您正在看的初中三年级是:It must belong to Carla。 hool. Oh! Here is a hair band, so the person can’t be a boy.

　　Anna: It could be Kumi’s hair band. She has long hair.

　　Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

　　Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

　　Bob: Oh, look! Tennis balls.

　　Anna: Then it must be Linda’s backpack.

　　She has long hair and she’s on the tennis team.

　　Bob: You’re right!

　　Step Ⅲ 2b

　　This activity provides listening and writing practice using the target language.

　　Call students’ attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.

　　Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.

　　Play the recording. Students listen and fill in the blanks.

　　Check the answers.

　　Answers

　　1. The person must go to our school.

　　2. The person can’t be a boy.

　　3. It could be Mei’s hair band.

　　4. The hair band might belong to Linda.

　　5. It must be Linda’s backpack.

　　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 "must" to show that you think something is probably true.

　　Use "might" or "could" to show that you think something is possibly true.

　　Use "can’t" to show that you are almost sure something is not true. And then have different students eXPlain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much.

　　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.

　　Answers

　　The notebook must/might be Ming’s. It was on her desk.

　　The homework can’t be Carla’s. She wasn’t at school today.

　　The soccer ball might be John’s or Tony’s.

　　They both play soccer, don’t they?

　　The French book must be Li Ying’s. She’s

　　the only one who’s studying French.

　　I can’t find my backpack. It might/must be still at school.

　　The photo must be Lu’s. Those are his parents.

　　The red bicycle can’t be Hu’s. She has a blue bicycle.

　　The ticket might be my aunt’s or uncle’s.

　　They are both going to the concert.

　　Step Ⅴ Grammar Focus

　　Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard.

　　SA: Whose notebook is this?

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

　　SA: Whose French book is this?

　　SB: It could be Ali’s. She studies French.

　　SA: Whose guitar is this?

　　SB: It might belong to Alice. She plays the guitar.

　　SA: Whose T-shirt is this?

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

　　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 percen