必修一unit2教案

必修一unit2教案（精选6篇）

必修一unit2教案 第1篇

必修一Unit2 The Road to Modern English

第二课时

阅读课

一、教学内容：Pre-reading;Reading;Comprehending(p.9)

二、教学目标 1．能力目标：

1）学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程。

2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。

3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。2．词汇目标：

official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目标：

学生通过学习英语的发展史，激发对学习英语的兴趣。

三、教学方法

运用多媒体课件演示，结合图片音频文件等来进行课文的学习，激发学生的学习兴趣。采用启发式引导、开放式探究、互动式讨论、反馈式评价的教学方式。

四、教学步骤：

步骤一复习导入新课（2分钟）

1.通过图片对话展示，让学生在轻松愉快的氛围中进入新课。

2.利用连线题进行英美英语的对比，激发学生的兴趣和对比意识。

【设计意图】

通过视觉和听觉刺激，从一上课就调动学生的学习积极性，为本课学习营造良好的学习氛围。英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。步骤

二、阅读听说理解文章（20分钟）

1.fast reading 部分要求学生迅速阅读课文，找到文章主旨大意，并完成填空题。2.careful reading 要求学生逐段细读，能够根据阅读回答每段问题。【设计意图】

通过对阅读过程一系列活动的设计，教师可以培养学生在阅读中使用预测、预览和记录主要阅读信息来实现对文章表层信息、深层信息和推理信息的掌握。步骤

三、练习反馈概括收获（8分钟）1.做true or false 练习题，回顾文章。2.再熟读一遍课文并根据课文填空。【设计意图】

通过练习中的知识对比，再次回顾文章，加深理解。步骤

四、课后讨论提升能力（8分钟）

把学生分组，根据课件上的问题进行讨论。然后每个组派一名代表进行汇报。

1.Why do you think people all over the world want to learn English? 【设计意图】

为学生搭建交流平台，激励参与，培养他们说的能力。并且，帮助他们深层次理解英语，加强他们对英语的了解和热爱。步骤

五、布置作业迁移应用（2分钟）

根据学生以上讨论的问题及学生的不同兴趣来自主选择一个话题写一篇短文。

【设计意图】

让学生自主选择话题，既照顾了学生的学习兴趣，又体现了因材施教的原则，使整个教学环节更加完整。

教学活动设计：

本节课是一节阅读课，重点培养学生的阅读能力以及听说读的能力。本课采用individual work, pair work, group work 等多种形式，锻炼了学生的各种能力，并培养了学生大胆说英语的习惯。

必修一unit2教案 第2篇

根据单词的首字母或汉语意思填写正确单词，注意形式变化。

1.Both Pompeii and Loulan became lost c______________(文明) about 2,000 years ago.

2. It continued to erupt for the next three days. U_______________, all the people were buried alive, and so was the city.

3.So in 1860, the Italian archaeologist Giuseppe Fiorelli was made d___________ ( 负责人)of the Pompeii dig.

4. Tomorrow we are off to Naples to visit the museum that h__________ many of the treasures from Pompeii.

5. It’s hard to imagine how this quiet volcano d_____________ the whole city!

6.This small, wealthy _______________ (商业的)city existed almost 2,000 years ago.

7.An archaeologist from the local ______________ (文化的) institute, Professor Zhang told us this.

8. The desert was once a green land with e___________ trees, but even that didn’t prevent the city from being _________ by sand--- what a pity!

9. During these years I have had the chance to explore many different places in China and t______________ the world.

10. We went through a 10-meter-long p____________ and we found ourselves in a large burial chamber.

11. Most of them were in good c____________.

12.Jack is a concerned c__________(市民).

13. The next day, US President Franklin Roosevelt d______________ war against Japan.

14.There is another _____________ (相似点) between China and Rome.

15.Fifteen years later the Qin Dynasty was ______________ (__).

二.词形转换

1. major adj. __________n. 2. wealthy adj.__________n.

3. commercial adj.__________n. 4. heat n._________v._________adj.

5. unite v. _____________adj. 6. concerned adj._________n./v.___________ prep.

7. faithfully adv. _________adj. ______n. 8. condition n.__________adj.

9.cultural adj. __________n. 10. explode vi. _______n.________adj.

三. 补全佳句

1. The book had a great effect on his life. The book _____________ his life greatly.

2. They didn’t tell me the location. They didn’t show me the map, either.

They ___________ told me the location ________ showed me the map.

3. Some people tried to escape, some people stayed in their houses.

People ___________ tried to escape _______ stayed in their houses.

4. It worries the tourists. It keeps raining.

______ ______ ________ _________ ________ the tourists.

5.They also ________ ________ (进行)other experiments.

6.When autumn comes, leaves (变成) ________ ________ orange, red and gold.

7.我们对他的健康表示关心。We _________ ________ ________ his health.

8.________ _______ _______ _______ ________ ________ _______ _____ ,(在好心的老人的带路下，用with复合结构做)， we arrived at the remote village before lunchtime.

必修一unit2教案 第3篇

语言功能:就现在正在发生的事情提问和回答。

语言结构:What are you doing?I’m.

What is he/she doing?He/She is.

What are they doing?They are.

教学目标:

知识目标:1.能准确认读及运用单词

2.学习并熟练运用目标语句

能力目标:能运用学习的目标语句对现在正在发生的事情进行提问并准确回答。

情感目标:培养学生积极参加活动及竞争意识, 具有合作精神, 增强对英语学习的兴趣。

教学重点:

单词:lovely

目标语句:What are you doing?I’m.

教学难点:1.准确运用目标语句对现在正在发生的事情进行提问并回答。2.能准确使用现在分词。

教学准备:

CAI课件, CD-ROM, 电脑、卡片、试题等。

【学生分析】

三年级的学生已经有了一定的英语基础, 并具备了初步的学习英语的能力, 对英语的学习有着浓厚的兴趣, 渴望获得成功的体验;学生对现在进行时已经有了一定的了解, 但学生之间存在着个体差异, 对知识的掌握及运用能力仍存在一定的差距, 因此在课堂中的表现也就不尽相同。

【教学过程】

StepⅠ.Warming-up

1. Sing a song:I’m listening to music.

2.Review Module 2 Unit 1.Ask the students to ac out the dialogue in groups.

(检查上一课学生作业完成情况, 引出本课话

StepⅡ.Presentation.

T:Amy and Sam made a cake.Do you know wha happened then?Today let’s learn Module 2 Unit 2.板书:I’m watching TV.

StepⅢ.New teaching.

1. Listen and answer.

T:1) What’s Sam’s mum doing?She’s watching TV

2) What’s Sam’s dad doing?He’s listening to

2. Read and answer.

T:How is the cake?S1:It’s lovely.

(让学生带着问题默读课文, 并找出答案, 引出本课的新单词:lovely)

Teach the new word:lovely

次, 教师通过让学生做问答、开小火车等与学生原有认识水平有一定信息差的练习, 使教学内容逐层推进, 最后, 通过让学生做“小小采访员”的调查, 最大限度地调动学生认知的内驱力, 让学生明白在生活中如何去运用语言, 突出语言学习的交际性和真实性。

(责任编辑:史晓红)

love-lylovely

3.Make sentences with“lovely”.

T:The dog is lovely.Can you make sentence with“lovely”?

S1:The cat is lovely.

S2:XX is lovely

StepⅣ.Production.

1.Use the PPT.Look, ask and answer:

(从询问和描述自己在做什么, 过渡到询问他人正在做的事情, 并总结强调动词现在分词变化的规律, 给学生以清晰的概念)

T:Pay attention to the photo, then give me a verb and its present participle form.

(请孩子们看同学的照片, 然后给出一个动词, 并说出它的现在分词形式, 同时说出变化规律)

T:What’s he/she doing?

Ss:He/She is

T:What are they doing?

Ss:They’re

2. Test. (写出下列动词的现在分词)

do➝doing

watch➝watching

listen➝listening

make➝making

use➝using

write➝writing

get➝getting

run➝running

skip➝skipping

(师请学生小结动词现在分词的变化规律)

三种形式:1) 直接+ing

2) 以不发音的字母e结尾, 去e+ing

3) 以重读闭音节结尾, 呈现“辅, 元,

辅”结构的动词, 双写最后一个字母+ing

3. Game:The best partners.

规则:三人一组, A同学写一个主语及系动词, B同学写出动词的现在分词, C同学进行整合, 然后完整地读出句子。完成任务的小组由C同学双手举卡片到讲台前站好。全班都完成后, 一个接一个汇报成果。 (目的:培养学生的小组合作能力及从听说到写进而运用所学知识进行整合的能力)

4. Game:Boys and girls.Come on!

方法:以大组竞争的方式进行。每组选二人, 一人看屏幕做动作, 座位上的人一起提问:What is he/she doing?另一人猜:He/She is.以一分钟内猜对次数最多的组获胜。 (培养学生的竞争意识, 调动学生参与的积极性, 从而达到运用语言的目的)

5. Test.Fill in the blanks.

Look!Sam and Amy are_____ (make) a cake for their mum and dad.That’s really a good idea.But Dad is_____ (read) now.Mum is_______ (work) .Sam and Amy are noisy.They have to go to their room.Listen!Amy’s_______ (play) her flute.And Sam’s______ (play) the drums.Mum and Dad have to ask them to stop.And now they are______ (make) a cake instead.

(结合本模块话题, 进一步检验学生对动词现在分词的理解与运用)

StepⅤ..Summary.

1.T:Today we have learnt how to ask and describe the things we are doing now.

2.Ask the students to read the new word and the key drills.

3.Evaluate.Which group is the winner!

StepⅥⅥ..Homework.

1.Copy the new word and the drills.

2.Recite the conversation.

【评析】

必修一unit2教案 第4篇

1. diet

【考纲释义】 n. 饮食,食物; (适合某种疾病的) 特种饮食v.节食;吃限定食物

Their diet chiefly consists of grain and vegetables.他们的饮食主要是谷类和蔬菜。

No chocolate, please. I’m on a diet.请不要放巧克力,我正在节食。

No sugar in my coffee, please; I’m dieting.请不要给我的咖啡放糖,我在节食。

【知识拓展】 go on a diet节食;吃限定食物 be on a diet 在节食中

2. balance

【考纲释义】n.平衡;均衡;天平;秤vt. (1) 使平衡;保持……的平衡;权衡;比较

The child couldn’t keep his balance on his new bicycle.孩子骑在他的新自行车上不能保持平衡。

In what way is a laboratory balance different from a balance found in a store? 实验室的天平与商店里的秤在什么方面有所不同?

In order to balance their trade, they would have to buy less goods in the United States. 为了平衡贸易,他们将不得不减少在美国购货。

You have to balance the advantages of living downtown against the disadvantages. 你必须权衡住在市中心的利弊。

【知识拓展】 in the balance(命运)未定,在危急中;不确定 off balance不稳on balance总的来说 balanced adj. 均衡的;平衡的a balanced diet 均衡的饮食

3. strength

【考纲释义】 n. 强项;长处;力量

I have hardly enough strength left to move my feet. 我连移动双脚的力气都几乎没有了。

The growing strength of the Third World — and of the most populous country, China, in particular — is an important factor for world peace. 第三世界的力量,特别是第三世界国家中人口最多的中国的力量,是世界和平力量发展的重要因素。

Although English is not my strength, you should learn it hard. To master a foreign language is quite important. 尽管英语不是我的长处,你还是应该好好学,掌握一门外语很重要。

【知识拓展】 strengthenv. 增强get the strength to do something 鼓起勇气做某事 to strengthen one’s character使自己的性格变坚强

power, strength, force辨析:

power用法最广,用于各种身体的、心理的、隐藏的、外显的力量,也可指事物的某种作用力或动力;strength指内部的能力,是身体组织内存在的体力;force指运用或发挥出来的外在的、活动的力,含有克服阻力而使人或物按要求的方向运动之意。

4. benefit

【考纲释义】 n.利益;好处 vt. & vi. 有益于;有助于

We shall derive much benefit from reading good novels. 我们将从优秀小说中获得很大好处。

These facilities have benefited the whole town.这些设施使用权全城受益。

Who is likely to benefit most by the new tax laws?什么人可能从新的税法中得到最大的好处。

【知识拓展】 for / to sb.’s benefit 为了某人的利益 by the benefit of 由于……的恩惠 acquire(get, have, receive) the benefit of 获得……之益 give sb. the benefit 给予某人利益lose the benefit of 丧失……的利益benefit from / by sth.

5. combine

【考纲释义】 vt. & vi. (使)联合;(使)结合

What chemicals combine together to form water? 什么化学元素化合成水?

The two teams combined and did very well in the sports meet. 在运动会上这两个队合并成一个队,成绩很好。

We consider it necessary to combine theory with practice. 我们认为理论联系实际是必要的。

【知识拓展】词语辨析: combine, join,和connect.

join指把性质相同但形体上分离的东西直接“连接”起来,使其结合在一起,成为较大的集体或物体,关系较connect密切;combine指原来性质或成分不同的的东西合并成一体,“合并、联合”,联合之后使得个体被忽略,强调整体性; connect表示“连接、结合”,指两者相互连接,但仍保持各自原有的特征或状态,强调用连接物或通过某种方式把孤立的东西联系起来。

6. consult

【考纲释义】 vt. 咨询;请教;商量

If you wish good advice, consult an old man. 若要主意好,老人须请教。

If you are ill, consult a doctor.如果你病了,就找医生看病。

It is important that consult with expert before you make a decision. 在做重大决定之前和专家商量是很重要的。

【知识拓展】 consult with同……商量

二、短语诠释

1. get away with被放过;(做坏事)不受惩罚

I won’t let him get away with that excuse. 我不会让他用那种借口蒙混过去。

For such a serious offence he was lucky to get away with a fine. 他犯了那么严重的过失, 却侥幸只交罚款了事。

Those who lie and cheat will never get away with it. 那些撒谎和欺骗别人的人决不会逃得过惩罚。

2. get rid of 摆脱;除去

The fat boy went on a diet to get rid of his excess weight. 这个胖男孩节制饮食以减轻过量的体重。

How can you get rid of a bad habit? 你怎样才能改掉坏习惯呢?

I should like to get rid of the responsibility for this job, but there doesn’t seem to be anyone. 我真想摆脱对这项工作的责任,但是看来没有合适的人可以交出去。

3. in debt欠债

She was in debt when she was poor, but has been out of debt since she got rich. 以前穷的时候她欠了债,可自从富了以后就没欠债了。

We should reduce our expenses, or we will be in debt. 我们得减少支出,否则就要负债了。

【知识拓展】 in sb’s debt 欠某人的人情debt crisis 债务危机deep in debt 负债累累 pay one’s debt 还债pay off one’s debt 还清债务 run / get into debt 欠债

4. throw away扔掉;丢弃

Don’t throw away those rotten vegetables, we can feed them to the pigs. There’s nothing so bad as not to be good for something. 不要把那些腐烂的蔬菜扔了,我们可能拿它来喂猪。凡物无论好坏,各有所用。

Fires are often caused by cigarette ends which people carelessly throw away. 火灾经常是由人们不小心扔掉的烟蒂引起的。

【知识拓展】 throw about乱丢(东西),乱花(钱) throw down推倒throw light on使明白,阐明throw up呕吐

三、句式详解

1. Something terrible must have happened if Maochang was not coming to eat with him as he always did. 如果茂昌不像往常那样来和他一起吃饭,那就一定是发生了什么可怕的事情。

句中的must + have + 过去分词,表示对过去动作或状态的推测,意为“(过去)一定做过某事”。例如:

It must have rained last night, for the ground is wet this morning.昨天晚上一定是下雨了,因为今晨地面是潮湿的。

此外,should (ought to) have + 过去分词表示过去应该做而(实际)没有做的事情,含有责备或遗憾的语气,意为“本应该……”;其否定形式为“should not / ought not to have + 过去分词”,表示某种行为不该发生但却发生了; “needn’t have + 过去分词”表示过去没有必要做某事, 但实际上做了某事;“may / might have + 过去分词”表示对过去情况的一种不太有把握的可能性推测,表示“过去可能 / 大概已做了某事”;否定句表示“过去可能还没有做某事”;“can / could have + 过去分词”表示“过去本来可以做某事,但实际上没有做”;否定句表示“不可能已做了某事”;疑问句表示“可能 / 也许已做了某事吗?”。例如:

You shouldn’t / ought not to have been here so early. 你本不应该来这里这么早的。

He may have been at home for about two hours. 他也许在家等了两小时了。

It could have been seen from here if it had not been so dark. 如果天不那么黑,你会从这儿望见他的。

She can’t / couldn’t have been waiting for us so long. 她不大可能等我们那么久。(对过去的事情的否定的判断。

2. They served raw vegetables with the hamburgers and boiled the potatoes rather than fried them. 他们供应汉堡包加生冷蔬菜,和水煮土豆,而不是油炸土豆。

rather than用作连词,相当于but not,意为“而不”、“不是……(而是)”、“与其……(不如)”,前后连接的成分应该是平行的,可为名词、代词、动名词、形容词、谓语动词、动词不定式或介词短语等。例如:

He is a writer rather than a teacher. 与其说他是教师还不如说他是作家。

You are doing this for yourself rather than for others. 你做这件事不是为别人而是为你自己。

Taking exercise every day makes him look younger rather than older.每天锻炼身体使他显得年轻而不是年老。

He would die rather than give up smoking.他宁死也不愿戒烟。

We’ll have tea in the garden rather than in the house.我们要在花园里喝茶而不想在屋里喝茶。

注意:若 rather than 位于句首,其后的不定式通常不带to (也可用动名词)。如:

Rather than go there by air, I’d take the slowest train. 我宁可乘最慢的火车去也不愿坐飞机去。

Rather than waste (wasting) your time doing it yourself, why don’t you call in a build-er? 你为什么宁愿浪费时间自己干而不愿去请一个包工呢?

rather than连接两个成分作主语时,其谓语动词的数通常与前面一个主语保持一致。如:

必修一unit2教案 第5篇

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.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→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 Use Examples ought无人称和时态的变化, 后接带to的动词(1)There is something I ought to tell you 不定式。ought to可表示“义务”“要求”或“劝before you leave.告”, 常译作“应该”“应当”等, 和should差不(2)He ought not to do that.多, 只是语气稍重一些;有时表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式为ought not to(oughtn’t to), —Yes, he ought to.疑问式为Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.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.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

英语必修三unit2课件教案 第6篇

以听说为主的基于学习英语必修三unit2课件教案。一起来看看吧。

项目内 容

教学内容一段录音，讲述王鹏去图书馆寻找健康饮食的资料，巧遇这方面的专家，

于是向这个专家请教。通过这段录音，引发学生对合理搭配饮食的讨论。

学习目标从以下学习目标中确定四类、每类至少一项作为自己的本课时学习目标。

语言知识使学生对合理、健康饮食有更深入地了解及如何合理搭配食物。

语言技能通过听力口语等各种活动，训练学生提取信息，表达观点的能力。

语言运用

（1）学会在听力中抓住要点的技巧

（2）学会把听到的内容用自己的语言表达出来。

文化意识了解合理搭配饮食的重要性，提高学生健康饮食的意识。

情感态度 在了解合理搭配饮食的重要性的同时，也注意生活和学习上的合理安排。

学习策略

（1）自主地在新旧语言知识之间建立联系，

（2）自主反思本单元所学到的语言知识和技能，

将之迁移并运用到要学习中，

（3）主动拓展与本单元主题相关的信息。

任务

课时任务：听一段录音，获取相关语言信息，再把这些信息运用在口语活动中，

给一个胖女孩提一些饮食方面的建议。

评价标准从以下标准中选定至少两项作为你本单元学习的评价标准。

1、理解听力材料的大概内容。

2、能把所听到的.信息运用到口语中。

3、借助同伴的启示与帮助，更好的完成任务。

学习

资源听力材料

预设

时间学习步骤学习目的教学方案学习方案学习资源

第1-5’导入引入

听力老师会用两个问题”Which illness do we still have today? “and “why we have this illness ?”引导学生进入听力材料，让学生对接下来的听力训练的内容有一个心里准备。用问题激发学生的讨论，从而激发学生对回答问题及相关知识的联想。学生通过讨论为接下来的听力任务做好背景知识准备。教师

话语

第6-21’听力 进入听力训练，本课时的重点之一有了前面两个问题引入，再加上前面学过的READING部分，教师可以直接进入主题。让学生听一段录音之后，学生完成几个简单的问题，再听一遍录音，再完成几个细节题，循序渐进，由浅入深，学生可以大概获取听力材料的信息。首先提一些简单的问题，让学生能够轻易回答，即能够让学生获得成功的喜悦，也可以让学生对材料有个了解。之后，再进入深一些的问题。

听力材料

第22-25’信息

展示让学生把听到的信息以说的方式展示出来。 教师把学生所听到的材料信息用语句活词语的方式展示出来学生把自己听到的内容，加上自己的理解，通过口语方式展示出来。学生

话语

第26’任务

展现 了解任务让学生了解接下来的任务，就是为一个胖女孩制定健康的饮食计划。了解任务。

第27-39’任务讨论 强化语用意识和交流意识让学生按照自己的观点

尽情自由的讨论通过前面的讨论、听力，已经使学生把握了许多相关的信息，接下来的任务就是让他们学会如何运用这些信息以口语的形式表达出来。自己与同伴的讨论