Unit 8 Fighting pandemics C Grammaring 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 8 Fighting pandemics-C Grammaring I. Content Overview This part of Unit 8 "Fighting pandemics" in the Shanghai Foreign Language Education Press (2024) textbook for Grade 8 focuses on grammar related to expressing prevention and control measures during pandemics. It mainly includes the usage of modal verbs such as "should", "must", "have to", and their negative forms to talk about necessary actions, obligations, and prohibitions. Through various examples and exercises, students will learn how to use these grammar structures accurately to describe what people should or shouldn't do in the context of fighting pandemics. 教学目标 1. Knowledge Objectives Students will be able to understand the meanings and functions of modal verbs "should", "must", "have to" and their negative forms in the context of pandemic prevention. Master the correct usage and sentence structures of these modal verbs, such as "should do sth.", "must not do sth.", "have to do sth." etc. Recognize the differences in meaning and usage between "should", "must", and "have to". 2. Ability Objectives Be able to use the learned modal verbs to accurately express opinions and suggestions on pandemic prevention and control in oral and written English. Analyze and solve grammar - related problems independently, and improve their ability to apply grammar knowledge in real - life situations. Improve students' reading comprehension ability by understanding texts with relevant grammar structures. 3. Emotional Objectives Raise students' awareness of pandemic prevention and public health through learning grammar in the context of fighting pandemics. Cultivate students' sense of cooperation and communication by participating in group activities related to grammar learning. 教学重难点 1. Key Points The basic usage and sentence patterns of modal verbs "should", "must", "have to" and their negative forms. How to use these modal verbs to express different degrees of obligation, necessity, and advice in the context of pandemic prevention. 2. Difficult Points Distinguishing the subtle differences in meaning and usage between "should", "must", and "have to", especially in practical application. Helping students use these modal verbs flexibly and accurately in various sentence types and real - life communication scenarios. 1. Modal Verb "Should" Meaning and Function: It is used to express advice, suggestions, or what is considered the right thing to do. Sentence Structure: Subject + should + base form of the verb. For example, "We should wear masks in public places during the pandemic." Negative Form: Subject + should not (shouldn't) + base form of the verb. E.g., "You shouldn't go to crowded places without protection." 2. Modal Verb "Must" Meaning and Function: It indicates strong obligation, necessity, or prohibition. It implies that there is no choice. Sentence Structure: Subject + must + base form of the verb. For instance, "Everyone must follow the 防疫 regulations." Negative Form: Subject + must not (mustn't) + base form of the verb, which means "prohibition". E.g., "You mustn't touch your face with dirty hands." 3. Modal Verb "Have to" Meaning and Function: It is used to express necessity, often due to external circumstances or rules. Sentence Structure: Subject + have/has to + base form of the verb. In the present simple tense, for the third - person singular (he/she/it), "has to" is used. For example, "She has to stay at home because she has a cold." Negative Form: Subject + do/does not have to + base form of the verb, which means "not necessary". E.g., "You don't have to buy a new mask every day if it's not dirty." 4. Differences between "Should", "Must", and "Have to" Degree of Obligation: "Must" expresses the strongest obligation, indicating that something is necessary and there is no alternative. "Should" gives advice or a suggestion, and the action is not as strongly required as with "must". "Have to" shows necessity, usually due to external factors like rules or situations. Subjectivity and Objectivity: "Must" is more subjective, often reflecting the speaker's opinion or judgment. "Have to" is more objective, emphasizing the external conditions that make an action necessary. "Should" lies in - between, being a relatively milder way to express an opinion on what is right. 教学过程 1. Warming - up (5 minutes) Show some pictures of people's behaviors during the pandemic, such as wearing masks, washing hands, and keeping a social distance. Ask students to describe what they see in simple English. For example, "They are wearing masks." Then ask students: "Why do people do these things? What should/ must/ have to we do to prevent the spread of the virus?" This will lead to the topic of the grammar content to be learned today. 2. Presentation (10 minutes) Write the following sentences on the blackboard: We should wash our hands frequently. Everyone must wear a mask in public. She has to stay at home because she has a fever. Explain the meaning and function of each modal verb in these sentences one by one. Use simple and vivid language to make it easy for students to understand. For example, when explaining "should", say: "When we say'should', it's like we are giving a good idea or advice. Just like washing hands frequently is a good advice to keep us healthy." Compare the three modal verbs in terms of meaning and usage on the blackboard, and list the differences in a table for students to have a clear view. 3. Practice (15 minutes) Oral Practice Divide students into pairs. Give each pair a set of cards with different pandemic - related situations written on them, such as "going to school", "taking a bus", "visiting a hospital". Students need to use "should", "must", "have to" to make sentences according to the situations. For example, if the card says "going to school", they can say "We should bring our own hand sanitizer to school. We must wear our school uniforms. We have to show our health codes." Each pair takes turns to present their sentences to the class. Written Practice Distribute a worksheet with a series of fill - in - the - blank exercises. The exercises are designed to practice the usage of the three modal verbs. For example: You ______ (should/must/have to) keep a social distance of at least one meter in public. (Answer: should/must/have to, all are correct here but with slightly different nuances) People ______ (not should/should not/must not/have not to) gather in large groups during the pandemic. (Answer: should not/must not) After students finish the exercises, go through the answers together, and explain the reasons for each answer. 4. Consolidation (10 minutes) Present a short passage about pandemic prevention with some blanks. The blanks should be filled with appropriate forms of "should", "must", "have to" or their negative forms. For example: During the pandemic, we all know that it is very important to protect ourselves and others. First of all, we ______ (should) always wear masks when we go out. This is a simple but effective way to prevent the virus from spreading. Second, we ______ (must) wash our hands regularly with soap and water for at least 20 seconds. We ______ (not have to) go to crowded places if it is not necessary. If we have any symptoms like a fever or a cough, we ______ (have to) see a doctor immediately. And we ______ (must not) panic. Staying calm and following the scientific prevention methods are the keys. Ask students to read the passage carefully and fill in the blanks. Then ask several students to read the passage aloud with their answers, and check the answers as a class. Group Discussion: Divide students into groups of four or five. Give each group a topic related to pandemic prevention, such as "What can we do to help our community prevent pandemics?" Each group discusses and makes a list of suggestions using the modal verbs learned today. Then each group selects a representative to report their discussion results to the whole class. 5. Summary and Homework Assignment (5 minutes) Summary Summarize the key points of the grammar content learned today. Review the usage of "should", "must", "have to" and their negative forms with students. Ask students to share what they have learned in class. Homework Assignment Ask students to write a short passage of about 100 words on "My Pandemic Prevention Plan". They need to use at least three sentences with "should", "must", "have to" or their negative forms. Encourage students to pay attention to people's behaviors around them in daily life and try to find more examples of using these modal verbs related to pandemic prevention. 教学反思 After this 45 - minute grammar class, overall, students showed a certain level of interest in the topic of pandemic prevention, which helped them engage in the learning process. The use of real - life pictures in the warming - up stage effectively attracted students' attention and smoothly introduced the grammar content. In the presentation part, through clear explanations and comparisons, most students seemed to have a basic understanding of the meanings and functions of "should", "must", and "have to". However, during the practice stage, it was found that some students still had difficulties in distinguishing the subtle differences between these modal verbs, especially when choosing the most appropriate one in specific contexts. For example, in the oral practice, some pairs used "should" and "must" interchangeably without fully realizing the difference in the degree of obligation. During the written practice, common mistakes included incorrect negative forms, such as writing "not should" instead of "should not". In the group discussion and the passage - filling activity in the consolidation stage, students actively participated, but there were also some problems in the accuracy of language expression. For future teaching, more targeted exercises should be designed to strengthen students' understanding of the differences between "should", "must", and "have to". Real - life scenarios can be further explored to help students better apply these grammar knowledge in practical communication. Also, more individual guidance should be provided during class activities to correct students' mistakes in time. Additionally, in the homework evaluation, more detailed feedback should be given to help students improve their writing skills in using these modal verbs. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $