Learning about Language公开课教案（教学设计）

教学设计

人教版选修11 Unit 1 New Zealand Period 2 Learning About Language 知识与能力

1.

Get students to be acquired of words and expressions in warming up, pre-reading, reading and comprehending; 2.

Enable them to review modal verbs and make the most of them.

过程与方法

After finishing the practice corresponding to the vocabulary, they are led to check the answers and discuss with each other about the mistakes in the exercises. Then they are required to memorize the usages of modal verbs and finish the relative exercises. 情感、态度、价值观

They are inspired to make full use of words, phrases and modal verbs they have learned; They are encouraged to learn English automatically, actively and interestedly. 教学重点

Enable them to grasp words and phases in the reading. 教学难点

Enable them to make full use of modal verbs. 教学方法

Cooperative learning; Group discussion; Automatic learning;

Task-based language teaching

教材分析

This is the second period of the unit. The teacher can first check students’

homework and offer chances for students to review what they learned during the first period. The emphasis of this period will be placed on reviewing the important new words, expressions in the parts Warming up, pre-reading, Reading and Comprehending, and learning the new grammar modal verbs. In order to make them understand these important meanings in the text, then give some explanation about them, later offer some practices to make them master their usages. Some new words and phrases, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very useful and important. Therefore, they are guided to finish the relative exercises to consolidate the words and phrases. In addition, they are required to find out sentences using modal verbs, talk about their usages and finish the relevant exercises.

学情分析

Students are mainly responsible for their English learning, while the English teacher only supervises and guides them how to learn effectively. Furthermore, the teacher should truly know about their current English learning, which lays a solid foundation for the teacher organizing their teaching in order and without any mistake. Students in Senior One still have incomplete knowledge system and a small number of vocabulary and grammar. Therefore, in this lesson the students should mainly continue to have a good command of words, expressions and modal verbs and make the best of them, which contributes a lot to their deep English learning from now on. 教学过程

Step I. Revision 1.

Check the home work exercises. 2.

Ask some students to dictate some new words and expressions. Step II. Discovering useful words and expressions 1.

Let students review new words and expressions in Warming Up, Pre-reading, Reading and Comprehending. Exercise: Find words and expressions from the text that mean the same. ①

_________ something that you say that you know is not true ②

_________ not to be published for something ③

_________ uncooked ④

_________ the strong wish to know about something ⑤

_________ someone who buys or services from a shop, company, etc. ⑥

_________ a particular quality that gives someone or something an advantage 教学目的：采用任务型教学法培养学生“做中学”的能力，训练学生的英语自学能力，准确地理解词义，根据英文释义从课文中找出生词或习惯用语。

2.

Fill in the blanks with words from the box and paraphrase the italicized parts using the phrases from the box. balanced

diet

raw

slim

ought to

lose weight

lose heart

lose interest

lose face Julie wanted to become thinner. She knew she _______ eat more vegetables and

fruit but little meat. However, as she was so afraid of being laughed at by her friends,

she did not consult a doctor but lived on a _____ of rice, ____ vegetables, bananas, and lemons. Three weeks later, she found she weighed as much as ever. She felt so sad

and hopeless about herself and her behavior changed. She didn’t dare to face her boyfriend and she was unwilling to visit

her friends any more. Luckily, her friend Fred came to see her and encouraged her to exercise, eat a ______ diet and enjoy life again. Soon Julie became amazingly _____ and energetic. She felt very happy. The teacher requires students to skim the text, understand it, and thus finish the exercise on their own. Then check the answers and carry out group discussion.

教学目的：采用任务型教学法培养学生“做中学”的能力，该练习有助于训练学生的自学能力和合作学习，有助于学生灵活运用所学单词和短语的能力，有助于学生对语篇的把握和理解。

Step III. Discovering useful structures 1.

Reading and identifying Read the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.

2.

Consolidating by doing exercises To consolidate your understanding you will be given 10 minutes to go over exercises on page 13. You may just write in your text book. I mean the student’s book you are working by.

3.

情态动词本身没有一定的词义，表示语气的单词。但是不能独立作谓语，

只能和动词原形一起构成谓语。情态动词用在行为动词前，表示说话人对这一动作或状态的看法或主观设想。大多数情态动词无人称和数的变化，其否定形式是在其后加not，无过去式，不用于被动语态。

4.

情态动词的基本用法：

⑴

should/ought to 表责任、义务或劝告，可译为“应该”；表“推测”，指根据道理或事实所推理出来的结论，可译为“按道理应该”；表惊讶。

should/ought to have done 本应该做却没有做

should not/ought not to have done 本不应该做却做了

shall用于一、三人称疑问句，表说话人请求得到对方许可；用于二、三人称陈述句表示说话人给予许可、命令、意图等。

⑵

can/could 表能力；表推测，只能用于否定句和疑问句；表请求；can可表示客观上的一时性、偶然性。

cannot have done/could not have done 不可能做过某事

could have done 本来可以做某事却没有做；可能做过某事

cannot ……too……/cannot……enough 再……也不为过

⑶

may/might

表推测，可能性不大；表请求；

may not 可能不；cannot 不可能

may/might have done 或许做过某事

may/might not have done 也许没干过某事

⑷

will/would 表决心；表某种倾向；表习惯；表将来；表请求

would have done 用于与过去事实相反的虚拟语气中。

⑸

must/have to

must 表示主观上的必须；表推测，意为“肯定，一定”；表示偏偏，非得要；

must not/mustn’t 表禁止，不允许；

have to 表示客观上的不得不，有人称和时态的变化，否定形式为don’t/doesn’t/didn’t have to do;

must be doing 对现在正在进行的事情的肯定性推测

must have done

肯定做过某事；其反义形式为cannot have done（不可能做过某事）。

⑹

need 作为情态动词，常用于否定和疑问句，needn’t 是其否定形式。

needn’t have done 意为“过去没有必要做，却做了某事”。

作为实意动词，常考点为：didn’t need to do

“过去没有必要做,也没有做”；need to be done= need doing 意为“……需要被……”

The students are asked to memorize the usages of these modal verbs in the first place. Furthermore, they are told to check each other or check their recitation in groups. 教学目的：这一环节采用任务型教学法把情态动词的重点用法呈现给学生，是为了让学生背诵并强化这些语法知识在大脑中的映像，为他们容易地完成相关练习打下坚实的基础，也为了让他们能够灵活运用这些情态动词。

5. Multiple Choices about modal verbs.

①. Ted's flight from Amsterdam took more than 11 hours. He_____ be exhausted after such a long flight.

A. must

B. can

C. had better

②. The book is optional. My professor said we could read it if we needed extra credit. But we _____ read it if we don't want to.

A. can not

B. must not

C. don't have to

③. Susan_____ hear the speaker because the crowd was cheering so loudly.

A. couldn't

B. can't

C. might not

④. The television isn't working. It ______ damaged during the move.

A. must have been

B. must

C. must be

⑤. A：_____ hold your breath for more than a minute?

B: No, I can't.

A. Are you able to

B. Might you

C. Can you

⑥. You _____ be rich to be a success. Some of the most successful people I know haven't got a penny to their name.

A. can't

B. don't have to

C. shouldn't

⑦. I've redone this math problem at least twenty times, but my answer is wrong according to the answer key. The answer in the book _____ be wrong!

A. have to

B. must

C. should

⑧. You _____ do the job if you didn't speak Japanese fluently.

A. can't

B. won't be able to

C. couldn't

⑨. You _____ worry so much. It doesn't do you any good. Either you get the job, or you don't. If you don't, just apply for another one. Eventually, you will find work.

A. shouldn't

B. don't have to

C. can't

⑩. If I had gone white water rafting with my friends, I _____ down the Colorado River right now.

A. would have float

B. would be floating

C. would float

In this part, students are asked to finish the exercises in 10 minutes. Then they will cooperate with each other and carry out the group discussion about the answers. Finally, they will share their “right” answers , worked out by any group. The teacher will correct their errors if necessary. 教学目的：该部分练习主要在于检查、强化学生对情态动词用法的掌握，运用小组合作学习、自主性学习以及任务型教学法进行教学，目的旨在调动学生学习的自主性、积极性，培养学生小组合作学习的能力。

Step IV. Summary Students mainly review words and phrases in warming up, pre-reading, reading and comprehending through exercises on Page 12. In addition, they are required to memorize the usages of modal verbs and finish the corresponding exercises to check and consolidate their memorization of the usages of modal verbs. More importantly, students’ positive and automatic learning ability is developed in this class. Step V. Homework 1.

Continue to memorize words, phrases, and usages of modal verbs and make flexible use of them; 2.

Finish relative exercises in the Workbook; 3.

Preview Using language. Step VI. Blackboard design

Unit 1 New Zealand Period 2

Learning about language Step I. Revision Step II. Discovering useful words and expressions

lose heart

lose interest

lose face

lose weight

balance

diet

raw

slim Step III. Modal verbs

can/could

should/ought to

will /would Step IV. Summary Step V. Homework