(3) You can use have to when someone else thinks it is necessary or there seems to be no other choice. Have to can be used in any tense. The negative form of have to is not have to which means needn’t.
(4) You can use have got to instead of have to.
Step 3 ------ Modal verbs practice
1. Show students some school rules and regulations. Ask students to say some of rules by using modal verbs according to their attitudes to some rules and regulations.
(1) Get to school on time.
(2) Wear school uniforms from Monday to Thursday.
(3) Wear school badge at school school.
(4) Don’t wear any jewelry at school.
(4) Don’t take cellphones to school.
(5) Turn off the light before leaving the classroom.
(6) Keep silent at noon from 12:50 to 1:50.
(7) Don’ t ride your bike at the campus.
2. Ask students to suppose they are teachers. At the first day of the new semester,
how the teachers say these rules and regulations to the new students by using the modal verbs.
3. Ask four students a group to discuss how the teachers say these rules. Then ask three students to present their results and let other students to judge who the best teacher is.
Homework ------
1. Ask students to fill in the blanks with must or have to.
(1) It’s later than I thought. I ________ go now.
(2) Jack left before the end of the meeting. He __________ go home early.
(3) In Britain many children ____________ wear uniform when they go to school.
(4) When you come to London again, you __________ come and see us.
(5) Last night Don became ill suddenly. We __________ call a doctor.
(6) You really _____________ work harder if you want to pass the examination.
2. Ask students to fill in the blanks with mustn’t or don’t/doesn’t have to.
(1) I don’t want anyone to know. You ________ tell anyone.
(2) I can stay in bed tomorrow morning because I __________ go to work.
(3) Whatever you do, you _____________ touch the switch. It’s very dangerous.
(4) There is a lift in the building, so we ___________ climb the stairs.
(5) You _______ forget what I told you. It’s very important.
(6) You _____________ be a good player to enjoy a game of tennis.
3. Ask students to fill in the blanks with had better or should.
(1) I have an appointment in ten minutes. I ________ go now or I will be late.
(2) It’s a great film. You _________ go and see it. You will really like it.
(3) I ________ get up early tomorrow. I have got a lot to do.
(4) When people are driving, they _________ keep their eyes on the road.
(5) Thank you for coming to see us. You __________ come more often.
(6) These biscuits are delicious. You _________try one.
Period 6: Integrating skills:
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing.
Teaching procedures:
Step I: Reading.
1. Ask the Ss to classify the foods in the box into different groups inpidually and then give reasons.
potato chips sandwich salad apples chocolate chicken roll-ups tomatoes shaomai oranges bananas
Healthy snacks:_______________________________________________
Unhealthy snacks:______________________________________________
Example:
I think that potato chips are unhealthy snacks because they are high in fat.
I think that apples are healthy snacks because they have lots of vitamins and fibre.
2. Ask the Ss to name some other snacks.
3. A game.(group work)
T: Snacks are usually easy to make, so sometimes we can prepare the snacks by ourselves. Are you good at cooking?
shaomai chicken roll-ups
_____the pork and the black mushrooms _____ pieces. _____ the chicken and ____ it into pieces.
_____all the ingredients _____ a bowl. _____ the bacon ____cut it into pieces.
_____ and ______ the skins. _____ the potato small,and _____ some lettuce and the cheese.
_____ the shaomai _____ boiling water _____7 or 8 minutes. ______ them all together in a bowl.
_____ some of the mixture _____ the bread and ____it up.
1) Ask the Ss to fill in the form without looking at the books.
2) Tell them to check their answers according to the passage and explain some new words.
3) Teach some new verbs with pictures or performance.
Group 1:chop,peel,slice,dice
Group 2:stir,mix,blend,add
Group 3:boil,steam,fry
Step II. Ask the Ss to learn to write a recipe.
1.A writing task.
Today is your birthday.You ‘re 18 now.You want to show your parents you are no longer a child.You are able to take good care of them and yourself.You’ve made a birthday cake (a salad,a pudding,etc.) by yourself . Look!
2.Ask the Ss to discuss the topic they want to write.
3.Ask the Ss to list the necessary information.(Work in groups of four)
1) What ingredients do you need?
2) How much is needed,a spoonful,a cup or a pound?
3) What should you do with the ingredients?
4) Which ingredients should be mixed together and how?
5) How should the ingredients be cooked?
4.Get the Ss to write the recipe .
5.Tell them to exchange their recipes in pairs.
6.Ask some pairs to present their recipes in front of the class.
(One of them gives the instruction while the other acts out.)
Possible version:
Fruit salad
Ingredients:
an apple, a pear, a banana, orange sections, grapes , melon balls, strawberries, nuts (1 cup),vanilla yogurt (1 cup),orange juice concentrate (2 spoons),lettuce
Cut the apple and the pear into pieces and the banana into slices(slice the banana).Mix together all the fresh fruits with nuts. Stir the yogurt with orange juice concentrate. Add the fruits and nuts, and mix them well. Serve on a bed of lettuce.
丰台一中
北京十二中
丰台分院 梁丽冰
AUnit9 I like music that I can dance to（第1课时）
一、教材分析
定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标
1、知识目标：
掌握本单元基本词汇，学会恰当的使用引导词that ,who
2、能力目标
1）掌握功能句“What kind of music do you like ? ?I like music that I can dance to . ? ?I love singers who can write their ownmusic.”
2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点
1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to . ? ? ?I love singers who can write their own music.”
四、教学难点
定语从句运用
五、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备
自制多媒体课件（PowerPoint）；录音机(A tape recorder)
七、教学环节
1、课堂导入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒体出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、课堂讲授
Explain attributive clauses.
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导
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