PAGE第4頁共4頁Book2Unit4ExploringliteratureGrammarandusageModalverbs教學目標Bytheendofthissection,studentswillbeableto:1.exploreandsummarizethegeneralrulesofmodalverbs;2.distinguishtheuseofdifferentmodalverbsforthesamefunction;3.identifyfunctionsofmodelverbsinvariouscases;4.usemodalverbstomakerulesfortheschoollibrary教學重難點1.Tosummarizethegeneralrulesofmodalverbs;2.Tousemodalverbsinarealsituation.教學過程步驟教學活動設計意圖互動時間&模式FreetalkandreadingStep1Studentshaveareviewofthethreequalitiesofgoodliteraryworks.Theteacherasksstudentswhethertheyhavethoughtofthequestion“WhatshallIread?”Studentsareaskedtoprovidesomesuggestions.圍繞本單元的主題語境“文學閱讀”以及Reading板塊的主要內容設問，創設交際性場景，就“如何選書”這一話題，與學生展開討論，引導學生嘗試使用情態動詞，自然引入語法模塊的閱讀語篇。5’IndividualWorkClassWorkStep2TheteacherhasstudentsreadthepassageonPage48andpresentthesolutionsprovidedbythewriter.Youcanaskyourfriends,parentsandteacherstorecommendwhatbooksyououghttoread.Youcouldalsoreadbookreviewsinnewspapers,inmagazinesoronlinefordifferentsources.However,youmustalsodecideforyourselfwhatkindofbookstoread.Theteacherasksstudentstofocusontheuseofmodalverbsinthesethreesentences,tellingthefunctionofeachofthem.引導學生歸納語法模塊閱讀文本，初步探究can、could、must在語境中的含義，提高學生的語用意識。5’PairWorkExploringtherulesStep3Theteacherasksstudentstoreadthepassageagainandfindtheothersentencesthatusemodalverbs,identifyingtheirfunctionsrespectivelyandthenfillinthetableonPage48.Studentsfillintheblanksinthefollowingsentencestoworkoutoneoftherulesaboutmodalverbs.Modalverbscanexpressabilityornecessity.Theycanalsobeusedtomakesuggestionsordescribetheprobabilityofanevent.Thesamemodalverbcanhavedifferentfunctions.在語境中呈現新的語法知識，引導學生通過自主探究，初步總結出情態動詞的基本意義和語用功能：表達可能性和必要性，提出建議和表達可能性等。5’IndividualWorkGroupWorkStep4Theteacherhelpsstudentstoexplorethefourfunctionsofmodalverbsfurtherbyprovidingmoremodalverbsforthesamefunctionandaskingstudentstoidentifythedifferencesbetweenthevariousmodalverbs.1.Distinguishtheuseofthemodalverbs“shall,can,could”forsuggestion.2.Distinguishtheuseofthemodalverbs“can,couldorbeableto”forability.3.Distinguishtheuseofthemodalverbs“should,oughtto,must,haveto”fornecessity.4.Distinguishtheuseofthemodalverbs“may,might,could,must,can,should”forpossibility.通過讓學生比較表達同一種功能的不同情態動詞在意義上的細微差別和使用語境上的差異，幫助學生進一步探究情態動詞的使用規則。5’ClassWorkPairWorkIndividualWorkStep5StudentsexploretheformsofverbsthatcanfollowmodalverbsbyansweringthequestiononPage48.Modalverbscanbefollowedby“do,bedone,bedoingandhavedone”.Theteacherasksstudentstotellthecaseswheredifferentverbformsareusedrespectively.Studentshaveagroupdiscussionandcomeupwithsomeexamplesforeachoftheforms.讓學生通過小組討論，探究情態動詞后所接動詞的各種形式，自主創設使用不同形式動詞的情境，提升歸納、總結的思維能力。5’IndividualWorkPairWorkStep6StudentsgothroughGrammarnotesonPages99–101.Andlateron,studentsraisetheirquestionsaboutthispart.在歸納總結出部分情態動詞的使用規則之后，讓學生自學課本后其他的規則作為補充。教師鼓勵學生提出問題，激發其探究熱情，培養自主學習能力。5’PairWorkIndividualWorkApplyingtherulesStep71.TheteacherasksstudentstoturntoPage49andfinishPartsB1andB2.2.Theteacherasksstudentstotellthewholeclassabouttheirchoicesandtellthereasons.AsforPartB2,theteacherasksstudentstoanswerthefollowingquestionstohaveabetterunderstandingofthemodalverbsusedinthepassage.WhatdidthewriterthinkofreadingDickens’sAChristmasCarolatfirst?Howdiditturnout?Whatcanwelearnfromthebook,accordingtotheauthor?通過句子、語篇兩個層面的鞏固練習，讓學生內化情態動詞知識，運用所學，辨別同一個情態動詞的不同語用場合。同時通過二選一的練習，讓學生學會恰當、得體地使用情態動詞。8’IndividualWorkClassWorkGroupWorkStep8Studentsworkingroups,makingrulesfortheschoollibraryusingmodalverbs.Tohelpthemwiththetask,Theteacherhasstudentslookuptheword“rule”inthedictionaryandfigureoutwhatmodalverbscanbeusedtodescriberules.Lateron,allgroupmembersbrainstormdifferentaspectsfromwhichtheycanmakerulesfortheschoollibrary.Groupmembersexpresstherules,usingmodalverbs.Groupleaderswritedowntherulesandsharethemwiththewholeclass.教師創設真實語境，要求學生開展小組合作，運用所學，恰當、得體地使用情態動詞，完成為學校圖書館制定規章制度的任務，幫助學生內化知識，實現“形式—意義—使用”三者的統一。5’GroupW