Handbook-informed classroom practice
Calibrate May and Must in an Inference
Match a modal choice to the strength of available evidence.
A completed model
“The surface may be wet because it looks shiny” expresses a possibility. “It must be wet” overstates the evidence: shine alone could have another explanation.
A shiny surface
It may be wet
A glossy material
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Give one ambiguous observation before displaying sentence choices.
- Discuss what each modal claims about certainty.
- Choose wording that fits the evidence and name an alternative explanation.
- Seek an additional observation that could strengthen the claim.
Preparation
Display the short model and prepare a fresh transfer example. Establish any subject vocabulary needed before focusing on the language move.
Use it in your next lesson
Give the original model, then ask learners to complete the organiser using their own wording. Discuss one difference between paired responses before the individual check.
Your response organiser
Check independent transfer
Give a new ambiguous observation and ask for a justified modal choice.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
What evidence would justify a stronger claim?
Follow up without supplying the answer
Ask the learner to point to the evidence, explain their word choice or identify the missing information. Allow thinking time before inviting a revised response.
Feedback focus
First check the subject meaning. Then address one language choice that affects that meaning; ask for a fresh use rather than repeated copying.
Adjust support and challenge
More support: read the model aloud, offer a small word bank and allow familiar-language notes or partner rehearsal before an English response. Keep the reasoning goal.
Less support: remove the completed organiser, change the evidence or audience and ask for an independently justified response.
Age and proficiency: the example is designed for secondary subject learning. Use a simpler familiar context with younger learners; an English proficiency label alone does not determine the subject demand.