Year 8
Lesson 37
Keywords
Talking about (im)probability and
(im)possibility using might, may, could
and can't
Referring to items and events using the
correct demonstratives: this, that, these
or those
Contents
Learning goals:
Aims
Grammar and
functions
What’s that?
Modal verbs: might, may, could, can’t
That, this, these, those
Language Analysis
That, this, these, those
singular
plural
close
This
These
far away
That
Those
Close and far away refer both to physical distance and also to time.
These hot summer nights are lovely.
We use this and these to talk about things that are close to us in time or now. They began recently and
are happening now.
We use that and those to talk about things that were a long time ago. Those days are over and in
history.
Washing machines didn't have front doors in those days.
Talking about probability and possibility
Modal verbs: might, may, could, can’t
We use might, may and could when something is possible.
It [might / may / could] be a washing machine.
This means that we don't know if it is or not. There is a possibility.
We can use might and may with not:
It [might / may] not rain tonight.
This means that perhaps we can go out. We don't know yet.
We don't use could + not to describe possibility.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Everyday English:
What’s this?
It might be a computer.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Procedure
Lead-in
Audio:
1
Person A: What’s this?
Person B: It might be a computer.
Person B: It may be a washing machine.
Person B: It could be a microwave.
Person B: It is a microwave!
2
Person A: What’s this?
Person B: It may be a table.
Person B: It might be a chest of drawers.
Person B: It could be a wardrobe.
Person B: It is a chest of drawers!
Play the game.
Give students the following instruction:
3
Guess what is in the picture.
Person A: What’s this?
Person B: It could be a bed.
Person B: It might be a chair.
Person B: It may be a sofa.
Person B: It is a sofa!
Students listen to a few questions and try to
guess what the object is. If they think it is the
objects they can see in the picture they are
supposed to click the ‘Yes’ button that is set at
the bottom of the screen.
Key:
See audio above.
Note:
Teacher shouldn’t focus on the grammar at this
point but just get across the idea that the students
don’t know for sure what the item in the image is
until the end.
Extension:
When the activity is finished ask students to name
all the objects that were used in the game.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Main input
Audio:
Emma: Thanks for helping me with my project,
granddad. These old photos are amazing.
Emma’s granddad: I’m happy to help. That one’s
interesting. It shows all the family in the kitchen.
Emma: Oh yes! What’s this?
Emma’ granddad: I don’t know. The photo is a
bit damaged. It might be our washing machine.
Emma: It can’t be a washing machine. There’s no
door.
Emma’s granddad: Ha! Washing machines
didn’t have front doors in those days. Could you
pass me those photos?
Emma: Here you are.
Emma’s granddad: Now, look at this photo of my
father in the sitting room. What do you think this
is?
Emma: I don’t know. It’s really big. It could be a
cupboard, I suppose.
Emma’s granddad: A cupboard? Actually, it’s a
radio.
Emma: A radio? It’s so big! My phone has a radio
on it, granddad.
Emma’s Granddad: I know and a music player
app.
Before doing the activity ask students to describe
the picture. Ask: Why do you think it is black and
white?
Emma: Wow! Do you have a smartphone?
Ask students to listen and read then choose the
correct word.
Emma’s granddad: I may have, Emma. I may
have.
Extension:
Key:
Why can’t they guess what is there in the photo?
Because the photo is old and damaged.
radio
Ask a few follow-up questions:
What is this object? Radio.
What other objects are mentioned? Washing
machine, cupboard, smartphone.
Does Emma’s grandfather have a smartphone?
He may have.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Distribute the Handouts and ask students to put
the sentences in the correct order by numbering
them. For key – see the audio to the screen.
When the activity is done and answers checked
ask students to read the dialogue in pairs.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 1
Key:
1. No
2. Yes
3. We don’t know.
Ask students to read and choose the correct
words.
Teachers make clear that might, may and could
can be used interchangeably to express
possibility at this level but that could, alone, has
no negative form.
Also, ask SS why do they think that Emma’s
grandfather said he may have a smartphone.
He just wants to keep her guessing.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 2
Audio:
William:
It can’t be Kate’s bag. She took hers home. It
might be Emma’s.
Key:
1.
2.
3.
4.
5.
can’t
may not
might
might
can’t
Ask students to complete the sentences using
may not, can’t and might.
Note:
Question 4 has to be ‘might’ because otherwise
the evidence (clouds) are contradicting the next
sentence.
There are a lot of grey clouds. It might rain soon.
This would then need the next sentence to start
with a contrastive word such as ‘However…’ or
for there to be a conjunction such as ‘but’.
Extension:
Give students more sentences and ask to finish
them with may / might / can. You can write the
word on the board, put students in pars and ask
to work for some time OR do it as a class
immediately:
She is not at home. She … (e.g. may be at
school)
There are a lot of clouds. It … (e.g. may rain)
Let’s ask Tom. He … (e.g. may know)
Yes I agree with you. You… (e.g. may be right)
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 3
Audio:
Emma: How much is that pen?
Emma: How much is this pen?
Emma: How much are these books?
Emma: How much are those books?
Key:
(From left to right)
1.
2.
3.
4.
that
this
these
those
Ask students to complete the sentences and then
listen and check.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 4
Key:
1.
2.
3.
4.
These
that
Those
This
Ask students to read and complete.
Note: explain that Those were the days is an
exclamation meaning ‘They were very enjoyable’
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 5
Key:
1.
2.
3.
4.
those, might
that
this, might
these
Ask students to read and choose the correct
answer.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
English to take away
Audio:
William: What’s this?
Harry: It might be a car. Let’s check.
William: You’re right. It’s a car.
Key:
Wardrobe, TV, car, fridge
Ask students to work in pairs and take turns to
guess. When they want to check they should click
the picture to see whether they guessed correctly.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Handout
I’m happy to help. That one’s interesting. It shows all the family in the
kitchen.
Oh yes! What’s this?
Now, look at this photo of my father in the sitting room. What do you
think this is?
A radio? It’s so big! My phone has a radio on it, granddad.
Ha! Washing machines didn’t have front doors in those days. Could you
pass me those photos?
I don’t know. The photo is a bit damaged. It might be our washing
machine.
I may have, Emma. I may have.
It can’t be a washing machine. There’s no door.
I don’t know. It’s really big. It could be a cupboard, I suppose.
Thanks for helping me with my project, granddad. These old photos are
amazing.
Here you are.
A cupboard? Actually, it’s a radio.
I know and a music player app.
Wow! Do you have a smartphone?
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide