人教版九年级Unit 8 It must belong to Carla.-Section A Grammar focus 4a—4c-ppt课件-(含教案+视频+素材)-市级公开课-(编号：c03fd).zip

1、1. Match the modal verbs（情态动词）（情态动词） with its function（功能）（功能） 2. Exercise in 4a（finish on I-pad） 3. Inferential modal verbs can be used in different tenses The crying girl might get bad grades. 时态：_ 结构：modal verbs+V_ They cant be having a class. 时态：_ 结构：modal verbs+_+V_ He must have gone to the toi

2、let. 时态：_ 结构：modal verbs+_+V_ 4. Now listen to the conversation between Bai Jingting and Guigui, and answer the questions below. 1) Who were with Lily in the meeting room just now? 2) Can it be Zhao Liying taking the cheese cakes away and why? 3) _ might not take the cheesecakes away because she has

3、 eaten a lot of _. 4) So who do you think might take the cheese cakes away and why? _ might take the cheese away because he is _ after playing _. 5. Observe and learn 1) how to ask general questions to make inferences(推测)? 1. Bob isnt here. Can he be at teachers office? 2. Can they be playing tennis

4、 now? 3. There is a book on the desk. Can it belong to Alice? The rules-general questions with inferential modal verbs: _ + Subject + V _ 2)The answers to the general questions starting with can to show you are sure sth is true: use _ to show you are sure sth is not true: use_ to show you are not su

5、re sth is true or not: use _ Information Card of Suspect X Gender:_(woman/man)Portrait（肖像）of the Suspect X Hair:_(long/short/color) Eyes:_（big/small ） Nose:_ （big/small） Mouth:_(big/small) Ears:_(big/small) Glasses:_ Report about the Suspect X According to the clues we have found, we think suspect X

6、_ _ a _. Besides, _ _ _ _ _hair. We also find out_ _ _ _ eyes, so _ _ _ _ eyes. As for the nose, _ _ _ a _ nose. Because_ _ _ a _ mouth, we think _ _ _ a _ mouth. Whats more, _ _ _ _ ears. And _ _ _ _ glasses. This is my deduction about the suspect. I hope it can help the police catch the suspect X

7、as soon as possible and bring back panda Yuanyuan. Unit 8 It must belong to Carla. Section A Grammar Focus 4a-4c Analysis of teaching materials The topic of this lesson is about inference. The teaching target is to learn the inferential function of modal verbs. There are three exercises on the text

8、book. In 4a, students need to choose modal verbs to deduce the facts. In 4b, students need to use modal verbs like “must, cant, could and might” etc. to finish the sentences. In 4c, students need to discuss with their partners about what kind of person the rooms owner is based on the picture by usin

9、g the modal verbs which could be used to deduce the fact. To ignite students interest and get them more active in class, the teacher creates a scenario in which Bai Jingting, the key attendant of Whos the murderer who is popular with our students wants to invite some teenager detectives to join them

10、 in solving cases. Analysis of students The students of Class 12, Grade 8 are aged from 14 to 15. They are studious, active and interested in diversified activities. Before this lesson, they have known the meaning of “must, cant, might and could”. Besides, students show great interest in joining the

11、 TV show “Whos the murderer”. So they want to get involved in this class. However, they dont know how to use modal verbs to deduce some facts. Therefore, they need the teachers help with the inferential function of modal verbs. Knowledge aims 1. To understand the inferential functions of modal verbs

12、 “must, cant, might, could” 2. To be able to use modal verbs “must, cant, might, could” to make inferences in different tenses. 3. To use general questions starting with can to make inferences. Teaching aims Ability aims To be able to use modal verbs to deduce something happened. Moral and affective

13、 aims To cultivate students deducing ability based on some clues. Important points 1. To understand and practice the inferential use of “must, cant, might, could” 2. To know “must, cant, might, could” can be used in different tenses to make inferences. 3. To employ general questions to make inferenc

14、es. Difficult points To know “must, cant, might, could” can be used in different tenses to make inferences. Teaching methods Task-based teaching approach, demonstrative approach Teaching aidsForclass teaching app，whiteboard , video clips, worksheet Teaching Procedure Teaching steps Teachers activiti

15、es Students activities Design purpose Lead-in Video display(1min) Show a video sent by Bai Jingting. Knowing students in Zhuhai No.13 School are insightful, he wants some students to join in their group in the TV show “Whos the murderer”. To be able to join Bai Jingting, students have to finish 6 ta

16、sks to prove they are good at deducing facts. Ss watch the video and know they have to finish 6 tasks to join Bai Jingting. To create a scenario to ignite Ss interest in this lesson 1.Brainstorm (2mins) Ask Ss to observe the inferential usage of modal verbs“ must, cant, could, might” through some se

17、ntences. Ss finish answering the questions and then share their answers. To summarize the inferential functions of“ must, cant, could, might” 2.Choose the right modal verbs. (3mins) Guide Ss to understand in which situation should “must, cant, could, might” be used through exercise. “Must” should be

18、 used when you are very sure something is true. “Cant” should be used when you are sure something is not true. While “could” and might are used to show that people are not sure about something. Finish the modal verbs choosing exercise on their I- pads. To strengthen the inferential usage of modal ve

19、rbs “must, cant, could, might”. Task 1 To study what can be used to deduce facts “Who is best at deducing” Game（2mins） Based on the pictures given, Ss fill in the blanks and stand up to say out the correct modal verbs as fast as possible Ss look at the picture and sentences, and try to fill in the b

20、lanks and stand up to say out the answers loudly. To liven up the learning atmosphere and enhance students knowledge about inferential functions of modal verbs “must, cant, could, might”. 1.Look and say(3mins) Let Ss look at the picture and the sentences and try to say out the modal verbs in simple

21、present tense, present progressive tense and present perfect tense to make inferences Students look at the picture and the sentences and try to say out the modal verbs in different tenses. To let student come to realize and learn that “must, cant, could, might” can be used in different tenses to mak

22、e inferences. 2.Summary and learn(3mins) Ask Ss to look at the sentences in different tenses and try to conclude the structure: Simple present tense: Modal verbs + V 原 present progressive tense Modal verbs + be + Ving present prefect tense Modal verbs + have + V 过 分 Students observe the sentences an

23、d try to find out the rules of structure of modal verbs in different tenses using to make inferences on the worksheet To help Ss summarize the structure of modal verbs in different tenses using to make inferences Task 2 To study how to use modal verbs in different tenses to make inferences. 3.Detect

24、ive Game(4mins) Let Ss choose one detective from six detectives and play the game by answering questions related to modal verbs in different tenses to make inferences. Students choose one picture and play the game by answering questions. To liven up the atmosphere and enhance these four modal verbs

25、in different tenses to make inferences through exercise, getting Ss fully involved in class. Task 3 Have a deducing test. Listening（3mins） Show a picture of the chatting between Bai Jingting and teacher. Bai Jingting wants to see Ss listen to the conversation between Bai Jingting and Lily, doing the

26、ir best to To improve students listening ability and elicit the general question sentences with the inferential how well Ss can do in deducing facts. So he wants Ss to listen to a conversation between him and Lily and try to deduce something. answering the questions. modal verbs. 1) Observe and lear

27、n (2 mins) Ask Ss to observe the general question sentences with “can” and find out the structure of general questions. And then invite one student to come up to share her conclusions. 2) Observe and learn (3 mins) Ask Ss to observe the general question sentences with “can” and different answers, tr

28、ying to find out the answers to general questions of making inferences. And then invite one student to come up to share his conclusions. 1) Students observe the general questions and try to find out the rules on the worksheet. Then One student come up to the front to share her idea. 2) Students obse

29、rve the general questions and answers and try to find out the rules on the worksheet. Then One student come up to the front to share his idea. To help Ss summarize how to ask and answer general question sentence with inferential modal verbs Task 4 Study how to ask general questions to make inference

30、s. 2. Pair Work (3 mins) 1) Get Ss to work in pairs to make conversations by using general questions starting with can to talk about the unknown objects on the desk in front of the class. The teacher gives a model first. 2) While some students are 1) Ss make a conversation with their partner. 2) Som

31、e pairs act out their conversations, the rest of the students listen to the conversation given To consolidate the understanding of the rules of asking and answering general question sentence with inferential modal verbs. delivering the conversation, let other students listen carefully. by peer and a

32、nswer questions from the teacher. Task 5 Work together to track down the suspect X stealing national treasure Group Work（6mins） There are 7 clues to find out the suspect X. Because of finishing the above tasks, each group will get a clue about the suspect Xs gender, eyes, mouth, nose, ears, hair and

33、 glasses. But each group only owns a clue. So each group should find out all clues by asking other groups questions and draw the portrait of suspect X. The group that finishes the task within the shortest time is the winner. Six students as a group. Three students in each group go to other groups to

34、 get all clues by using the general questions with inferential modal verbs to make inferences. And the other three students stay in the group to answer questions from other groups. After the clue- searching procedure, the group work together to finish the information card and the portrait of the sus

35、pect X. 1) To develop their cooperative, speaking and deducing ability. 2) To further enhance Ss knowledge about how to use general questions to make inferences. Task 6 Write a report about the suspect X. Writing about the suspect X（4mins） Have Ss to write down different statements said about the su

36、spect based on the clues they have found out during the group work. 1) Using the modal verbs with inferential functions to write down the information about the suspect X with the clues on their work sheet. 2) Present the writing. To consolidate the inferential use of modal verbs. 1) Summarize what w

37、e have learned in this lesson.（30） Summary 2) Todays sentence: If you have deducing ability, please make full use of it to help unveil the mysteries around the world.（30） Homework According to Zhuhai Daily, a person robbed a middle-aged womans Coach bag. Here is the listening material about the conversation between the reporter and some witnesses. Please write a short article about the robber based on the listening material. Blackboard design