Unit 7 When Disaster Strikes Grammar教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 7 When Disaster Strikes Period 6 Grammar Focus: Modal Verbs Teaching Analysis 【Textbook Analysis】 This is a supplementary grammar-focused period designed to systematically review and practice modal verbs (such as can, could, should, must, have to, may, might) within the context of the unit theme "When Disaster Strikes." While the main textbook units may not have a dedicated grammar section for modals, this lesson synthesizes examples from listening dialogues (e.g., "We should make some preparations."), reading passages, and functional language used throughout the unit. The goal is to help students understand how modal verbs express different degrees of necessity, ability, permission, advice, and possibility—all crucial for talking about disaster preparedness, response, and prevention. 【Student Analysis】 Students have encountered modal verbs in various contexts throughout the unit but may not have a clear, structured understanding of their different meanings and uses. They can likely recognize them but may struggle to choose the appropriate modal for a specific function (e.g., using must vs. should for strong advice). This lesson aims to clarify these distinctions through contextualized examples from familiar unit content, moving from recognition to controlled practice and finally to freer application. 【Teaching Focus & Difficulties】 Focus: 1. Distinguishing the core functions of common modal verbs: ability (can), advice/suggestion (should), necessity/obligation (must/have to), and possibility (may/might). 2. Applying the correct modal verb to complete sentences related to disaster scenarios. Difficulties: 1. Differentiating between the strength of obligation in must (internal/subjective) vs. have to (external/objective) in practical use. 2. Using could for past ability or polite suggestion versus can for present ability. 3. Choosing between may, might, and could to express different degrees of possibility. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will be able to identify common modal verbs and match them with their primary functions (e.g., should = advice). 2. Students will understand the basic rules of modal verb grammar (followed by base verb, no -s in third person, etc.). Skills: 1. Students will be able to select the appropriate modal verb to complete sentences about disaster preparedness and response. 2. Students will be able to give at least two pieces of advice or state two necessary actions in a disaster scenario using modal verbs correctly. 【Process & Methods】 The lesson will use an inductive approach, starting with a review of sentences from the unit that contain modal verbs. Students will categorize these examples to deduce the functions. This will be followed by explicit rule clarification, controlled practice through sentence completion and matching exercises, and finally, a productive group task where students create a "Modal Verb Disaster Guide." 【Affect, Attitude & Values】 To reinforce the importance of clear and precise communication, especially in contexts related to safety and instructions. To build linguistic confidence by mastering a key grammatical structure that increases students' ability to express obligation, advice, and possibility accurately. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Review & Contextualized Introduction (7 mins) Activity 1.1 (Sentence Hunt): In pairs, students look back through Unit 7 materials (e.g., dialogues, Dujiangyan text, safety instructions) to find sentences with modal verbs. They write down 2-3 examples. Activity 1.2 (Class Share & Categorize): Teacher collects examples on the board (e.g., "We should make preparations." "You can help distribute supplies." "People must stay away from rivers."). Ask students: "What do these words (should, can, must) tell us? Are they about facts, or about ideas like advice, ability, or rules?" To activate prior knowledge from the unit in a targeted way, making grammar learning relevant and contextual. The "sentence hunt" encourages students to notice language patterns they have already been exposed to, creating a sense of discovery. step 2: Function Clarification & Rule Presentation (10 mins) Activity 2.1 (Function Matching): Present a chart with modal verbs and their core functions. Using the examples from Step 1, guide students to match them. Function Chart: - Ability/Possibility: can, could, may, might - Advice/Suggestion: should, ought to, could - Necessity/Obligation: must, have to, need to Activity 2.2 (Grammar Rule Focus): Highlight key grammar rules: 1) Modal + base verb (no 'to', except have to, need to), 2) No -s for he/she/it, 3) Form questions by inversion (Can we...? Should I...?). Provide clear examples. To move from noticing to understanding. Organizing the examples into a functional chart helps students systematically categorize the different meanings of modal verbs, moving beyond memorization to conceptual understanding. step 3: Controlled Practice – Recognition & Selection (10 mins) Activity 3.1 (Multiple Choice - Function): Students complete a worksheet where they match modal verbs in sentences to their function (Ability, Advice, Obligation, Possibility). Activity 3.2 (Gap Fill - Context): Students complete sentences related to disaster scenarios by choosing the correct modal verb from a pair (e.g., should/must, can/might). Example: "During a typhoon, you ______ stay indoors. (should/might)" To provide structured practice that reinforces the distinctions between modal verbs. Moving from identifying function to selecting the correct word in context builds accuracy and confidence before requiring students to produce their own sentences. step 4: Guided Production – Creating a "Disaster Modal Guide" (12 mins) Activity 4.1 (Group Task Setup): In small groups, students are assigned a specific disaster (e.g., Earthquake, Flood, Fire). Their task is to create a simple poster titled "What to Do: [Disaster Name]" using modal verbs. Activity 4.2 (Scaffolded Creation): Provide a template with prompts: - Before (Preparedness): Use should or can. (e.g., You should prepare an emergency kit.) - During (Response): Use must or have to. (e.g., You must drop, cover, and hold on.) - Possibility: Use may or might. (e.g., Communications might be down.) Groups draft their guides on poster paper. To facilitate meaningful language production by integrating grammar with the unit's theme and a collaborative, creative task. The scaffolded template ensures students apply the target grammar correctly while allowing for creativity and content knowledge application. step 5: Presentation, Feedback & Consolidation (6 mins) Activity 5.1 (Gallery Walk & Feedback): Groups display their posters. Students do a quick gallery walk, looking for correct use of modal verbs. They put a sticky note on one poster with a "Good Modal!" comment. Activity 5.2 (Summary & Exit Ticket): Teacher summarizes the key functions of modal verbs. For an exit ticket, students write one sentence using should to give disaster preparedness advice to a friend and one sentence using must to state a critical rule during an earthquake. To provide an opportunity for peer learning and assessment through the gallery walk. The exit ticket serves as a quick, individual assessment of whether students can apply two core modal verbs correctly in a familiar context. Assessment & Reflection 【Assessment】 Formative: Observation during sentence hunt and group discussions, accuracy in controlled practice worksheets, appropriate use of modal verbs in group posters. Summative: Quality of the exit ticket sentences (correct use of should and must). 【Reflection】 The success of this lesson hinges on connecting grammar to the familiar unit content. The "sentence hunt" is crucial for engagement. For Step 2, use clear, color-coded charts. The group poster activity may need time monitoring; encourage groups to assign roles (writer, artist, checker). The exit ticket provides immediate feedback on individual understanding. If time is short, the gallery walk can be simplified to a quick share by one group per disaster type. 学科网（北京）股份有限公司 $