The blackboard

3. A game

2. Pairwork

2. Target language

1. Key vocabulary

2.Oral practice using the target language

1.Reading practice

2. Ability Objects

　(1) Train students’ reading skill.

　(2) Train students’ communicative competence using the target language.

　Moral Object

　When you are in trouble, send an e-mail message to your friends to ask for help.

1. Knowledge Objects

(1) Key Vocabulary

drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University

(2) Target Language

　What do you think "anxious" means?

　Well, it can’t mean "happy".

　It might mean "worried".

　Oh, yes, she is worried because of her test.

　Here are some earrings. The owner can’t be a boy.

　Well, it could be a boy. The earrings might be a present for his mother.

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.

S_A: Whose notebook is this?

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

S_A: Whose French book is this?

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

S_A: Whose guitar is this?

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

S_A: Whose T-shirt is this?

S_B: 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 percent, write it next to the word must on the blackboard.

Repeat the process with the words might, could and can’t.

Optional activity

Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.

Play the game like this:

T: (Holding up a pen) Whose pen is this?

S₁:It could be Li Lei’s.

T: Li Lei, is this your pen?

L: No, it isn’t.

T: It can’t be Li Lei’s. He says it’s not his.

S₂:It might be Wu Jun’s.

T: Wu Jun, is this your pen?

W: Yes, it is.

T: He says it’s his. The pen must be Wu Jun’s.

(Holding up a notebook)Whose notebook is this?

S₃: It must be Li Na’s. I gave it to her as a birthday present.

Repeat the process with the other items.

Step Ⅵ Summary

Say, In this class, we’ve clone some listening and writing practice using’ the target language. And we’ve learned how to make inferences using the words must, might, could and can’t.

Step Ⅶ Homework

Make two sentences each using the words must, could, might and can’t.

Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla教案示例(3)