高中英语人教版 (新课标)必修3&4Unit 4 Body language教案及反思

Unit 2　Healthy eating

Period 3　Learning about language: Grammar

整体设计

教材分析

This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.

This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs. Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.

At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.

教学重点

1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.

2. Let students learn the use of ought to.

教学难点

Enable students to learn how to use ought to correctly.

三维目标

知识目标

1. Get students to know more about modal verbs.

2. Let students learn the use of ought to.

能力目标

Enable students to use modal verbs correctly and properly according to the context.

情感目标

1. Get students to become interested in grammar learning.

2. Develop students’ sense of group cooperation.

教学过程

设计方案(一)

→Step 1 Revision

1. Check the homework exercises.

2. Dictate some new words and expressions.

3. Read the passage Come and Eat Here again to find words and expressions that mean the same.

Give students about four minutes to find the suitable words and expressions. Then check the answers with the whole class.

Suggested answers:

→Step 2 Leading-in by revision

Translate the following sentences and explain how each of these modal verbs is being used in the situations.

1. He could hardly support his family before he found the new job.

2. Where could/can the boy be now?

3. May/Might I come in?

4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.

5. You must hurry up or you’ll be late.

6. Whatever you want, you shall have.

7. We should read English aloud every morning.

8. He would sit there for hours, doing nothing at all.

Suggested answers:

1. 他在找到那份新工作前几乎无法养家糊口。(ability)

2. 那孩子现在能在哪儿呢？(guessing)

3. 我可以进来吗？(ask for permission)

4. 你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)

5. 你必须得快点儿, 不然会迟到的。(necessity)

6. 你想得到什么, 你就可以有什么。(promise)

7. 我们应该每天早晨朗读英文。(duty)

8. 他总是在那儿一坐就是几个小时, 什么都不干。(past habit)

→Step 3 Grammar learning

1. Reading and discovering

Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.

Suggested answers:

1)By lunchtime they would all be sold.

到午饭时分, 它们都会卖完。

2)By now his restaurant ought to be full of people.

到了这个时候, 他的餐馆本该宾客盈门的。

3)What could have happened?

发生了什么事呢？

4)Nothing could be better.

再没有比这些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.

要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。

6)He could not believe his eyes.

他简直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.

也许他应该去图书馆查查清楚。

8)He could not have Yong Hui getting away with telling people lies!

他不可能让咏慧哄骗人们后跑掉。

9)He had better do some research.

他最好作一番调查。

10)They would become tired very quickly.

他们很快就会到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.

或许打折的方法和新的招牌能够帮他赢回顾客。

2. Thinking and discussing

Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations. Use the function words below to explain the meaning of the modal verbs. If students have some difficulty, give them a hand.

Intention　Duty　Permission　Possibility　Guessing　Ability

Suggested answers:

1)Possibility　2)Possibility　3)Possibility　4)Possibility　5)Guessing　6)Intention　7)Duty　8)Intention　9)Duty　10)Possibility　11)Ability

3. Summing up: the use of ought to

ought to的用法

ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些; 有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/. . . to. . . ?

1. 表示“责任或义务”

Such things ought not to be allowed, ought they?

这类事情不应该被准许, 是吗？

—Ought he to go? 他应该去吗？

—Yes, he ought to. 是的, 他应该去。

2. 表示“适当, 合适或应该”

Coffee ought to be drunk while it is hot.

咖啡应该趁热喝。

There ought to be more buses during the rush hours.

在上下班高峰期, 公共汽车应当多一些。

3. 表示“可能性”

Harry ought to win this race.

哈里应该会赢得这场比赛。

If he started at seven, he ought to be here now.

假如他在七点出发的话, 现在大概到这儿了。

4. 表示“劝告或建议”

I think you ought to eat more body-building food.

我认为你应当多吃些有营养的食物。

He said I ought to do that job.

他说我适宜做那项工作。

5. 表示“推测”, 意为“照说应该; 想必一定”, 后跟不定式的一般时、进行时或完成时, 分别表示对现在、现在进行或过去情况的推测。

She has had working experience before. She ought to be fit for the job.

她以前有过工作经验, 应该胜任这项工作。

It’s just 9 o’clock. Mary ought to be doing her homework in her room now.

才刚九点, 按说玛丽应该在房间里做作业。

It ought to have rained last night.

昨晚应该下过雨。

6. 表示“责备或后悔”

ought to后接不定式的完成式时, 表示“本应该做某事而事实上没做”; 其否定式表示“本不应该做某事而事实上做了”。

You ought to have done these exercises because you were required to so during your holidays.

这些练习你本应该做完的, 因为假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.

她本不应该告诉他这个不幸的消息, 结果影响了他的考试。

→Step 4 Grammar practice

1. Turn to Page 13. Ask students to do Exercise 2 in Discovering useful structures. First let them discuss in pairs how each of these modal verbs is being used in the situations. Then check the answers with the whole class. Give some explanations if necessary.

2. Turn to Page 50. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.

→Step 5 Asking and answering

Let students work in pairs. One asks a question and the other answers it. Remind them to use modal verbs in their answer.

Show the following on the screen to students.

Example:

S1: What should you do after school?

S2: I have to go home at once. I need to take the bus. I ought to do my homework as soon as I get home.

Other possible questions:

1. Do you know what you have to do when you borrow books from the library?

2. Do you know what to do when your teethache?

3. Do you know what to do if you need to meet someone you don’t know at the airport?

4. Do you know what to do if you want to get a discount in a shop?

5. Do you know what you should do when you meet the hostess in your friend’s home?

The following procedures may be followed:

1. Let students ask and answer the questions in pairs.

2. Ask as many pairs as possible to perform their dialogue to the class.

→Step 6 Closing down by a quiz

Show the following exercises on the screen. Let students finish them within three minutes to see if they have mastered the use of modal verbs. Five minutes later, check the answers with the whole class.

1. —What’s the matter with you?

—Oh, I’m not feeling well in the stomach. I ______________ so much fried fish just now.

A. shouldn’t eat

B. mustn’t eat

C. oughtn’t to have eaten

D. mustn’t have eaten

2. —Mum, I climbed to get the Teddy Bear from the top of the shelf.

—My goodness! You ______________ yourself. You ______________ do that again.

A. must have hurt; mustn’t

B. should have hurt; can’t

C. may have hurt; mustn’t

D. might have hurt; won’t be able to

3. The train was ten minutes late, so I ______________ have run all the way from my house to the station.

A. couldn’t

B. shouldn’t

C. needn’t

D. mustn’t

4. You ______________ worry about the old man. He ______________ well already.

A. needn’t; may get

B. didn’t have to; gets

C. mustn’t; got

D. needn’t; may have gotten

5. —Shall I tell John about it?

—No, you ______________, for I’ve told him already.

A. needn’t

B. wouldn’t

C. mustn’t

D. shouldn’t

Suggested answers: CCCDA

→Step 7 Homework

1. Finish off the workbook exercises.

2. Preview the reading passage Come and Eat Here(2) on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.

设计方案(二)

→Step 1 Revision

1. Check the homework exercises.

2. Translate the following into English.

1)平衡膳食

2)应该; 应当

3)减肥; 体重减轻

4)被放过; （做坏事）不受惩罚

5)说谎; 撒谎

6)到了这个时候, 他的餐馆本该宾客盈门的。

7)再没有比这些更好（吃）的了。

8)要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。

9)他简直不能相信他的眼睛。

10)他不可能让咏慧哄骗人们后跑掉。

→Step 2 Warming up by asking and answering

Let students work in pairs. One asks a question. The other answers it. Remind them to use modal verbs they have learned in their answers.

Example:

S1: What should you do after school?

S2: I have to go home at once. I need to take the bus. I should do my homework as soon as I get home.

→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.

Intention　Duty　Permission　Possibility　Guessing　Ability

→Step 4 Learning the use of ought to

1. Ask students to turn to Page 91 and learn the part 6 ought by themselves.

2. Encourage them to ask as many questions as possible. Give them explanations if necessary.

3. Let them do some additional exercises.

4. Sum up.

→Step 5 Practice

Ask students to finish the following exercises within 8 minutes. Then check the answers with the whole class.

1. Exercise 2 in Discovering useful structures on Page 13.

2. Exercise 1 in Using structures on Page 50.

→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation. Make sure they use as many modal verbs as possible.

1. Your friend sees someone steal a purse from an old lady’s pocket. He/She does nothing but is very worried about this. He/She comes up to you for your advice. What would you tell him/her to do?

2. Your friend has borrowed your mobile phone and lost it while he was out with his friends. You are very angry with him. He is not concerned. What are you going to say to each other?

→Step 7 Homework

1. Finish off the Workbook exercises.

2. Practice your conversation with your partner and be ready to present it to the class.

板书设计

Unit 2　Healthy eating

the use of ought to

活动与探究

After class, make up a dialogue with your partner to talk about food you like or dislike. Be ready to present your dialogue to the class. You must use the following expressions and as many words that are referred to as you know.

The beginning is given to you.

A: Do you know how to make soup?

B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.

A: Oh, I can’t stand tomatoes. . . .