Unit8 It must belong to Carla.单元综合测试
听力部分（20分）
Ⅰ.听句子， 选择与所听句子相符合的图片，其中有一幅是多余的。(5分)
1分）
1.______ 2.______ 3.______ 4.______ 5.______
Ⅱ.听小对话，选择正确的选项。（5分）
1. Who is the owner of the toy car
A. Paul. B. Carl. C. Fred.
2. What's happening in the conversation
A. A man is running after a thief in the street.
B. A lady is running after a man in the street.
C. A policeman is running after a thief in the street.
3. Where does the woman think Sam might be
A. In the library. B. In the classroom. C. On the playground.
4. Whose bike is black
A. Jim B. Mark C. Jack
5. Why aren’t Jane’s earrings expensive
A. Because they don’t look beautiful. B. Because they are made of gold.
C. Because they aren’t made of real gold.
Ⅲ. 听短文，根据短文内容选择正确答案。（10分）
1. You can’t enter the competition if you are _____ years old.
A. 16 B. 17 C. 19
2. Each photograph must have _______.
A. a description B. a box C. a form
3. The winning photographs can be ______.
A. black and white B. 22*22 cm in size C. 21*21cm in size
4. The winner will take pictures for The Danford Mirror for ______.
A. a month B. three months C. five months
5. Mike Bronson is .
A. an editor B. another winner C. a top photographer
笔试部分
Ⅳ. 单项选择（15分）
1. As we know, success ______ the person who has a never- give –up attitude.
A. belongs to B. happens to C .depends on D. keeps on
2. There must be many people ______ for the train at the train station because of the snow storm.
A. wait B. waited C. to wait D. waiting
3. What ______ in the neighborhood last night
A. happen B. happened C. was happened D. was happening
4. ---- Whose backpack is this
--- It be Jim’s. Look, his student’s card is in it.
A. must B. can C. mustn’t D. can’t
5. John couldn’t go to sleep last night because he heard loud _____ outside all the time.
A. sounds B. voices C. noises D. smells
6. If you want to ______ the early train, you have to leave right away.
A. sit B. catch C. miss D. lose
7. My sister likes red very much. This red skirt belongs to ______.
A. she B. her C. herself D. hers
8. Cars make our life easier, _________, they bring environment problems.
A. however B. or C. but D. so
9. --- Would you please see the film Iron Man 3 with me tonight, Kate
--- I'd love to, but I've ________ Linda's invitation to dinner.
A. suffered B. collected C. received D. accepted
10. There's a red car parking in our neighborhood. Do you know ______ it is
A. what B. who C. whose D. whom
11. She felt _____ about leaving the children alone at home.
A. disappointed B. angry C. uneasy D. proud
12. ---What can we do to ______bird flu from spreading
---Try not to buy or eat chickens that have not been checked.
A. prevent B. cause C. discover D. find
13. ---Jack, is there in today’s newspaper
---No, nothing.
A. anything important B. something important
C. important anything D. important something
14. ________ Tom ________ Mary speaks good Chinese, so they can communicate with these Chinese students very well.
A. Neither, nor B. Not only, but also C. Both, and D. Either, or
15. He that not one of these paintings was original.
A. gave out B. took out C. pointed out D. heard out
Ⅴ. 完形填空.（15分）
One Sunday morning, Millie and Amy went to Sunshine Park. They love to chat there. As usual, they sat ___1___a big tree. Suddenly, they heard a whistle from the bushes behind the tree. They turned around but could not see anything unusual. They were ____2____.
“Is 3 there ” Millie asked. Nobody answered. They 4 very carefully and heard the strange noise again. The two girls were very afraid. They ran away quickly. On their way, they met Andy.
“What happened ” Andy asked. “There’s a ghost in the 5 . Please help us.” Millie said. “Really Tell me more.” Andy said. Millie told Andy everything. Andy went to the park, 6 beside the tree and listened carefully. Then he heard 7 noise! He looked behind the tree and heard another whisper. He was now sure the sound 8 from the bushes. He searched carefully.
“Oh! Here it is.” Andy said to himself. He 9 a little cat in the bushes. It was very weak. When it miaowed, 10 made a sound like a whisper.
1. A. under B. on C. behind D. in
2. A. excited B. frightened C. frightening D. exciting
3. nobody B. everybody C. anybody D. somebody
4. A. saw B. looked C. heard D. listened
5. A. church B. school C. garden D. park
6. A. rose B. slept C. stood D. lay
7. A. a B. the C. an D. other
8. A. came B. learned C. heard D. fell
9. A. smelled B. looked C. searched D. found
1o. A. he B. she C. it D. that
Ⅵ. 阅读理解。（20分）
A
You might see aliens in books and movies. They look strange. They are very smart. They travel in spaceships (宇宙飞船).But are there really aliens in space
British scientist Stephen Hawking, 68, thinks so. He says that people should not look for aliens. He thinks they are dangerous. On a new British TV program, Hawking says," It is quite possible that there are aliens in space. They might live in big spaceships. They have used up all the resources (资源) from their home planet. "He thinks such aliens are sure to get resources from Earth and then go away. They may bring troubles to Earth, too.
15-year-old girl Xie Teng from Jiangsu thinks there must be aliens in space and that they must have been to the earth many times. She thinks aliens stop at the Earth because they must need rest or they might be curious about our earth, just as humans want to know more about outer space. She thinks maybe we can make friends with aliens. “Although we are not able to talk with each other, we can communicate through body language or music.” she said. She also thinks friendly contact with aliens can promote culture exchange between planets.
1. The famous British scientist Stephen Hawking says people should not look for aliens because they are______.
A. strange B. smart C. dangerous D. friendly
2. According to Mr. Hawking, aliens probably have_____.
A. used up their resources B. polluted their own planet
C. destroyed the big spaceships they lived in D. travelled around the earth
3. Mr. Hawking believes that aliens will come to Earth to_____.
A. cause troubles B. get resources C. make a living D. make friends with humans
4. Xie Teng thinks human beings could communicate with aliens .
A. through a special language B. by sending special message
C. by visiting outer space often D. through body language or music.
5. Xie Teng thinks aliens stop at the Earth because .
A. Aliens want to live on Earth.
B. Aliens may take resources from Earth.
C. they must need rest or they might be curious about our earth
D. aliens wants to have culture exchange with us
B
People sometimes say, “It’s raining cats and dogs!” when there is a heavy rain. Nobody has ever really seen cats and dogs falling from the sky, but there have been many reports of other strange things “raining” down. In 1956, the people of a town in the USA saw a small black cloud in the sky. It started to rain from the cloud normally, but only in a small area. The cloud then turned white, and fish started to fall to the ground. Most of them were still alive.
During a storm in July 1901, in Minneapolis, people heard something falling from the sky that did not sound like rain. When they went outside, they found all types of frogs covering four streets.
There are other reports of strange “rains” failing from the sky including worms, insects and snakes.
Can these strange “rains” be explained by science Scientists usually say that a tornado (龙卷风) has picked up the animals from a river or ocean, carried them for miles, and then dropped them somewhere else. But this does not completely explain all of them. On May 15, 1890, in Italy, there was a rain of bloodbirds’ blood. Scientists said that flying birds must have been torn (撕碎) to pieces by strong winds. But if so, why did only their blood fall from the sky, and not other parts of their bodies And anyway, there were no strong winds that day!
1. What does it mean when people say, “It’s raining cats and dogs”
A. Cats and dogs are falling from the sky. B. It’s raining heavily.
C. Animals started to fall to the ground. D. There is a black cloud.
2. Which of the following has not been reported as strange things failing from the sky
A. Cats and dogs. B. Worms and insects.
C. Fish and blood. D. Snakes and frogs.
3. According to scientists, what can move things from the ground to the sky
A. Storms. B. Rains. C. Clouds. D. Tornadoes.
4. Scientists’ explanation for rain of blood is that ________.
A. the tornado picked up the birds’ blood
B. there were no strong winds that day
C. flying birds were torn into pieces by strong winds
D. other parts of birds’ bodies did not fall with the blood
5. Which of the following can be the best title of the passage
A. Strange “Winds”. B. Strange “Clouds”.
C. Strange “Rains”. D. Strange “Animals”.
Ⅶ.词汇。（10分）
1. They were invited to a_____(出席) the important meeting yesterday.
2. There is so much n ________(噪音) in the street that I can hardly hear you calling.
3. After earthquake, many m (医疗的)teams were sent to the quake-hit area immediately.
4. She put all her e____(精力) into her study.
5. The hot topic about food safety has r ______(收到) thousands of Internet hits.
B.用所给词的适当形式填空。
6. Nothing can prevent us from (realize) our “Chinese Dream”.
7. There was a worried (express) on her face.
8. _______(anybody) is waiting for at the gate. He wants to say thanks to you.
9. Loch Ness Monster is one of Britain’s greatest unexplained (mystery).
10. The light is still on in the reading room. There must be someone (read) books there.
Ⅷ. 句型转换(10分)
1. The computer in the room is our Chinese teacher’s. (同义句)
The computer in the room our Chinese teacher.
2. This is Lily and Lucy’s bedroom. (就划线部分提问)
is this？
3. The bag must be Kathy’s. (改为否定句）
The bag ______ _______ Kathy’s.
4. There are some children who are playing games in the yard. (同义句)
There are some children in the yard.
5. There is something valuable in her handbag. (变一般疑问句)
Is there______ _______ in her handbag
Ⅸ.书面表达.（15分）
昨天晚上天空中出现一个移动着的不明物体。对此，你班同学有不同的猜测。请根据下面表格中的信息写一篇80词左右的短文，介绍他们的不同猜测。
人 物 猜 测 原 因
Alice 不明飞行物 飞行速度很快
Jack 发光风筝 飞得不太高
Antonio 飞机 发出像飞机一样的声音
提示词：made inferences作猜测，man-made人造的, give off light发光
There was a strange moving thing in the sky last night.
________________________________________________________________________________________________________________________________________________ _________.
听力材料
Ⅰ.听句子，选择正确的图片，其中一幅是多余的。
1. The new schoolbag must belong to Larry.
2. Look! The UFO is flying away. There must be aliens in it.
3. The camera must be Carla's because she likes taking photos.
4. Jim is sleepy now. He might be tired.
5. You must be hungry. Please have a hamburger first.
Ⅱ.听小对话，选择正确的选项。
1. W: Is the toy car Carl’s, Paul
M: No. It belongs to Fred.
2. M: Look! A woman is running after a man in the street.
W: She could be running for her handbag. The man must be a thief.
3. M: Look! Here's a coat. Do you know who it belongs to
W: I think it must be Sam’s. He might be playing basketball on the playground. Let's go and ask him.
4. W: Is this bike yours, Jim
M: No, mine is black. It must belong to Mark. Only his bike is red in our class.
5. M: Jane, your gold earrings look really nice. They must be expensive.
W: No, they’re only twenty yuan. They aren’t made of real gold.
Ⅲ. 听短文，根据短文内容选择正确答案。
Here are some rules about Animal Photo Competition.
1. Those who enter the competition must be under the age of 18.
2. Below each photograph must be a sentence that describes the photo.
3. Photos must not be more than 21*21 centimeters in size.
4. All photos must be in color.
5. The winner will receive an Olympic 500 camera. He/ She will also be invited to take pictures for The Danford Mirror for a period of three months. He/ She will be paid for this.
6. The winning photos will be shown on screen and Mike Bronson, a top photographer for Mirror Newspapers, will discuss them.
参考答案
单元综合测试答案：
Ⅰ.听句子，选择合适的图片。1-5CFEBA
Ⅱ.听小对话，选择正确的选项。1-5CBCAC
Ⅲ. 听短文，根据短文内容选择正确答案。
1-5CACBC
Ⅳ. 单项选择
1-5ADBAC 6-10BBADC 11-15CAABC
Ⅴ. 完形填空.
1-5 ABCDD 6-10CBADC
Ⅵ. 阅读理解。
1-5 CABDC 6—10 BADCC
Ⅶ.词汇。
1. attend 2. noise 3. medical 4. energy 5. received 6. realizing 7. expression 8. Somebody 9. mysteries 10. reading
Ⅷ. 句型转换
1. belongs to 2. Whose bedroom 3. can’t be 4. playing games 5. anything valuable
Ⅸ. 书面表达
One possible version:
There was a strange moving thing in the sky last night. As for what it was, each made different inferences. Alice said it must be a UFO because it flew very fast and no man-made things could fly so fast. Jack thought it couldn't be a UFO because it wasn't flying high in the sky. It might be a kite. He used to fly a kite that could give off light. But Antonio didn't agree with them. He thought it must be a plane because it sounded like a plane. What do you think it was Unit8 It must belong to Carla.第二课时教学设计和课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Make inference
(2)Key Vocabulary:
Ss can master the following new words and phrases: noise, policeman, wolf, laboratory, coat, sleep, have fun, run away, go away, make noise, feel sleepy
(3)Target Language:
My wife thinks that it could be an animal, but my friends and I think it must be teenagers having fun.
They think it might be the wind, I don’t think so!
So I guess it can’t be a dog.
There must be something visiting the homes in our neighborhood, but what is it
(4)Structure:
Must, might, could and can’t for making inferences
2. Ability Objects
① Be able to master and use the key vocabulary and target language.
② Enable the students to understand the passage and infer the best title of passage according to the details.
③To learn and master how to make inferences using “must”, “might”, “could” and “can’t”.
3. Moral Objects
Learn to make inferences through the common sense of life. Use your mind, then make inferences correctly.
Teaching Key Points：
⑴Enable the students to understand the passage and infer the best title of passage according to the details.
⑵To learn and master how to make inferences using “must”, “might”, “could” and “can’t”.
Teaching Difficult Points：
⑴To learn and master how to make inferences using “must”, “might”, “could” and “can’t”.
⑵To read the passage, learn to infer the best title of passage according to the details.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method.
Teaching Aids：
Some pictures about everyday things, PPT
Teaching Procedures：
Step 1 Review（About 7 minutes）
Greet the class as usual.
Show some groups of pictures and have students talk about them like this.
T: Whose blouse is this
S1: It can’t be David’s. It must belong to Lucy.
T: Why
S1: Because it’s the clothes for woman.
Have different pairs talk about the owners of the things in the pictures in front of the class.
Step 2 Pairwork （About 6 minutes）
First, have students look at the picture in 4c and say what they can see in the picture. Then guess who the owner of the room is and his/her hobbies.
Have two students read the sample conversation and tell them to infer the owners of the room using “must”, “might”, “could”, and “can’t”, and say the reason.
Ask students discuss their ideas with their partners and make their own conversations. Make sure they can make inferences using “must”, “might”, “could” and “can’t” correctly. As students work, move around the classroom offering help as needed.
Invite some different pairs to share their ideas with the class.
Step 3 Reading (About 14 minutes)
Lead-in:
T: According to what we see or know about, we can make inferences using the words must, might, could and can't. Something unusual happened in Victor’s town. They heard strange noise at night, but didn’t know what it was. Different people made different inferences. Next, please read the passage and make your inference.
Pre-reading
Have students look at the picture and answer the questions.
What is the woman in the picture doing How did she feel Why
Have some students try to answer the questions.
While-reading:
First, have students read the passage quickly and check the sentences “T” (for true) or “F” (for false) according to the passage.
1. Victor’s town used to be very noisy. 2. Unusual things are happening in the small town and everyone is uneasy. 3. Victor’s wife thinks strange noises must be teenagers having fun. 4. The police find something strange. 5. Victor’s next-door neighbor also heard the noises outside and thought it might be a dog.
Then ask students to read the three titles in the box in 3a and decide which might be the best title. Ask two students to report their answers and say their reasons.
Have students read the passage carefully and find out different people’s inferences about the strange noise, and then complete the chart in 3c.
Call different students to report those persons’ opinions. Check answers with students.
Have students read the meanings in the box of 3b and guess what the words are. Then skim the passage again and find the words from the passage to match the meanings. Check the answers in class.
Call students to find out key phrases and key sentences, and then help students sum up some key language points and explain the phrases “next-door neighbor, run away, go away, create fear” and the key structures “There must be something doing sth.” and “have fun doing sth.”.
After-reading:
Call two students to retell the passage according to the content in the chart of 3c.
Step 4 Grammar Focus (About 5 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then ask a student to summarize how to make inferences using “must”, “might”, “could” and “can’t” and the usage of “whose”.
Then show the picture and form to help them sum up the usage of making inferences using “must”, “might”, “could” and “can’t”.
Ask students to make sentences to practice making inferences using “must”, “might”, “could” and “can’t”. Invite different students to share their sentences with the class.
Step 5 Practice（About 4 minutes）
Have students read the sentences in 4a and choose the suitable expressions to complete each sentence according to each conversation. As they work, move around and give them some help if they need.
Call different students to say their answers and check them in class.
Step 6 Pairwork (About 5 minutes)
Ask a student to read the first sentence in 1 of 4b, and then have a talk with them.
T: Why are many people wearing coats
S1: Because the weather is too cold. We have to wear warm clothes.
T: So we can make an inference: “The weather must be cold.”
Have the students talk with their partners to complete the responses in 4b. Move around the classroom and give them some explanations if they have any difficulties.
Call different pairs to share their answers with students.
Step 7 Summary（About 3 minutes）
In this class, we've mainly learned the usage of making inferences using “must”, “might”, “could” and “can’t” and done much reading and writing practice using the target language.
Ask students to sum up the important phrases and the key sentence they learned.
Help students sum up and practice making inferences using “must”, “might”, “could” and “can’t”.
Step 8 Homework（About 1 minutes）
Interview your classmates or friends about something strange or mysterious around them, then write a passage to tell everyone about their inferences.
Blackboard Design：
Unit8 It must belong to Carla.
Section A 3a-4c
Victor’s wife It could be an animal.
Victor and his friends It must be teenagers having fun.
The policeman It might be the wind.
Helen (next-door neighbor) It can’t be a dog.
One woman in the area Maybe it was a bear or a wolf. (run away)
The writer himself The noise-maker is having too much fun creating fear.
There must be something doing sth.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. Tom often makes a lot of n______ (噪音) in the classroom.
2. He saw some hungry w______ (狼) running after a deer.
3. I'm too s______ (困倦的)to watch the end of the movie.
4. The p______ (警察)warned me for speeding.
5. The man is spreading a rumor to c______ (制造) fear among the public.
Ⅱ. 选择填空。
1. ---Have you bought for Linda’s birthday
---Not exactly. Just some flowers.
A. something unusual B. anything unusual
C. unusual something D. unusual anything
2. The man ______be my English teacher. He has gone to Canada.
A. might B. must C. can’t D. mustn’t
3. I saw two thieves on my way home.
A. run away B. run after C. running away D. running after
4. Listen! There must be some children in the next room.
A. to sing B. singing C. sing D. will sing
5. They passed a(n) night waiting for news from the hospital.
A. sleepy B. noisy C. uneasy D. comfortable
Ⅲ. 用所给词的适当形式。
1. The policeman couldn’t find_____ (something) strange in the room.
2. There is a old man_____(wait) for you outside the school.
3. I saw a thief (enter) the shop. So I called the police at once.
4. The T-shirt might be (Mark).
5. We went to the beach last Sunday, and we had great fun _____ (play) volleyball.
教学反思
本节课教学目标明确、教学思路清晰、语法学习与阅读教学相得益彰，充分体现了新课标的理念。利用图示和表格总结语法结构，形式活泼，既能吸引学生的注意力，激发学生学习兴趣，又能使学生更容易掌握语法结构。阅读教学从对图片的谈论入手，把阅读任务分解为学生易于活动的小任务，利用浏览、细读和重点研读等阅读策略，引导学生逐步完成判断正误和细节填表练习，然后理解短文大意，总结短文最好的标题。设置的任务活动符合学生的认知，学生在自主活动和合作探究中很容易完成了阅读任务，避免了学生对阅读的畏难情绪。各个层次的同学都能在教师的引导下，与同学一起合作顺利完成任务。
第二课时作业设计答案
Ⅰ. 1. noise 2. wolves 3. sleepy 4. policeman 5. create
Ⅱ.1-5BCCBC
Ⅲ. 1. anything 2. waiting 3. entering 4. Mark’s 5. playingUnit8 It must belong to Carla.第三课时教学设计和课时作业
The Third Period (Section B 1a---1e)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Make inference.
(2)Key Vocabulary:
Ss can master the following new words and phrases: alien, suit, catch a bus; wait for; right now
(3)Target Language:
Why do you think the man is running
He could be running for exercise.
No, he's wearing a suit. He might be running to catch a bus to work.
(4)Structure:
Must, might, could and can’t for making inferences
2. Ability Objects
① Learn to talk about mysteries by making inferences and improve students’ ability of listening and speaking.
② Learn and master how to make inferences using “must”, “might”, “could” and “can’t”.
3. Moral Objects
The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.
Teaching Key Points：
⑴ Learn and master how to make inferences using “must”, “might”, “could” and “can’t”.
⑵ Learn to talk about mysteries and improve students’ ability of listening and speaking.
Teaching Difficult Points：
Enable students to talk about mysteries using “must”, “might”, “could” and “can’t”.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
Teaching Aids：
The pictures about UFO and other things, PPT
Teaching Procedures：
Step 1 Review（About 4 minutes）
Greet the class as usual.
Have students read the information in the chart of Self Check 2, then according to their likes and dislikes, ask them to make inferences for the things given using must, could, might or can’t and say the reasons. While students write sentences, move around and offer language support if they need.
Call different students to say their sentences and ask other students to check whether they made right inferences.
Step 2 Warm-up（About 4 minutes）
T: Boys and girls, I know most of you must be interested in mysteries. There are many unexplained mysteries in the world, like the original crop circles, the Pyramids of Egypt, Stonehenge, UFOs and Area 51 and so on. Next, look at the pictures and tell me what they are.
Show the picture of UFO and an alien and have a free talk with a student.
T: Look! What’s this
S1: It’s an UFO.
T: Yes, What do you think of it
S1: I think it’s very mysterious.
T: Yes, it’s a mysterious thing. And this is an alien. How does it look
S1: It looks very ugly and strange.
T: Yes. UFOs and aliens are mysterious for us. We hardly know them. So we should work hard to explore the secrets of them in the future.
Step 3 Presentation（About 6 minutes）
Present some pictures and have a free talk with students.
T: (Point to Picture 1) What’s the bear doing
S1: Is it playing basketball
T: It might/could be playing basketball.
Have students talk about other pictures with their partners according to the example. Call three pairs to act out in front of the class.
Present the picture of a man and talk about it.
T: What’s the man doing
S2: He might be running.
T: Do you think why the man is running
S2: He could be running for exercise.
S3: He might be running for catching a bus.
T: Ok. Let’s look at another picture. (Present the picture b in 1a) Why is the man running
S2: Wow, an alien is running after him.
T: Yes, He is running because he is afraid of the alien. Next, we look at the pictures in 1a and write sentences to describe them with the words in the box.
Have students write sentences by themselves, and then call three students to say their sentences. Check answers with students.
Answer: a. A UFO is landing. b. An alien is running after the man. c. A man is running.
Step 4 Listen and number（About 5 minutes）
Point the three pictures in 1a and say, you will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.
Point out the sample answer in the box of the third picture. Say, you will hear the man is running first.
Play the recording the first time. Students listen and number the pictures. Play the recording again. Check the answers with students.
T: Do you really think there are aliens Do you think what will happen Please write two or three sentences in the box of 1b to finish the story.
Encourage students to think and write two or three sentences individually to finish the story.
Call different students to share their endings of the story with other students.
Step 5 Listen and complete（About 7 minutes）
T: Different people make different inferences according to what they saw. Next, you’ll listen to the same recording again and complete each sentence.
Have students look through to the chart in 1c and know about what to do.
Play the recording twice and ask students to complete the sentences. Then play the tape again and show the answers so that students can check the spelling and other details of their answers.
Step 6 Pairwork（About 5 minutes）
Invite a pair of students to read the sample conversation in the box of 1d to the class.
Have students make up conversations in pairs using information in 1c. As the pairs work together, walk around the classroom listening to some pairs and offering help as needed.
Call different pairs to role-play their conversations to the class.
Step 7 Practice（About 6 minutes）
Point to the picture 1 and talk with a student like this.
T: Why do you think the alien is running after the man
S4: It could be playing with the man for fun.
T: No, can’t you see it looks terrible It must be hungry.
Have students talk about the other pictures with their partners. Make sure they can make inferences using “must”, “might”, “could” and “can’t”. Then call several pairs to share their conversation with the class.
Sample conversation1:
A: Why do you think the girl is crying
B: She could be crying for the failing of the exam.
A: No, her pet dog died. She might be crying for her dead dog.
Sample conversation2:
A: Why do you think the boy is laughing
B: He could be laughing for his new toy.
A: No, can’t you see he’s reading a storybook. He must be laughing for a funny story.
Step 8 Summary（About 3 minutes）
In this class, we’ve mainly done much listening and writing practice using the target language. We’ve known a story about UFO and an alien by listening and speaking. If we really want to know more about mysteries like UFOs, we must study hard.
Step 9 Practice（About 4 minutes）
Have the students look through the sentences in Self Check 1 and understand the meanings. Then work alone to fill in the blanks with must, night or can’t.
Call different students to say their answers and check them with students.
Step 10 Homework（About 1 minutes）
Look at the person running in the picture. Why do you think they are running Make different conversations to make inferences using must, could, might and can’t.
Blackboard Design：
Unit8 It must belong to Carla.
Section B 1a-1e
The UFO is landing.
The alien is running after the man.
The man is running.
A: Why do you think the man is running
B: He could be running for exercise.
C: No, he's wearing a suit. He might be running to catch a bus to work.
课时作业设计
Ⅰ. 单项选择。
1. Mr. Yang be in the office because the light is off.
A. can’t B. might C. could D. must
2. Hurry up, or you won’t the train.
A. miss B. keep C. sit D. catch
3. ---Listen! What’s happening
---Oh, it might be a girl______ in the next room.
A. to cry B. crying C. cry D. cries
4. You’ve walked a long way and you be tired. Have a rest, please.
A. can’t B. might C. can D. must
5. The dog is running a chicken in the yard.
A. to B. after C. for D. with
Ⅱ.按要求完成下列各题，每空一词。
1. The girl could be swimming for exercise. (对划线部分提问)
_________ could the girl be swimming _________
2. The tall man must be an English teacher. (改为否定句)
The tall This person _______ an English teacher.
3. Must I park the car here (否定回答)
_______ you _______.
4. My mother may be at home now. (改为同义句)
my mother at home now.
5. The boys aren’t in the classroom. They (一定在打篮球)on the playground. (完成句子)
Ⅲ.补全对话，其中有两项是多余的。
Tom: Hey, Mike! Look at that man running down the street. Why do you think he is running
Mike: 1
Tom: No, I don’t think so. He’s wearing a suit.
Mike: 2
Tom: But there’s no bus on this road. Buses are not allowed to run here.
Mike: Oh! So maybe… he’s going to be late and run to work.
Tom: I don’t think so! He looks scared.
Mike: Yeah. Look! What’s that in the sky
Tom: 3 And its landing.
Mike: Look at that lady with a camera.
Tom: 4
Mike: No. Look at those other people. They are actors. Oh! I see. 5
A. It must be a UFO. B. They must be making a movie. C. She must be from the TV news. D. I must have lost it. E. He could be running for reading room. F. I think I might leave it in the reading room. G. He might be running to catch a bus.
教学反思
图片的使用是本节课的一个亮点。本节课在导入目标语言和引入听力任务时，巧妙地使用图片。一方面图片给学生以直观的认识，提高了学生学习兴趣；另一方面利用图片模拟情景学习关键结构，既降低了难度，也激发学生探知的欲望，同时也为口语训练提供了范例。听力教学时，利用图片导入，让学生对听力内容有一定的了解，使听力任务变得更加简单，提高学生听力的效果。口语训练和作业的图片也给学生更多的想象空间，进一步巩固了听说训练的效果。
倡导体验参与，开发学生学习潜能。教学中倡导建构式的学习，努力运用学生主动参与、感知体验、探究发现、交流合作的学习方式，不断调整学习英语的情感和策略，使每个学生个性潜能得以开发。学生在大量的听说活动中，熟练语言技能，发展语言能力，感受成功的喜悦，使课堂真正形成“乐说”“会说”“能交际”的氛围。
第三课时作业答案
Ⅰ. 1-5ADBDB
Ⅱ. 1. What; for 2. can’t be 3. No; needn’t 4. Maybe; is 5. must be playing basketball
Ⅲ. 1-5 EGACBUnit8 It must belong to Carla.第四课时教学设计和课时作业
The Fourth Period (Section B 2a---3b)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Make inference.
(2)Key Vocabulary:
Ss can master the following new words and phrases: express, circle, Britain, receive, leader, medical, purpose, prevent, energy, position, burial, honor, ancestor, victory, enemy, period, mystery, communicate with, point out, put together, in a certain way, move up, be used for, for… purpose
(3)Target Language:
Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries.
However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago.
As you walk there, you can feel the energy from your feet move up your body.
No one is sure what Stonehenge was used for, but most agree that the position of the stones must be for a special purpose.
Some think it might be a burial place or a place to honor ancestors.
(4)Structure:
①Must, might, could and can’t for making inferences
②The usage of the conjunctions and phrases
2. Ability Objects
⑴ Enable the students to identify conjunctions or phrases that link ideas and understand the main idea of the passage.
⑵ To learn to talk about mysteries using must, might, could and can’t for making inferences.
3. Moral Objects
Learn about the mystery of Stonehenge. Encourage students to study hard to explore the secrets of the mysteries in the future.
Teaching Key Points：
⑴ To learn to talk about mysteries using must, might, could and can’t for making inferences.
⑵ Enable the students to identify conjunctions or phrases that link ideas and understand the main idea of the passage.
Teaching Difficult Points：
Enable the students to identify conjunctions or phrases that link ideas and understand the main idea of the passage.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Gaming Teaching Method
Teaching Aids：
The pictures about Stonehenge, PPT
Teaching Procedures：
Step 1 Warming up and lead in（About 6 minutes）
Have students listen to the song Stonehenge. Then have them think of the questions:
Which Chinese traditional art is the song about What do you know about it
Have a free talk with students.
T: What do you think of this song
S1: I think it’s wonderful and exciting.
T: The name of this song is Stonehenge. And it’s also a famous mystery in England. As one of the greatest mysteries, over 750000 visitors go there every year. Do you want to know something about it
Ss: Yes.
T: Ok. Let’s look at the picture of Stonehenge. It’s a beautiful place. What can you see in the picture
S2: A lot of huge stones.
T: But people don’t know why it was built and how it was built. People have some guesses about the mystery. Next, we’ll read the article and know some different ideas about Stonehenge.
Step 2 Pre-reading (About 5 minutes)
Have students look through the linking words or phrases and the purpose in 2a. Then match each linking word or phrase with its purpose. Help students understand the usage of each linking word or phrase. Then let students make up an example using each word or phrase.
Call two students to report their answers.
Have students read the passage in 2b quickly and find the new words and key phrases, and then let them try to guess their meanings. Then present the new word on the screen and use pictures or explanations to teach the new words and key phrases.
Step 4 While-reading（About 9 minutes）
Have students look at the following statements in the chart. Then let them read the article in 2b as quickly as possible to get a general idea and circle “True” or “False”.
1. Stonehenge is one of the most famous historical places and its greatest mysteries in America. True False
2. When the leader arrived in England, Stonehenge wasn’t built. True False
3. Some visitors think the stones of Stonehenge can prevent illness and keep people healthy. True False
4. People agree that Stonehenge must be a place to honor ancestors True False
5. In 2001, a group of British volunteers tried to build another Stonehenge, but they couldn’t. True False
Ask different students to say their answers. then check the answers with the class.
Have students scan the article in 2b and underline the linking words and phrases, then grasp the meanings of the sentences and say the usage of the linking words or phrases in the sentences. Check their own matches in 2a.
Ask students to look through the chart in 2c. Let them read the article individually to find out the mysteries about Stonehenge and what Stonehenge might have been used for. Then discuss them with a partner and complete the chart.
Invite several students to report their results and correct any mistakes with the class.
Step 5 After-reading (About 4 minutes)
Have students read the sentences in the box of 2d, and then choose the linking words from 2a to complete the sentences. Call different students to read their answers and check the answers with the class.
Step 6 Groupwork (About 5 minutes)
T: From the passage, we know a lot about Stonehenge, one of the greatest mysteries. What other mysteries do you know in the world What is mysterious about them Please discuss them in your group.
Divide the students into different groups according to the mysteries they choose. Let each student say the mysteries about something he/she know and discuss them in groups. Then list the mysteries. As students work, move around the room offering some language support.
Call each group to report their discussion results and give some explanations.
Step 7 Make an interview (About 5 minutes)
Have students read through the passage in 3a on Page 59 again and think about what the noises could be. Then list their own ideas and reasons in the chart in 3a on Page 63.
Divide the class into four groups and choose a student as the reporter in each group to interview other students. Choose the most imaginative explanation in each group and report it to the class.
Step 8 Writing (About 5 minutes)
Have students read the newspaper headline and tell them to finish the article about the strange happening.
First, let them read the writing tips in the box of 3b and tell them the main ideas about the three parts of the passage. Then read the sentences in the left column of 3b and ask them choose an imaginative explanation from their discussions to complete each paragraph. The teacher walks around and gives them some help if they need.
Finally, have each student read his or her own passage in groups and all the members can give some advice to help correct the article. Each group chooses the best passage to present in class.
Have students write down their passages in the exercise books.
Step 9 Summary (About 3 minutes)
In this class, we've learned a passage about Stonehenge, one of the greatest mysteries. And there are many mysteries for us to explore in the world. We must study hard so that we can explore the secrets of the mysteries in the future.
Ask two students to sum up the key phrases and the sentence with “must, might, could and can’t” for making inferences. Remind them of how to make inferences using must, might, could and can’t.
Step10 Homework (About 1 minute)
Search for some information about the mystery you are interested in from the Internet and learn about what is mysterious about it. Then tell the mysteries to your partner.
Blackboard Design：
Unit8 It must belong to Carla.
Section B 2a-3b
Stonehenge—Can Anyone Explain Why It Is There
Mysteries about Stonehenge What Stonehenge might have been used for
Who built it a temple
Why was it built a kind of calendar
How was it built a medical purpose
… …
not only…but also...
as, because
however, but
when, while
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. He r __________ (收到了) a story-book on his last birthday.
2. This is the best m______(医疗的) team in the country.
3. What can we do to p______(阻止) this disease spreading
4. Don't waste your time and e______(精力) on games.
5. She is confident of v______(胜利) in Saturday's final.
Ⅱ. 选择填空。
1. ________ Tom ________ Mary speaks good Chinese, so they can communicate with these Chinese students very well.
A. Neither, nor B. Not only, but also C. Both, and D. Either, or
2. His family are worried about him because they haven't ____ letters from him for a long time.
A. accepted B. received C. written D. collected
3. We should care more about our health _______ good health is the first step towards success.
so B. if C. but D. because
4. He ____ the dangers of driving after drinking.
A. pointed out B. took out C. found out D. pointed to
5. Jennifer takes a lot of exercise every day and she is always full of_______.学科
A. knowledge B. energy C. change D. courage
Ⅲ. 根据汉语意思，把下列句子补充完整。
1. 巨石阵不仅是英国最著名的历史名胜之一，还是英国最神秘的事物之一。
Stonehenge is one of Britain’s famous historical places one of its greatest mysteries.
2. 历史学家认为巨石阵是古代领导人试图和神联系的一座神庙。
Historians believed that Stonehenge was a temple ancient leaders tried to the gods.
3. 这些大石头是按照某种方式放在一起的。
The large stones were put together .
4.有些人认为这可能是一个墓地或纪念祖先的地方。
Some think it a burial place or a place to .
5. 巨石阵最大的神秘之一就是他是怎样被建造的，因为这些石头又大又重。
One of the is how it because the stones are so big and heavy.
教学反思
本节课思路清晰，衔接自然，体现了教师主导，学生主体的教学观念。注意开发课程资源，拓展学用渠道，设计灵活新颖的活动来激发学生的学习热情,让学生自然地学会和运用所学知识,真正成为课堂教学的主角。
课堂开始用阅读材料同名的歌曲热身导入，一方面可以活跃课堂气氛，引起学生学习兴趣，帮助他们尽快进入状态，另一方面通过歌曲中提出的问题引出阅读材料的重点“巨石阵的神秘”，紧扣教学话题，具有铺垫作用。
阅读教学活动任务设计有坡度，由易到难，符合学生认知规律。阅读教学抓住“连词的用法”和“情态动词表示推测”两个重点，帮助学生理解短文。阅读准备时，让学生弄清不同连词在句子中的不同作用，然后在短文中体会这些连词的用法，从而帮助学生理解阅读材料。另一方面通过分析运用情态动词表示推测的句子，让学生一方面巩固单元目标语言的用法，另一方面更好地理解了巨石阵的神秘之处。
本节课由于学生对世界上其它神秘之物的材料准备不足，讨论活动不够热烈，因此以后要注意引导学生利用各种媒介开发课程资源。
第四课时作业设计答案
Ⅰ. 1. received 2. medical 3. prevent 4. energy 5. victory
Ⅱ. 1-5 BBDAB
Ⅲ. 1.not only; but also 2. where; communicate with 3. tin a certain way 4. might/could be; honor ancestors 5. greatest mysteries; was builtUnit8 It must belong to Carla.第一课时教学设计和课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Make inference
(2)Key Vocabulary:
Ss can master the following new words and phrases: whose, truck, rabbit, attend, valuable, pink, picnic, anybody, belong to, attend a concert, pick up
(3)Target Language:
Whose volleyball is this
It must be Carla’s. She loves volleyball.
Whose hair band is this
It could be Mei’s hair band. Or it might belong to Linda. They both have long hair
I attended a concert yesterday so it might still be in the music hall.
Do you have anything valuable in your schoolbag
So could it still be a t the park
(4)Structure:
Must, might, could and can’t for making inferences
2. Ability Objects
①Enable the students to infer the owners of the things using “must”, “might”, “could”, and “can’t”.
②Train the students’ listening and speaking skills with the target language
3. Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Put away your things.
Teaching Key Points：
Learn to make inferences using “must”, “might”, “could” and “can’t”.
Train the students’ listening and speaking skills with the target language.
Teaching Difficult Points：
Learn to make inferences using “must”, “might”, “could” and “can’t”.
Enable the students to understand the target language in spoken conversation and train students’ listening ability and communicative competence.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Activity Teaching Method, The Communicative Approach.
Teaching Aids：
The pictures of some daily things, a schoolbag, PPT
Teaching Procedures：
Step 1 Leading-in（About 4 minutes）
Greet the class as usual.
Have a free talk with students.
T: (Hold a schoolbag) Just now, I picked up a schoolbag in the hallway. Whose schoolbag is this
S1: Is it Li Lei’s I remember his schoolbag is blue.
T: It might be Li Lei’s. Let’s ask him. Li Lei, is this your schoolbag
S2: No, it’s not mine. You can look at the things in the bag.
T: (Open the schoolbag and take out a CD) Look, there is a CD in it.
S2: Is it Mark’s He loves music.
T: Well, it might belong to Mark. Is this your schoolbag, Mark
S3: No, it’s not mine. My bag is here. It might be Linda’s. She likes music, too.
T: No, it can’t be Linda’s. This is a boy’s bag. Oh, I see. It must be Wu Bin’s.
Ss: Why
T: Look! His name is on the CD. Wu Bin, is this your schoolbag
S4: Oh, yes, it’s mine. Thank you.
T: That’s all right. But you must look after your things.
Step 2 Presentation（About 6 minutes）
T: When we talk about things we are not sure of, we use the words could, might, can’t and must. For example, we can say: The schoolbag could be Li Lei’s. The schoolbag might be Li Lei’s. The schoolbag can’t be Linda’s. The schoolbag must be Wu Bin’s. Now, please look at the picture and talk about it.
T: Whose volleyball is this
S1: It must be Peter’s.
T: Why do you think of it
S1: Because his name is on it.
T: You’re great. And we can say “The volleyball must belong to Peter.”
Show the picture of two girls and a skirt to students and talk about it.
T: Whose skirt is this
S2: It might be Jane’s.
S3: It could be Miss Yang’s.
T: Yes, it might/could belong to Jane/Miss Yang.
Show the picture of a girl, a boy and a skirt, then talk about it.
T: Whose skirt is this
S4: It must be Jane’s.
T: What’s another way of saying that
S4: It must belong to Jane.
T: Yes, the skirt must belong to Jane, and it can’t belong to Mike.
Have students look at the pictures and do a game guessing the owners of things in pairs.
Call four pairs to talk about them in class.
Step 3 Brainstorming（About 4 minutes）
T: Some children are having a picnic. They take lots of things with them. Now, look at the picture in 1a on Page 57. What can you see in the picture
Ss: We can see a hat, a T-shirt, a volleyball, a CD, a toy truck, 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. For example, the hat and the T-shirt must belong to clothing.
Have students finish 1a alone and then ask two students to report their answers. Check answers in class.
Step 4 Listening practice（About 4 minutes）
T: Do you know who the things belong to Now, we’ll listen to a conversation. As you listen, draw lines to connect each 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.
Have students look through the chart. Then play the recording for the first time and ask students to listen to the tape carefully and get the key information “who” and “what”. Then Play the recording again, and ask students to grasp the key information “why” and connect the items in the three columns.
Play the recording for the third time and check the answers with students.
Step 5 Pairwork（About 4 minutes）
T: Just now, we heard that the owners of the things and the reasons why the things belong to them. Next, please make conversations in pairs with the help of the information in the chart in activity 1b.
Invite two students to read the sample conversation in 1c. Then ask students to make conversations with their partners using the information in 1b. As students work, listen to some pairs in order to check the progress and give them some help as needed.
Ask some pairs to come to the front of the classroom and act out their conversations.
Sample conversation:
A: Whose toy truck is this
B: It must be Jane’s little brother’s. He was the only little kid at the picnic.
Step 6 Listening practice（About 6 minutes）
T: Bob and Anna find a schoolbag at the park. Please listen to the tape and write down the things in it.
Play the recording and let students write down the things in the schoolbag they hear them. Play the tape again and check the answer in class.
Have the students read the chart in 2b and make sure they can understand the usages of making inferences using “must”, “might”, “could” and “can’t”. And then have them guess the answers.
Play the recording for the third time and let them complete the sentences. Play the recording for the fourth and check the answers with students.
Encourage students to make their own sentences using “must”, “might”, “could” and “can’t”.
Step 7 Pairwork（About 5 minutes）
Call two students read the sample conversations in 2c and help them complete the conversation according to the information in 2a and 2b. Then ask students to make up conversations in pairs using the information in 2a and 2b. As students work, move around the classroom offering help as needed.
For example:
A: Look! There’s a schoolbag here.
B: What’s inside
A: There is a T-shirt and a hair band. The person can’t be a boy.
B: It could be Mei’s hair band. She has long hair.
A: The hair band might belong to Linda. Her hair is long, too.
B: Look! Here are tennis balls.
A: Then it must be Linda’s schoolbag. She has long hair and like playing tennis.
Call several pairs to act out their conversations in front of the class.
Step 8 Expansion and extension（About 8 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them the following questions.
①What’s wrong with Linda ②Why does Linda think her schoolbag might be in the music hall
③Are the things in her bag expensive ④ Who does she think might pick up her bag
Have students read the conversation and find out the sentences about making inferences using modal verbs. Then have them discuss how to use the words “must, might, could and can't” to make inferences. As students work, the teacher walks around and gives them some help if they need.
Explain the key sentences and some key new phrases “attend a concert, anything valuable, pick up” and help students understand the language points and have them practice making sentences with the phrases and the key structures.
Call several pairs to act out the conversations in front of class.
Step 9 Summary（About 3minutes）
Guide Ss to summarize the language points they learnt in this class.
Ask students to sum up some key phrases and the usages of making inferences using “must”, “might”, “could” and “can’t”.
Choose some things from the students and invite some students to talk about the owners of the things using “must”, “might”, “could” and “can’t”.
Step 10 Homework（About 1 minutes）
First Answer the questions “Whose …is this/are these ” and “Why ”, then write some sentences using “must, might, could and can’t” to guess the owners and show the reasons.
Blackboard Design：
Unit8 It must belong to Carla.
Section A 1a-2d
Whose volleyball is this belong to
It must be Peter’s. attend a concert, anything valuable, pick up
= It must belong to Peter. Do you have anything valuable in your schoolbag
It might/could be…
It can’t be…
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. Do you know w (谁的) handbag this is .
2. It’s such a pleasant day! Let’s go for a ______(野餐).
3. He didn't find a______(任何人) in the classroom.
4. Luckily, nothing v______(贵重的) was stolen.
5. Some famous singer and movie star a ______(参加) his wedding yesterday.
Ⅱ. 用must, might, could或can’t完成下列句子。
1. The boy has practiced dancing for two hours. He _______ be very tired.
2. Your mother _______ be in Beijing, because she has gone to Shanghai.
3. Don’t play on the street. You _______ be hurt by cars.
4. The tall girl _______ be Tina. Tina is short.
5. My father _______ have the key to the door, but I’m not sure.
6. They _______ know many people here, because they have just moved here.
7. The door is locked. He _______ be at home.
8. The bag _______ be Lily’s, because it has her name at the corner of it.
Ⅲ. 句型转换。
1. The book must be Li Lei’s. (同义句)
The book Li Lei.
2. The bike must be Jim’s. (否定句)
The bike Jim’s.
3. The red car belongs to Tom’s father. (变一般疑问句)
the red car Tom’s father
4. It could be Linda’s schoolbag. (划线提问)
could it
5. There isn’t anything valuable in her bag. (同义句)
There is in her bag.
教学反思
本节课围绕“谈论物主”这个话题开展丰富多彩的课堂教学活动，学习使用情态动词表示推测的结构和用法。教学以谈论“拾到的书包”入手导入新课，学习关键结构，自然贴切，学生在谈论过程中很自然接触情态动词表示推测的结构，然后通过对比图片，在不同情境中很自然地掌握关键结构，同时为后面的角色表演做好铺垫。
教学过程中坚持以学生为主体，教师旨在导学，不断创设贴合学生实际的情境让学生参与，积极肯定地评价学生的课堂表现。任务设计符合学生认知，有一定坡度，学生活动逐步深入，学生能够积极谈论他们熟知感兴趣的话题，通过体验、实践、游戏、讨论、合作等方式发展了听、说、读、写的综合语言技能。教学过程中，注意利用积极的评价调动全体学生的积极性，引导学生更加积极参与小组活动，让他们在愉悦的气氛中潜移默化地接受语言、领悟语言、使用语言。
第一课时作业设计答案：
Ⅰ. 1. whose 2. picnic 3. anyone 4. valuable 5. attended
Ⅱ. 1. must 2. can’t 3. might / could 4. can’t 5. might / could 6. can’t 7. can’t 8. must
Ⅲ. 1. was bought by 2. Who were; invented by 3.Who was listed 4. are used; looking 5. When; inventedUnit8 It must belong to Carla.
教材分析、教学设想、重要知识点及语法解析
本单元以“神秘的事物(mysteries)”为核心话题，围绕本单元语言交际功能项目“做推断（Make inference）”，逐步展开各项听、说、读、写活动，让学生根据提供的信息材料，运用猜测的句型，对发生的事情做出判断和推测。首先教材从谈论“郊游野餐”入手，围绕郊游中的某些物品属于谁，以及原因等展开一系列听说的任务活动，同时呈现了本单元新的目标学习语言：用情态动词must、might、could和can’t表示推测。这样既复习了以前学过的单词和重点短语，也学会了如何用英语进行推测。教材内容从基础语言知识入手再到综合语言知识，层层递进，以一种循序渐进的程序学习。教师引导学生在活动中有目的地加强听说练习，逐步提高学生的口语交际能力。然后根据教材提供的一些图片和阅读材料等教学内容，通过谈论周围地区奇怪的声音和巨石阵的神秘之处，激发学生学习兴趣，进一步训练情态动词表示推测的结构，巩固本单元所学语法知识，引导学生运用情态动词进行推测，锻炼了学生的写作能力。
Section A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材谈论某物属于某人及其原因，导入本单元语言功能项目“做推断（Make inference），并介绍语法项目“用情态动词表示不同程度的推测”，然后通过听力、口语和阅读训练逐步落实这些语言功能项目。
活动1a介绍有关物品的重要词汇，要求学生看图，并把图上的物品根据要求分类，完成表格。
活动1b提供理解目标语言在对话中运用的听力训练。听力内容是谈论物品所有。首先让学生读图上的对话，学习用whose对物主的提问和用情态动词must表示推测。然后让学生阅读表格，放第一遍录音，学生仔细听，把物品和所有人配对，体会用情态动词表示推测的用法；放第二遍录音时，学生根据听到的内容把选择物品的原因和人物配对。
活动1c提供运用目标语言的示范性口语对话。重点练习使用“情态动词表示推测”结构。首先，让两个学生起来朗读1c中的对话，体会“情态动词表示推测”结构的用法；然后让学生根据1b的信息编写对话，反复操练用情态动词推测物品的主人。最后让学生根据身边的物品，仿照例子运用这些结构进行真实的交际，推测这些物品的主人。最后找几对对学生展示他们的对话。
活动2a提供的是使用目标语言进行的听力练习。听力内容是谈论书包里的物品。听对话，让学生根据对话的内容把书包里的物品写在数字后的空白处。
活动2b提供理解目标语言在对话中运用的听和写的练习。要求学生使用情态动词must、might、could和can’t填空。先让学生阅读右边情态动词的含义，老师解释它们表示推测的用法；再让学生先阅读2b表格中的句子，猜测可能要填的情态动词；然后要求学生再听录音，根据听到的内容填上听到的情态动词。引导学生体会情态动词表示推测的用法。
活动2c提供的是使用目标语言进行的示范性口语练习。找两个学生朗读示例对话，帮助学生使用情态动词去推测物主，把对话补充完整。然后仿照2c示例，根据2a和2b提供的信息和同伴一起谈论这些物品。找几对学生表演他们编写的对话，检查学生对目标语言的掌握情况。
2d提供的使用目标语言进行的角色练习，帮助学生对所学语言功能项目进行练习巩固。通过谈论“丢失的书包和推测它可能在什么地方”，练习巩固情态动词表示推测的用法。要求学生找出含有情态动词表示推测的句子，体会表示推测的不同情态动词用法；然后角色表演对话，练习使用不同的情态动词表示程度不同的推测。
3a提供的是使用目标语言的阅读理解练习。先让学生看图推测图上的人感觉怎么样。然后让学生阅读短文，理解短文主要意思，判断短文的标题；再读短文，找出情态动词表示推测的句子，体会目标语言和情态动词表示推测的用法。
3b提供的是读和写的练习。要求学生阅读短文，理解重点词语的含义。先让学生阅读表格中的词语解释，然后阅读短文，在文中找出有这些词义的词语，分别填在表格中相应的词义后面。
3c提供的是读、说和写的练习。要求学生阅读短文，说出文中每个人对于奇怪声音的推测，然后把他们的推测填在表格中。
Grammar focus总结了情态动词must、might、could、can’t用来表示不同程度的推测，理解并掌握这些情态动词在句中表示推测的用法。要求学生根据猜测的程度，在日常交际中准确使用不同的情态动词进行推测。
4a是针对语言功能项目的写的练习。要求学生根据句意选择合适的词完成句子，帮助学生进一步练习情态动词表示不同程度的推测的用法。
4b提供针对语言功能项目的说和写的练习。要求学生根据上一句的内容，对叙述的情况进行推测，帮助学生进一步练习目标语言，巩固情态动词表示推测的用法。
4c提供的是运用目标语言进行说和写的练习。要求学生看图，根据图中的物品猜测房间的主人和他（她）的业余爱好。根据示例对话，与同伴一起谈论你的看法，练习使用情态动词来表示推测，然后运用情态动词表示推测的结构编写自己的对话，进一步帮助学生练习并巩固单元语言功能项目。
Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论生活中的一些神秘的事物，练习巩固学习的语言功能项目。
活动1a提供使用目标语言进行读和写的练习。让学生看三幅图，用方框里的词描述每幅图画，并写在图下面的横线上。
活动1b提供在口语中理解和运用目标语言的听和写的练习。要求学生根据自己听到的对话内容，把1a图片按1-3的顺序排列；然后让学生写两三句话补全这个故事。
1c提供的是针对目标语言的听和写的练习。让学生阅读1c的表格，然后要求学生根据听到的内容，把那个男人和那个妇女的推测填在表格中。
1d提供的是针对使用目标语言口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。首先让学生阅读1d中的示例对话，体会怎样使用情态动词表示推测；然后要求学生使用1a-1c的信息和同伴一起编一段对话，帮助他们进一步理解和使用目标语言。找几组同学角色表演他们自己编写的对话。抽查学生练习的情况。
活动2a介绍连词和连词短语以及它们的用法。要求学生阅读每个连词或连词短语以及它们表达的目的，理解每个连词会连词短语的用法，然后把连词或连词短语与它们的目的配对。
活动2b是针对语言功能项目的阅读理解练习，掌握连词或连词短语的用法。要求学生阅读短文，把文中的连词或连词短语划出来；根据短文内容，理解每个连词或连词短语的用法，检查自己在2a中配对是否正确。
活动2c提供的是阅读理解和写的练习。先让学生阅读2c中的表格，然后让学生再次阅读短文，了解巨石阵的神秘之处，以及巨石阵可能曾经被用来做什么，帮助学生进一步理解短文，完成表格。
活动2d提供的是针对阅读内容的理解和写的练习。要求学生先阅读2d方框中不完整的句子，理解这些句子的含义，根据短文内容，从2a中选择合适的连词或连词短语补全句子，进一步理解连词和连词短语的用法。
活动2e提供使用目标语言进行说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。要求学生选择中国货世界上其他地方的某个像巨石阵的神秘的地方，说出它的神秘之处，并在小组中讨论它们。然后找几个学生介绍他们了解的神秘的地方。
活动3a是针对功能语言项目的说和写的训练。让学生再次阅读59页3a短文，猜测那个吵闹声可能是什么，并说明你为什么这样认为。在表格中列出你所有的想法，然后在小组内交流，看看谁的猜测最具想象力。每个小组选出一个同学谈论他们猜测的情况。
活动3b是运用目标语言围绕功能语言项目进行写和说的练习。先让学生阅读3b的写作要点，了解每个部分的主要内容，介绍事情的发生，问题的解决和人们的感受。然后根据报纸标题，完成有关奇怪事情发生的短文。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1是针对单元语言功能项目的写的练习，复习表示推测的情态动词的用法。要求学生阅读每个句子，根据句意，从must、might和can’t中选择合适的情态动词填空，完成句子。进一步复习巩固表示推测的情态动词的用法。
2是针对单元语言功能项目的写的练习。让学生阅读表格内信息，然后根据这些信息，对下面所给的物品造句，推测这些物品的所有。帮助学生进一步巩固情态动词表示推测的用法。
词汇 Section A：单词：whose, truck, rabbit, attend, valuable, pink, picnic, anybody, noise, policeman, wolf, laboratory, coat, sleep 短语：belong to属于；attend a concert 出席音乐会；pick up捡起，拾到；have fun玩得开心；run away逃跑，逃脱；go away离开，走掉；make noise吵闹；feel sleepy欲睡
Section B：单词：alien, suit, express, circle, Britain, receive, leader, medical, purpose, prevent, energy, position, burial, honor, ancestor, victory, enemy, period, mystery 短语：catch a bus赶公共汽车；communicate with和……交流；point out指出；put together合在一起；in a certain way在某一方面；move up上移，提升；be used for被用来做……；for… purpose为了……目的
Self Check： wait for等候；right now立刻，马上
语法 Must, might, could and can’t for making inferences It must be Carla’s. It could be Mei’s hair band. I attended a concert yesterday so it might still be in the music hall. So I guess it can’t be a dog.
功能用语和话题 功能用语：“做推断（Make inference）” 话题：“神秘的事物(mysteries)” Whose volleyball is this It must be Carla’s. She loves volleyball. Whose hair band is this It could be Mei’s hair band. Or it might belong to Linda. They both have long hair What did you see that night I’m not sure, but it can’t be a dog.
本单元围绕“神秘的事物(mysteries)”这一核心话题，训练 “做推断（Make inference）” 的语言交际功能项目。教学从学生实际生活的物品入手，呈现并训练本单元新的目标学习语言：用情态动词must、might、could和can’t表示推测。通过各项听、说、读、写活动，让学生能够根据提供的信息材料，运用猜测的句型，对发生的事情做出判断和推测。本单元教学内容贴近学生的实际生活，学生对谈论的话题有着浓厚的兴趣。教师可以利用图片、视频等设置各项任务活动，巧妙创设学生熟悉、感兴趣的情境引导他们进行探究学习。以多种训练方式帮助学生掌握关键结构，练习日常交际用语，完成目标语言的输入。使他们能在实际生活之中对各种事物和情况进行合理想象，使用情态动词进行推测和判断。通过本单元学习，鼓励他们大胆预测，进一步激发学生探索大自然和未知事物的兴趣。
思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，围绕“做推断（Make inference）”这个语言功能项目，通过使用实物和图片“谈论物主”引出情态动词表示推测的结构。采用合作探究学习的方式，巧妙设计的各项听说任务活动，通过结对练习、小组讨论、角色表演等形式进行大量的听力和口语交际活动。要求学生能在创设的情境中反复操练情态动词表示推测的结构。然后通过对周围奇怪的声音的不同推测和对神秘的巨石阵的谈论，让学生在合作学习的过程中体会情态动词表示推测的用法，学会运用情态动词表示推测的结构对生活中各种事物和情况进行推测。
思路二：对本单元的语法教学，采用情景教学法，设置情景呈现单元语法结构，利用“猜猜他们在做什么”、“寻找主人”等各种任务活动，采用合作探究学习的方式，训练目标语言和语法结构。通过结对练习、小组讨论、采访活动等形式进行口语交际活动和大量的听力训练，学习情态动词表示推测的结构。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用情态动词表示推测的结构对生活中各种事物和情况进行推测，对不了解的神秘事物做出合理猜测，让学生在听说的基础上，熟练掌握目标语言。
思路三：本单元阅读教学有两个重点：一是理解和掌握运用情态动词表示推测的结构；二是连词和连接短语的用法。在进行阅读教学时，首先，要求学生能够找到短文中使用情态动词表示推测的的句子，理解不同情态动词在文中表达的不同推测。另外阅读前弄清连词和连词短语的用法，然后通过阅读短文体会这些连词在文中的作用，进一步帮助理解阅读材料的主要意义。阅读过程中注意对学生进行阅读策略的引导，帮助他们运用listen、guess、skim、scan等各种阅读技巧理解短文内容，了解人们对发生的情况以及神秘事物的推测，体会作者的观点，激发学生对未知事物探索的兴趣，鼓励他们大胆预测，学好知识，将来对神秘的大自然和广袤的宇宙进行探索。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4c)
Period3 (Section B:1a-1e, self check)
Period4 (Section B2a-3b)
单元知识详解
1. It must belong to Carla.它肯定是卡拉的。(P57)
【用法】⑴belong to是动词短语，意为“属于”，常跟表示人的名词或宾格的人称代词作宾语，其主语通常是表示物的名词或代词。如：The blue shirt belongs to Tom. 这件蓝衬衫是汤姆的。This cell phone belongs to me.这个手机是我的。
【拓展】①belong to无进行时态，也不用于被动语态。②belong to后面接名词或宾格的人称代词，不能接物主代词和名词所有格。如：That bike belongs to Mark’s/mine. (错误) That bike belongs to Mark/me。(正确)那辆自行车是马克的/我的。③belong to后面跟here，there时，to省略。
2. It must be Carla’s. 它一定是卡拉的。(P57)
【用法】这里must是情态动词，意为“一定”，后面跟动词原形，常和be连用表示肯定的推测。must一般用于肯定句，表示对现在的情况进行推测、推论或判断，一般把握性较大。如：Jim must be in the library now.吉姆现在一定在图书馆里。She must be walking in the park.她一定在公园散步。
【拓展】①“must + be或动词原形”表示肯定推测时，其否定形式是“can’t + be或动词原形”，意为“不可能”。如：Mary has gone to Beijing, so it can’t be her in the room. 玛丽已经去北京了，因此房间里不可能是她。②must作情态动词还可意为“必须”，与have to意思相近，但must没有人称、数和时态变化，着重说明主观看法；而have to有人称、数和时态变化，强调客观需要。must的一般疑问句的否定回答是needn’t或don’t have to。如：I must go at once.我得马上走。You have to finish your homework on time.你必须按时完成作业。
3. He was the only little kid at the picnic.他是野餐中唯一的小孩。(P57)
【用法】only在句中是形容词，常与the连用，意为“唯一的；仅有的”，这里用来修饰名词短语little kid。如：Practice is the only way to learn a language well.学好一门语言的唯一的方法就是实践。
【拓展】only用作副词，意为“仅仅；只有”，常用在动词，名词短语或从句之前起强调作用。如：He is only a three-year-old child.他只是个三岁的孩子。Now we can only wait for the last bus.现在我们只能等最后一班公共汽车。
4. I attended a concert yesterday so it might still be in the music hall. 昨天我参加了一个音乐会，因此它可能仍然在音乐厅。(P58)
【用法】⑴attend是及物动词，意为“参加；出席”，其宾语通常是meeting, party, show, wedding, class, lecture, school等表示“活动”意义的名词。如：Did you attend the meeting yesterday 你昨天参加会议了吗 We are going to attend the lecture this afternoon.今天下午我们准备去听讲。⑵might是情态动词，意为“可能”，表示可能性较小的推测。如：He might get here in time, but I can't be sure. 他可能及时来到这里,不过我不能确定。
【拓展】⑴attend其他用法：①用作不及物动词，意为“注意；专心”，常与介词to连用。如：You must attend to your studies.你必须注意你的学习。②用作动词，意为“照顾；陪伴”，常与介词on连用。如：He’ll stay home tonight to attend on his grandfather. 今晚他将留在家里照顾他爷爷。⑵might还是may 的过去式，用于问句中代替may,以表示礼貌。如：Might I make a suggestion 我可以提个建议吗 另外might和may表示推测时，都意为“可能”，may表示的可能性比might大，这时might不表示时态。
5. Do you have anything valuable in your schoolbag 在你书包里有什么贵重的东西吗？（P58）
【用法】anything valuable意为“一些贵重的东西”，这里形容词valuable修饰不定代词anything。形容词修饰不定代词时，要放在不定代词的后面。如：I have something important to tell you. 我有些重要的事要告诉你。valuable是形容词，意为“贵重的；很有用的；宝贵的”。在句中可用作定语或表语。作表语时，常与介词to或for连用，to后接人， for后接目的。如：She received a valuable birthday present.她收到一件贵重的生日礼物。This experience is valuable to me.这一经历对我很有用。The book is valuable for science research.这本书对科学研究很有价值。
【拓展】valuable用作名词，意为“贵重物品；财宝”，尤指珠宝等小件物品，常用复数形式。如：She has put all her valuables in the bank.她已把她所有的贵重物品存进了银行。
6. Every night we hear strange noises outside our window.每天晚上外面听到窗外有奇怪的声音。（P59）
【用法】这里noise是可数名词，意为“响声；声音”。如：The engine's making funny noises.发动机发出奇怪的声音。
【拓展】noise意为“噪声；喧闹声”，常用作不可数名词，有时也可作可数名词。多指刺耳、尖锐的声音，含有使人不愉快的意思。如：Don't make so much noise. The baby is sleeping.不要那么吵，孩子正在睡觉。I requested them to stop making such a noise.我请求他们不要再这样吵闹。
7. There must be something visiting the homes in our neighborhood, but what is it 肯定有什么东西在造访外面社区的住户，但那是什么呢？。（P59）
【用法】本句是There be sb./sth. doing sth.句型，意为“有某人或某物正在做某事”。如：There are some children swimming in the river.河里有几个孩子在游泳 。“There must be...”意为“一定有……”，表示对现在情况肯定的推测。如：There must be someone knocking at my window. 一定有谁在敲我的窗户。
【拓展】①There be sb. to do sth表示“有某人将要做某事”。②“There must be...”变反意疑问句时，助动词用be，其形式根据舅子的时间状语而定。如：There must be a tall tree behind the house, isn’t there 房子后面一定有棵大树，不是吗？
8. The noise-maker is having too much fun creating fear in the neighborhood.弄出声响的人正非常开心地在附近制造恐惧。（P59）
【用法】have fun是动词短语，意为“玩得开心；过得愉快”，相当于enjoy oneself。如：They had fun playing computer games. 他们玩电脑游戏很开心。这里fun是不可数名词。
【拓展】fun也可作形容词，意为“有趣的；使人愉快的”。如：There are lots of fun things for young people to do here.这里有许多有趣的事情供年轻人去做。
9. He might be running to catch a bus to work. 他可能是跑着去赶公交车上班的。（P61）
【用法】情态动词must、could、might和can’t后可用现在进行时，表示对现在正在进行的动作或说话瞬间或现阶段的情况的推测。如：He might be playing basketball now. 他现在可能正在打篮球。这里catch是动词，意为“赶上；追赶”，这时后面常跟交通工具。如：I don’t know whether we can catch the early bus. 我不知道我们是否能赶上早班公共汽车。
【拓展】catch作动词的其它含义：①意为“接住；捉住；逮住”。如：I threw the ball to him and he caught it. 我将球扔给他,他接住了。②意为“患病；感染”。 如：He caught a cold three days ago.他患感冒三天了。③意为“理解；听见”。如：I didn't catch the last two words. 最后两个字我没听清楚。
10. Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. 巨石阵，一个岩石圈，不仅是英国最著名的历史名胜之一，而且是英国最神秘的事物之一。（P62）
【用法】not only...but also... 是连词短语，意为“不仅……而且”，用于连接两个性质相同的词或短语。如：She likes not only music but also sport. 她不但喜欢音乐而且喜欢运动。
【拓展】使用not only…but also…时应注意以下几点：①当not only…but also连接两个主语时，谓语动词的数原则上与其相近的主语保持一致。如：Not only the students but also their teacher is enjoying the film. 不仅学生们在欣赏这部影片，他们的老师也在欣赏这部影片。②not only与but also后面所连接的词的词性必须对等。如：She not only plays well, but also writes music. 她不仅很会演奏，而且还会作曲。③not only只能连用，而but also既可连用，也可分开用。如：Television is not only boring, but it also wastes a lot of time. 电视不仅乏味，而且还浪费许多时间。④not only … but also 连接两个分句，并且 not only 位于句首时，第一个分句中的主语和谓语要部分倒装。如：Not only is this young man clever but also he is hardworking.这个年轻人不仅聪明而且也很勤奋。
11. Every year it receives more than 750000 visitors. 每年那里接待75万多参观者。（P62）
【用法】这里receive是动词，意为“接待”。如：He received us warmly. 他热情地接待了我们。
【拓展】①receive用作及物动词，意为“收到；接到”，接名词或代词作宾语，还可接以as短语充当补足语的复合宾语。receive宾语后面可接介词from，表示“从……获得”；接介词into，表示“接纳为”。如：He received a letter from his pen pal yesterday.昨天他收到笔友的一封来信。She received a car as her birthday gift.她收到一辆小汽车作为礼物。They received him into the English club.他们接受他为英语俱乐部成员。
【辨析】receive和accept
①receive 通常指被动地“收到；接到”，而 accept 则指主动地“接受”。如： He received the present, but he didn’t accept it. 他收到了礼物，但没有接受。②在表示“受到教育(惩罚、支持)”和“接待客人”等意时只能用receive；而在表示“接受某条件”时却只能用accept。如：Children in our country receive good education. 我们国家的儿童受到良好教育。I accepted your advice. 我接受了你的劝告。
12. For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods.许多年来，历史学家认为巨石阵是古代领导者试图和神联系的神庙。（P62）
【用法】本句是where引导的定语从句，where是关系副词，temple是先行词，在从句中作状语。如：This is the house where I lived two years ago. 这就是我两年前住的那个房子。communicate with是动词短语，意为“与……联系；与……交往”。如：Dolphins use sound to communicate with each other.海豚使用声音相互交流。
【拓展】①communicate with也可意为“与……相通”。如：Her bedroom communicates with the bathroom. 她的卧室和浴室相通。②communicate to意为“传达给……；传送”。如：He asked me to communicate his wishes to you. 他让我向你转达他对你的祝愿。
13. As you walk there, you can feel the energy from your feet move up your body.当你走到那儿，你会感到来自脚下的能量上升到你的身体里。（P62）
【用法】⑴energy是不可数名词，意为“能量；精力；能力”，在指人的“精力”时多用复数形式。如：Plants get energy from the sun.植物获取太阳的能量。She put all her energy〔energies〕 into her work. 她把全部精力都投到工作上。⑵move up是动词短语，意为“上移；提升”。如：He has moved very rapidly up.他晋升得很快。
【拓展】⑴energy作“能力”讲时，其后面可用动词不定式作定语，但不可用v -ing形式。如：I didn't have the energy to disagree with her. 我没有能力不同意她。⑵move up也可意为“挪动”。如：Would you mind moving up a bit so that I can sit down？能不能挪点地方让我坐下来？move up还可意为“上涨；升高”。如：The housing price moved up last year.去年房价上涨了。
14. Some think it might be a burial place or a place to honor ancestors. 有些人认为这可能是一个墓地或纪念祖先的地方。（P62）
【用法】honor用作动词，意为“尊敬；对……表示敬意”， 接名词或代词作宾语。如：Children should honor their father and mother.孩子们应该尊敬其父母。
【拓展】honor用作名词，意为“荣誉；荣幸；尊敬”。如：He won honor for his courage.他以勇气赢得大家的尊敬。I think it a great honor to be invited to dinner.我认为能被邀请参加晚宴是很大的荣幸。
15. Stonehenge was built slowly over a long period of time.巨石阵在很长一段时间被慢慢建成。（P62）
【用法】period是名词，意为“一段时间；时期”。如：He felt much better after such a long period in hospital. 住院很长一段时间后他感到好多了。This crisis might last for a long period of time. 这次危机可能持续很长时间。
【拓展】①period作名词，意为“时代；时期”如：This was the most difficult period of his life. 这是他一生中最艰难的时期。②period作名词，意为“课时”。如：We have four periods of English a week. 我们每星期上四节英语课。
情态动词表示推测时的用法?
情态动词在句中可以表示说话的语气，也可以表示推测。本单元表示推测的情态动词有must、might、may、could 和 can’t等。
一、对不同时段发生的事情的推测
“情态动词+ do sth.”表示对现在事情的推测。如：They must be in the library now. 他们现在一定在图书馆。
“情态动词+be + doing sth.”表示对正在发生的事情的推测。如：He could be running for exercise. 他可能在跑步健身。
“情态动词+have + done sth.”表示对过去或已经完成的事情的推测。如：She must have finished her homework. 她肯定完成了家庭作业。
二、表示“推测”的情态动词在不同句型中的用法
1. 在肯定句中。
在肯定句中可使用的情态动词有must、can、could、may、might，它们表示推测的肯定程度逐渐减少。must表示一种十分肯定的推测，意为“一定；肯定”；can、could、may、might都表示一种不太肯定的推测，意为“可能”，它们在表示推测时，无时态区别，只有语气差别（could和might的推测语气更弱一些）。如：After playing soccer, you must be tired.踢过足球后，你一定很累。The radio says it could/may/might rain this night.广播报道今天夜里可能下雨。
2. 在否定句中。
在否定句中可以使用的情态动词有can’t、couldn’t、may not和mightn’t。can’t与couldn’t表示有把握的否定推测，意为“不可能”，couldn’t语气比can’t更缓和。may not和mightn’t表示不太有把握的否定推测，意为“可能不”。如：She can’t be in the room. The door is locked.她不可能在房间里。门是锁着的。He may not be there today.今天他可能不在那儿。It’s still too early, they might not have come back home yet. 天还早，他们可能还没回家。
3. 在疑问句中。
在疑问句中表示推测的情态动词一般只用can和could，意为“可能；会”。如：Can the story be true 这个故事会是真的吗？ Could he be in the classroom 他可能在教室里吗？
