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Unit 4 Exploring literature
Grammar and usage（教學設(shè)計）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand different types of modal verbs;
2. know how to use modal verbs in new conditions.
II. Key competence focus
1. Fully understand the usage of modal verbs. `
2. Use modal verbs in real conditions.
III. Predicted area of difficulty
Use modal verbs properly in real situations.
IV. Teaching procedures
Step 1 Lead-in
1. T shows Ss a famous quote from Francis Bacon.
2. T asks Ss to have a free talk on how we can choose good books.
【設(shè)計意圖：整個導入環(huán)節(jié)緊扣單元話題，由培根的名言引入，激發(fā)學生的熱情和好奇心。同時利用問題和答案導出“如何選擇好書”這一話題，為后文的閱讀做準備。】
Step 2 Exploring the rules
T asks Ss to read a website article about how to choose books to find the sentences that use modal verbs and fill in the table below the article.
Step 3 Working out the rules
T asks Ss to work out the rules of modal verbs.
Modal verbs can express ability or necessity. They can also make suggestion or describe the probability of an event. The same modal verb can have different functions.
Modal verbs can be followed by a, d, e, f.
a. do (the base form) b. doing (the verb-ing form) c. did (the past form)
d. be done (the passive voice) e. be doing (the continuous form)
f. have done (the perfect form)
【設(shè)計意圖：上面兩個環(huán)節(jié)旨在引導學生掌握情態(tài)動詞的用法。采用發(fā)現(xiàn)式語法教學法，通過讓學生閱讀關(guān)于如何選擇好書的文章，找出包含情態(tài)動詞的句子，然后通過對比觀察，歸納出情態(tài)動詞的類型和功能。】
Step 4 Exploring more about the rules
Explore the rules of can and be able to.
T asks Ss to look at some sentences and see how can and be able to express ability in these sentences.
Can you run 1,500 metres in five minutes
Even a small personal computer can store vast amounts of information.
Are you able to run 1,500 metres in five minutes
Will you be able to speak English fluently in five years
Jim could/couldn’t run fast when he was young.
He was able to drive when he was a student.
T asks Ss to work out the rules of can and be able to.
We can use can and is/am/are able to to express ability at present.
We can use will/shall be able to to express ability in the future.
We can use could and was/were able to to express ability in the past.
Explore the rules of must and have to.
T asks Ss to look at some sentences and see how must and have to express necessity in these sentences.
I must book a hotel for my trip next week.
We have to wear a uniform at work.
— Must we finish our work today
— Yes, you must finish it as quickly as possible. (— No, you don’t have to. / No, you needn’t.)
Must you play the piano at such a late time It’s midnight.
Must you spoil everything
Why must you always be so suspicious
T asks Ss to work out the rules of must and have to.
We use must when we decide that something is necessary; we use have to when somebody else other than us has made the decision.
To answer a question introduced by must, we use must for a positive answer, and don’t have to/needn’t for a negative answer.
Must can be used in questions to tell someone that their behaviour makes us upset or annoyed.
Step 5 Applying the rules
1. Apply the rules in sentences.
(1) T asks Ss to finish exercise B1 on page 49 of the textbook.
(2) T asks Ss to choose proper modal verbs and use the proper forms to complete some sentences.
(3) T asks Ss to translate some sentences into English.
2. Apply the rules in discourses.
(1) T asks Ss to finish exercise B2 on page 49 of the textbook.
(2) T asks Ss to fill in the blanks to complete the passage.
【設(shè)計意圖：此環(huán)節(jié)結(jié)合單元話題，著重輸出，通過設(shè)置不同形式的訓練，引導學生對已學語法加以運用，促進其理解。】
3. Apply the rules in real situations.
T asks Ss to work in pairs and make rules for the school library using modal verbs.
T shows Ss two examples.
T asks Ss to write down their own sentences.
T offers Ss a sample for their reference.
【設(shè)計意圖：通過設(shè)置真實情境，提高學生的興趣和參與度，體現(xiàn)語法在真實語境中的運用，真正達到語言輸出的目的。】
V. Homework
1. Finish exercise C on page 76 of the textbook.
Write a notice for the school library, using the sentences you have written in class.
【設(shè)計意圖：家庭作業(yè)一方面回歸教材，讓學生完成教材上的練習，以達到鞏固的目的，另一方面將給圖書館制定規(guī)則的課堂活動組織成一篇通告，以達到交際目的。】
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