高中英语牛津译林版 (2019)必修 第二册Unit 4 Exploring literature学案

这是一份高中英语牛津译林版 (2019)必修 第二册Unit 4 Exploring literature学案，共3页。
Unit 4 Exploring literatureGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand different types of modal verbs;2. know how to use modal verbs in new conditions.  II. Key competence focus1. Fully understand the usage of modal verbs. ` 2. Use modal verbs in real conditions.  III. Predicted area of difficultyUse modal verbs properly in real situations.   IV. Teaching proceduresStep 1 Lead-in1. T shows Ss a famous quote from Francis Bacon. 2. T asks Ss to have a free talk on how we can choose good books.【设计意图：整个导入环节紧扣单元话题，由培根的名言引入，激发学生的热情和好奇心。同时利用问题和答案导出“如何选择好书”这一话题，为后文的阅读做准备。】 Step 2 Exploring the rules T asks Ss to read a website article about how to choose books to find the sentences that use modal verbs and fill in the table below the article.  Step 3 Working out the rulesT asks Ss to work out the rules of modal verbs. • Modal verbs can express ability or necessity. They can also make suggestion or describe the probability of an event. The same modal verb can have different functions.• Modal verbs can be followed by a, d, e, f. a. do (the base form)           b. doing (the verb-ing form)      c. did (the past form)  d. be done (the passive voice)    e. be doing (the continuous form)   f. have done (the perfect form)   【设计意图：上面两个环节旨在引导学生掌握情态动词的用法。采用发现式语法教学法，通过让学生阅读关于如何选择好书的文章，找出包含情态动词的句子，然后通过对比观察，归纳出情态动词的类型和功能。】 Step 4 Exploring more about the rules Explore the rules of can and be able to.(1)  T asks Ss to look at some sentences and see how can and be able to express ability in these sentences. • Can you run 1,500 metres in five minutes?• Even a small personal computer can store vast amounts of information.• Are you able to run 1,500 metres in five minutes?• Will you be able to speak English fluently in five years?• Jim could/couldn’t run fast when he was young.• He was able to drive when he was a student.(2)  T asks Ss to work out the rules of can and be able to. • We can use can and is/am/are able to to express ability at present.  • We can use will/shall be able to to express ability in the future.  • We can use could and was/were able to to express ability in the past.  Explore the rules of must and have to.(1)  T asks Ss to look at some sentences and see how must and have to express necessity in these sentences. • I must book a hotel for my trip next week.• We have to wear a uniform at work.• — Must we finish our work today?— Yes, you must finish it as quickly as possible. (— No, you don’t have to. / No, you needn’t.)• Must you play the piano at such a late time? It’s midnight.• Must you spoil everything?• Why must you always be so suspicious?(2)  T asks Ss to work out the rules of must and have to. • We use must when we decide that something is necessary; we use have to when somebody else other than us has made the decision. • To answer a question introduced by must, we use must for a positive answer, and don’t have to/needn’t for a negative answer.• Must can be used in questions to tell someone that their behaviour makes us upset or annoyed.   Step 5 Applying the rules 1. Apply the rules in sentences. (1) T asks Ss to finish exercise B1 on page 49 of the textbook. (2) T asks Ss to choose proper modal verbs and use the proper forms to complete some sentences.(3) T asks Ss to translate some sentences into English. 2. Apply the rules in discourses.(1) T asks Ss to finish exercise B2 on page 49 of the textbook.(2) T asks Ss to fill in the blanks to complete the passage. 【设计意图：此环节结合单元话题，着重输出，通过设置不同形式的训练，引导学生对已学语法加以运用，促进其理解。】3. Apply the rules in real situations.T asks Ss to work in pairs and make rules for the school library using modal verbs.(1)  T shows Ss two examples. (2)  T asks Ss to write down their own sentences. (3)  T offers Ss a sample for their reference. 【设计意图：通过设置真实情境，提高学生的兴趣和参与度，体现语法在真实语境中的运用，真正达到语言输出的目的。】 V. Homework1. Finish exercise C on page 76 of the textbook. Write a notice for the school library, using the sentences you have written in class.      【设计意图：家庭作业一方面回归教材，让学生完成教材上的练习，以达到巩固的目的，另一方面将给图书馆制定规则的课堂活动组织成一篇通告，以达到交际目的。】