It must belong to Carla

step i revision
revise the conversations in lb. get different pairs of students to talk about who each thing might belong to and give a reason.
step ⅱ 2a
this activity provides listening practice using the target language. using a hair band, teach students to practice the words hair band, point to the numbered list with blank lines after each number.
say. bob and anna found a backpack in front of their school. listen and write down the things in the backpack. point out the sample answer.
play the recording the first time.
students only listen. play the recording a second time. students write the correct words in each blank.
check the answers.
answers
 1. t-shirt
 2. hair band
 3. tennis balls
 tapescript
 bob: oh, look! whose backpack do you think this is?
 anna: i don’t know. look, here’s a school t-shirt.
 bob: well then, the person must go to our school. 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.