4. After listening, ask some students to tell the class their answers. Check the answers by asking and answering like this:

--Whose volleyball is this?

--It must belong to Carla because she loves volleyball.

Then ask half the class to ask and the rest to answer.

（适当处理教材，将听力训练的难度降低，分两个步骤，先听一遍，连线人物和物品，并联系belong to句型操练，然后再听，连线原因，并联系句型进行再一次操练。）

Step Ⅵ （1c） Group work & Pair work.

1. First read the dialogue together:

--Whose volleyball is this?

--It must belong to Carla. She loves volleyball. Whose toy car is this?

--......

Then ask the students to ask and answer in groups, using the information in 1b.

Ask some groups to act it out in front of the class.

(从上一步小组活动到该环节全体操练，再到两两合作，结合1b的信息进行句型操练，巩固belong to的用法并引入must这一重点。选几组演示并鼓励。期间教师巡回并及时给予帮助。）

Step Ⅶ Guessing Time.

　Say, now let's have a rest. Guessing Time!

　Show the pictures and lead the students to guess: Who is she? While asking and answering, show the meanings of must, might, could and can't. Must-be sure, 100%; Might/could-maybe, be not sure,20-80%; Can't-impossible,0%.

　Good job! Our life made by the death of others.

--Leonardo do Vinci.

（循序渐进，引入四个情态动词的用法，鼓励学生大胆运用，同时对学生惊醒情感教育。）

Step VIII Consolidation

--What do you learn?

--Whose ... is this?

It must/might/could/can't be sb's.

（It must/might/could/can't belong to sb.）

must-be sure 100%;

might/could-maybe, be not sure 20-80%;

can't-impossible 0%.

（鼓励学生大胆总结该课时重点。）