Teaching　contents　Section　A　1a－2c

Important points & Difficult points

Important points

Words and phrases: picnic, whose, pink, rabbit, magazine, whose, must/might/could/can’t belong to, must/might/could /can’t be.

Structures:

Whose volleyball is this?

It must be Carla’s.

It must belong to Carla.

She loves volleyball.

There could/might/must be…

Grammar: To make inferences by using modal verbs.

Difficult points

Use modal verbs like must, might, could and can’t to make inferences.

2Teaching　aims

1.Knowledge & Abilities

Words: truck, picnic, whose, pink, rabbit, magazine, whose, belong to, pink, at the picnic. 

Expressions:

---Whose book is this?

--It must be Mary’s. J. K. Rowling is her favorite writer.

The hair band must belong to Linda.

Whose …is this? It must/might/could be sb’s. It can’t be sb’s.

Abilities: Students improve their listening and speaking by practicing and doing the exercises.

2.Procedures & Methods

The teacher greets the students and leads into the class. Then the teacher and the students have the new lesson step by step. In this class, Direct Method, Situational Language Teaching, and Communicative Language Teaching will be used.

3. Emotion , Attitude & Values

  The students will learn to make inferences according to the facts they know. It is also important to make students keep interests in English.

3Analysis　of　students　and　teaching　materials

      Students in Grade Nine are familiar with modal verbs. But they can’t use them to make inferences. And most students in Grade Nine are not   as active in class as they were in Grade Seven and Eight. Some of them are even afraid of speaking English. If the teacher can patiently lead stud-ents into the topic, most of them will be willing to join in the class activities.

      In this lesson, students are going to learn about how to make inferences by using modal verbs. It is difficult for students to distinguish the differ-ences between belong to sb and be sb’s. It is also important to make students understand how to use belong to and be when they use modal verbs to make inferences. Another important point in this lesson is to train students’ listening and speaking abilities.

4教學過程

4.1第一學時

4.1.1教學活動

活動1【導入】Step　1　Class　opening

Teacher’s activities

1. Greet the students and lead in the new lesson.

2. Make sure the students understand what they are going to learn in this class.

3. Show the picture in 1a on the screen and ask students to join in the activity.

Students' activities

1. Greet the teacher and have a free talk.

2. Listen to the teacher.

3. Tells the teacher what they can see in the picture.

Teaching aims

To make students look through the key language in this lesson.

To show the target language and have students know about how to make inferences.

活動2【講授】Step　2　Presentation

Teacher’s activities

1. Talk about the picture in 1a with students.  

2. Have students learn the new words.

3. Lead into the activity of 1b. And then play the tape.

Students' activities

1. Look at the screen and talk about the picture.

2. Learn the new words.

3. Listen to the tape and match each person with a thing and a reason.

Teaching aims

To build up students’ vocabulary. Students learn to use the target language.

To give students listening practice inputs the target language and listen for specific items.

活動3【活動】Step　3　Listening

Teacher's activities

1. Show students a picture of a bag and lead into 2a.

2. Ask students to talk about what is in the schoolbag.

3. Play the tape ask the students to listen and write down the things in the schoolbag.

4. Lead students finish doing 2b.

Students's activities

1. Look at the picture.

2. Guess the things by using It could be sb’s/It could belong to sb.

3. Listen to the tape and write down the things in the schoolbag.

4. Listen and fill in the blanks.

Teaching aims

Showing the pictures helps students to keep interests in learning English.

Students listen to the tape and learn to use the target language.

活動4【活動】Step　4　Speaking

Teacher's activities

1. Introduce the rules of the guessing game to the students. 

2. Show the pictures to help students playing the guessing game.

Students' activities

1. Listen to the teacher.

2. Look at the pictures and guess who he/she is and whose ...is.

Teaching aims

Guessing helps students use the target language in natural speech.

To give students the opportunity to use the target language in a controlled manner.

活動5【活動】Step　5　Class　closing

Teacher's avtivities

1. Lead students to summarize what they mainly learned in this class.

2. Set homework.

Students' activities

Have a summary.

Aims. To make students know better about what they learned.

活動6【活動】Board　design

                 Unit 8 It must belong to Carla.

                           Whose is this?

                           It must belong to Carla.

                           It must be Deng Wen’s.

活動7【練習】Exercises

1. ---Is the man over there Mr. Brown?

    ---It ____ him. He has gone to Hangzhou for three days.

    A. could          B. can't be        C. must be         D. might,

2. ---Bob, where is Linda?

    --- She ______ be in the library, but I am not sure.

    A. might          B. must           C. can't           D. can

3. ---Do you know whose hair band this is?

    ---I think it ____ be May’s. Or it might _____Linda.  

   They both have long hair.     

   A. might, be                       B. must, belong to

   C. could, belong to                D. could, be

Answers: B A C

活動8【活動】Teaching　reflection

    Students are interested in film stars, singers and other famous people. In order to attract students’ interests in the lesson, I played  a  pop song which sang by TF Boys. Then I lead into the topic in a natural situation.   It becomes easier for students to understand    the key language points about this lesson. The whole teaching steps are easy and fluent. It helps students focus their attention on the class from the beginning to the end. All the above are good things about this lesson. 

    There are also some shortcomings about the lesson. First, students were not as active as I thought. Second, the activities I design-ed was kind of simple for students in Grade Nine. So students was not  so  interested in the activities. I am going to make my class   activities more interesting to attract students.

活動9【作業】Homework

Students practice the conversations in 1a and 2c, then make a conversation about making references by using the target language in this lesson.