⑧ size ⑨ closest ⑩ mystery (11) disappeared (12) throw (13) experts

(3) Listen to the second part and do Activity 4 and 5 on page 56.

Suggested Answers to Activity 4:

① A meteorite hit the earth. ② They stopped evolving. ③ They killed each other

④ A volcanic eruption ⑤ Cancer caused by radiation

Suggested Answers to Activity 5:

(4) Listen to the second part again and do Activity 6 on page 56.

Suggested Answers:

① F ② T ③ F ④ F ⑤T ⑥ F ⑦ F ⑧ T

3. Post-listening

Ask Ss to work in pairs and discuss which theory they think is most likely and why.

Step 4. Pronunciation — Consonants disappearing

Purpose: To enable Ss to know the words which consonants disappear.

1. Pair work

Show the sentences in the Pronunciation Activity 1 on the screen and ask Ss to read them out.

(1) I’ll come straight to the point.

(2) The most widely accepted theory.

(3) I think it’s the most likely explanation.

2. Individual work

Ask Ss to listen to the tape. Let them pay attention to the elides. Give them the right pronunciation.

Suggested Answers:

(1) straight to = / / (2) most widely=/ / (3) most likely=/ /

3. Pair work

Ask Ss to listen to the sentences in Activity 2 and repeat the elides. Then ask them to practise more.

Suggested Answers:

(1) went to= / / (2) most fantastic= / / (3) didn’t take= / /

Step 5. Everyday English

Ask Ss to choose the correct answers to Everyday English exercises and try to grasp the meaning of these expressions on page 58.

Suggested Answers:

(1) a (2) b (3) a (4) a (5) b (6) a (7) b

Step 6. Homework

1. Ask Ss to finish Vocabulary exercises in the Workbook on pages 98~99.

2. Ask Ss to preview Grammar and Function.

Period 4 Function, Grammar

Teaching Goals:

1. To enable Ss to know about the way to express possibility and improbability.

2. To enable Ss to master the usage of “may”, “might”, and “likely”.

3. To help Ss learn how to use modal verbs “may” and “might” to express conjecture.

Teaching procedures:

Step 1. Revision

Check the answers to the Vocabulary exercises in the Workbook.

Step 2. Function

Purpose: To let Ss know how to talk about possibility and improbability.

1. Pair work

Ask Ss to do Activity 1 on page 54 and then call back the answers.

Suggested Answers:

(1) a, b (2) c (3) unlikely

2. Group work

Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”. Arouse their interest in talking about possibility.

3. Individual work

Ask Ss to do Activity 2 on page 54 individually. Then check their answers.

Suggested Answers:

(1) There might still be dinosaurs somewhere.

(2) Don’t go near the water. It may be very deep.

(3) We are unlikely to see the monster.

(4) There may be an underground river from Loch Ness to the sea.

(5) We must help him – he may not be able to swim.

(6) There are likely to be lots of strange creatures in that lake.

Step 3. Grammar

Purpose: To enable Ss to know how to use modal verbs “may” and “might” to express conjecture.

1.Group work

Ask Ss to discuss the two sentences in Activity 1 of Grammar on page 57, and then ask them to choose the best answer.

Suggested Answers:

We use may have or might have (with the past participle) to talk about something which happened in the past—perhaps.

2. Explanation

Explain how to use modal verbs to talk about something which happened in the past—perhaps.

(1) 对过去的事情进行猜测，但把握较小时，肯定形式一般用may have done，否定形式一般用may not have done。如：

He may have gone back home, because he didn’t say he would take part in her birthday party.

He may not have paid for the bill, because he had lost his job.

(2) 对过去的事情进行猜测，但把握更小时，肯定形式一般用might have done，否定形式用might not have done。如：