Step1.Warmingup.1)Makeasurvey.“Whatcanyoudonow?”Ask:Canyourideabike/swim/flyakite/playfootball/playchess?(Yes,Ican./No,Ican’t.)Showthestudents’answersonthescreen.Thenasktheothers:Canshe/he…?3)WorkinpairsAskthepartnermorequestionslikeaboveandwritedowntheiranswers,thenreporttotheclass.Step2.Presentation.1)AskstudentAandBagain:Couldyourideabikefiveyearsago?(Helpthemanswer:Yes,Icould./No,Icouldn’t.)Step3.Practice.1)Workalone.(PartA1)2)Getthestudentstoreportthemselveslikeabove.3)Talkaboutthetablesfreelyinpairs.eg.CanSandyrowaboatnow?Couldhedoitlastyear?4)CompletetheconversationofPartA2.Step4Sumup:1)Thedifferencesbetween“can”and“beableto”2)Anotheruseof“can”&“could”:Eg.Can/CouldIhelpyou?Step5.Presentation.1.Ask:MayIspeakto…?MayItakethispictureaway?2.Introducetheideathatwealsouse“may”and“might”toexpresspossibilities.eg.Iamfreetoday,Imaygoonanouting.Hefeelsverytired,Hemighthaveagoodrestathome.Note:1)“Might”isthepastfromof“may”,buthereitisalsousedtoexpressdegreesofpossibilities.2)Thedifferencesbetween“my/might”and“can/could”.1Elicitfromstudentsdifferentsituationsofexpressingstrongfeelingse.g.,whenyouseeabeautifulflowerorwhenyoufindsomethingreallyinteresting.2Introducestructureswith'what,andhowtoformexclamations.Tellstudentsthatweuseshortphrasestoexpressstrongfeelings,e.g.,’Whatasunnyday!’Whatabeautypicture!'Howclever!'Howwonderful!Writethesefoursentencesontheboard.3Guidestudentstoworkouttherulesforusing'what,and'How,toformExclamations.Helpthemmaketheconclusionthatwhatisusedinexclamationswithanounphrasewhile'Howisfollowedimmediatelybyanadjective.4Askstudentstogothroughthetablesindividuallythendiscusstheruleswiththeirpartnersbeforefillingthegapsatthebottomofpage85.5Explainthecontext.Readandexpandontherubricsothatstudentshaveaclearunderstandingofthesituation.6Askstudentsinpairs,toselectWhatorHowtocompletethesentences.Encouragethemtoworkoutthereasonsforselectingtheirchoices.
