1、Unit 8 It must belong to Carla. SectionAGrammar 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 book. In 4a, students need to choose modal verbs to d
2、educe 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 using the modal verbs which could be used to deduce the f
3、act. 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 in solving cases. Analysis of students The students
4、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 TV show “Whos the murderer”. So they want to get inv
5、olved 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. Teaching aims Knowledge aims 1. To understand the inferential functions of modal verbs “must, cant, might, could” 2. To be ab
6、le 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. Ability aims To be able to use modal verbs to deduce something happened. Moral and affective aims To cultivate students deducing ability based on
7、 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 inferences. Difficult points To know “must, cant, might, coul
8、d” 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 activities Students activities Design purpose Lead-in Video d
9、isplay(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 tasks to prove they are good at deducing facts. Ss watc
10、h the video and know they have to finish 6 tasks to join Bai Jingting. To create a scenario to ignite Ssinterest in this lesson Task 1 To study what can be used to deduce facts 1.Brainstorm (2mins) Ask Ss to observe the inferential usage of modal verbs“ must, cant, could, might” through some sentenc
11、es. 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 used
12、 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 verbs “m
13、ust, cant, could, might”. “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 blanks and stand up to say out the answers loudly. To li
14、ven up the learning atmosphere and enhance students knowledge about inferential functions of modal verbs “must, cant, could, might”. Task 2 To study how to use modal verbs in different tenses to make inferences. 1.Look and say(3mins) Let Ss look at the picture and the sentences and try to say out th
15、e modal verbs in simple 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
16、 different tenses to make 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 ob
17、serve the sentences and 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 3.Detective Game(4mins) Let Ss choose one detective from six dete
18、ctives 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 in different tenses to make inferences through exercise,
19、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 how well Ss can do in Ss listen to the conversation between Bai Jingting and Lily, doing their best to answering the To improve
20、 students listening ability and elicit the general question sentences with the inferential modal verbs. deducing facts. So he wants Ss to listen to a conversation between him and Lily and try to deduce something. questions. Task 4 Study how to ask general questions to make inferences. 1) Observe and
21、 learn (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 answer
22、s, trying 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
23、 observe 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 2. Pair Work (3 mins) 1) Get Ss to work in pairs to ma
24、ke 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 delivering the conversation, 1) Ss make a conversation with their partner. 2) Some pairs act out their conver
25、sations, the rest of the students listen to the conversation given by peer and answer To consolidate the understanding of the rules of asking and answering general question sentence with inferential modal verbs. let other students listen carefully. questions from the teacher. Task 5 Work together to
26、 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 glasses. But each group only owns a clue. So each group
27、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 get all clues by using the general questions with infere
28、ntial 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 suspect X. 1) To develop their cooperative, speaking and deduc
29、ing ability. 2) To further enhance Ssknowledge 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 suspect based on the clues they have found out during the grou
30、p 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. Summary 1) Summarize what we have learned in this lesson.（30） 2) Todays sentenc
31、e: 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
