人教版高二英語Unit13Thewaterplanet全套教

人教版高二英語Unit13Thewaterplanet全套教人教版高二英語Unit13Thewaterplanet全套教人教版高二英語Unit13Thewaterplanet全套教人教版高二英語Unit13Thewaterplanet全套教編制僅供參考審核批準生效日期地址：電話：傳真:郵編:人教版高二英語Unit13Thewaterplanet全套教案Taskswhichshouldbeachievedinthisunit:

a.Achievelanguageskillsandrelatedknowledgeaboutthetopicofwaterandtheocean.

b.Learnhowtomakesuggestionsandhowtoexpressopinions.

Thewaterisbeingusedto/for….

Weshould/could….

Ifwe…,wecan….

Itwouldbebetterto…

c.Vocabularyinthisunit:

benefit,disadvantage,range,available,pure,mass,float,absorb,stable,bottom;

d.Usefulexpressions:

benefitfrom,rangefrom…to….,alltheway,bemadeupof,thatis,freezingpoint,breakdown,mixwith,bemeasuredin…,takeadvantageof…,keep…steady,managetodo.

e.Grammar:

ReviewModalVerbs.

情態(tài)動詞can,could,may,might,will,would,shall,should,must,can’t等的用法。

1)can/could

JincanspeakEnglishwell.(ability)

CouldyoupleaseshowmethewaytoBeihaiPark(request)

2)may/might

Mayweseetheawardsfortheteams

(permission;request)

Shemightgiveyousomenewclothing.(possibility)

3)will/would

TheSpringFestivalisthemostfun.Thewholefamilywillcomefordinner.(promise;agreement)

Oftenhewoulddressuplikearichman.(pasthabit;custom)

4)shall/should

TheharvestfestivalbeginsonSaturday.Weshallbetherewithourfriends.(promise;agreement)

Youshouldarriveattheairporttwohoursbeforehegoes.(advice)

5)must/can’t

WangFengwinsanawardeveryyear.Hemustbeverystrong(speculation)

Youmustbejoking.Thatcan’tbetrue.(guessing)

TheFirstPeriod

TeachingAims:

1.Learnandmasterthenewwordsandtheusefulexpressionsofthispart.

Words:cube,sailor,disadvantages,entertainment

Phrases:comeupwith,happento

Usefulexpressions:Thewaterisbeingusedto/for…

Weshould/could…

Ifwe…wecan…

Itwouldbebetter…

2.Learnsomethingaboutwaterbydoingexperiment.

3.Dosomelistening.

4.Improvethestudents’speakingabilitybytalking.

TeachingImportantPoints:

1.Makethestudentsbefreetotalkaboutwater.

2.Improvethestudents’listeningabilitybylistening.

TeachingDifficultPoints:

1.Howtofinishthetaskofspeaking.

2.Howtoimprovethestudents’listeningability.

TeachingMethods:

1.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.

2.Individual,pairorgroupworktomakeeverystudentworkinclass.

TeachingAids:

1.themultimedia

2.theblackboard

3.anemptyglass,abottleofwaterandabottleofvegetableoil

TeachingProcedures:

StepⅠGreetingsandLead-in

T:Hello,everyone.

Ss:Hello,teacher.

T:Attention,please.Asweallknow,everyyearduringtheSpringFestivalandLanternFestivalinourcountry,peopleliketoseetheliondanceandguesstheriddles.Doyouliketoguesstheriddle,then

Ss:Yes.

T:OK.NowIhaveariddle.Pleaseguessit.

(Teacherusesthemultimediatoshowtheriddleonthescreen.)

It’sveryimportanttoalltheanimalsandplants.

It’salsoimportanttohumanbeings.

It’sliquidatroomtemperature.

Everydayyoukeepintouchwithit.

Youcan’tlivewithoutit.

(athing)

T:What’sit

Ss:It’sveryeasy.It’swater.

T:Yeah,todaywewilltalkaboutwater.Nowpleasetellmewhatyouknowaboutwater.

S1:Waterisusedtodrink.

S2:Watercanbeusedtowatertheflowers.

S3:Ithinkwatercanbeusedtomakeelectricity.

StepⅡWarmingup

T:Thankyouforyourideas.Nextwewillmakesomeinterestingexperiments.Maybeyoucanlearnmoreaboutwaterfromthefollowingexperiments.S4,wouldyouliketocomeheretohelpme

S4:I’dloveto.

T:Now,lookatLiLeiandme.Wewillbegin.Youshouldwatchtheexperimentcarefullyandtrytotellmewhathappensandwhy.

(Teacherputsabottleofwater,abottleofvegetableoilandanemptyglassonthedesk.)

T:S4,poursomewaterandsomevegetableoilintotheemptyglass.Otherstudents,pleasewatchcarefully.

(Afewsecondslater.)

Ss:Fantastic!Theliquidintheglasshasbecometwoparts.

T:Trytodescribeitindetail.

S5:Letmetry.Thepartaboveisvegetableoilandthepartbelowiswater.ButIdon’tknowwhy.

T:Goodquestion.Who’dliketoanswerhisquestion

(Nobodyanswershisquestion.)

T:Perhapsitisalittledifficulttoansweritimmediately.Nowyoucanhaveadiscussionaboutthereasonforit,usingwhatyouhavelearntinphysics.

(Teacherletsstudentsdiscussingroupsoffour.Afewminuteslater,teachercheckstheiranswers.)

T:Whowantstoexplainthephenomenon

S6:Ithinkwaterisheavierthanoil,sovegetableoilisonthetopofthewater.

T:Whohasdifferentideas

S7:Ithinkweshouldsaythatthedensityofwaterishigherthanthedensityofvegetableoil,sotheresultformed.

S8:What’sthemeaningof“density”

S9:“Density”is“密度”inChinese.

T:Doyouagreewiththereasonforit

Ss:Yes.Weagreewiththeidea.

T:Asweknow,ifwepourmilkandwaterintooneglass,wecan’ttellwherewaterisandwheremilkis.Butjustnowwepouredoilandwaterintooneglass,itissodifferentnow.Doyouknowwhy

Ss:Becauseoilcan’tdissolveinwater,butmilkcan.

T:Verygood.Let’smakeasummaryabouttheexperiment.Ifwepourvegetableoilandwaterintooneglass,theliquidwillbecometwopartsbecauseoilcan’tdissolveinwater.Sincethedensityofwaterishigherthanvegetableoil,vegetableoilwillbeontopofthewater.Isthatclear

Ss:Yes.

T:Wouldyouliketowatchanotherexperiment

Ss:I’dloveto.

T:OK.I’llperformthenextexperimentbymyself.Lookatme.Ihaveaglassofwater.NowI’llcoveritwithapieceofthickpaper.Attention,please.

(Teacherputsonehandonthepaperandturnstheglassupsidedown.Thenteacherslowlytakeshis/herhandawayfromthepaper.)

T:Whatcanyousee

Ss:Thepieceofpaperdoesn’tfallandthewaterintheglassdoesn’tflow.

T:Yes.Youareright.Nowyouaregivenafewminutestohaveadiscussionaboutthereasonforit.

(Teachergivesstudentsafewminutestodiscuss,andthencheckstheiranswers.)

T:Whocantellusthereasonwhythepieceofpaperdoesn’tfallandthewaterdoesn’tflow

S10:Iwanttohaveatry.Whentheglassofwatercoveredwithapieceofpaperisturnedupsidedown,thepressurefromairtothepieceofpaperisbiggerthanthepressurefromthewaterintheglasstothepieceofpaper.Sothepaperwon’tfallandthewaterwon’tflow.

T:Excellent!Thankyouforyourexplanation.Iamverygladtoseethatyouareallinterestedinmakingexperiments.Afterclass,youcancarryoutanothertwoexperimentsonPage17.Whenyouperformthem,trytodescribewhathappensandwhy.OK

Ss:OK.

T:Now,let’slookatapicture.

(Teachershowsapictureonthescreen.)

T:Whatcanyousee

Ss:Thereisariverinthepicture,butit’sverydirty.

T:Anythingelse

S11:Therearesomeplasticbagsandemptytinsonthesurfaceoftheriver.

T:Yes.Weallknowwaterisimportanttohumanbeingsandalltheanimalsandplants.Unfortunatelywaterisbeingpollutednow.Whatdoyouthinkwecandotoprotectthewateronourplanet

(Teachergivesstudentsenoughtimetoprepare.Whentheyprepare,teachergoesamongthestudentstohelpthemtoexpresstheirideascorrectly.)

Sampleanswer:

Toprotectthewateronourplanet,Ithinkweshouldsaveeverydropofwaterandstopthrowingrubbishintowater.Besides,weshouldtryourbesttohelpthepeoplearoundusrealizetheimportanceofusingandprotectingourwater.

StepⅢListening

T:Next,let’sdosomelistening.TurntoPage18andlookattheListeningpart.Youcanlistentothefamouspoemsaboutlifeontheocean.Listencarefullyandwritedownsomekeywordswhenyoulisten.Beforeyoulisten,let’slearntwophrasesfirst.Lookattheblackboard.

1.happento

e.g.Whathappenedtoyoulastweek

Ifanythinghappenstothemachine,pleasetellme.

2.comeupwith

e.g.Ihopeyoucancomeupwithabetterplanthanthis.

(Teacherwritesthemontheblackboardandbeginstoexplainthem.)

T:Nowlisten,please.

(Teacherplaysthetapeforthefirsttime.Thenplayitforthesecondtime.Duringthistime,teachermaypauseforstudentstowritedowntheinformation.Playsomepartsofthetapeonemoretimeifnecessary.Finallyteachercheckstheanswerswiththewholeclass.)

StepⅣSpeaking

T:Inourdailylife,watercanbeusedindifferentways.Nowwe’lltalkaboutthewaysinwhichwatercanbeused.LookatthepicturesonPage18.Thesixpicturesmeansixdifferentwaystousewater.Youcanchooseoneofthepicturestodiscusstheimportanceofusingandprotectingourwater,andthentrytousesomesentencestodescribethepictureyouchoose.Ifyoulike,youcanmakeadialoguewithyourpartneraboutthepicture.Whenyoudiscuss,youmayusethequestionsonthescreentohelpyou.

1.Howisthewaterbeingused

2.Isthisagoodwaytousewater

3.Whydoweusewaterinthisway

4.Whobenefitsfromusingwaterinthisway

5.Whataresomedisadvantagesofusingwaterinthisway

(Teachershowsthequestionsonthescreenbymultimediaandgivesstudentsenoughtimetodiscussandprepare.)

Suggestedanswers:

(Picture1)Wecanusewatertomakeelectricity,whichcangiveuslightandmakeusfeelwarm.Ithinkitisagoodwaytousewater.

(Picture3)Waterhasalotofusagesandhomeuseisthecommonestone.Everydaywemustdrinkenoughwater.Inaddition,weneedalotofwater,justforcookingandkeepingclean.Watercanhelpustokeephealthy.Butifthewastewaterfromhomeuseispouredintoriverandsoil,itwillbeharmfulforsomeanimalsandplants.Sowemustpaymoreattentiontoit.

(Picture4)InPicture4,waterisbeingusedinindustry.Waterisveryimportanttoindustry.Itcanbeusedtomakepaper,coolmachineandsoon.Butthedisadvantageisthatalotofwatermixedwithsomepoisonousthingsbeingpouredintotheriverandthesea.Itisdangerousforthelivingthingsinthewater.

(Picture6)

A:DoyouknowhowthewaterisbeingusedinPicture6

B:Waterisbeingusedforentertainment.

A:Isitagoodwaytousewater

B:Yes,becauseitcanhelppeoplekeepfitandenjoynature.Butifpeoplethrowrubbishintothewater,itwillbebadforus.

A:Yes.Itisthedisadvantageofusingwaterinthisway.Wemustbecareful.

StepⅤSummaryandHomework

T:Today,we’remainlylearnedsomethingaboutwaterbydoingexperiments,speakingandlistening.Besides,we’velearntsomenewwordsandphrases,suchas:happento,comeupwith,density,…

Afterclass,trytorememberthemandpreviewthenextpart—Readingpart.That’sallfortoday.Goodbye,everyone.

Ss:Goodbye,teacher!

StepⅥTheDesignoftheWritingontheBlackboard

Unit13Thewaterplanet

TheFirstPeriod

1.happento

e.g.Whathappenedtoyoulastweek

Ifanythinghappenstothemachine,pleasetellme.

2.comeupwith

e.g.Ihopeyoucancomeupwithabetterplanthanthis.

TheSecondPeriod

TeachingAims:

1.Learnandmasterthefollowingwordsandphrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,alltheway,thatis,add…to,mixwith,takeadvantageof,managetodo

2.Improvethestudents’readingability.

3.Enablethestudentstorealizethatitisimportanttoprotectthewateronourplanet.

TeachingImportantPoints:

1.Improvethestudents’readingability.

2.Masterthefollowingphrases:

alltheway,thatis,mixwith,takeadvantageof,managetodo

TeachingDifficultPoint:

Howdowemakethestudentsunderstandthereadingpassagebetter.

TeachingMethods:

1.Discussionbeforereadingtomakethestudentsinterestedinwhattheywilllearn.

2.Fastreadingtogetageneralideaofthetext.

3.Discussionafterreadingtomakestudentsunderstandwhatthey’velearnedbetter.

4.Carefulreadingtogetthedetailedinformationinthetext.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetingsandRevision

(Greetthewholeclassasusual.)

T:Yesterdaywelearntsomethingaboutwater.Nowwhocantellmewhatyoulearnedyesterday

S1:Ilearnedthatwaterisveryimportanttoallthelivingthingsontheearth.

T:OK,canyougivemethereasonwhyitisimportant

S2:Watercanbeusedtowashclothing,tomadeelectricity,towaterthefarmandsoon.Ofcourse,everydaywemustdrinkenoughwater.Sowaterisveryimportant.

T:Anythingelse

S3:Iknowsomethingaboutwater.Forexample,fromtheexperimentswemadeyesterday,Iknowvegetableoilcan’tbedissolvedbywater.

StepⅡPre-readingandReading

T:OK.Thankyouforyouranswerstomyquestions.Asweallknow,wecan’tlivewithoutwater.Butdoyouknowwhatmakeswatersoimportanttoallthelivingthings

Ss:No,wedon’tknow.

T:Maybewecangettheanswertothequestionafterreadingthearticlefortoday.Beforeyouread,firstlet’slearnthenewwordsandphrasesinthepassage.

(Teacherdealswiththenewwordswiththewholeclass.)

T:Nowpleasereadthepassagequicklytogetthegeneralideaandtrytousethefollowingstructurestomakesixquestions.

(Teacherusesmultimediatoshowthestructuresonthescreen.)

1.Whatis/are______

2.Whatdoes______looklike

3.Whataredifferentpartsof______

4.Whatcan______becomparedto

5.Howdoes______work

6.Whataresomeexamplesof______

(Teachergivesstudentsfiveminutestofinishthefastreadingandmakingquestions.Fiveminuteslater,teacheraskssomestudentstowritetheirquestionsontheblackboard.)

1.Whatarethepropertiesofwater

2.Whatdoestheearthlooklike

3.Whataredifferentpartsoftheocean

4.Whatcantheoceanbecomparedto

5.Howdoesthespecialair-conditioner—theoceanwork

6.Whataresomeexamplesofspeciesintheocean

T:Welldone.Whocantellmethegeneralideaofthetext

S4:Thepassagemainlytellsusitiswaterthatmakestheoceansoimportanttoallthelivingthingsintheworld.

T:Goodwork.Next,let’sreadthepassagecarefullytogetmoreinformationaboutwater.Whileyouarereading,trytofinishthechartinPost-readingonPage21andfindouttheanswerstothequestionsontheblackboard.

(Teachergivesstudentsenoughtimetoreadthetextandcollectstheirinformationforthechart.)

Suggestedanswers:

PropertyWhatisitWhatisitgoodfor

ChemicalstructureEverywatermoleculeismadeupoftwohydrogenatomsandoneoxygenatom.Itisgoodforthelivingthingsintheoceantoabsorbthenutrientseasily.

DensityThedensityofpurewateris1000kg/m3,meaningthatonecubicmetreofwaterweighsonethousandkilogram.Itisgoodformarineorganismstotakeadvantageofthedensityofwater.

HeatcapacityHeatcapacityistheamountofenergyittakestoraisethetemperatureofasubstanceonedegreecentigrade.Itisgoodfortheearthtokeepthetemperaturesteady.

T:Verygood.Whataboutthequestionsontheblackboard

S5:IthinkIcananswerthefirstone.Theansweristhatthepropertiesofwaterarechemicalstructure,salinitydensity,heatcapacityandoceanmotion.

S6:Inmyopinion,theanswertothefourthquestionisthattheoceancanbecomparedtoagreatplacetolivein.

T:Doyouagreewiththem

Ss:Yes.

T:Whataboutotherquestions

S7:Ithinkplankton,sharksandwhalesareexamplesofspeciesintheocean.

S8:Theanswertothesecondoneisthattheearthlookslikeanoceanplanet.

T:Youarequiteright.Anyvolunteers

S9:Dearteacher.Canyoutellusthemeaningofthespecialair-conditioner—theocean

T:Maybeitmeansthattherearesomesimilaritiesbetweenair-conditionerandtheocean.

S9:Thankyou.Igotit.

T:Then,whocananswerthequestion

S10:Becausetheoceancankeepthetemperatureoftheearthsteady,somestudentscomparetheoceantoaspecialair-conditioning.Ithinktheoceankeepsthetemperatureoftheearthsteadybyabsorbingandreleasingheat.

T:Welldone.Thereisonlyonequestionleft.Whowantstotry(

Nobodyanswersthequestion.)

T:Doyouthinkitisaquestionthatthetextcan’tanswer

Ss:Yeah.Wethinkso.

T:OK.Maybeyouareright.ButIwanttoknowthereasonwhyyouthinkthepassagecan’tanswerthethirdquestion.

Ss:Becausethereisnotanyinformationaboutthedifferentpartsoftheocean.

T:Then,arethereanyquestionsyouwouldneedtoaddto“cover”alltheinformationinthetext

S11:Ihaveaquestion.Whyisthewaterintheoceanalwaysmoving

S12:Sincechangesinsalinityandtemperatureaffectwater’sdensity,thewaterintheoceanisalwaysmoving.

StepⅢFurtherUnderstandingandLanguageStudy

T:Welldone.Ithinkyouareveryfamiliarwiththepassage.Inthepassagetherearesomewordsandexpressionsweshouldmaster.Nowlet’slookatthescreen.Iwillgiveyousomeexplanationsaboutthewordsandexpressions.

1.incrediblyadv.(extremelyorunusually)

e.g.Thewaterisincrediblyhot.

2.availableadj.(thatcanbeusedorobtained)

e.g.Ticketsareavailableattheboxoffice.

Thebookisavailabletoallthestudents.

3.rangevi.

rangefromAtoB

e.g.Theiragesrangefrom25to50.

Hisinterestsrangedfromchesstocanoeing.

4.Butthewaythewatermolecule…

e.g.Idon’tliketheway(inwhich/that)helooksatme.

Theyadmiredtheway(inwhich/that)shedealtwiththecrisis.

5.thatis(tosay)(whichmeans)

e.g.Aweeklater,thatis,May1isherbirthday.

Heisalocalgovernmentadministrator,thatis,heisaCivilServant.

6.takeadvantageof(makeuseofsomethingwell/makeuseofsomebodyunfairly)

e.g.Theytookfulladvantageofthehotel’sfacilities.

Shetookadvantageofmygenerosity.

7.besensitivetosomething(affectedeasilybysomething)

e.g.Sheisverysensitivetoother’swords.

(Teacherwritesthewords,phrasesandsentencesontheblackboard.)

StepⅣListeningandReadingAloud

T:Let’slistentothetape.WhenIplayitforthefirsttime,justlistentoit.WhenIplayitforthesecondtime,pleaselistenandrepeat.Thenreadthetextaloud.Areyouclearaboutthat

Ss:Yes.

(Teteacherplaysthetapeforthestudentstolisten.Afterlistening,theteachergoesamongthestudentsandcorrectsanymistakethestudentsmakeinpronunciation,stressandintonation.)

StepⅤSummaryandHomework

T:Today,wehavereadapassageaboutwater.Asweknow,itisveryimportanttoallthelivingthings.Soweshoulddoallwecantoprotectwaterfrombeingpolluted.Inaddition,tryyourbesttoretellthepassageinyourownwords.Isthatclear

Ss:Yes.

T:Seeyoutomorrow!

Ss:Seeyoutomorrow!

StepⅥTheDesignoftheWritingontheBlackboard

Unit13Thewaterplanet

TheSecondPeriod

Questions:

1.Whatarethepropertiesofwater

2.Whatdoestheearthlooklike

3.Whataredifferentpartsoftheocean

4.Whatcantheoceanbecomparedto

5.Howdoesthespecialair-conditioner—theoceanwork

6.Whataresomeexamplesofspeciesintheocean

Words:incredibly,available

Phrases:rangefromAtoB,thatis,takeadvantageof,besensitiveto

Sentences:Butthewaythewatermolecule…

TheThirdPeriod

TeachingAims:

1.ReviewModalVerbs.

2.Dosomeexercisestoreviewsomeimportantwordslearntinthelastperiod.

TeachingImportantPoint:

ReviewModalVerbs.

TeachingDifficultPoint:

HowdowehelpthestudentscorrectlyusetheModalVerbs.

TeachingMethods:

1.ReviewmethodtohelpthestudentsrememberalltheModalVerbstheyhavelearntbeforeandusethemcorrectly.

2.Individualworkorgroupworktomakeeverystudentworkinclass.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetingsandRevision

(Greetthewholeclassasusual.)

T:Yesterdaywelearnedapassageaboutwaterandnowwhocanretellthepassageinyourownwords

S1:Letmetry.

…

T:Welldone.Thankyouforyourperformance.

StepⅡWordStudy

T:NowpleaseturntoPage21.LookatthefirstpartofWordStudy.Therearesomewordslearntinthelastperiod,butthelettersofthesewordsareinthewrongorder.NowIwillgiveyouafewminutestoputthelettersinthecorrectorder.

(Afewminuteslater,teachermayasksomestudentstospelltheiranswersandgivetheChinesemeaningofeachwordtoallthestudents.Finallyteacherwritesthecorrectwordsontheblackboard.)

1otmasatoms

2tanomuamount

3sdliosolid

4oasbrbabsorb

5cgrnetideacentigrade

6saggas

7nhroygdehydrogen

8yoxgenoxygen

9assmmass

10fatolfloat

T:Goodwork.Nextlookatthescreenandtrytocompletethefollowingsentencesbyfillingintheblankswiththeproperwords.Thefirstletterhasbeengivenandsomewordscanbeusedmorethanonce.Ifyouneed,youcanhaveadiscussionwithyourpartner.

(Teacherusesthemultimediatoshowthefollowingsentencesonthescreen.)

1.Thewatermoleculeismadeupoftwoh_____atomsandoneo_____.

2.Waterisal_____atroomtemperature,butitturnsintoas_____whenthetemperaturedropsbelow0℃andintoag_____whenheatedabove100℃.

3.Ana_____isthesmallestpartofanylivingornonlivingthing.

4.Placesbytheseaoftenhaveas_____climatethatisnevertoohotortoocold,becausewatercana_____andreleasealotofheat.

5.Soilcana______water,soithelpskeepwaterfromflowingaway.

6.Marinescientistsstudyther_____betweenlivingcreaturesandtheirhabitatintheocean.

7.Saltwaterhasalowerf______pointandisheavierthanfreshwater.

8.Oilhasadensitylowerthan1000kg/m3,soitwillf______onwater.

(Teachergivesstudentsenoughtimetoprepareandthenchecktheiranswers.)

Suggestedanswers:

1.hydrogen,oxygen2.liquid,solid,gas

3.atom4.steady,absorb

5.absorb6.relationship

7.freezing8.float

StepⅢGrammar

T:Uptonowwehavelearntmanymodalverbs.Whocantellmewhattheyare

Ss:…

(Teacheraskssomestudentstowritetheiranswersontheblackboard.)

ModalVerbs:

can/could,may/might,will/would,beableto,must,should,haveto,need,shall,oughtto,hadbetter.

T:Verygood.Thendoyouknowhowtousethem

S2:Iknow“should”canbeusedtogiveotherssomeadvice.

S3:IknowwhenIwanttoborrowabookfrommyfriend,Icanuse“may”.

…

T:Youranswersareverygood.Thereisaconclusionaboutmodalverbsonthescreen.Let’slookatit.

(Teacherusesthemultimediatoshowtheconclusiononthescreen.)

ModalVerbs:

Possibility:can/could,may/might

Ability:can/could,beableto

Requests:can/could,will/would,wouldlike

Necessity:must,haveto,havegotto,need

Certainty:must,will,should

Permission:can/could,may/might

Suggestions:couldmay/might,shall

Advice:should,oughtto,hadbetter

T:Fromthechartwecanseemodalverbscanbeclassifiedintoeightgroupsbytheirusages.Areyouclearabouttheclassification

Ss:Yes.

T:OK.NowlookatthefirstpartinGrammar.Finishtheexercises.Ifyouneed,youcandiscusswithyourpartner.Inadditionyou’dbettermakeitclearwhyyouchooseA、B、C,orD.Areyouclearabouttherequirements

Ss:Yes.

(Teachergivesstudentsenoughtimetofinishtheexercises.Thendealswiththemwiththewholeclass.)

T:Areyouready

Ss:Yes.

T:OK.Who’dliketotellmetheanswertothefirstone

S4:Ithink“A”isright.

T:Canyoutellusthereasonwhyyouchoose“A”

S4:Becausethespeakerwantstoexpresshis/herrequest.AmongA、B、CandD,onlyAcanbeusedtoexpressrequest.

T:Verygood.Whataboutthesecondone

S5:“May”isright,Ithink,becausethesentenceisusedtoaskforpermission.

T:Congratulations!Whocananswerthethirdone

S6:Thephrase“wantsto”expressastateofbeingnecessity.SoIthink“C”isright.

T:Welldone.It’sturntodothefourthone.Whocantry

S7:I’mnotsure,butIwanttohaveatry.Is“C”right

T:Whydidyouchoose“C”

S8:Ithinkthefirstsentenceexpressessomenecessityandthesecondoneexpressesguess.

S9:Idon’tthinkso.Because“must”can’tbeusedinnegativesentencestoexpressguess.

S8:Oh,I’msorry.Iforgotit.Isee,thecorrectansweris“D”.

T:Excellent!

…

(Teacherencouragesstudentstoshowtheiropinionsabouteachone,andthenteachergivesthecorrectanswersandsomenecessaryexplanations.)

Suggestedanswers:

1.A2.A3.C4.D5.A6.A7.A8.B9.A

T:Youhavefinishedthefirstpartsuccessfully.Nowlet’sgoonwiththesecondpart.Doyouhaveconfidencetofinishit

Ss:Yes.Ofcoursewehave.

T:OK.ThisisaletterfromMarytoJohn.MaybeJohnmetsomeproblems,soMarywantstowritealettertohelphim.ButMarydoesn’tknowhowtousethemodalverbscorrectly.Shewantsyoutohelpherfinishtheletter.Beforeyoufinishtheletter,readittogetthegeneralideaofitfirstandthenanswerthequestionsonthescreen.

(Teacherusesmultimediatoshowthequestionsonthescreen.)

1.CanyoutellfromtheletterwhatJohn’sproblemis

2.DoyouagreeontheadvicethatMarygivestohimWhyWhatwouldbeyouradvice

(Teachergivesstudentsafewminutestoreadtheletter,andthencheckstheiranswerstothequestions.)

T:Who’dliketoanswerthefirstquestion

S10:Iwanttohaveatry.Inmyopinion,John’sproblemisthathismanagersuspectedhimofstealingsomethingatthemeatfactory.

T:Welldone.Doyouagreewithhim

Ss:Yes.

T:Whataboutthesecondone

S11:I’dliketoanswerthequestion.Idon’tagreetotheadvicethatMarygivestohim.Becauseifhefindsanotherjob,maybeitmeansthathereallystolesomethingatthemeatfactory.Ithinkheshouldtellthemanagerthathedidn’tdoitandadvisethemanagertocallinthepolicetomakeitclear.

S12:Inmyopinion,he’dbettertrytofindoutwhoistherealthieftoprovethathedidn’tdoanythingwrong.

…

T:IthinkyoursuggestionsareallveryhelpfultoJohnandIhopehecanfindagoodwaytodealwiththeproblem.NowyouareclearaboutJohn’sproblem.It’syourturntohelpMaryfinishtheletter.Maybetherearemorethanoneanswerforsomeblanks.Ifyouhavesomedifficulties,youcandiscusswithyourpartner.Fiveminuteslater,Iwillcheckyouranswers.

Suggestedanswers:

can/will/should,may

not/mightnot,must,could/should,might/would,will