所学语言做推断，表达自己的价值取向。
Teaching
3.思维品质：能够用must, might, could, can’t表示推断。
Aims
4.学习能力：能根据相关信息做推断。
Teaching 能正确运用must,might,could和can’t进行推断
Difficulties
Teaching
Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up & Pre-listening
Pair work / Group work 本节课的warm
up就相当于
Step 1: Ask Ss to pair up (or work in a group of four) and share with their
pre-listening，
partner(s) of what they usually have in their schoolbags.
二者可以用同
Step 2: T can give Ss some examples (e.g. stationery, pencil bag, books, 一个活动。
learning materials, homework).
Step 2 Presentation & Practice
While-listening
2a
Play the recording, ask Ss to listen and write down the
things in the schoolbag.
(Tips: Before playing the recording, tell Ss that although this conversation
is short, it contains a bit of information. Encourage them to take as many
notes as possible. This will also be useful for them when they do activity
2c.)
Answers: 1. T-shirt 2. hair band 3. tennis balls
2b
1 Before Ss attempt this exercise, ask them if they still
remember what modal verbs are.
此处虽然列出
了很多情态动
Modal verbs show the condition of a verb — e.g. ability, necessity,
词，但是可以
告诉学生我们
possibility — and must always be used with a main verb.
这一单元要重
点 学 习 的 是
Ask Ss to list all the modal verbs they can remember.
must, might,
could, can’t。
e.g. may, might, must, will, would, can, could, shall, should, need, ought
to
Get Ss refer to the modal verbs listed in the textbook. Take
them through it before they attempt this exercise.
Play the recording again and ask Ss to fill in the blanks.
Answers: 1. must 2. can’t 3. could 4. might 5. Must
Show PPT P11 and ask Ss to do the supplementary
exercises.
Post-listening
2c
Using the notes that they had taken in activity 2a, get pairs
of Ss to create their own conversations.
Step 3 Presentation & Reading
Pre-reading
Show the picture of 2d to Ss. Tell them that Linda has lost
her schoolbag, ask them to infer how Linda might feel.
While-reading
Play the recording, ask Ss to listen and role-play the
conversation.
Post-reading
Create a context for Ss and ask them to make
conversations.
Suppose you and your friend find a book (or something else) in the
cafeteria and you need to find the owner. Make a conversation and make
inference about who the book belongs to.
Step 4 Language points learning
2attend, join, join in和take part in的区别：
attend常指参加或出席正式的活动或场合，如婚礼、会议等。
join多指参加某个组织、团体，并成为其中的一员。
join in多指参加活动、加入游戏等。
take part in 指参加群众性活动、会议等，往往指参加者持有积极的态
度，并起一定的作用。
valuable与worth的区别：
valuable常指物质、金钱方面，强调物品贵重、珍贵。
worth 既指物质上的， 也指精神上的， 强调价值。“be worth + 钱
数”意为“值……钱”；be worth doing sth. 意为“值得做某事”。
valuable作表语时可与介词to构成短语be valuable to sb.，意思是“对
某人来说有价值”。
pick up有很多意思，常见的有“拾起；捡起”“（开车）接人”。
pick up是典型的“动副型”短语，代词it / them作宾语时，要放在
pick与up中间
Step 5 Summary & Homework
Summary
Ask Ss to do the exercises from PPT P24-25.
Homework:
Preview the passage in 3a.
Do the exercises in students’ book.
The most important thing in this lesson is to get students to practice making
inference and distinguishing the meaning of “must”, “could”, “might”,
Teaching
“can’t”. During the class, we need to ask students to pay attention to the
Reflection
sentences which used the modal verbs to make inferences. Besides, we need
to create a context to help students practice the target language in the class.
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