unit 1 grammar

Format of Lesson PlanningIn listening, reading and writing classes we use the three-stage framework, that is pre-stage, while-stage and post-stage.School _Chongqing Tongliang Middle School Junior or Senior Section Senior 1 Teacher Liu Qianlan Class 25_, Grade one_Size __Large__ Time _morningDate _ January 18 Material _Chongqing university press_ Type of lesson_ Grammar_ Aids blackboard, a computer for multimediause; a slide projector Contents: 1. Model verbs (Ⅰ)Objectives:1. Instructional objectives (language knowledge and Language skills)1) Learn and master the usages of the Modal verbs: must, may, should, will, have to.2) Expressing “certain, possible or impossible”.2. Educational objectives (affect, learning strategy and cultural awareness)1) Learn to use correct affect to express own ideas.2) learn to find out the similarities of Chinese and western affect and attitude.3. Personal objectivesLearn to express own ideas bravely in public.Focal points:1) Learn and master the usages of the Modal verbs which express “certain, possible or impossible”.2) Learn to use affect and attitude correctly.Difficult points:1. The usages of the Modal verbs “can” and “could”.2. How to make full use of the Modal verbs in different situations .Procedures and Time AllotmentStage 1 Getting students ready for learning ( 1 min)GreetingsGreet the whole class as usual.Stage 2 Revision ( 1 min)T: In the last period we know what types of learners we are. Now we've known something about learning methods. Then how do we learn grammar? I'll ask some of you to share your ideas.S1:…S2:…Stage 3 Pre-stage (10 mins)Step 1 Lead-inT: OK. Thank you for your opinions. Now listen to me carefully. I'll tell you aninteresting story. A long time ago, there was an old woman in a village. She had two children. One was called Tom, the other Jack. One day the old woman was very puzzled. She had some cakes in the kitchen but every night one of her children was eating them. She thought it was Tom or Jack. (Show a picture of Tom on the screen.)This is Tom. He is very tall. (Show a picture of Jack on the screen.)And this is Jack .He is very short. The woman had an idea. She put the cakes on a high shelf. The next day, someone had eaten some of the cakes.”Ah!” said the woman. “It can't be Jack. He's too short. It must be Tom!” She was very angry with Tom. Poor Tom, in fact, he didn't eat the cakes. It was Jack. How? Can you guess? Yeah. He must have used a chair or something else.(Bb: It can't be Jack. It must be Tom. In fact, it was Jack. He must have used a chair.)Do you understand my story?Ss: Yes.T: Look at the sentences on the blackboard. Here we use “can't” and “must”. Who can tell me how to use them?Step 2 Structure presentation and practiceS7: When we are very sure of something, we use “must” in positive sentences and “can't or cannot” in negative sentences.T: Do you agree with him? (Ss: Yes.)You are right. Now you've known the usages of “must” and “can't”. Let's do an exercise to practice it. Look at the screen.1) A: He has just walked 5 kilometers!B: He ______ be very tired now. He _______ go shopping with you.2) What? You say you can’t see those lights? You _______ be blind.3) She looks very happy. She ______ have passed the exam.Suggested answers:1.mus't; can’ t2.must3. mustT: Now you have known when we are very sure of something, we use “must” or “can't” .But what words shall we use when we think something is possible, but not very sure? Look at the sentences on the screen.Situation1 She is always dressed in a white skirt.Less Certain1) She ________like white.2) She ________like white.3) She ________like white.4) She ________like white.More CertainSituation2 The light in her room is out.Less Certain1) She _________be in her room.2) She _________be in her room.3) She _________be in her room.4) She _________be in her room.More CertainSuggested answers:1.might; may; can; must2. mightn’t; mayn’t; couldn’t; can’t(Teacher asks one or two students to sum up the usages of “ may, might and could”. S8: From the sentences, we can see in positive sentences we use “could, may or might” and in negative sentences we use “may not/might not”.T: Yes. But when we want to ask a question, what modal verbs shall we use to express “possible”?S9 : I think we should use“ can, may, could, might”.S10: I don't agree with him. I think we only use “can or could”.T: OK. You are right. Can you give me an example?S10:Yes.For example: Jill isn't here. Where can/could he be now?T: You are very clever. I’ll give your more sentence s.(Teacher writes the sentences on the Bb.)Stage 4 While-stage ( 10mins)T: Well done. Now let's read the examples on Page 6. Then have a discussion with your partner and finish the exercise of finding rules. After a while, I'll check the answers.(Teacher gives students a few minutes to do it and then checks the answers.)Suggested answers:Right order: 486213597T: Now let's do another two exercises to expand what we've just learned. Look at the screen and read the sentences on it to see which modal verb you should choose.1) May I leave school early tomorrow?2) You should work harder.3) You have to take all the medicine.4) It should be ten o’clock.5) I have no idea. But it may rain tomorrow.6) Will you please answer the phone for me?Stage 5 Post-stage (8 mins)T: you’ve done a good job. Now it’s our game time. He who laughs last laughs best. Look at the screen. Apples mean wisdom. Do you want to be smarter?Ss: yes…T: I need some volunteers to choose your apples. Behind which there is a question for you to answer. Who would like to have a try?A C CB CStage 6 Assigning homework (2 mins)Step 1. ConclusionT: Today we have learnt the us ages of some modal verbs “can, may, must” express “guess”. Please look at the screen. When we are sure of something, in positive sentences we use “must” but in negative sentences we use “can't” .When we think something is possible but not very sure, in que stion form, we use “can”; in positive sentences we use “could/may/might” and in negative sentences, we use “may not or might not”.“必须”；表示义务职责。